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Writing Transition Focused IEPs Pamela Sacchitella and Jody Durick

Writing Transition Focused IEPs Pamela Sacchitella and Jody Durick. AGENDA. Transition Anticipation Guide PowerPoint Presentation Activity Post - Anticipation Guide Does your IEP meet compliance? Review other contents in folder Questions/Concerns . GOALS:.

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Writing Transition Focused IEPs Pamela Sacchitella and Jody Durick

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  1. Writing Transition Focused IEPs Pamela Sacchitella and Jody Durick

  2. AGENDA • Transition Anticipation Guide • PowerPoint Presentation • Activity • Post - Anticipation Guide • Does your IEP meet compliance? • Review other contents in folder • Questions/Concerns

  3. GOALS: • To become familiar with the Eight Regulatory Requirements of the NY State Performance Plan (SPP) Indicator 13 • To identify connections throughout a Transition IEP • To ensure compliance by creating quality Transition IEPs

  4. Indicator #13 is one of 20 State Performance Plan (SPP) Indicators required to be measured by the Federal Government

  5. Indicator #13 measures transition planning and services within the IEP

  6. 100% compliance required

  7. A self-review using a student’s most current IEP is the process for identifying compliance for Indicator #13

  8. Selecting IEPs is a random process… It’s the luck of the draw!

  9. IEPs eligible for review include students who will be turning 15 years or older in the 2014-15 school year. (You will be writing these IEPs in Winter/Spring 2014!)

  10. There are 8 citations that each IEP must meet in order to be compliant. They are as follows…

  11. Citation 1a: Under the student’s PLP, the IEP includes a statement of the student’s needs, taking into account the strengths, preferences and interests as they relate to transition…

  12. Citation 1a: CNeeds and/or challenges relating to transition to post-school outcomes QIncluded in all applicable PLP areas • Academic • Student strengths, preferences, interests: • “According to Level One Assessment), (student’s name) states that s/he is interested in becoming a ____________________ upon completion of high school. He/she exhibits strengths in the area of _____________________ that will assist him/her in achieving this goal.” WHERE TO LOOK: PLP

  13. Citation 1a: CNeeds and/or challenges relating to transition to post-school outcomes Q Included in all applicable PLP areas • SOCIAL DEVELOPMENT • Student strengths: • “Socially, (student’s name) has many peers. This will help the student be successful in the field of _______________________ as it requires social interaction.” • PHYSICAL DEVELOPMENT • “(Student’s name) has good physical and motor skills and identified an interest in the field of ____________________ that will require adequate physical development.” WHERE TO LOOK: PLP

  14. Citation 1a Examples: COMPLIANT According to his Level One Assessment, student states that he is interested in becoming a computer engineer. In order to be successful, he will need to improve his comprehension and writing skills. (Reading Section ) Student understands that in order to achieve his goal of becoming a computer engineer, he must continue to work on the development of his reading comprehension skills. NON-COMPLIANT Student is interested in a career in law enforcement…..Student should continue to develop her independent skills in the areas of cooking, shopping and community resources (not enough of a link) WHERE TO LOOK: PLP

  15. Citation 1b: The IEP includes measurable post-secondary goals (MPSG) based upon age appropriate transition assessments relating to training/education, employment, and where appropriate, independent living skills

  16. Citation 1b: C For life AFTER high school C “ Student will…” C Observable measurable post-secondary goal • Education/Training: • “(Student’s name) will enroll at ABC University in order to study ____________.” • “Upon completion of high school, (student’s name) will enroll in a certification program in ___________________________.” WHERE TO LOOK: MEASUREABLE POST SECONDARY GOALS

  17. Citation 1b: C For life AFTER high school C “ Student will…” C Observable measurable post-secondary goal • Employment: • “After college, (student’s name) will be competitively employed as a _______________.” • “After graduation from high school, (student’s name) will be employed with support in the area of ________________________.” WHERE TO LOOK: MEASUREABLE POST SECONDARY GOALS

  18. Citation 1b: C For life AFTER high school C “ Student will…” C Observable measurable post-secondary goal • Independent Living Skills (when appropriate): • “(Student’s name) will live in a community/residential setting with significant support.” • “(Student’s name) will live independently.” WHERE TO LOOK: MEASUREABLE POST SECONDARY GOALS

  19. Citation 1b Examples: COMPLIANT Student will attend a four year college to study engineering. NON-COMPLIANT At this time, the student is undecided as to a specific two year college but is interested in taking courses that will allow him to become a music producer. (Student will…) WHERE TO LOOK: MEASUREABLE POST SECONDARY GOALS

  20. Citation Ic: Each IEP includes measurable annual goals consistent with the student’s needs and abilities…

  21. Citation 1c: C Measurable annual goals with criteria, schedule and procedure based on a skill need identified in the PLP that incrementally assist s student to achieve MPSG SKILL BASED = COMPLIANT NOT CURRICULUM BASED = NON-COMPLIANT (if majority of goals) Student will correctly use the distance formula, d = r x t. WHERE TO LOOK: MEASUREABLE ANNUAL GOALS

  22. Citation IIa: The IEP includes a statement of the transition service needs of the student that focuses on the student’s courses of study.

  23. Citation IIa: C Course of study identified in the IEP: Transition Needs • Needs • “As an employee in any career field, the student will need to develop skills in _______________________ (identify skills the student needs to continue to develop as it relates to the disability) in order to be successful in achieving post secondary goals.” WHERE TO LOOK: MEASUREABLE POST SECONDARY GOALS

  24. Citation IIa: C Include courses relating to transition needs of the student that prepare the student to achieve annual goals relating to transition to reach his or her projected postsecondary goals • Course of Study • “(Student’s name) should consider courses such as __________________________ to support needs in the area of ___________________.” • “(Student’s name) will continue to take Regent’s level classes to gain skills necessary for going to college.” WHERE TO LOOK: MEASUREABLE POST SECONDARY GOALS

  25. Citation IIa Examples: COMPLIANT – Needs: Student needs to develop time management skills and appropriate work skills NON-COMPLIANT – Course of Study: Student needs to continue to read in order to develop the necessary skills to become a writer (what are the courses he should take) WHERE TO LOOK: MEASUREABLE POST SECONDARY GOALS

  26. Citation IIb: The IEP includes needed activities to facilitate the student’s movement from school to post-school including: • Instruction, • Related Services, • Community experiences, • Employment, • Daily Living Skills, • Vocational Evaluation

  27. Citation IIb: C All areas must be addressed (the CSE can indicate through a statement that the student has no needs in a particular area at this time) Q Activities address transition needs identified in the PLPs which are different from non-disabled Peers WHERE TO LOOK: COORDINATED SET OF TRANSITION ACTIVITIES

  28. Citation IIc: The IEP includes a statement of the responsibilities of the district and participating agencies (if applicable) for the provision of such services that promotes movement from school to post school opportunities

  29. Citation IIc: C Clearly identify the responsibilities of the school district and other agencies Q Job title of school/agency personnel providing service is listed WHERE TO LOOK: COORDINATED SET OF TRANSITION ACTIVITIES

  30. Citation IIb and IIc: WHERE TO LOOK: COORDINATED SET OF TRANSITION ACTIVITIES

  31. Citation IIb and IIc: WHERE TO LOOK: COORDINATED SET OF TRANSITION ACTIVITIES

  32. Citation IIIa: When the CSE met to consider transition services, the district invited the student. If the student did not attend, the district ensured the student’s preferences and interests were considered.

  33. Citation IIIa: Student Voice According to the Level One Assessment, student states that she is interested in becoming a nurse upon the completion of high school. In order to be successful, she will need to develop time management and organizational skills and gain a better understanding of the responsibilities needed to become a successful nurse. REMEMBER: YOU NEED TO SEND A FORMAL INVITATION TO EACH STUDENT AND FILE A COPY OF IT IN HIS/HER CUMULATIVE FOLDER

  34. Citation IIIb: To the extent appropriate and with parental consent or consent of a student 18 years of age or older, the school district must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition services.

  35. Looking for evidence: • Each table has 3 IEP’s – green, yellow, and blue • Working with a partner, choose one IEP and determine compliance in each of the 7 citations using the yellow Individual Record Review Sheet (sections are highlighted and labeled - IIIbis not included in this activity) • Refer to the powerpoint to identify each compliance element • As a table, label each IEP as • Meets compliance (100%) • Working towards (so close) • Poor (not quite there yet)

  36. Questions?

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