Secondary Transition for Kansas Schools: Reset

Secondary Transition for Kansas Schools: Reset
Supporting materials to be downloaded: Handout (activities, examples, and checklists) Resources, including hot links to TASN transition materials FAQs IEP Requirements and Indicator 13 Crosswalk IEP vs IPS table IEP/IPS crosswalk blank form Materials you need to bring to the training: The IEP and IPS for a student age 14 or older with whom you work. Kansas State Department of Education Technical Assistance System Network April, 2019

AGENDA Before the IEP meeting Transition Assessment Invite the Student
Invite Outside Agencies PLAAFPs Measurable Postsecondary Goals Transition Services Measurable Annual Goals IEP and IPS (Individual Plan of Study) Age of Majority Summary of Performance The information on the slides for each of these sections can be found in the handout, so there is no need for you to copy down the information on the slide. Page 2 of the handout shows you the table of contents for the handout. This training is focused on IEP requirements for secondary transition, so that is the reason the agenda follows the sequence of developing an IEP. Transition requirements do not apply to students with gifted only labels. The requirements do apply to students with dual labels of some type of disability and giftedness.

Check In TRANSITION Directions: Please locate the transition Check In on page 3 of the Handout. Take a few minutes to answer these True-False questions. This is a pre-test. This check-in activity will be repeated at the end of the training to see if you changed how you answered any of the questions. The answers will be provided at that time.

Color Coding For Slides
Assessment Planning IEP Requirements IPS and IEP Crosswalk Color Coding For Slides Slides are color coded. Assessment slides are colored light green. Planning slides are colored pink. All slides with IEP requirements are colored blue. Slides describing the IEP and IPS crosswalk are light orange. Slides with examples or with activities are plain white. The information on the slides can be found in the Handout.

Planning Transition to Adulthood
Successful movement from school to post-school: education work adult living Results-oriented process focused on improving the academic and functional achievement of the student K.S.A (c)(8) The purpose of this presentation is to increase the understanding of exactly “what” must be done to meet the student’s transition needs and to meet the requirements of IDEA. The goal is to provide a clear understanding of “how” transition planning can be included in the IEP process. The transition IEP process is intended to result in a comprehensive, coordinated plan of services and activities to be implemented during the term of the IEP. The plan should reflect the IEP team’s response to the student’s postsecondary goals moving beyond just preparing the student for graduation.

Who else might be included?
Who should participate in transition planning & IEPs? Because transition planning is a coordinated effort, it is critical that the right people are at the table. Why are postsecondary education staff, community service agency providers included in a transition IEP? Quality Transition Practices prepare students for the movement from school to post-school environments. Having representatives from those post-school environments involved in the transition planning and visibly introduced to the student and family begin the facilitation of quality movement. If we are to “hand off the baton” and successfully move students from high school to post-school environments, we need to start with who is included in the transition IEP. In addition, we know the student is required to be invited to attend the meeting, but more than just inviting the student, he or she should be actively included! If you look at the picture above, the student with ball cap is at the center of the meeting. He or she should be an active member of that team. Other members of the IEP team have been designated by IDEA and that information is included in the training module on “Preparing for the IEP.” Is anyone missing from this list? Here are other persons who might be invited to the IEP meeting: job coach mental health professionals already working with youth, school social worker/guidance counselor, family advocates, etc. The Indicator 13 Checklist lists the following community service agency providers: Postsecondary education Vocational education Integrated employment (including supported employment) Continuing and adult education Adult services Independent living Community participation Check ahead of time to determine whether there will be a charge to the school district for the attendance of any non-school employees invited by the school. Remember that parent consent is needed for invitations to non-school agency employees. The parents may invite additional participants. Parents and family members Student Education personnel School support staff Administrators Peers and friends Community members Postsecondary education staff Community service agency providers Who else might be included?

Involve the Student in Post-secondary Planning
Student involvement in the IEP process The student’s strengths, interests, preferences and needs must drive the plan Involving the student and his/her family in the planning drives his/her future Often educators involve the student through the following practices: Having the student identify a school-related goal and adding the goal to the IEP Organizing the courses he/she wishes to take in the following year on the Courses of Study section of the IEP Deciding who to invite to the IEP Using a person-centered planning process to facilitate discussion amongst all team members including the student and family, such as MAPS or PATH Using a self-determination curriculum to encourage self-advocacy, decision making, and problem solving. Some examples include: Steps to Self-Determination NEXT STEP I-Plan Choicemaker

Secondary Transition IEP Process
AGE APPROPRIATE TRANSITION ASSESSMENT (Age 14) IINVITE THE STUDENT (Age 14) WITH CONSENT, INVITE OUTSIDE AGENCIES MEASURABLE POSTSECONDARY GOALS (Age 14) PLAAFPS INFORMED BY TRANSITION ASSESSMENT TRANSITION SERVICES INCLUDING COURSES OF STUDY (Age 14) TRANSITION SERVICES INCLUDING INTERAGECY LINKAGES (Age 16) ALIGN MEASURABLE ANNUAL GOALS This is a flow chart of the Secondary Transition IEP Process and it is the sequence that will be followed in this training. Each box has corresponding information in the presentation that explains why it is a part of the transition-focused IEP. A checklist format for this flowchart is included in the handout on page 4. NOTE: Transition requirements do not apply to students with disabilities incarcerated in adult correctional facilities who will turn 21 before they will be eligible to be released from prison. However, IDEA requirements for meeting FAPE, including transition requirements, must be met for students in all other correctional, juvenile justice, or other alternative settings.

BEFORE THE IEP MEETING Complete transition assessment
Invite the student to the IEP meeting With consent, invite outside agencies to the IEP meeting Plan ahead to ensure that all these tasks are accomplished BEFORE the IEP meeting. The next slides will address each of these requirements in greater depth.

Transition Assessment Topics
Purpose and uses of assessment information Types of assessment Formal Informal Planning for transition assessment Transition assessment and assistive technology When is consent needed? Transition assessment information can be found in the handout on page 5. Links to assessment information can also be found in the Resources handout. The transition slides to follow will cover each of these topics.

Before the IEP Meeting Age-Appropriate Transition Assessments
Prior to the student reaching age 14, conduct an age-appropriate transition assessment related to training/education, employment, and, where appropriate, independent living skills. Identify student needs, strengths, preferences, and interests The assessment will assist in: Developing Measurable Postsecondary Goals (MPG) Informing the PLAAFPs Identifying transition services needed to reach goals It is important that transition assessment be conducted before the IEP meeting, because transition planning will be based on the results of the transition assessment. The purpose of transition assessment is to provide information to develop and write practical, achievable measurable postsecondary goals, inform the PLAAFPS, and assist in the identification of transition services necessary in helping the student reach those goals. For each of the postsecondary goal areas addressed in the student’s IEP there are to be age-appropriate transition assessment information provided, taking into account the student’s needs, strengths, preferences, and interests regarding each postsecondary goal. The assessment information can be documented either in the IEP or in the student’s file. This step is one that begins at age 14 in Kansas.

Assessment and MPGs For each Measurable Postsecondary Goal (MPG), there must be evidence that at least one age-appropriate transition assessment was used to provide information on the student’s needs, strengths, preferences and interests. Transition assessment should be on-going, as students develop and change career interests. Include a summary of the transition assessment results in the PLAAFPs. Examples of different types of assessment are in later slides. A summary of the assessment results should be included in the PLAAFPs. Transition assessment should be on-going and reflect both the student’s changing level of development and changing career interests. Although you may think that what the student’s interests are right now will change in the future, be sure to record in the IEP the student’s current preferences and interests. It’s suggested that you provide a date for the transition assessment and that it be updated every year at the time of the annual review.

Transition Assessment
Assist the student and family to determine needs, strengths, preferences and interests related to life after high school Conduct career awareness exploration activities and a variety of formal and informal assessments Ensure students with verbal difficulties have ways to express their interests and preferences Include general education assessment results from IPS (e.g., Career Cruising) We have all had experience with students choosing unrealistic goals for life after high school. Share ways you have guided students’ interests into a job field that is more realistic for their success. Here are two examples of nonverbal career interest inventories: Career Occupational Preference System –Picture Inventory (COPS-PIC) Reading Free Vocational Interest Inventory-2nd edition (published by PRO-ED) This type of inventory might be appropriate for nonverbal students with disabilities, or for students who are both ELL and have a disability. Links to these and other interest inventories can be found in the assessment section of the Transition Resources handout.

Transition Assessments Should Address These Questions
What work does the student want to do beyond high school (e.g., employment, military, self-employed, etc.)? What does the student want to study after high school (e.g., community college, technical school, 4-year college, apprenticeship, etc.)? Where and how does the student want to live (e.g., dorm, apartment, family home, group home, supported or independent)? How does the student want to take part in the community (e.g., transportation, recreation, community activities, etc.)? Think about the following questions or discuss with a colleague: What are some formal and informal transition assessments you use in your building/district? What transition assessment tools do you need?

Formal Assessment Examples
Achievement tests Intellectual functioning assessment Adaptive behavior scales Aptitude tests Personal/Social inventories Self-determination scales Pre-vocational/employability scales Interest inventories As you can see here, there are a number of assessments mentioned that may already have been completed with the student – adaptive behavior scales, achievement tests (statewide assessments, district assessments, universal screeners). These coupled with more transition focused assessments build a comprehensive view of the student’s readiness for transition to adulthood. Think about how the student’s other assessment information can be used to inform what transition assessment is needed and help teams determine what goals and services are needed to help reach post-secondary goals.

Examples of For-Purchase Formal Transition Assessments
Transition Behavior Scale (TBS-2) Transition Planning Inventory (TPI-2) Transition Assessment and Goal Generator (TAGG) Enderle Severson Transition Rating Scale (ESTR) These examples of for-purchase formal assessments are described in the book Your Complete Guide to Transition Planning and Services by Mary Morningstar and Beth Clavenna-Deane (2018). Also think about what assessments the student may have taken for the purpose of building his/her IPS. Other examples of formal transition assessments can be found in the Transition Resources handout, with links.

Informal Assessment Examples
4/6/2019 Informal Assessment Examples Informal interest inventories Questionnaires Interviews Direct observation Case file reviews Curriculum-based assessments Social histories Rating scales for specific areas Use any or all of these assessment examples to do the following: Inform the PLAAFPs Develop the MPGs Identify Transition Services It’s important to collect the most pertinent and current information to identify the student’s strengths, interests, preferences, and needs as they relate to his/her current plans and his/her future plans.

Transition Assessment Planning
Make sure everyone on the assessment team knows the answers to these questions: What information needs to be collected? How will each piece of needed information be assessed? Who will collect which information? When will the information be collected? Transition assessment isn’t just for 3-year reevaluations. Consider the need for collecting updated transition assessment information before each annual review.

Transition Assessment
Transition assessment must utilize assessment accommodations and assistive technology, based on the needs of the student. Students with all levels of ability need to be able to express their interests and preference. Transition assessment should include an evaluation of a student’s need for accommodations and assistive technology within adult settings. What accommodations and assistive technology are you using? How do you assess SMD students? How do you assess disabled students who are ELL? How do you evaluate a student’s need for accommodations and assistive technology within adult settings?

Transition Assessment Does Not Require Consent
OSEP has released informal guidance saying that parental consent is not required prior to conducting an age-appropriate transition assessment, because the purpose of the assessment is to develop appropriate postsecondary IEP goals. However, if, as a result of the transition assessment, the IEP Team determines that a reevaluation is needed for additional data to determine the student’s educational or services needs, parental consent and prior written notice are required. OSEP has said that “parental consent is not required prior to conducting an age appropriate transition assessment” (Letter to Olex, 119 LRP 8445, Feb. 22, 2019). The Office of Special Education Programs (OSEP) has issued informal guidance stating that, “The purpose of the [transition] assessment is to develop appropriate postsecondary IEP goals and not to determine whether a child has or continues to have a disability, and the nature and extent of the special education and related services that the child needs. If, however, the IEP Team determines that a reevaluation of the child is warranted in order to obtain additional data, based on the student’s educational or related services needs including improved academic achievement and functional performance, the public agency is required to obtain parental consent consistent with 34 C.F.R (c)” (Letter to Olex, 119 LRP 8445, Feb. 22, 2019). To be clear, a transition assessment is not a re-evaluation, but may lead to the need for a re-evaluation. Changing secondary transition services does not require consent for a re-evaluation. Changes in services made at an annual IEP meeting can be based on many factors that do not involve assessment or evaluative procedures. However, OSEP provides further that if, as a result of the transition assessment, the IEP Team determines that a reevaluation is needed for additional data to determine the student’s educational or services needs, parental consent and prior written notice are required.

Activity: Check for Understanding
Why should you use multiple formal and informal assessments? Why should transition assessment be on-going? How can you ensure that the student receives assessment in needs, strengths, preferences, and interests? How can you ensure use of general education transition assessment results in the IEP? Think about these questions or discuss them with a colleague.

BEFORE THE IEP MEETING Formally Invite the Student to the IEP
Beginning not later than the first IEP to be in effect when the child turns 14, or younger if determined appropriate by the IEP team, the student must be invited to the IEP meeting Prepare the student for participating in the IEP meeting by developing self-determination skills. There must be documentation that the student was invited even if it is known he/she cannot attend. Information regarding inviting the student to the IEP meeting can be found in the handout on pages 5 & 6. Beginning at age 14, or younger, if a purpose of the meeting is consideration of the student's postsecondary goals or transition services, the student must be invited to attend and participate in the IEP team meetings. The school is not required to give children who are younger than age 18 the same notice that is required for parents, but should document that the student was invited to the meeting. The school is required to invite the student to the IEP meeting even if the student’s parents do not want their child to attend the meeting. However, because parents have authority to make educational decisions for their child (under 18 years of age), the parents make the final determination of whether their child will attend the meeting (Federal Register, August 14, 2006, p ). Prepare the student for participation in the IEP meeting. Discuss the purpose of the IEP with the student. Work with the student to explore different ways the student can participate in the IEP meeting. Student participation can range from conducting an interview with the student, if he/she will not be attending the meeting, to having the student leading/facilitating the meeting. It is important to begin early to assist the student in developing self-determination skills. The student needs to understand how his/her exceptionality affects the ability to achieve desired post-school outcomes, and should be able to describe the combination of supports that are needed to assist the student in reaching his/her goals. Active student participation in the IEP meeting is an excellent opportunity for the student to practice self-determination skills. Self-determination is defined by Field, Martin, Miller, Ward, and Wehmeyer (1998) as a combination of skills, knowledge, and beliefs that enable a person to engage in goal directed, self-regulated, autonomous behavior. An understanding of one’s strengths and limitations, together with a belief in oneself as capable and effective, are essential to self determination. When acting on the basis of these skills and attitudes, individuals have greater ability to take control of their lives and assume the role of successful adults in our society.

Documentation of Student Invitation
In various ways: Note in file stating teacher invited student prior to IEP Signed, written student invitation dated prior to IEP If student is 18 – receipt of 10 day notice prior to IEP Here is a list of ways a teacher can document that a student has been invited to the IEP. Remember students in Kansas are entitled to most components of transition beginning at age 14. Student invitation is one of them. KSDE (2011). Changes to Instructions for Reporting on State Performance Plan, Indicator 13: Secondary Transition, Retrieved from

BEFORE THE IEP MEETING Formally Invite the Student to the IEP
If the student elects not to participate (or the parent does not want the student to attend), the IEP team must take other steps to ensure that the student’s preferences and interests are considered in developing the IEP. K.A.R (b); K.A.R (f); (34 C.F.R (b)(2) If the student does not attend the IEP meeting, use other means to ensure the student’s needs, strengths, interests and preferences are considered. There must be documentation that the student was invited even if it is known the student will be unable to attend.

Planning for Student Participation
Teach self-advocacy skills Practice participation skills Identify student’s questions and record them for the student to ask during the meeting Other ideas? How do you plan for student participation in the IEP process in your district or building?

BEFORE THE IEP MEETING Invite Representative of Outside Agency
When should outside agencies be invited? When outside agencies may provide or pay for transition services Interagency responsibilities and linkages must be considered for students age 16 or older Who provides consent to invite? For students under age 18, obtain parental consent to invite For students age 18 or older, the student must provide consent to invite Information about inviting outside agencies can be found in the handout on page 6. If an outside agency might be providing or paying for services, they should be invited to the IEP meeting if consent is obtained. Getting the invite sooner rather than later will increase the chances that the agency rep can attend. It is good practice to visit with the parents before sending the 10 day notice, and then formally inviting the agency rep once you have parent’s permission. For students under age 18, parents MUST provide consent before inviting a representative of an outside agency to attend the IEP meeting. For students ages 18 and older, the student must provide consent. A sample form for obtaining consent is available on the KSDE website ( 26

Document Invitation to Outside Agency
Formally invite the representative only after obtaining consent Document the invitation Notice of IEP meeting form (10-day notice) Note in file stating invitation. (K.A.R (g); 34 C.F.R (b)(3)) If an outside agency might be providing or paying for services, they should be invited to the IEP meeting if consent is obtained from the parent (or student if 18 or older). The agency may not attend, but the school has met the IEP requirement if they request permission to invite the outside agency. It is important for the school to document the request for permission to invite the agency, and to document the invitation if permission is granted. An example invitation form can be found on the KSDE website. If the agency is not able to attend, the parent may need to make an appointment to meet with an agency representative. If a school employee needs to provide support to assist with this, it should be listed as a transition service. Again, if you think there is any possibility of a professional charging for attending, talk with the person you are inviting. 27

Measurable Postsecondary Goals
Each IEP for a student with a disability, who will be 14 or older during the time period of the IEP, must have separate, measurable postsecondary goals (MPGs) that address the areas of Training/education and Employment, and When appropriate, independent living. These goals may not be combined. Information about MPGs can be found in the handout on pages 6 & 7. The postsecondary goals provide the context for all the planning that occurs during the development of the student’s IEP. The appropriate measurable postsecondary goals are based upon age-appropriate transition assessments and reflect the student’s needs, strengths, preferences, and interests—what he or she wants to do. Every student must have an education/training goal and an employment goal. The only goal area that is not always required, due to individual student needs, is the area of independent living skills. How do MPGs lead to positive post-school outcomes? They are tangible and visible motivating factors that the student designed him/herself. It provides a positive concept to reach for. Often IEPs, before transition is added, are focused on improving areas of challenge. Transition starts the conversation about what “the individual wants and how we are going to help him/her work towards that want.” Post-secondary goals set the stage to organize the IEP around the student’s desired post-school outcomes.

Description of MPG categories: Training/Education: specific vocational or career field, independent living skill training, vocational training program, apprenticeship, military, Job Corps, etc., or 4 year college or university, technical college, 2 year college, military, etc. (This is aligned with the IPS Postsecondary Education Goals.) Employment: paid (competitive, supported, sheltered), unpaid, non-employment, etc. (This is aligned with the IPS Career Goals.) Independent living skills: adult living, daily living, independent living, financial, transportation, etc. The requirements for measurable postsecondary goals are specific to the areas of training/education, employment and independent living. A student’s IEP team must consider the unique needs of each individual student with a disability, in light of his or her plans after leaving high school, in developing postsecondary goals for a student. Examples for these MPG categories might include: Education/Training Education - 4 year college or university, technical college, 2 year college, etc. Specific vocational or career field, independent living skills training, vocational training program, apprenticeship, OJT, job corps, etc. Employment Paid (competitive, supported, sheltered); unpaid employment (volunteer, in a training capacity); military; etc. Independent Living Adult living, daily living, independent living, financial, transportation, etc

Each MPG must be based on age-appropriate transition assessments Measurable postsecondary goals (MPGs) are outcomes that occur after the student has left school. Graduation Certificate of completion Age out MPGs identify what a student will do. Postsecondary goals should be written in results-oriented terms such as “enroll in”, “work”, “live independently” and use descriptors such as “full time” and “part-time” for clarification. Terms like “wishes”, “wants”, “plans”, and “desires” do NOT communicate a measurable post-secondary goal. Goals written like this are not measurable and do not facilitate a way for the students to meet a goal after they graduate. Measurable postsecondary goals are outcomes that occur after the student has left high school. What a student WILL do (enroll in, attend, work)

Examples of Measurable Postsecondary Goals
A Formula for how to Write MPGs: Formula: 1) After high school, (or graduation or obtaining certificate of completion) 2) student 3) will behavior (what, where) Examples: Education/Training: After graduation from high school, James will enroll in Kaw Valley Technical Institute’s 2 year diesel course. Employment: After graduation from high school, James will increase his hours of work to 20 per week at Joe’s Auto Shop. For younger students….upon graduation from high school… I will work with animals I will go to school to learn about computers I will live in my own apartment with a roommate How specific should the MPGs be? They need to “measure the extent to which the goals were achieved” so this means: Use terms in which you can count whether the goal was achieved, such as “enroll in”, “will work”, “live in an apartment” Use descriptors such as “full time” and “part-time”. Consider where the student will be one year after high school and whether you will be able to determine if they achieved their goal or not Do we need Postsecondary Goals in all areas? A measurable postsecondary goal must be written for at least two areas: employment & education/training (and independent living only if needed). If the information in the PLAAFPs indicate that the student has problems in the area of independent living skills, then a MPG for independent living skills should be written. Other examples can be found at the NSTTAC website (see the Resources handout). The examples for younger students reflect their emergent goals and of course are less specific. Other examples of MPGs can be found in the handout on pages 12 & 13.

Postsecondary Goals Must be Measurable
If you can answer yes or no to whether the student achieved the goal, that goal is measurable. Example: “James will be a professional rap artist” is not measurable—be is not a measurable verb “James will be employed as a professional rap artist” is measurable—you can answer yes he is employed or no he is not employed Questions about this issue?

Activity—Check for Understanding
Why is it important the the measurable postsecondary goals be the student’s goals and not the teacher’s goals for the student? Why do you think IDEA required that there be three types of goals required (training/education, employment, and if appropriate independent living)? Why are all other parts of the IEP aligned with the measurable postsecondary goals? Discuss these questions with a colleague.

Present Levels of Academic Achievement and Functional Performance (PLAAFPs)
Present Levels of Academic Achievement & Functional Performance (PLAAFPs) are the way you identify and prioritize needs establish baseline performance in order to develop an individualized and meaningful plan identify degree of match between skills & environment After the transition assessment, the assessment information needs to be added to the PLAAFPs. You may put it in a different place in the IEP form, but the IEP team needs to include transition information and think about the PLAAFPs as an integrated statement of student needs.

Present Levels—PLAAFPS
Three types of information must be provided: A description of the child’s present level of academic achievement and functional performance A statement that describes how the child’s exceptionality affects their involvement and progress in the general education curriculum A description of baseline data for high-priority needs. On the most recent IDEA compliance file review, the impact of exceptionality statement was often not adequate or missing and information about functional performance was also often missing. As the team considers the needs in the PLAAFPs some needs are of higher priority than others. These are often the area of need where there is the largest gap between the student and his/her peers. These are the high-priority needs likely to result in goals, and the team needs to ensure there is baseline data for these needs, so there is baseline data for goals.

Beginning at age 14, PLAAFPs must Include transition information
PLAAFPs must describe the child’s transition needs in the areas of education/training, employment, and where appropriate, independent living skills Results of transition assessments Current academic performance related to both KCCR standards and post-secondary goals Any behavior needs, and how they may relate to post-secondary goals Any other information related to students needs The IEP team should consider the following questions when writing PLAAFPs: In areas of concern, what is the child's present level of performance in relationship to district standards and benchmarks in the general education curriculum, or to the DLM Conceptual Areas and Essential Elements? In areas of concern, what is the child's present level of performance in relationship to level of performance that will be required to achieve the postsecondary goals? Are there functional areas of concern related to the disability not reflected in the general education curriculum (e.g., self-care skills, social skills, classroom survival, etc.)? What is the degree of match between the skills of the child and the instructional environment? The post-secondary environment? What strengths of the child are relevant to address the identified concerns?

PLAAFPs PLAAFPs are often where you describe transition activities that the parent or student wish to carry out (e.g., Jerry will obtain his driver’s license). Listing these in the PLAAFPs shows that the IEP team has considered and planned for these needs. Other examples of transition activities that might be described in the PLAAFPS are volunteer activities or work arranged by the parent. All those things arranged for or carried out by the student or parent belong in a description of the PLAAFPs, NOT in the transition services statement. The transition services describe those activities that the district/building are responsible for conducting.

Transition Services The IEP must include, beginning at age 14, and updated annually, thereafter: (B) the transition services, including appropriate courses of study, needed to assist the child in reaching the stated postsecondary goals (K.S.A (c)(8)) These should be a coordinated set of activities based on the individual student’s needs, taking into account the student’s strengths, preferences and interests. These are services provided by the school and should not list what the parents or student will do. Transition services information can be found in the handout on pages 7 and 8. Transition services means a coordinated set of activities for a student with disabilities, designed within a results-oriented process, that is focused on improving the academic and functional achievement of the student with a disability to facilitate the student’s movement from school to post-school activities. This coordinated set of activities is a broad accounting of what will happen, when it will occur, who is involved and who is responsible. The coordinated set of activities shall be based on the individual student’s needs, taking into account the student’s strengths, preferences and interests.

Transition Services Considerations
An IEP team should first determine what the measurable postsecondary goals are for the student. Next, consider the student’s PLAAFPs to identify whether transition services will be needed during the upcoming IEP year to support the student progressing towards the MPGs. If transition services are needed to assist the child in meeting the MPGs, then the IEP Team should determine what those transition services are. These are steps to be followed in developing a transition services plan. Do not list as a transition service activities that are provided, for example, to all juniors in the high school. Only list services provided to this individual student based on what is needed to facilitate the student’s movement from school to post-school activities and to enable the student to meet his/her postsecondary goals.

For each MPG, consideration of transition services should include: Instruction Related Services Community experiences Work experiences or employment Adult living objectives When appropriate, daily living skills When appropriate, functional vocational evaluation The coordinated set of activities shall be based on the individual student’s needs, taking into account the student’s strengths, preferences and interests, and includes consideration of the following: Instruction the student needs to receive in specific areas to complete needed courses Related services the student may need to benefit from sped while in school, and related service needs the student may need beyond school (outside agency linkages) Community experiences provided outside school or in community settings Employment or other adult living objectives the student needs to achieve post-school goals Acquisition of daily living skills (if appropriate) Functional vocational evaluation (if appropriate) (From Chapter 4 of the Process Handbook) Instruction: usually academic instruction in general and special education classes and tutoring. Related Services: Related services are considered another possible way to meet transition outcomes. Related services include: speech-language pathology and audiology services; psychological services; physical and occupational therapy; etc. According to IDEA, rehabilitation counseling is considered a related service. This allows schools to either provide or contract with outside agencies to provide rehabilitation counseling to meet transition outcomes. Note that rehabilitative counseling is not the same as rehab services. Development of Employment and Other Post-School Adult-Living Objectives; Employment: Employment includes experiences and activities that lead to a job or career plan. These experiences and activities could be provided by the school or other entities that provide community activities. Other Post-school Adult Living Outcomes: These are activities that address important adult living skills such as registering to vote, completing tax returns, renting a home, accessing medical services, obtaining Social Security income (SSI), and filing for insurance. When appropriate, acquisition of daily living skills and functional vocational evaluations. Daily Living Skills: These are activities that adults do every day or on a regular basis (e.g., preparing meals, budgeting, maintaining a home, paying bills, caring for clothes, and grooming). Instruction in daily living skills could be provided by schools or other entities. Functional Vocational Evaluation: Vocational evaluation is an assessment process that provides information about job or career interests, aptitudes, and skills as well as work habits and work attitudes. It may be compiled by a variety of people through situational assessments, observations, and standardized measures. These areas could be assessed through employer evaluations, interest inventories, curriculum-based assessments, community-based employment and community participation. How do we make these effective strategies? Often they are written in the IEP as a one-time experience or an ongoing activity. To make these effective, we need to include activities that are appropriate for the student’s age and interests. The services need to be coordinated between the school and all other parties involved: agencies, family, etc.

Transition Services If the transition services statement includes a service which meet the definition of specialized instruction or related services, then the frequency, location, and duration for that service should be listed, as well as the initiation date. For example, the transition services statement says the district will provide transportation (a related service) to take a student to visit a technical program Frequency: once during first semester Location: school vehicle Duration: from high school to the community college and back It is the IEP team’s responsibility to determine, within the range of activities that describe Transition services, which meet the definition of specialized instruction or related services. These will be impacted by parent concerns and the needs of the student. However, the IEP team needs to make sure the parent is clear on what, when, and how specialized instruction or related services are being provided. This and another example can be found in the handout on page 16. This example provides the information required by regulation for IEPs. For MIS purposes, different information may be required. If you have MIS questions, contact Mason Vosburg at KSDE.

Transition Services If the IEP Team determines that no transition services are needed beyond the Courses of Study, that consideration should be noted on the IEP in some way, such as a statement or checkbox indicating that additional transition services are not needed, or that the students needs are met through transition services provided through general education. Discuss classes such as Driver’s Education and what are allowable accommodations for this class. There may be accommodations the student is used to, such as reducing the number of items on multiple choice tests, that are not allowed in this class. In addition, if Driver’s Education is not a reasonable class for the student, discuss services that could help the student learn how to use other modes of transportation such as taxi or bus.

Courses of Study The IEP that will be in effect when the student turns age 14 must address the courses of study needed to assist the student in reaching his or her postsecondary goals. Courses of study are a multi-year description of coursework to achieve the student’s desired postsecondary goals, from the student’s current year to the anticipated exit year. Courses of study are defined as a description of coursework to achieve the student’s desired postsecondary goals. Information about courses of study can be found in the handout on pages 7 & 8. The course of study may be identified on the student’s IEP as a list of courses to be taken each year OR a statement of instructional program, as appropriate for the student. Courses of study must be completed for a student who is turning 14, regardless of the type of building or setting in which they are placed, whether a middle school, junior high, high school, or special day school, for example.

Courses of Study The courses of study may be identified on the student’s IEP as a list of courses to be taken each year or as a statement of instructional program, as appropriate for the student. This would include required courses for graduation (or completion of program) and specific elective courses that focus on improving the student’s academic and functional achievement and to assist the student in reaching his/her postsecondary goals. Each year the IEP team, including the student, reconsiders the student’s postsecondary goals and aligns the courses of study with those goals. The decisions regarding the courses of study should relate directly to where the student is currently performing and what he or she wants to do after graduation. The IEP team might take the following steps: Explore the Career Clusters programs available in the high school that might be appropriate for the student. Review elective courses available and identify courses of study based on student’s needs, taking into account strengths, preferences and interests which support the goals. Consider other educational experiences: work study, community-based instruction, independent living, and self-determination. Consider whether any prioritization is necessary. Remember: The courses of study must be reviewed and, if necessary, revised annually. The courses of study must be based on the MPGs. There are two types of descriptions allowed for Courses of Study. If the courses of study section of the IEP is a list of courses to be taken each year, and the student wants to change the classes he/she enrolls in, the IEP must be amended. This requirement is the result of a formal complaint in Kansas that sets precedent for this transition requirement for Kansas schools.

Courses of Study Example
MPG: After graduation from high school, James will enroll in Kaw Valley Technical Institute’s 2 year diesel course. 9th grade 10th grade 11th grade 12th grade Algebra Geometry Business Math English 4 English 1 English 2 English 3 Government Geography American Hist. World Hist. Kaw Valley Technical Institute Diesel 2 Earth Science Biology 1 P.E./Sports Health/Sports Kaw Valley Technical Institute Diesel 1 Computers 1 Auto Technology – Industrial Career Cluster Learning Strategies This is an example of one way to develop courses of study and a similar form is in the handout on page 14. The example in the handout has another column for 8th grade, so you can see how courses for 8th grade might be listed. You can see here how James’ courses of study evolved to help him reach graduation, and reflected his interest in automotive and motor technology. This compliant courses of study: Fulfills graduation requirements Reasonably enables James’ education/training MPG by working with the Technical Institute Reasonably enables James’ education/training MPG by including electives that meet needs, strengths, preferences and interests

Example of Courses of Study as a Statement of an Instructional Program
Courses of Study for Leonard Leonard will complete the Kansas high school graduation requirements, including four units of English language arts, three units of history and government, three units of science, three units of mathematics, one unit of physical education, one unit of fine arts, and six units of elective courses. Based on his postsecondary goals, it would be appropriate for Leonard to take elective courses that are designed for students who want to attain a technical degree. His electives might include coursework in business math, language arts classes that include technical reading and writing, industrial arts classes that focus on manufacturing, construction, and auto repair, and community work experiences in the areas of auto repair and construction. This and another example of Courses of Study as a statement of an instruction program are available in the handout on page 15.

Planning for Courses of Study
As you plan for courses of study, remember the following research findings: Students included in general education courses are more likely to be engaged in postsecondary education. Enrollment in vocational coursework and work-based learning experiences are strong predictors of employment.

Courses of Study If appropriate, have all the courses required for graduation been included in the Courses of Study for this student? Are the Courses of Study aligned with the student’s measurable post-secondary goals (MPGs)? If the student wishes to make schedule changes that will result in a change to the Courses of Study on the IEP, the IEP must be changed either through an IEP team meeting or the IEP amendment process. These issues must be addressed when developing the courses of study. Have the courses required for graduation been identified? Is there a program or plan of study already set out by the state or district that we need to work from? Currently in Kansas there is a list of required courses for graduation. This is where we begin. Are there any additional district requirements for graduation? Do the courses of study align with the student’s measurable post-secondary goals (MPGs)? The IEP team will need to look at what elective coursework would assist the student in meeting their post-secondary goals. This all can be listed in a list of courses or as a statement that includes the type of coursework that would be beneficial for meeting the student’s measurable post-secondary goals. Remember, if the student wishes to make schedule changes that will result in a change to the Courses of Study on the IEP, the IEP must be changed either through an IEP team meeting or the IEP amendment process. The precedent for this requirement was set in a formal complaint in Kansas.

Transition Services Including Interagency Linkages
Beginning at age 16, or younger if determined appropriate by the IEP team, each IEP of a student with a disability must also contain an additional statement of needed transition services for the child, including, when appropriate, a statement of the interagency responsibilities or any needed linkages (K.S.A (c)(8)) These should be a coordinated set of activities based on the individual student’s needs, taking into account the student’s strengths, preferences and interests. These are services provided by the school or other agencies and should not list what the parents or student will do. Information about transition service requirements regarding interagency responsibilities can be found in the handout on page 8. Transition services means a coordinated set of activities for a student with disabilities, designed within a results-oriented process, that is focused on improving the academic and functional achievement of the student with a disability to facilitate the student’s movement from school to post-school activities. Beginning at age 16, the transition services must include (when appropriate) a statement of interagency responsibilities and linkages.

Interagency Linkages The transition services statement that includes interagency linkages must: Document activities & transition services for the current IEP year and identify the responsible party/agency Document who will provide or pay for which services if an agency outside of the school has responsibility If the LEA decides to include a multi-year transition services plan in the IEP, there must be a clear distinction between those activities/services that are being provided for the current IEP year and the activities or services that are being planned for the future These transition services may be provided by the school, or they may include services to be provided by other agencies. While Vocational Rehabilitation may frequently provide transition resources, transition services are not always provided by an outside agency. For example, the school counselor may be someone providing transition services by reviewing postsecondary schools with the student or filling out applications. Many districts provide vocational/technical training programs for their high school students. Always consider the student’s success in general education vocational/technical training programs first and whether student could be successful with accommodations or modifications. (LRE).

If another agency will be responsible for providing or paying for transition services, then the agency must be invited to the IEP team meeting, with the consent of a parent or the student if at least 18 years old.

Interagency Linkages Remember, if an agency fails to provide the transition services planned in the IEP, you must reconvene the IEP team to identify alternative strategies. Districts are ultimately responsible for ensuring that transition needs are met. If a participating agency responsible for providing or paying for transition services fails to provide the transition services described in the IEP, the school must reconvene the IEP team to identify alternative strategies to meet the transition needs and postsecondary goals set out in the IEP. Sometimes schools may not be aware that the agency has not provided the transition service. A school staff member needs to be assigned the responsibility of following up with the parent, student, and agency to determine whether the services have been or are being provided. IT IS THE SCHOOL’S RESPONSIBILITY TO RECONVENE THE IEP TEAM IF THOSE INTERAGENCY SERVICES LISTED IN THE IEP ARE NOT BEING PROVIDED.

Examples of Possible Transition Services
Instruction Teach self-advocacy skills Teach interview skills Discuss accommodations and modifications with postsecondary education/training providers Related Services Provide transportation to tour postsecondary training programs Explore access to needed OT/PT as an adult Community Experiences Learn about the ADA Register to vote Join a community recreation center or program Register for selective service Employment Interview adult worker in a career field of interest Obtain paid job in area of interest Participate in interview with HR in company in field of interest Other Post-School Adult Living Objectives Complete online application for vocational rehabilitation services Obtain a driver’s license Contact center For Independent Living for information on self-advocacy Daily Living Skills (if appropriate) Learn about time and money management skills File taxes Explore transportation options Apply for books on tape Functional Vocational Evaluation (if appropriate) Complete/review career interest inventories and/or aptitude assessments Review career interests to insure alignment with graduation plan and IPS This outline of transition services is for a student who is entering his final year of high school. There are a variety of transition services that would be needed. Some of these services might be appropriate for a younger student as well. You should always keep in mind LRE and trying to work towards independence as you provide these services. For example, supervision on a job site may require one-on-one supervision to start and then reduced to the beginning and end of the job, and finally supervision transferred to the actual supervisor at the job site.

Activity—Check for Understanding
Share with your partner some transition services in your building/district that you think are especially effective. In your experience, do most students with disabilities need transition services, or are general education services adequate for them? How do your IEP teams align the courses of study with the measurable postsecondary goals? Discuss these questions with a colleague.

Measurable Annual Goals
Measurable Annual Goals (MAGs) must align with Measurable Post-secondary Goals (MPGs) Components of a measurable annual goal: Behavior—performance to be monitored Condition—how progress to goal will be measured Criteria—to what level the behavior must occur Timeframe—amount of time needed to reach the criterion (maximum is one year) Information about aligning annual goals with MPGs can be found in the handout on page 9. Measurable postsecondary goals are different from measurable annual goals in that they measure an outcome that occurs after a student leaves high school where a measurable annual goal measures annual progress of the student while in school. It is important to note that each postsecondary goal, must be supported by one or more annual goal and each annual goal may support more than one postsecondary goal. Annual IEP goals are more specific than MPGs, but they must relate directly to MPGs. 55

Measurable Annual Goals
Are based on data described in the PLAAFPS Describe the anticipated progress that will result from the specially designed instruction (special education) the student will receive. Must be able to pass the “stranger test” Could someone else implement an IEP that you have written? The annual IEP goals delineate what the student needs to do or skills to accomplish in the upcoming year. Annual IEP goals are tied directly back to the student’s transition services needs so as to promote successful movement from school to post-school environments. Since it is important for every student in Kansas to earn a diploma, regardless of disability, the annual goals also tie to graduation. These IEP goals should be based on the identified needs in the present levels of academic achievement and functional performance (PLAAFP), which of course are influenced by age-appropriate transition assessments. 56

Measurable Annual Goals must align with Measurable Post-secondary Goals (Examples)
MPG: After graduation, Alex will enroll in a business math course at the local technical school. Annual Goal: By the end of the first semester, Alex will complete class assignments in the high school Business Math course with a score of at least 85%. MPG: Upon completion of HS, Lisa will utilize public transportation, including the public bus and uptown trolley. Annual Goal: Given several coins, Lisa will match the coin with its amount seven out of eight times by November 3, 2018. Examples of annual goals aligned with MPGs can be found in the handout on page 16. 57

IEP Requirements and Indicator 13 Crosswalk
Activity IEP Requirements and Indicator 13 Crosswalk Look at the Indicator 13 Checklist at the end of the handout on page 21. Go item by item through the checklist and find the IEP Requirement section that matches it. The requirements start on page 5. On the IEP and Indicator 13 Crosswalk handout, put the number of the Indicator 13 checklist question that aligns with each IEP requirement. Note that the IEP requirements and Indicator 13 checklist requirements are similar but not exactly the same. Everything in both must be in place in the IEP. IEP Requirement Indicator 13 Checklist Question that Aligns Conduct Age-appropriate Transition Assessment Q 5 Invite the Student to the IEP meeting Q 9 Invite an Agency Representative (with consent) to the IEP meeting Q 10 Develop Appropriate Measurable Postsecondary Goals Q 1, 2, 3, 4, 5, 6 Identify Transition Services, including Courses of Study Q 6, 7 Identify Transition Services, including Interagency Responsibilities and Linkages Q 10 Develop Annual IEP goal(s) aligned with Measurable Postsecondary Goals Q 8 There is some overlap between the questions. You may have slightly different answers.

What is an Individual Plan of Study (IPS)?
Product - Multi-year educational plan based on career interests + Process – Providing students access to career development It’s NOT just a graduation plan. It is transition planning for ALL students as a way to prepare them for postsecondary success! NOT just a graduation plan – transition has been required by IDEA since Special educators have a lot of experience with this type of planning. It really should be more about the PROCESS than the product. This year an individual plan of study is required for all students in grade 8 through 12. The IPS process is one of five Kansas State Board of Education outcomes for measuring progress towards the Board mission and vision. IPS also will be a requirement of the school accreditation process.

IPS Process The IPS is developed cooperatively with the student, student's counselor, teachers, and family members Self-exploration Career exploration Postsecondary and career planning Reviewed at least twice annually and revised as needed The process and how the IPS is developed is important if the IPS is to have meaning to the student. If you aren’t familiar with the IPS process in your school, the guidance counselor is a good person to ask. You should be familiar with the IPS of the students on your caseload who are of transition age.

IPS Content Career interests of the student
An IPS must include these things: Career interests of the student A list of all courses 8th grade through 12th grade aligned to the student’s career interests (FLEXIBLE) Portable electronic portfolio A generalized post-secondary plan Look at the IPS information on the KSDE website ( if you are not familiar with the content of an IPS.

IPS Content Additional information to consider adding:
Extra-curricular activities Community service activities Work-based learning experiences Accommodations and/or modifications Qualified Admissions requirements Financial aid information Articulated agreements Assessment results Start to tie the IPS to the IEP transition plan. Think about how the components of the IEP align with: Transition assessment – career interests and inventories MPGs Transition Services Courses of study SOP—IPS Portfolio could be part of Summary of Performance development

ACTIVITY IEP and IPS Crosswalk
Using the blank Crosswalk handout, use the IEP and IPS for a student with whom you work and identify: where they overlap, and where they diverge. The blank Crosswalk handout is available in the supporting materials for this training. You may use the IEP/IPS Crosswalk electronic handout as a resource for completing this activity. Take your student’s IEP transition information and your student’s IPS and identify how they link or overlap each other and where they diverge…to help think of these two pieces as integrated. Then look at your completed crosswalk and see if it matches the following slides.

Transition Requirements and the IPS Crosswalk
IEP Requirements Transition Assessment Prior to the student reaching age 14, conduct an age-appropriate transition assessment related to training/education, employment, and, where appropriate, independent living skills. Identify student needs, strengths, preferences, and interests IPS Components IPS If career interest inventories are given to a student to develop the IPS, that information can be included in the transition assessment information on the IEP. IEP Requirements Measureable Postsecondary Goals (MPGs): A. Employment: After graduation outcome statement based on an age-appropriate assessment that identifies the student’s strengths, interests, and preferences for employment. B. Postsecondary Educational and/or Training: After graduation outcome statement based on an age-appropriate assessment that identifies the student’s strengths, interests, and preferences for postsecondary education and/or training. C. Independent Living: After graduation outcome statement based on an age-appropriate assessment that identifies the student’s strengths, interests, and preferences for independent living. IPS Components Career Goals: that include identifying career plans, options, interests, and skills; exploring entry level opportunities; and evaluating educational requirements. Postsecondary Education Goals: include progress toward meeting admission requirement, completing application forms, and creating financial assistance plans. No corresponding item from IPS 2. Annually Updated MPGs: evidence that the MPGs are updated annually (i.e. signature on IEP, phone log, or other evidence) 3. MPGs are based upon age-appropriate transition assessments: evidence of assessment information used to identify strengths, preferences, and interests, as well as evidence of how the assessment information leads to the MPGs that were written 4. Transition Services/activities: is a coordinated set of activities that address needs in the areas of: Instruction, community Experiences, Related Services, Employment, Post-School Adult Living, and, if appropriate, Daily Living Skills & Functional Vocational Assessments that are designed to enable the student to meet MPGs IPS is required to be reviewed and revised at least once annually. If results are documented on how the student results from career interest inventories, the information can be used as a transition assessment for writing MPGs. Extracurricular Activity Goals: that include documenting participation in clubs, organizations, athletics, fine arts, community service, recreational activities, volunteer activities, work-related activities, leadership opportunities, and other activities Note: If an extracurricular activity aligns with a (MPG) it should be considered a coordinated activity

IEP Requirements Student Invitation: to an IEP meeting when transition services will be discussed Outside Agency Invitation: that may provide or pay for services can be invited, with prior consent of the parent or student at the age of majority IPS Components No corresponding item from IPS IEP Requirements Measureable Postsecondary Goals (MPGs): A. Employment: After graduation outcome statement based on an age-appropriate assessment that identifies the student’s strengths, interests, and preferences for employment. B. Postsecondary Educational and/or Training: After graduation outcome statement based on an age-appropriate assessment that identifies the student’s strengths, interests, and preferences for postsecondary education and/or training. C. Independent Living: After graduation outcome statement based on an age-appropriate assessment that identifies the student’s strengths, interests, and preferences for independent living. IPS Components Career Goals: that include identifying career plans, options, interests, and skills; exploring entry level opportunities; and evaluating educational requirements. Postsecondary Education Goals: include progress toward meeting admission requirement, completing application forms, and creating financial assistance plans. No corresponding item from IPS 2. Annually Updated MPGs: evidence that the MPGs are updated annually (i.e. signature on IEP, phone log, or other evidence) 3. MPGs are based upon age-appropriate transition assessments: evidence of assessment information used to identify strengths, preferences, and interests, as well as evidence of how the assessment information leads to the MPGs that were written 4. Transition Services/activities: is a coordinated set of activities that address needs in the areas of: Instruction, community Experiences, Related Services, Employment, Post-School Adult Living, and, if appropriate, Daily Living Skills & Functional Vocational Assessments that are designed to enable the student to meet MPGs IPS is required to be reviewed and revised at least once annually. If results are documented on how the student results from career interest inventories, the information can be used as a transition assessment for writing MPGs. Extracurricular Activity Goals: that include documenting participation in clubs, organizations, athletics, fine arts, community service, recreational activities, volunteer activities, work-related activities, leadership opportunities, and other activities Note: If an extracurricular activity aligns with a (MPG) it should be considered a coordinated activity

IEP Requirements Measurable Postsecondary Goals (MPGs) A. Employment: After graduation outcome statement based on an age-appropriate assessment that identifies the student’s strengths, interests, and preferences for employment. B. Postsecondary Educational and/or Training: After graduation outcome statement based on an age-appropriate assessment that identifies the student’s strengths, interests, and preferences for postsecondary education and/or training. C. Independent Living: After graduation outcome statement based on an age-appropriate assessment that identifies the student’s strengths, interests, and preferences for independent living. IPS Components A. Career Goals: that include identifying career plans, options, interests, and skills; exploring entry level opportunities; and evaluating educational requirements. B. Postsecondary Education Goals: include progress toward meeting admission requirement, completing application forms, and creating financial assistance plans. C. No corresponding item from IPS

IEP Requirements Annually Updated MPGs: evidence that the MPGs are updated annually (i.e. signature on IEP, phone log, or other evidence). MPGs are based upon age-appropriate transition assessments: evidence of assessment information used to identify strengths, preferences, and interests, as well as evidence of how the assessment information leads to the MPGs that were written IPS Components IPS is required to be reviewed and revised at least twice annually. If results from career interest inventories are documented, the information can be used as part of transition assessment for writing MPGs. MPG =Measurable Postsecondary Goal

IEP Requirements Transition Services are a coordinated set of activities that address needs in the areas of: Instruction, community Experiences, Related Services, Employment, Post-School Adult Living, and, if appropriate, Daily Living Skills & Functional Vocational Assessments that are designed to enable the student to meet Measurable Postsecondary Goals (MPGs). IPS Components Extracurricular Activity Goals include documenting participation in clubs, organizations, athletics, fine arts, community service, recreational activities, volunteer activities, work-related activities, leadership opportunities, and other activities. If an extracurricular activity aligns with a MPG, it should be considered a coordinated activity.

IEP Requirements Courses of Study: focus on improving the academic and functional achievement of the student to facilitate movement from school to post-school and are designed to assist the student to meet the MPGs Annual IEP Goals: that are aligned to support the MPGs IPS Components Academic Goals: that include identifying and planning the coursework necessary to achieve the high school graduation requirements and pursue postsecondary education and career options; analyzing assessment results to determine progress and identify needs for intervention and advisement; and documenting academic achievement IEP Requirements Measureable Postsecondary Goals (MPGs): A. Employment: After graduation outcome statement based on an age-appropriate assessment that identifies the student’s strengths, interests, and preferences for employment. B. Postsecondary Educational and/or Training: After graduation outcome statement based on an age-appropriate assessment that identifies the student’s strengths, interests, and preferences for postsecondary education and/or training. C. Independent Living: After graduation outcome statement based on an age-appropriate assessment that identifies the student’s strengths, interests, and preferences for independent living. IPS Components Career Goals: that include identifying career plans, options, interests, and skills; exploring entry level opportunities; and evaluating educational requirements. Postsecondary Education Goals: include progress toward meeting admission requirement, completing application forms, and creating financial assistance plans. No corresponding item from IPS 2. Annually Updated MPGs: evidence that the MPGs are updated annually (i.e. signature on IEP, phone log, or other evidence) 3. MPGs are based upon age-appropriate transition assessments: evidence of assessment information used to identify strengths, preferences, and interests, as well as evidence of how the assessment information leads to the MPGs that were written 4. Transition Services/activities: is a coordinated set of activities that address needs in the areas of: Instruction, community Experiences, Related Services, Employment, Post-School Adult Living, and, if appropriate, Daily Living Skills & Functional Vocational Assessments that are designed to enable the student to meet MPGs IPS is required to be reviewed and revised at least once annually. If results are documented on how the student results from career interest inventories, the information can be used as a transition assessment for writing MPGs. Extracurricular Activity Goals: that include documenting participation in clubs, organizations, athletics, fine arts, community service, recreational activities, volunteer activities, work-related activities, leadership opportunities, and other activities Note: If an extracurricular activity aligns with a (MPG) it should be considered a coordinated activity

This is an example IPS form from Colby
This is an example IPS form from Colby. Other examples can be found on the KSDE website.

Age of Majority At least one year before a student reaches 18 years of age, both the student and parents must be notified that rights that will transfer to the student upon reaching age 18. This includes: Notification of meeting Notice and consent for evaluation Notice and consent for change in services Notice and consent for change in placement Information about age of majority and transfer of rights can be found in the handout on page 10. ASK IF THEIR DISTRICT HAS A FORM OR STATEMENT/CHECKBOX on the IEP about the transfer of rights.. When a student with a disability reaches the age of 18 (unless the student has been determined to be incompetent under state law): (a) the student and the parents will be provided any notice required; (b) all other rights afforded to parents under this act transfer to the student; (c) the school shall notify the student and the parents of the transfer of rights; and (d) all rights accorded to parents under this act transfer to the person if incarcerated in an adult or juvenile federal, state or local correctional institution.

Transfer of Rights at Age 18
At least one year before a student reaches 18 years of age, the student’s IEP includes a statement that the student has been informed of rights that will transfer to the student upon reaching age 18. All rights afforded to parents under IDEA transfer to the student at age 18 (unless parents have been assigned guardianship or other alternatives are in place). For students with significant intellectual disability, the school needs to talk with parents about issues related to obtaining guardianship or other alternatives, such as power of attorney. A person of age 18 or more has, by Kansas statute – K.S.A , reached the age of majority in all matters relating to contracts, property rights, liabilities, and the capacity to sue and be sued. Accordingly, as long as a court has not issued an order finding that an individual is incompetent and in need of a guardian, the individual may execute a power of attorney authorizing another person to exercise any powers he/she has on his/her behalf. So, one of the options to guardianship (which is far faster and cheaper for the family) is a power of attorney. It doesn’t matter whether school officials believe the student has the mental capacity to make this kind of decision. As long as the student has not been found incompetent by a court and a guardian has been appointed, the adult student may execute a valid power of attorney. In some extreme cases, a notary may decline to notarize a power of attorney, but, in general, this is a quick and inexpensive alternative to guardianship. A power of attorney does not require the services of an attorney. The power of attorney is simply a written and notarized statement that the student is giving the parent the authority to review all education records, attend IEP meetings, and make educational decisions on behalf of the student. With that, the parents would not need guardianship to continue to make educational decisions for the student up to the time the student’s special education eligibility ends. Parents do need to be aware that power of attorney may not be sufficient for all types of decision and actions on behalf of the student. If parents wish to pursue guardianship of their adult child, Kansas Legal Services has a sliding scale for providing legal assistance.

Summary of Performance
For a child whose eligibility under special education terminates due to graduation with a regular diploma, or due to exceeding the age of eligibility, the local education agency “shall provide the child with a summary of the child’s academic achievement and functional performance, which shall include recommendations on how to assist the child in meeting the child’s postsecondary goals” §Sec (e)(3), K.S.A (m). Information about the SOP can be found in the handout on pages 10 & 11. Do you know what the Summary of Performance is? Are you doing this?

The SOP is intended to assist the student in transition from high school to higher education/training, employment, and successful independent living. The development of the SOP can start as early as possible. It can take the form of a Portfolio or a form of minimum requirements. It can be helpful in assisting with eligibility for services in post-secondary setting (e.g., Section 504). When transitioning to adulthood, students and families need to be made aware that they are moving from an entitlement to eligibility system. The SOP can assist with informing eligibility in post-secondary environments – education/training, employment, service agencies. An example of a Summary of Performance can be found in the handout on pages The Summary of Performance (SOP) is intended to assist the student in transition from high school to higher education, training and/or employment and successful independent living. This information is helpful under Section 504 of the Rehabilitation Act and the Americans with Disabilities Act (ADA) in establishing a student’s eligibility for reasonable accommodations and supports in postsecondary settings. Districts should contact local post-secondary institutions to ask about eligibility requirements The SOP will be completed during the final year of a student’s high school education. That does not mean that it cannot begin sooner. The use of other methods for completing a SOP is encouraged, such as a portfolio. The portfolio begins early in the student’s high school years and compiles information and data to document the student’s learning experiences, skills, and knowledge. It’s a good idea to complete the SOP early during the student’s final semester so that there is time to get any additional information the student needs before graduation, such as contact information for agencies, etc. Waiting until the last few weeks of school defeats the purpose of the SOP.

The SOP does not require any additional reevaluation. The SOP must include: Current information about academic achievement Current information about functional performance Recommendations for ongoing supports and accommodations in post-secondary settings The three bullets on this slide list minimal requirements. Many teams provide additional information in the student’s summary of performance that they think will be helpful for post-secondary planning.

Aging Out of Programs School districts must serve students through June 30 of the school year in which they turn 21. A district could choose to serve a student after this time, but there is nothing that requires a district to do this. A few districts do have special programs for ages 22 and 23. However, the student and parents do not have the right to expect services beyond age 21. Remember that services must be provided through the end of the school year (i.e., June 30th) in which the student turns 21 (unless the student graduates or obtains a certificate of completion at an earlier age). A very few districts participate in cooperative programs with adult agencies for students age 22 and 23. However there is nothing that requires a district to do this.

Check In TRANSITION Directions: Please locate the transition Check In on page 3 of the Activities handout for this training module. Take a few minutes to answer, or revise your previous answer to these True-False questions and then we’ll go over the answers. Answers True/False 1._T__ Measurable post-secondary goals must include the student’s goal related to employment and training/education. 2._T__ Measurable post-secondary goals are updated annually. 3._F__ No annual goals and benchmarks need to be on the IEP that relate to the student’s transition service needs. Annual goals and benchmarks must relate back to the student’s transition service needs and most importantly align with the MPG. 4._T__ The PLAAFPs must include the results of age-appropriate transition assessment. 5._F__ Age-appropriate transition assessments do not inform the measurable post-secondary goal of the student. They absolutely do inform the MPG. 6._F__ The student’s course of study can be a written statement demonstrating that the student is completing general education coursework. Course of study is a multi-year description of coursework to achieve student’s desired MPG. The course of study must identify specific graduation requirements and elective courses. 7._T__ The student might not attend the IEP but has to be invited. The regulations require invitation only. HOWEVER, best practice indicates that attending the IEP is critically important to assuring that the student’s preferences and interests have been included in the annual planning. 8._T_ Transition requirements do not apply to students identified only as gifted. 9._F__ An agency representative can be invited to attend without parental consent. Parent consent (or the consent of the student if he/she has reached the age of majority) is required for an agency representative to be invited. 10._F__ If a student has reached the age of majority, his/her parents/guardians are still considered the primary decision maker. At age 18 the student is the primary decision maker unless legal action has determined that the student cannot be his/her own legal guardian. If this has occurred the state-issued legal guardian (often the parent) is the primary decision maker. However, if this has not occurred, the student is his/her own primary decision maker. 11.__T__ Transition requirements do not apply to students with disabilities incarcerated in an adult correctional facility who will turn 21 before they will be eligible to be released from prison. 12.__F__ IEP team signatures are encouraged, but they are not a required part of the SOP.

For More Information Use the links to obtain more information from the Transition Resources handout. Contact Laura Jurgensen: The Kansas State Department of Education does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities and provides equal access to the Boy Scouts and other designated youth groups. The following person has been designated to handle inquiries regarding the nondiscrimination policies: KSDE General Counsel, Office of General Counsel, KSDE, Landon State Office Building, 900 S.W. Jackson, Suite 102, Topeka, KS 66612, (785)

Secondary Transition for Kansas Schools: Reset

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Secondary Transition for Kansas Schools: Reset

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