Objective • To provide a brief overview of secondary transition requirements aligned with Florida’s 2007-2008 Self-Assessment for Exiting II, SPP 13 - Secondary Transition B (16) • To provide answers to frequently asked questions related to secondary transition requirements
Terminology The acronym for Secondary Transition (ST) is used throughout these training materials to correspond with the requirements for ST 1 – ST 16 found in the Exceptional Student Education Compliance Self-Assessment: Processes and Procedures Manual, 2007-08, Bureau of Exceptional Education and Student Services, Florida Department of Education for Exiting II: SPP 13 – Secondary Transition B (16).
ST-1Notice • The notice to the IEP team meeting included a statement that a purpose of the meeting was the consideration of postsecondary goals and transition services, that the student would be invited, and indicated any agency likely to provide or pay for services during the current year that would be invited. (34 CFR 300.322(b)(2); Rule 6A-6.03028(3)(b), FAC.)
ST-1Notice – Ages 14 and 15 Contents of notice for the IEP meeting must indicate that • a purpose of the meeting will be the development of a statement of transition services needs • the student will be invited to attend
ST-1Notice – Age 16 or Older… Contents of notice for the IEP meeting must • indicate that a purpose of the meeting is the consideration of postsecondary goals and transition services for the student • indicate that the student will be invited to attend • identify any other agency that will be invited to send a representative to the meeting.
ST-1…Notice – Age 16 or Older • Only those agencies that may provide or pay for needed transition services based on the individual student’s needs must be invited. (Consent is required in order for the LEA to invite agencies.) • Others may be invited at parent/district discretion. • The decision as whether to invite a particular agency to participate in an IEP meeting is left to the LEA and the parent.
ST-2Student Invited • The student was invited to the IEP meeting. (34 CFR 300.321(b)(1); Rule 6A-6.03028(4)(h), FAC.) • Salutation on the notice that includes the student and the parent or • Separate notice to student indicating that the student will be invited to attend
ST-3Student’s Strengths, Preferences, Interests… • The student’s strengths, preferences, and interests were taken into account. If the student was unable to attend the meeting, other steps were taken to ensure the student’s preferences and interests were considered. (34 CFR 300.43 and 300.321(b)(2); Rule 6A-6.03028(4)(h), FAC.)
ST-3…Student’s Strengths, Preferences, Interests… • Strengths, preferences, interests of what the student wants in the areas of instruction, related services, community experiences, employment, and post-school adult living
ST-3…Student’s Strengths, Preferences, Interests • If the student did not attend the meeting, evidence of student input through other methods (e.g., student or family conferences, interest inventories, career exploration activities, vocational interest and aptitude inventories, situational assessments, and input from other personnel associated with the student)
ST-3Student’s Strengths, Preferences, Interests – Documentation • May be documented in the present levels of academic achievement and functional performance section(s) of the IEP or may be included as a separate item
ST-4Students 14 and older • For students age 14 and older: the IEP contains a statement of the student’s desired post-school outcome; a statement of the student’s transition services needs that focuses on the student’s course of study is incorporated into applicable components of the IEP; and the IEP team considered the need for instruction in the area of self-determination. (Rule 6A-6.03028(7)(i), FAC.)
ST-4Desired Post-School Outcome… • The desired post-school outcome statement is the student’s dream or vision for life after graduation and should consider post-school activities & address • employment • postsecondary education • living arrangements • community participation • recreation and leisure • social relationships
ST-4…Desired Post-School Outcome • All components of the Transition IEP should lead to and support the desired post-school outcome statement. This statement is developed through a student-centered process and is not the same as the measurable postsecondary goal(s), although the two should be related.
ST-4Transition Services Needs and Course(s) of Study • A statement of the student’s transition service needs that focuses on the student’s course of study, such as participation in advance placement courses or a career and technical education program, is incorporated into the Transition IEP.
ST-4Self-Determination • Consideration of the need for instruction in self-determination must be addressed in the transition components, through goals, short-term objectives, benchmarks, or through services on the IEP.
What Some Districts are Doing… • Example 1 • Identifying the student’s priority educational need (e.g., self-advocacy skills, goal setting, decision making, etc.) • Developing relevant measurable annual goals in the Transition IEP to address the need
…What Some Districts are Doing • Example 2 • Adding a line to the Transition IEP to note how instruction will be provided and/or information disseminated • Including samples of the student’s completed activities (e.g., Standing Up for Me worksheets) in the student’s portfolio. Districts have flexibility in addressing self-determination within the Transition IEP.
ST-5Diploma Selection • Beginning in eighth grade, or during the school year in which the student turns 14, whichever is sooner, the IEP must include a statement of whether the student is pursuing a course of study leading to a standard diploma or a special diploma. (Rule 6A-6.03028(7)(h), FAC.)
ST-6Person Responsible for Agency Follow-up… • If an agency likely to provide or pay for services during the current year is involved, a team member or designeewas designated as responsible forfollow-up with the agency and the IEP team was reconvened to identify alternative strategies if the agency failed to provide services as indicated on the IEP. (34 CFR 300.324(c)(1); Rule 6A-6.03028(8)(d), FAC.)
ST-6Person Responsible for Agency …Follow-up • Is there evidence that an IEP team member or designee was identified as responsible for follow-up? • Is there evidence that the IEP team was reconvened to identify alternative strategies if the agency has not provided required services?
ST-7Transfer of Rights – Informed at age 17 • The Transition IEP for a 17-year-old includes a statement that the student has been informed of the rights that will transfer at age 18. (34 CFR 300.320(c); 34 CFR 300.520(a)(1)) • At least one year prior to the student’s 18th birthday, the student must be informed of the rights that will transfer. • Is there documentation on the IEP that the student has been informed?
ST-8Transfer of Rights – Notice at age 18 • A separate and distinct notice of the transfer of rights was provided closer to the time of the student’s 18th birthday. (34 CRF 300.320(c), 300.520(a)(1)) • Closer to the time of the student’s 18th birthday there must be a separate and distinct noticeto the parent and student informing them of the transfer of rights. • Is there documentation/evidence that the student and parent were informed of the transfer of rights?
ST-9Measurable Postsecondary Goal or Goals (Age 16 and older) • There is a measurable postsecondary goal or goals in the designated areas (i.e., education/training and employment; where appropriate, independent living). (34 CFR 300.320(b)(1))
ST-9Measurable Postsecondary Goal or Goals (Age 16 and older) • Develop measurable postsecondary goals based on age-appropriate transition assessment in the following areas: • education or training • employment • independent living (as needed).
ST-9Education or Training • Education is defined as • enrollment in Adult General Education (e.g., Adult Basic Education, Adult High School Credit Program, Vocational Preparatory Instruction Program, or GED Testing Program) • enrollment in technical center (certificate program) • enrollment in community college (certificate program or two-year degree) • enrollment in college/university (four-year degree and higher). Adapted from NSTTAC, 2007
ST-9Education or Training • Training is defined as • employment training program [e.g., Workforce Investment Act (WIA), Job Corps, AmeriCorps, Individualized] • individualized means one-on-one training provided by the employer, an agency, or service provider Adapted from NSTTAC, 2007
ST-9Employment • Employment is defined as • Competitive • In the competitive labor market that is performed on a full or part-time basis in an integrated setting • Is compensated at or above the minimum wage • Supported • Competitive work in integrated work settings…for individuals with the most significant disabilities for whom competitive employment has not traditionally occurred; or for whom competitive employment has been interrupted or intermittent as a result of a significant disability… Adapted from NSTTAC, 2007
ST-9Independent Living (as needed) • Life skills in the following domains: • Leisure/Recreation • Maintain home and personal care • Community participation Adapted from NSTTAC, 2007
ST-9Measurable Postsecondary Goal or Goals (Age 16 and older) • A measurable postsecondary goal may address more than one of the designated areas, and must meet the following two requirements: • It must be measurable; you must be able to “count it” or observe it. • It must be intended to occur after the student graduates from school.
ST-9Measurable Postsecondary Goal Examples… • Lisette • Education or Training • Within three years of graduation from high school, Lisette will complete the non-degree program at Montgomery County College (MCC).
ST-9…Measurable Postsecondary Goal Examples… • Lisette • Employment • By January 2009, through the assistance of Vocational Rehabilitation (VR) and the staff of the non-degree program at MCC, Lisette will obtain part-time employment on campus at MCC that does not interfere with her program’s schedule.
ST-9…Measurable Postsecondary Goal Examples • Lisette • Independent Living • Within one year of graduation from high school, Lisette will utilize public transportation, including the public bus and uptown trolley, to independently get to and from classes at MCC.
Frequently Asked Questions Measurable Postsecondary Goals
Frequently Asked QuestionsMeasurable Postsecondary Goals… • How are measurable postsecondary goals different than the desired post-school outcome statement?
Frequently Asked Questions…Measurable Postsecondary Goals • The desired post-school outcome statement is not the same as the measurable postsecondary goal, although the two should be related. The desired post-school outcome statement is a vision or “dream” of where the student wants to be post-school. It addresses employment, postsecondary education, living arrangements, community participation, recreation and leisure, and social relationships. The measurable postsecondary goals must address education or training, employment, and where appropriate, independent living. Postsecondary goals must be measurable, and they must be intended to occur after the student graduates from school.
Frequently Asked QuestionsMeasurable Postsecondary Goals… • Where on the IEP do I write the measurable postsecondary goals?
Frequently Asked Questions …Measurable Postsecondary Goals • The measurable postsecondary goals should be reflected after the desired post-school outcome statement. If the district’s IEP form does not include a specific place to write the measurable postsecondary goals, they may be included in the area designated for the desired post-school outcome statement.
Frequently Asked QuestionsMeasurable Postsecondary Goals… • Does the timeframe for a measurable postsecondary goal need to address when a student will start something, such as “enroll in a two-year community-college program,” or finish, such as “complete a two-year degree program?” Which constitutes best practice or is either okay?
Frequently Asked Questions …Measurable Postsecondary Goals • Districts have flexibility in the format they choose to use for measurable postsecondary goals.
Frequently Asked QuestionsMeasurable Postsecondary Goals… • Are short-term objectives or benchmarks needed for measurable postsecondary goals?
Frequently Asked Questions …Measurable Postsecondary Goals • No. Only measurable annual goals require short-term objectives or benchmarks. It is generally helpful to think of the measurable annual goals and transition services reflected in the IEP as “benchmarks” toward the measurable postsecondary goals.
Frequently Asked QuestionsMeasurable Postsecondary Goals… • How do we determine the student’s progress toward the measurable postsecondary goals?
Frequently Asked Questions …Measurable Postsecondary Goals • There is no requirement for reporting progress on measurable postsecondary goals. • If the student is making adequate yearly progress toward attaining his or her measurable annual goals and other transition services within the IEP, then the student should be making progress toward attaining his or her measurable postsecondary goals.
Frequently Asked QuestionsMeasurable Postsecondary Goals… • If a parent requests an Adult Day Training (ADT) program or sheltered workshop setting and services for his or her child, how do we address this in the measurable postsecondary goals?
Frequently Asked Questions …Measurable Postsecondary Goals • The IEP team should always consider the most inclusive postsecondary outcomes first. • Ultimately the decision rests with the IEP team, however, restrictive settings and programs should be a “last” consideration.
Frequently Asked QuestionsMeasurable Postsecondary Goals… • For students going directly into employment who already know the skills needed to complete the job, what would measurable postsecondary goals for education or training, and employment look like? (For example, a student exits under Special Diploma Option 2 or a student who has been trained in a technical program as a tile layer.)
Frequently Asked Questions …Measurable Postsecondary Goals • The measurable postsecondary goal for education or training would likely describe the type of training the employer would provide for this student. • The measurable postsecondary goal for employment would likely be related to maintaining the job and/or expanding the individual’s job duties and responsibilities.
ST-10Measurable Postsecondary Goals based on Age-Appropriate Transition Assessment • The measurable postsecondary goals were based on age-appropriate assessment. (34 CFR 300.320(b)(1))