1. The Transition Requirements of IDEA 2004 District 287 Training – February 26, 2009

2. Quality Secondary Transition Planning
Helps students achieve their dreams
Increases graduation rates
Increases enrollment in postsecondary education
Improves employment rates

3. True or False?
Transition was included in IDEA because the first special education students to exit high school were successful in achieving positive post-school adult outcomes such as living on their own, having a well-paying job, and attending postsecondary education in record numbers.
False
Beginning in the mid-1980’s the U.S. Department of Education recognized that the first group of students who had been all the way through special education, as authorized under the 1975 Education of the Handicapped Act (PL ), were leaving school and were not successful in adult life.
Unemployment, lack of enrollment in postsecondary education, continued dependence on parents, social isolation, and lack of involvement in community-based activities were found among young adults with disabilities.
Today while students with disabilities are making progress toward improved outcomes, recent data form the National Longitudinal Transition Study-2 continues to report that they are not keeping up with their same age peers without disabilities (2006).

4. Beginning in the mid-1980’s the U. S
Beginning in the mid-1980’s the U.S. Department of Education recognized that the first group of students who had been all the way through special education, as authorized under the 1975 Education of the Handicapped Act (PL ), were leaving school and were not successful in adult life.
Beginning in the mid-1980’s the U.S. Department of Education recognized that the first group of students who had been all the way through special education, as authorized under the 1975 Education of the Handicapped Act (PL ), were leaving school and were not successful in adult life.
Unemployment, lack of enrollment in postsecondary education, continued dependence on parents, social isolation, and lack of involvement in community-based activities were found among young adults with disabilities.
Today while students with disabilities are making progress toward improved outcomes, recent data form the National Longitudinal Transition Study-2 continues to report that they are not keeping up with their same age peers without disabilities (2006).

5. Unemployment,
lack of enrollment in postsecondary education, continued dependence on parents, social isolation, and lack of involvement in community-based activities were found among young adults with disabilities.
Today while students with disabilities are making progress toward improved outcomes, recent data form the National Longitudinal Transition Study-2 continues to report that they are not keeping up with their same age peers without disabilities (2006).

6. True or False?
Many curricula and programs do not support students with disabilities in developing essential adult-life skills.
True
Post-school outcome research indicated that the current special education curriculum, instruction, and planning are not meeting student needs (NCD 2000).
The National Longitudinal Transition Study-2 has reported that while outcomes for many youth with disabilities are improving, they often do not learn or use the skills in their programs that they need to achieve productivity, empowerment, and independence.

7. The National Longitudinal Transition Study-2 has reported that while outcomes for many youth with disabilities are improving, they often do not learn or use the skills in their programs that they need to achieve productivity, empowerment, and independence.

8. True or False?
Students with disabilities are more likely to remain in school and graduate from high school than their peers without disabilities.
False
Dropping out of school is one of the most serious problems facing special education programs across the country. Almost 1:4 of all youth with disabilities exit the school system by dropping out. Youth with emotional disabilities have the highest drop out rates (from 21% to 64% - twice the rate of students without disabilities). The drop out rate for students with learning disabilities averages 25%.

9. Youth with emotional disabilities have the highest drop out rates
Dropping out of school is one of the most serious problems facing special education programs across the country.
Almost 1:4 of all youth with disabilities exit the school system by dropping out.
Youth with emotional disabilities have the highest drop out rates
from 21% to 64% - twice the rate of students without disabilities).
The drop out rate for students with learning disabilities averages 25%.
Today while students with disabilities are making progress toward improved outcomes, recent data form the National Longitudinal Transition Study-2 continues to report that they are not keeping up with their same age peers without disabilities (2006).

10. What We Will Share Today . . .
IEP Transition Requirements based on IDEA 2004
Changes coming to EasyIEP
OSEP Indicators #13 and #14
How to use the MN Transition Compliance Toolkit

11. Transition requirements per IDEA 2004 and Minnesota Law.

12. IDEA Purpose
(d)(1)(A) to ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment and independent living.
34 CFR §300.1(a)

13. Secondary transition requirements in the IEP: IDEA 2004 - 34 CFR§ 300
Secondary transition requirements in the IEP: IDEA CFR§ (b) and (c)
Beginning not later than the first IEP to be in effect when the child turns 16 (age 14 for Minnesota), or younger if determined appropriate by the IEP Team, and updated annually thereafter, the IEP must include:
Appropriate measurable postsecondary goals based upon age-appropriate transition assessments related to training, education, employment and, where appropriate, independent living skills;

14. Secondary transition requirements in the IEP: IDEA 2004 - 34 CFR§ 300
Secondary transition requirements in the IEP: IDEA CFR§ (b) and (c)
The transition services (including courses of study) needed to assist the child in reaching those goals; and
Beginning not later than one year before the child reaches the age of majority under State law, a statement that the child has been informed of the child’s rights under Part B, if any, that will transfer to the child on reaching the age of majority under § [see 20 U.S.C. 1415(m)].

15. IEP Components:
The Present Level of Academic Achievement and Functional Performance (PLAAFP)
Writing Measurable Postsecondary Goals
Transition Services
Courses of Study
Activities- coordinated
Annual Goals and Objectives
Age of Majority
Summary of Performance

16. Changes in Transition Categories:
Federal Government
State of Minnesota
Education/Training
Employment
Independent Living (where appropriate)
Postsecondary Education and Training
Employment
Independent Living
- Home Living
- Community Participation
- Recreation & Leisure

17. EasyIEP Changes…
Currently, EasyIEP presents this page under the Secondary Transition Plan tab

18. EasyIEP Changes… 18

19. Present Levels of Academic Achievement and Functional Performance

20. Previously: Present Levels of Performance
The foundation of the IEP is the statement of the student’s present levels of academic achievement and functional performance (PLAAFP).
The PLAAFP must describe how the student’s disability affects his or her involvement in the general education curriculum.

21. PLAAFP is the Foundation…
Goals
Services

22. PLAAFP Should Answer: What are the student’s strengths and interests ?
What are the student’s unique needs that result from his or her disability?
How do these needs affect the child’s participation and progress in the general curriculum?
What are the parent’s concerns for the education of their child?
What transition needs of the student must be addressed to prepare the student for living, learning and working in the community as an adult?

23. PLAAFP should . . .
include a summary of data collected from progress reports from the last IEP
other sources: teacher reports, classroom assessments, district-wide assessments, parent information, community-based checklists, agency evaluations, etc.

24. supplementary aids/services/supports,
Each area of educational need identified in the PLAAFP must be addressed in the required component of the IEP:
annual goals
supplementary aids/services/supports,
special education programs and services, and secondary transition services.

25. EasyIEP Changes…

26. Measurable Postsecondary Goals

27. What are Measurable Postsecondary Goals?
Postsecondary goals are what the student plans to do upon school exiting from secondary education.

28. It’s in the law . . .
As a part of transition planning, 34 CFR § (b)(1) requires the IEP to include appropriate measurable postsecondary goals based upon age appropriate transition assessments related to postsecondary education and training, employment, and where appropriate, independent living skills.

29. IEP MUST HAVE Measurable Postsecondary Goals WHICH ADDRESS
Education & Training
Employment
Independent Living* (where appropriate)
* may include recreation and leisure, community participation and home living

30. Measurable Postsecondary Goal Areas
Education or Training
Specific independent living skills training, vocational training program, adult day training program, community education, apprenticeship, on-the-job-training, job corps, 4 year college or university, technical college, community college, or military.
Employment
Paid (competitive, integrated, supported); unpaid employment (volunteer, in a training capacity); Day Training and Habilitation (DTH), military; etc.
Independent Living, (where appropriate)
Home living, community participation, recreation, transportation, etc.

31. How do I write measurable postsecondary goals?
♦ Begin with After high school or After transition program…
♦ Use results-oriented terms such as enrolled in, participate in, work and live independently
♦ Use descriptors such as full time and part time

32. Measurable Postsecondary Goals: (examples)
Education & Training:
I/Megan will attend Dakota Technical College as a part-time student
Employment:
I will continue working in jobs that involve animals.
Independent Living:
I will join the YMCA to access recreational services.
I will live in a group home in the community with support.
Megan will access community services using Metro Mobility.

33. EasyIEP Changes…
Three goals can be added in each measurable postsecondary goal.
Note: There are three boxes available to write goal(s).

34. Annual Goals and Objectives

35. Annual IEP Goals:
Indicate what the student is expected to be able to do by the end of the year in which the IEP is in effect.
Takes the student from his/her present level of performance to a level of performance expected by the end of the year.
Guides instruction
Measures Progress
Helps determine if the supports and services being provided to the student are appropriate and effective.

36. ANNUAL IEP GOALS:
Measurable annual academic and functional goals drive the services in the IEP.
For transition age students, the measurable postsecondary goals will drive the annual goals and activities.
The measurable academic and functional goals should meet the student’s needs that result from his or her disability.

37. “SMART” Goal Setting: Specific Measurable Attainable
Results driven (i.e., student achievement)
Timebound

38. MDE Annual IEP Goal Example:
Mike will increase his use of social skills and self-determination behaviors from a level of not asking for assistance to a level of using specific techniques for appropriately verbalizing feedback to adults and peers.

39. Objectives:
The goals must include benchmarks or short-term objectives that will demonstrate whether the student is making progress toward the goal.
The purpose of the goals is to enable the student to be involved in and make progress in the general education curriculum and to meet each of the student's other educational needs that result from the student's disability. See 34 C.F.R. § (a)(2)(i)(B).

40. Progress Towards Meeting Annual Goals:
Typically, the benchmarks or short-term objectives will identify how progress is measured.
Progress reports must inform a parent of the extent to which the progress is sufficient to enable the student to achieve the goal by the end of the year.

41. Objectives need to include:
An observable student behavior,
The condition under which the behavior is to occur,
A measurable indicator to determine progress,
Evaluation procedures—the methods and procedures used to measure student progress toward meeting annual goals and each short-term objective,
Schedule—how often a review of the student’s progress will occur.

42. MDE Example of an Objective:
Given instruction in a 5-step self determination strategy and scenarios for using the steps, Mike will verbalize the steps to be used for each scenario with his instructor with 100% accuracy in 4 out of 5 opportunities as measured by weekly class observation by the first periodic review.
Observable Student Behavior
The condition under which the behavior is to occur,
A measurable indicator to determine progress,
Evaluation procedures—the methods and procedures used to measure student progress toward meeting annual goals and each short-term objective,
Schedule—how often a review of the student’s progress will occur.

43. EasyIEP Changes…

44. Transition Services
IDEA ’04 requires, transition services (including courses of study) needed to assist the child in reaching their (postsecondary) goals.

45. Transition Services
Transition services means a coordinated set of activities for a child with a disability that:
is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests; and
is a results-oriented plan for adult life that addresses, plans for and coordinates what the student will learn in school and do following graduation or leaving school.

46. Transition Services: “Courses of Study”
As an IEP team, determine what instruction and educational experiences will assist the student to prepare for the transition from secondary education to post-school life.
Focus on:
Linkage with the present levels of academic achievement and functional performance.
How the educational program (courses) can be planned and relate directly to the student’s measurable postsecondary goals.

47. “Courses of Study”
The courses of study are not simply a recording of classes already taken, but should be a long range educational plan that is a projection of future course work.

48. Courses of Study should show a direct relationship between . . .
The student’s educational experience in high school
The student’s measurable postsecondary goals
Graduation Requirements

49. Anticipated month and year of graduation: January 2012
Example: Courses of Study Mike will enroll in Hennepin Technical College in Broadcasting
School Year
Grade Level
Courses 9
Business Basics, Math Basics, Reading Essentials, Adapted Physical Education, Environmental Science, Current Events 10
Business Basics, Consumer Math, Readings and Literature Citizenship, Speech and Drama, Social Skills, Specially Designed Employability Skills, Family Living 11
English for Work, Math for the World of Work, Specially Designed Communications, Specially Designed Daily Living Skills, Graphic Design. 12
Specially Designed Communication and Writing Skills, Essentials of Business Operations, Computer Applications, Work Based Learning.
Anticipated month and year of graduation: January 2012

50. EasyIEP Changes…

51. EasyIEP Changes continued . . .

52. Transition Services: “Coordinated Set of Activities”
Designed within a results-oriented process
Focus on improving the academic and functional achievement of the child
Facilitate movement from school to post-school activities
Based on child's needs, taking into account the child's strengths, preferences, and interests
includes, instruction, related services, community experiences, development of employment and other post-school objectives and when appropriate functional vocational evaluation.

53. Monitoring will look for:
Clear indication that the participating agency responsible to provide the recommended activity participated in the IEP planning process.
Activities and services that are specific and support progress toward meeting student’s measurable postsecondary goals.
Coordination between school district activities and those of participating agencies designed to help the student work toward attainment of their measurable post-secondary goals.

54. Instruction
These activities can be a formal or informal imparting of knowledge or skills, such as:
Visit college campuses and meet with student support services
Learn about and practice social skills
Apply for and take ACT with accommodations (if appropriate)
Learn about employability skills and schedule a work experience

55. Instruction continued …
Specific courses (e.g. advance placement)
Specific general and/or special education course instruction
Career and Technical Education
Advanced placement course(s)
Other instruction to learn a particular skill (Instruction in problem solving, how to use public transportation, how to use a particular technical device, how to balance a budget, etc.)
need to check on this more

56. Community Experiences:
After school jobs
Use of public library
Community recreational activities
Practice regarding bus schedule
Preparing for driver’s permit and road test
Money management

57. Development of Employment/Other Post-School Adult Living Objectives:
Participation in work experience program
Assistance with completing employment applications, resumes, etc.
Practice in interviewing skills
Travel training

58. State Example of Transition Services Section:
Activity
Agency Providing Service on the IEP
Instruction (i.e. specialized instruction, regular education, career and technical education):
Participate in a family and consumer science course.
School, Regular Education, Student
Community Experiences:
Acquire a state ID.
Visit a WorkForce Center.
Visit Hennepin Technical College
and meet Disability Coordinator.
Student, Family,
Vocational Rehabilitation,
MnSCU Disability Coordinator
Related Services:
Complete application for county support and vocational rehabilitation program.
School, Related Services, Student, Family
Student, Family
The development of employment and other postschool adult living objectives:
Learn appropriate social skills and pre-employment skills.
Memorize social security number.
School, Work-based Learning, Student, parent.
If appropriate, acquisition of daily living skills and provision of a functional vocational evaluation:
Complete a vocational evaluation.
Develop a personal fitness routine.
Student, school, VR
Student, school and family

59. LOOK AT EasyIEP:
List activities for “transition services” in the IEP that are needed to assist the student in accomplishing his or her measurable postsecondary goals.
An activity can be done in collaboration with other participating agencies, including the student and family, and may not require specialized instruction.

60. Transition Activities: Examples
Education & Training
Tom will tour the Adult Basic Education program in Minneapolis with school staff.
Employment
Tom will fill out summer job applications with help from his Work Experience Coordinator.
Independent Living
Tom will tour group home options with his county social worker and parents.

61. EasyIEP Changes…

62. Summary of Performance
When eligibility terminates due to diploma or age the school must provide a summary of the child’s academic achievement and functional performance.
It must include recommendations on how to assist the child in meeting the child’s postsecondary goals.
34 CFR § (e)(3)

63. What is a Summary of Performance? 20 USC 1414(c)(5)(B)(ii)
A summary of the child’s academic and functional performance, which shall include recommendations on how to assist the child in the child’s postsecondary goals.
The purpose of the summary is to provide the student with a document that will help establish eligibility for reasonable accommodations and supports in post-school settings.

64. EasyIEP Changes…

65. Age of Majority
34 CFR§ (c) provides for a transfer of educational rights at age 18 for students with disabilities who have Individual Education Plans (IEPs) and who are not under guardianship or conservatorship.

66. Age of Majority
Students and parents must be notified that the student will reach the age of majority and the implications regarding due process and procedural safeguard rights.
When a student reaches the age of majority they are able to sign their due process documents and have access to procedural safeguards.
When a student reaches the age of majority and the court determines the student will have a guardian than the guardian will sign on behalf of the student for due process and procedural safeguards.

67. EasyIEP Changes…

68. OSEP’s Federal Indicators #13 & #14

69. Compliance with IDEA
U.S. Department of Education (OSEP) requires states to develop a 6-year State Performance Plan
Focus on 20 indicators
States must turn in data for these 20 indicators each year
The 13th and 14th indicators deal with transition issues.

70. IDEA Transition Compliance
Indicator 13
Deals with transition services.
Focus is to ensure that IEPs are in compliance with the transition requirements of IDEA
Indicator 14
Post school Follow-up (one year after leaving school)
Data to show if students are competitively employed, enrolled in postsecondary education, or both

71. INCREASE- Indicator 13
Percent of youth aged 16 and above with an IEP that includes coordinated and measurable annual IEP goals and transition services that will reasonably enable the child to meet their postsecondary goals.
[20 U. S. C (a)(3)(B)]

72. Measures for Indicator 13 * Secondary Transition Noncompliance Handout
Are there transition services in the IEP that focus on improving the academic and functional achievement of the child to facilitate his/her movement from school to post-school?
For transition services that are likely to be provided or paid for by other agencies with parent (or child once the age of majority is reached) consent, is there evidence that representatives of the agency(ies) were invited?
Do the transition services include courses of study that focus on improving the academic and functional achievement of the child to facilitate movement from school to post-school?
Are there measurable postsecondary goals for education, employment and where appropriate, independent living?
Is there evidence that the measurable postsecondary goals were based on age-appropriate transition assessments?
Are there annual IEP goal's that reasonably enable a child to meet the postsecondary goals?
See handout for compliance
This information is critical as District 287 gets monitored next school year.

73. Indicator 14: Minnesota’s Plan
A Postschool Survey conducted each year
Each school district would participate at least once over the next five years
Survey to include all students who are on IEPs who exit the district
Telephone surveys occur between April and June

74. Target Data for Indicator #14
Percent of youth who had IEPs, are no longer in secondary school, and have been . . .
Competitively employed – work that is performed on a full or part-time basis in an integrated setting; paid at or above minimum wage
Enrolled in Postsecondary school- participation in a two-or four-year college program, vocational or technical education, training programs, adult basic education, either full- or part-time.
Or Both, within one year of leaving school

75. An Overview: How to use the Transition Compliance Toolkit.
An Overview: How to use the Transition Compliance Toolkit

76. Chapter One: Legal Requirements to Meet Compliance (pages 6 - 19)
Relevant Federal Statute and Regulations Related to Secondary Transition
Relevant Minnesota Rule Related to Secondary Transition
OSEP Federal Indicators #13 and #14
Transition at a Glance

77. Chapter Two: Age-Appropriate Transition Assessments (pages 20 - 27)
What are Age-Appropriate Transition Assessments?
Examples of Formal and Informal Age-Appropriate Assessment Tools
Additional Areas to Consider (pp.24-26)
Career Exploration and Work-Based Learning
Assistive Technology
Health and Wellness
Family/Parent Involvement in the Assessment Process
Summarizing, Reporting, and Documenting Assessment Data

78. Chapter Three: Transition-Focused IEP Development (pages 28 -43)
Present Levels of Academic Achievement and Functional Performance
Measurable Postsecondary Goals
Transition Services
Courses of Study
Activities that Show Coordination
Annual Goals and Objectives Examples
Age of Majority
Summary of Performance/Graduation Planning

79. Chapter Four: Interagency Partners at the State and Local Levels (p
Minnesota Department of Employment and Economic Development (DEED)
Vocational Rehabilitation/State Services for the Blind
Office of Youth Development
Department of Human Services
Independent Living Centers
MnSCU (Offices for Students with Disabilities)

80. Additional Resources (A1 – A65 )
IEP Resources
Student/Family Resources
Informal Assessment Tools
Handouts

81. MN Secondary Compliance Transition Toolkit
The Toolkit will be online in March. Look for the link on our Transition Curriculum page on SharePoint!
Be prepared for future changes on EasyIEP.
Check with your Program Facilitators for any IEP questions regarding transition compliance.