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PaTTAN’s Mission

Ensuring Effective Secondary Programs and Post-Secondary Outcomes: An Introduction to Pennsylvania’s Indicator 13 Process Cohort # 4 Michael Stoehr, Rosemary Nilles PaTTAN August 16 and 18, 2011.

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PaTTAN’s Mission

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  1. Ensuring Effective Secondary Programs and Post-Secondary Outcomes: An Introduction to Pennsylvania’s Indicator 13 ProcessCohort # 4Michael Stoehr, Rosemary NillesPaTTANAugust 16 and 18, 2011

  2. The mission of the Pennsylvania Training and Technical Assistance Network (PaTTAN) is to support the efforts and initiatives of the Bureau of Special Education, and to build the capacity of local educational agencies to serve students who receive special education services. PaTTAN’s Mission

  3. Our goal for each child is to ensure Individualized Education Program (IEP) teams begin with the general education setting with the use of Supplementary Aids and Services before considering a more restrictive environment. PDE’s Commitment to Least Restrictive Environment (LRE)

  4. Materials for Today’s Webinar • Ind. 13 Cohort 4 Webinars Aug. 2011 Powerpoint • Indicator 13 Cohort # 4 Training Plan • Ind. 13 Cohort # 4 Responsibilities Side by Side • Indicator 13 IEP Review Checklist 2011-2012 • All materials can be downloaded at www.pattan.net • Located under Training Handouts

  5. Objectives for Today’s Webinar • Participants will be able to: • Describe the focus of Indicator 13 as part of the State Performance Plan • Describe the training protocol for Cohort # 4 LEAs and APS during the 2011-2012 school year • Review the Indicator 13 Cohort 4 Training Plan that will be developed in collaboration with IU/PaTTAN consultants 5

  6. Objectives for Cohort # 4 Training Series • As a result of this training series, participants will be able to: • Utilize ongoing assessment and progress monitoring practices • Implement effective practices that will lead to successful postsecondary outcomes for students age 14-21 in special education. • Work collaboratively with students, families, education and agency staff in the secondary transition process. 6

  7. Objectives for Cohort # 4 Training Series • As a result of this training series, participants will be able to: • Develop IEPs that include: • Post-secondary goals that are based upon age appropriate transition assessments • Clearly written Present Levels of Academic Achievement and Functional Performance • Meaningful transition services and activities that will help the student to achieve his/her post-secondary goals • Measurable Annual Goals that address skill deficits and provide for progress monitoring 7

  8. Today’s Agenda Part I: Indicator 13 Training Process • Transition Background • State Performance Plan and Indicator 13 • Cohort # 4 Training Outline • Cohort # 4 Specific Responsibilities and Timelines Part II: Introduction to Indicator 13 Training Content • A Process for Addressing Transition • Indicator 13 IEP Review Checklist

  9. Transition Planning for Students with Disabilities: Background andRegulatory Requirements 9

  10. Beginning with the end in mind… We strive to ensure that each student: • Is proficient in core subjects • Graduates from high school, ready for post-secondary education & career • Achieves equitable outcomes, regardless of background, condition or circumstances

  11. Individuals with Disabilities Education Act IDEA 2004 Primary Purpose 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 livingH.R.1350 (IDEA 2004) 11

  12. 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) 12

  13. Age Requirement in PA 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 13

  14. State Performance Plan (SPP) 20 IndicatorsIndicator 13

  15. State Performance Plan (SPP) Required for each State Evaluates the State’s efforts to implement the requirements and purposes of IDEA Describe how the State will improve IDEA implementation 6-Year Plan 20 Indicators related to the 3 priorities Annual Performance Report (APR) for State and each LEA 15

  16. 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 16

  17. 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 • 2008 data: 75.1% compliance 17

  18. Pennsylvania’s Indicator 13 Training Process OutlineCohort # 4 2011- 2012What, Who, Why, How?

  19. What Is PA’s Plan for Indictor 13? • In response to the accountability requirements under the Individuals with Disabilities Education Act of 2004 (IDEA), Part B State Performance Plan, • PaTTAN and IU Transition Consultants will be providing local education agencies (LEAs) and approved private schools (APS) with: • targeted, sustained training and technical assistance in developing and implementing effective secondary transition plans that include coordinated, measurable, annual IEP goals that will reasonably enable students to meet post-secondary outcomes (Indicator 13). 19

  20. WHAT are Indicator 13 Training Cohorts? • Each designated entity: • School District or Charter School (LEA) • Approved Private Schools (APS) • will be assigned to one of five professional development cohorts, with only one cohort active per year. • LEAs are notified annually of the current year’s cohort assignments.

  21. WHAT is expected of Cohort # 4 teams? LEAs/ APS assigned to Cohort # 4 are expected to form a team to attend all targeted professional development session hosted by PaTTAN and the local Intermediate Unit during the 2011-2012 school year. PaTTAN and IU Transition Consultants will provide training, guided practice, and technical assistance during the 2011-2012 school year. Each LEA, supported by IU and PaTTAN Transition Consultants is required to submit an Indicator 13 Training Plan for 2011-2012 . 21

  22. WHO must be trained as part of Cohort 4? • Teams from each LEA/ APS , including: • Special Education Director • District Transition Coordinator • ALL special education staff responsible for writing IEPs for students age 14 or older • Other staff responsible for contributing to IEPs • Other recommended team members: • Principals • Guidance counselors • School psychologists 22

  23. WHY do we need Indicator 13 training? • IDEA requirements for transition planning • Federal oversight of State Performance Plan (SPP) • A concerted effort of Pennsylvania Department of Education (PDE), Bureau of Special Education (BSE) to meet federal requirements AND improve outcomes for students with disabilities 23

  24. Goal = 100%! • 2007: Percent of students whose IEPs met Indicator 13 requirements: 75% • 2007: Percent of students whose IEPs did NOT meet Indicator 13 requirements: 25%

  25. HOW will training be accomplished? • From September 2011 through April 2012 • A combination of: • Regional group trainings • Review of Indicator 13 IEP Review Checklist (Pre and Post training) • Individualized guided practice (usually onsite) • According to a customized training plan developed by each LEA/APS in collaboration with IU and/or PaTTAN staff • Ending with a follow-up webinar for all Cohort # 4 LEAs/APS on May 2, 2012. 25

  26. WHAT content will be covered? • Indicator 13 requirements • Indicator 13 IEP Checklist Pre-Review • A process for effective transition planning, including: • Age-appropriate transition assessments • Post-secondary goals • Present Levels of Academic and Functional Performance (PLAAFP) • Transition team partnerships • Transition Services and Activities • Measurable Annual Goals (MAGs) • Progress monitoring 26

  27. Questions on the 2011-12 Indicator 13 IEP Review Checklist

  28. Indicator 13 Cohort # 2 Pre/Post Data 2009-10

  29. IU and PaTTAN Assignments IU and PaTTAN Transition Consultants will be assigned to work collaboratively with each Cohort # 4 LEA or APS. Assignments are in process of being finalized. IU and/or PaTTAN consultants will contact their assigned LEAs/APS to set up initial meetings.

  30. Pennsylvania’s Indicator 13 Training Process Cohort # 4 2011-2012Specific Responsibilities LEA / APS PaTTAN / IU Refer to: Indicator 13 Cohort 4 Training Responsibilities Indicator 13 Cohort 4 Training Plan Form

  31. Collaborative ResponsibilitiesAug. 16 or 18: Indicator 13 Overview Webinars LEA/ APS/ CTC • Administrative Representative from each Cohort # 4 LEA/ APS required to participate. IU/ PaTTAN • Attend first Indicator 13 webinar.

  32. Collaborative ResponsibilitiesBy September 15, 2011 LEA/ APS • Meet with IU/PaTTAN consultant to schedule trainings and develop preliminary training plan that provides adequate time to address all required elements of Indicator 13. • MAY at this time submit an IEP (with identifying information removed) for each person who writes or contributes to IEPs of students 14 or older IU/PaTTAN • Meet with LEA/APS administrators to schedule trainings and to develop preliminary training plan that provides adequate time to address all required elements of Indicator 13. • MAY at this time request to review IEPs (with identifying information removed) for each person who writes or contributes to IEPs of students 14 or older

  33. Collaborative ResponsibilitiesBy Oct. 28, 2011 LEA/ APS • Complete a 2-3 hour overview for team members. • Require each staff member who writes or contributes to IEPs to bring a completed IEP (with identifying information removed) to first group training. IU/ PaTTAN • Provide a 2-3 hour overview for team members. • Collect IEPs. • Plan to complete Indicator 13 IEP Checklist Pre-Review for each IEP prior to next visit.

  34. Collaborative ResponsibilitiesBy Nov. 30, 2011 LEA/ APS • Complete meetings (@ 35 -45 min.) for each required staff member to discuss Ind. 13 IEP Checklist Pre-Review. • Spec. Ed. Administrator signs each Ind. 13 IEP Checklist Pre-Review. • Develop, finalize and sign Ind. 13 Training Plan. • Submit Training Plan to IU/ PaTTAN consultant. IU/ PaTTAN • Complete Ind. 13 IEP Pre-Review Checklist for each submitted IEP. • Meet with each staff member to discuss IEP & Checklist. • Review Checklists with Spec. Ed. Administrator • Assist with developing & finalizing Training Plan • Submit Training Plan & Checklists to PaTTANPgh.

  35. Collaborative ResponsibilitiesBy March 30, 2012 LEA/ APS • Schedule and complete all additional training modules (about 4-9 hours.) • Collect a newly developed IEP from each staff member who writes or contributes to IEPs. • Schedule individualized sessions for required staff to complete Ind. 13 IEP Checklist Post-Review (by April 30). IU/ PaTTAN • Schedule and provide 4-9 hours of additional group training based on Training Plan and identified needs. • Gather a newly developed IEP, from each staff member, • Schedule individualized sessions for required staff to complete Indicator 13 IEP Checklist Post-Review (by April 30).

  36. Collaborative ResponsibilitiesBy April 30, 2012 LEA/ APS • Complete individualized sessions for required staff to meet with IU/ PaTTAN staff to complete and discuss Ind. 13 IEP Checklist Post-Review. • Spec. Ed. Administrator signs each Post-Review. • Schedule time for additional guided practice as needed to mastery. IU/ PaTTAN • Complete individualized sessions for required staff to complete Ind. 13 IEP Checklist Post-Review. • Obtain Spec. Ed. Administrator signature. • Provide guided practice as needed to mastery. • Send required documentation to PaTTAN Pittsburgh.

  37. Collaborative Responsibilities May 2, 2012 May 2, 2012 - 9:00-11:00- Webinar: Indicator 13 Cohort # 4 Discussion and Analysis of Training LEA/ APS • One or more team representatives participate • Schedule additional guided practice or technical assistance, if needed, as needed. PaTTAN/ IU • Arrange to provide additional guided practice or technical assistance, if needed. • Send all required documentation to PaTTAN Pittsburgh.

  38. What We’ve Learned: Training 38 Training and Technical Assistance work best when provided in smaller local trainings Reviewing individual IEPs, individual or small group guided practice and targeted on-site support are effective practices, and essential to improving IEP quality Administrators are critical team members More work is needed across the state to improve quality of IEPs and overall transition services

  39. Ensuring Coordinated, Measurable IEP Goals and Transition Services“A Process for Secondary Transition”

  40. 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

  41. A closer look at the Indicator 13 IEP Review Checklist

  42. Questions? Thank you for joining us on today’s webinar. We look forward to working together this year to improve outcomes for students with disabilities.

  43. Rosemary Nilles PaTTAN Pittsburgh rnilles@pattan.net 412-826-6870 800-446-5607 ex. 6870 Michael Stoehr PaTTAN Pittsburgh mstoehr@pattan.net 412-826-6864 800-446-5607 ex. 6864 Contact Information www.pattan.net Commonwealth of Pennsylvania Tom Corbett, Governor Pennsylvania Department of Education Ronald J. Tomalis, Secretary Dr. Carolyn Dumaresq, Deputy Secretary Office of Elementary and Secondary Education John J. Tommasini, Director Bureau of Special Education Patricia Hozella, Assistant Director Bureau of Special Education

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