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Ensuring Coordinated, Measurable IEP Goals and Transition Services The GRID

Ensuring Coordinated, Measurable IEP Goals and Transition Services The GRID. 2009-10. What is Secondary Transition?.

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Ensuring Coordinated, Measurable IEP Goals and Transition Services The GRID

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  1. Ensuring Coordinated, Measurable IEP Goals and Transition ServicesThe GRID 2009-10

  2. What is Secondary Transition? “a coordinated set of activities for a child with a disability that is designed within a result-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation.” (IDEA 2004) 2

  3. New Age Requirement Pennsylvania Chapter 14 RegulationsJuly, 2008 Transition services must be addressed in the IEP of the student in the year in which the student turns 14 years of age The IEP team does not have to waituntil the student’s approaching 14th birthday year to consider the student’s transition needs 3

  4. Graduation Drop-Out Participation and performance on statewide assessments Suspension and Expulsion LRE school age students (age 6-21) LRE early intervention (3-5) Early intervention improvement goals Parent involvement (and 10) Disproportionality Evaluation timelines Transition from birth - 3 to early intervention (ages 3-5) program Transition services for students age 16 – 21 Post-school outcomes 15-20 General Supervision Monitoring, state agency complaints, due process, mediation, resolution sessions, data reporting State Performance Plan (SPP) – 20 Indicators 4

  5. State Performance Plan: Indicator 13 • Percent of students, age 16 (14 in PA) and above, with IEPs that meet transition requirements • coordinated, measurable, annual IEP goals, and • transition services that will lead to post-secondary goals. • Data collected through BSE cyclical monitoring. • Target: 100% compliance! • 2005 Baseline data: 72% compliance • 2006 data: 69% compliance • 2007 data: 75% compliance 5

  6. A Process for Addressing Transition Step One: Use assessment to identify the student’s post- secondary desired goals or vision. Step Two: Describe the student’s Present Levels of Academic Achievement / Functional Performance (PLAAFP), embedding Assessment data Step Three: Establish Transition Team partnerships Step Four: Design a Transition Plan that includes courses of study and Services/Activities (transition grid) Step Five: Determine Measurable Annual Goals that address skill deficits and lead to post-secondary goals Step Six: Monitor progress and adjust instruction based on data

  7. Transition Grid - Section III of the IEP 8

  8. Post -Secondary Goals • Based on information gathered on interests and preferences • Address • Post-Secondary Education/Training • Employment • Independent Living • Identify where the student will be AFTER high school • NOT intended to describe events that occur IN high school • NOT the same thing as IEP measurable annual goals

  9. Post -Secondary Goals • Used for planning Course(s) of Study • Used to design Services and Activities • Lead to Measurable Annual Goal(s) • Link to agencies/community to support goals • Each post-secondary goal area must be addressed by the IEP team • If a post-secondary goal area is not selected, present education levels should document why.

  10. Sample Post-Secondary Education and Training Goal: Phillip 11

  11. Sample Post-secondary Education/Training Goals 2 or 4 year college Postsecondary vocational training program Short-term education or employment training program Community or technical college Apprenticeship program On–the-job training Licensing program (Nursing, Cosmetology, etc.) Adult continuing education courses Adult Training Facility Adult center program Adult in-home program Other training program - please describe: _________________ The IEP team has determined that this goal area is not applicable 12

  12. Post Secondary Education/Training: Other Statements LeToyia’s goal is to attend a four year college to pursue her interest in working with persons with hearing loss. Jen has a goal of attending a training program for nursing assistant after high school. Rick’s goal is to attend a 2-4 year college. Caroline has a goal of enrolling in postsecondary training in the area of cosmetology or a related field. OR: The IEP team has determined that this goal area is not needed for the student at this time.

  13. Sample Employment Goal 14

  14. Employment: Sample Goal Areas Competitive employment Military Supported employment (paid work in a community setting for those needing continuous support services) Sheltered employment (where most workers have disabilities) Employment that allows for technological and medical supports OR: The IEP team has determined that this goal area is not needed for the student at this time.

  15. Employment: Sample Statements • Phillip has a goal of working in an auto repair shop after high school. • Andre plans to seek employment in Video Production after graduation from college. • Cindy has a goal of working in the area of food service after high school. • Lee plans to enlist in the Army after High School. • Mark’s goal is to work full time after graduation. • OR: The IEP team has determined that this goal area is not needed for the student at this time.

  16. Sample Independent Living Goal: Phillip 17

  17. Sample Present Education Levels: Phillip’s Functional Performance Phillip’s attendance and behavior are good. Phillip is independent in daily living skills, and plans to eventually live on his own once he is earning a living. He passed his driver’s exam last spring, and drives to his part time job at Pizza Hut. He likes his job, his attendance at work is good, and he reports getting along well with his co-workers and his shift manager. He recently used his earnings to buy a used car, which he enjoys working on. An informal parent survey, as well as the Comprehensive Informal Inventory of Knowledge and Skills for Transition, were given by the district, and indicate that Phillip is self sufficient and age appropriate in all areas of independent living.

  18. Independent Living: Other Statements • Caroline’s goal is to live independently. • Zack’s goal is to live with his family. He will need supports to access community resources. • Greg’s goal is to live with friends in a supervised community setting. • Jenny’s goal is to live in an apartment in the community and to access community resources a and programs with supports. • Or: The IEP team has determined that an independent living goal is not needed for LeToyia at this time.

  19. Shawna’s Post Secondary Goals • Postsecondary Education and Training Goal: • Shawna has a goal of attending an employment training program. • Employment Goal: • Shawna has a goal of employment in a clerical or related field. • Independent Living Goal: • Shawna’s goal is to live in an apartment in the community and access community resources and programs with appropriate supports.

  20. Post-Secondary Goals and the Grid IEP must address each post-secondary goal area. “N/A”, “none” or leaving area blank is not acceptable. If a post-secondary goal area is not selected, present education levels should use data to document why. If there are discrepancies within the team regarding post-secondary goals, address in present education levels. Use ongoing assessment and data to work through “unrealistic” goals.

  21. Establish Transition Team Partnerships

  22. Transition Team Partners 23

  23. IEP Team Participants for Transition Planning Required Members • Student (Indicator 13 requirement!) • parents/guardians • local education agency representative (LEA) • general education teacher • special education teacher • career-technical education representative (if being considered) Other Members • SD transition coordinator • psychologist • guidance counselor • instructional support staff • job coach (if considered) • employer representative • community/agency representatives • relatives/friends/advocate

  24. Agency Involvement in Transition • Agency invitation is based on individual needs. • Younger students may be limited unless have MH-MR supports or foster care , disability-related need (e.g., epilepsy, autism services). • OVR may not be involved till 11th or 12th grade. • Not all students require agency involvement; e.g., student with IEP that only addresses deficits in speech/articulation • Agency involvement may vary by region. • Parent understanding leads to parent consent. • Document agency invitation on IEP Invite.

  25. Documenting Role of Agency or Other Partners • Grid • Invite letter and signature page of the IEP

  26. Courses of Study Support post-secondary goals A coordinated set of activities Focus on improving academic and functional achievement Facilitate movement from school to post-secondary, by aligning curriculum with identified transition goals Should promote graduation by meeting district standards Needs to reflect current year’s courses Reminder: List courses by name- not “functional curriculum” or “college prep”

  27. Courses of Study • Grid • Invite letter and signature page of the IEP

  28. Transition Service / Activity • Action steps – both activities and services • Services include instructional services to address skill deficits (e.g., reading, writing, behavior, organization, etc.), supported by Measurable Annual Goals • Slated to occur during current IEP • Lead to achievement of post-secondary goal • Put all together from 1st year to final year of transition planning = coordinated set of activities

  29. Sample Services… Sample Activities… …DO NOT NEED A MEASURABLE ANNUAL GOAL Visit a college fair Complete a virtual tour Compile list of pros & cons of working right after HS Meet with guidance counselor to determine schedule Group meeting with OVR counselor …THAT ADDRESS SKILL DEFICITS AND LEAD TO MEASURABLE ANNUAL GOAL & PROGRESS MONITORING • Developing reading comprehension • Travel training • Language therapy to improve oral communication • Community based instruction • Social skills training • Improving functional math skills: budgeting, measuring to the inch, etc.

  30. Services and Activities:Phillip * Denotes measurable annual goal

  31. Services and Activities: Phillip * Denotes measurable annual goal

  32. Sample Service / Activity: Shawna * Denotes measurable annual goal 33

  33. Listing Services and Activities in the Grid • List all services being provided to the student • When listing instructional services (e.g., reading, math, behavior) in the grid, do not word as a measurable annual goal– but DO indicate what need is being addressed • Give credit for what’s done in general education, e.g., • Career portfolios • Senior project • Career exploration • Don’t need to list routine Specially Designed Instruction in the Grid • Don’t need to list a service under more than one post-secondary goal area

  34. Reminders: Services and Activities Keep the “I” in Individual Address Independent Living May be community based Grid should change over time Clarify persons responsible: If student and parent need to complete an activity, HOW will the LEA support them? Clarify time: Not “as needed” 1:1 correspondence: Needs- Grid –Measurable Annual Goals

  35. The Big Picture: Guiding Questions Ask yourself: • “What is it that we are actually doing to support this student? • Is it meaningful? • Will it really help the student to achieve his/her post-secondary goals?

  36. Contact Information Susan Grant Transition Coordinator Career Development Program Supervisor Allegheny Intermediate Unit 412-394-5966 Susan.grant@aiu3.net

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