1. Transition Outcomes Project Report Out Meeting
District
Date

2. Transition Outcomes Project

3. Purpose Develop and field test a process and a model to:
Assist local districts in meeting the transition service requirements of IDEA 2004
Evaluate the effectiveness of providing and delivering transition services to students and families through the IEP process.
Provide training and resource materials on the transition process for educators, administrators, adult agency personnel, parents and others.
Improve graduation rates and post school outcomes of students with disabilities.

4. TRANSITION
Passing the Baton

5. Transition Outcomes Project
Achieving Results
Transition Outcomes Project
Conceptual Framework
Volunteer
Focused and Manageable
Emphasis on Program Improvement
Clear and Concise
Training
Empowerment of LEA
Building Capacity

6. Achieving Results Transition Outcomes Project
Sequence of Steps/Activities
Phase 1 — Identification and Commitment from Local Districts
Phase 2 — IEP Reviews
Phase 3 — Report Findings, Set Target Goals/Timelines, Brainstorm Strategies
Phase 4 — Implementation and Follow Along
Phase 5 — Follow-up Reviews/Report of Final Results

7. TOPS – Change for Results Process
Understand the “what/how” – baseline, report-out
Own the problem
Own the solutions
Implement changes
Determine and see results – final data
Critical mass = 50% >
Increase likelihood for institutionalizing and sustaining change
O’Leary, E., © Copyright

8. Report Out Meeting Steps ‘Transition Improvement Action Plan’
Review and Record Baseline Data
Set Target Goals
Determine Priorities
Action Steps – What/Who/When
Technical Assistance
Individuals Responsible
Establish Timeline to Begin Implementation
Final Review – Record Results

9. 1. Did the Public Agency Invite the Student?
31%
18%
District N = ???
State N = ???

10. 2. Did the Student attend the IEP Meeting?
68%
37%

11. 3. Did the public agency take steps to ensure that the student’s preferences and interests were considered in the development of the IEP?
70%
N=??
54%
N=???
N=?? of the total number of students that did not attend from Question #2

12. 4. Will this student need involvement from any outside agency in order to make a successful transition?
39%
N=?? 7%
N=?
N = ? From the total number of files
This question does not need a goal

13. 5. Did the public agency invite a representative of any other agency that is likely to be responsible for providing or paying for transition services?
28%
N=77
17%
N=1
N = ? of the number of students identified as needing services (Yes) from question 4

14. 6. Did a participating agency, other than the public agency, fail to provide the transition services described in the IEP?
12% 0%
No agency failed to provide transition services

15. 7. Did the public agency reconvene the IEP Team to identify alternative strategies to meet the transition objectives for the child set out in the IEP?
11% 0%
N=? The total number of instances where a public agency failed to provide…from Q#6

16. 8. Was parent notice provided?
92%
92%

17. 9. Does the parent notice indicate that a purpose of the meeting will be the consideration of the postsecondary goals and transition services of the child?
74%
72%

18. 10. Does the parent notice indicate that the agency invited the child?
84%
26%

19. 11. Does the parent notice identify any other agency that will be invited to send a representative?
30%
14%

20. 12. Does the IEP include a statement of the child’s present levels of academic achievement and functional performance?
93%
88%

21. 13. Measurable postsecondary goal A. Education/Training
29%
16%

22. 13. Measurable postsecondary goal B. Employment
23%
11%

23. 13. Measurable postsecondary goal C. Independent Living
63%
53%

24. 14. For each measurable postsecondary goal, is at least one annual goal listed?
62%
47%

25. 15. For each measurable postsecondary goal, is there evidence of age appropriate transition assessment?
32%
29%

26. Are there transition services in the IEP?
79%
60%

27. For each MPG, is at least one transition service listed: a. instruction
73%
56%
If N/A then = YES

28. For each MPG, is at least one transition service listed: b
For each MPG, is at least one transition service listed: b. related services
59%
49%
If N/A then = YES

29. For each MPG, is at least one transition service listed: c
For each MPG, is at least one transition service listed: c. community experiences
56%
45%
If N/A then = YES

30. For each MPG, is at least one transition service listed: d
For each MPG, is at least one transition service listed: d. Employment and other post-school adult living
61%
54%
If N/A then = YES

31. For each MPG, is at least one transition service listed: e
For each MPG, is at least one transition service listed: e. daily living skills
73%
60%
If N/A then = YES

32. For each MPG, is at least one transition service listed: f
For each MPG, is at least one transition service listed: f. functional vocational evaluation
84%
71%
If N/A then = YES

33. 17. Are the transition services based on the student’s needs, strengths, preferences and interests?
63%
46%

34. 18. Are the transition services designed within a results oriented process?
59%
53%

35. 19. For the MPG’s , is there evidence of coordination between school and other postsecondary services?
76%
47%

36. 20. Is a course of study aligned to the student’s MPG’s?
44%
35%

37. Transition Services (Indicator 13)
Percent of youth aged 16 and above with an IEP that includes coordinated, measurable, annual goals and transition services that will reasonably enable the student to meet the postsecondary goals.
NSTTAC - Questions 5, 13, 14, 15, 16 & 20

38. 21. Overall, does the IEP include coordinated, measurable annual IEP goals and transition services that will reasonably enable the student to meet their postsecondary goals? 5% 4%

39. 22. Does the IEP include a statement that the child has been informed of the child’s rights under Part B of the Act, that will transfer on reaching the age of majority?
87%
74%
N/A = Yes

40. 23. Will the child’s services terminate by graduating or exceed the age eligibility?
22%
18%

41. 24. Has the public agency developed and provided the child with a summary of academic achievement and functional performance?
100%
100%
N/A = Yes

42. 25. Does the summary of performance provide the child with a summary of his/her academic achievement and functional performance?
100%
100%

43. 26. Does the summary of performance include recommendations on how to assist the child in meeting his/her postsecondary goals?
60%
50%

44. Understanding
The Language

45. IDEA 2004 IEP Results Process for Transition Services
Step II:
Present Levels of Academic Achievement and Functional Performance
Step III:
Transition Services
Step I
Measurable Post-secondary Goals
Step IV:
Measurable Annual Goals
Includes: Courses of study
Includes:
Instruction
Related services
Community experiences
Employment and other post-
school adult living objectives
When appropriate:
Daily living skills
Functional vocational evaluation
Training
Education
Employment
Independent Living
Skills – where
appropriate
Age-appropriate transition assessments
O’Leary, E., 2005 © Copyright