Transition Goals and Services Toolkit Training: Part 1 Addressing Compliance in Transition

1. Transition Goals and Services Toolkit Training: Part 1Addressing Compliance in Transition Transition Consultant

2. “If you don’t know where you’re going, any road will get you there.” -Lewis Carroll

3. Goal 1: To provide you with direction on completing forms 400-402, using the Indicator 13 checklist.

4. Goal 2: To provide you with a better understanding of how to write post secondary goals that meet the requirements of the Indicator 13 checklist.

5. Goal 3: To provide a better understanding of how to include transition in the Student Profile Summary, form 101.

6. What do you know right now about Transition?

7. State Performance Plans • The Individuals with Disabilities Education Act (IDEA) was reauthorized on December 3, 2004 and its provisions became effective on July 1, 2005. In conjunction with the reauthorization, the U. S. Department of Education through the Office of Special Education Programs required states to develop six-year State Performance Plans in December, 2005 around 20 indicators, on which data will be submitted annually (beginning February 2007) in Annual Performance Reports.

8. Indicators related to Transition • Indicator 1 • Indicator 2 • Indicator 13 • Indicator 14

9. Indicator 1: • Percent of youth with individualized education programs (IEPs) graduating from high school with a regular diploma. [20 U.S.C. 1416 (a)(3)(A)]  http://arksped.k12.ar.us/documents/data_n_research/AR_Annual_Performance_Report_02_01_11.pdf

10. Indicator 2: • Percent of youth with IEPs dropping out of high school. [20 U.S.C. 1416 (a)(3)(A)] 

11. Indicator 13: • Percent of youth with IEPs aged 16 and above with an IEP that includes appropriate measurable postsecondary goals that are annually updated and based upon an age appropriate transition assessment, transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals, and annual IEP goals related to the student’s transition services needs. There also must be evidence that the student was invited to the IEP Team meeting where transition services are to be discussed and evidence that, if appropriate, a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority.” (20 U.S.C. 1416(a)(3)(B))

12. Indicator 13: • See your districts data: http://arksped.k12.ar.us/documents/data_n_research/Special_Education_Monitoring_Evaluation_District_Data_2009_10.pdf • From Special Education website homepage, click on Data and Research • Find “Monitoring/ACSIP Profiles”

13. Indicator 14: • Percent of youth who are no longer in secondary school, had Individualized Education Plans (IEPs) in effect at the time they left school, and were: • A. Enrolled in higher education within one year of leaving high school. • B. Enrolled in higher education or competitively employed within one year of leaving high school.

14. Indicator 14: • C. Enrolled in higher education or in some other postsecondary education or training program; or competitively employed or in some other employment within one year of leaving high school. • (20 U.S.C. 1416(a)(3)(B))

15. IDEA 2004 • Beginning not later than the first IEP to be in effect when the child turns 16, 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; • The transition services (including courses of study) needed to assist the child in reaching those goals; and

16. IDEA 2004 • 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 §300.520 [see 20 U.S.C. 1415(m)]. [34 CFR 300.320(b) and (c)] [20 U.S.C. 1414 (d)(1)(A)(i)(VIII)]

17. Transition Services • The term “transition services” means a coordinated set of activities for a child with a disability that:

18. Transition Services • Is designed to be within a results-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 postsecondary education, vocational education, integrated employment (including supported employment); continuing and adult education, adult services, independent living, or community participation;

19. Transition Services • Is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests; and • Includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, if appropriate, acquisition of daily living skills and functional vocational evaluation.[34 CFR 300.43 (a)] [20 U.S.C. 1401(34)]

20. How can we make sure that we have all the components of a good transition plan and therefore compliant with Indicator 13?

21. Use the Indicator 13 checklist! • Two forms (A and B) • Available on www.nsttac.org

22. Transition in Arkansas… • Transition Forms

24. From Indicator 13 checklist: • Item #1: Is there an appropriate measurable postsecondary goal or goals that covers education or training, employment, and, as needed, independent living?

25. If you can answer Yes to these: • Can the goal(s) be counted? • Will the goal(s) occur after the student graduates from school? • Based on the information available about this student, does (do) the postsecondary goal(s) seem appropriate for this student? Then you can answer yes to I-13 Question 1

26. From Indicator 13 checklist: • Item #2: Is (are) the postsecondary goal(s) updated annually?

27. If you can answer Yes to this: • Was (were) the postsecondary goal(s) addressed/ updated in conjunction with the development of the current IEP? Then you can answer yes to I-13 Question 2

28. From Indicator 13 checklist: • Item #3: Is there evidence that the measurable postsecondary goal(s) were based on age appropriate transition assessments?

29. If you can answer Yes to this: • Is the use of transition assessment(s) for the postsecondary goal(s) mentioned in the IEP or evident in the student’s file? • Indicate the year in parentheses that the assessment was given. Then you can answer yes to I-13 Question 3

30. Sharing assessment information • To ensure better post school outcomes, assessment information should be coordinated with adult services providers—communicate with adult service agencies regarding an individual’s needs, preferences, and interests. • Don’t forget to include in the SOP too!

31. Assessment Data and the Standards-Based IEP • Transition assessments are a key component of the annual IEP and the results should be included in the Student Profile Summary (form 101). • We’ll look at this in more detail later.

32. From Indicator 13 checklist: • Item #4: Are there transition services in the IEP that will reasonably enable the student to meet his or her postsecondary goal(s)?

34. If you can answer Yes to this: • Is a type of instruction, related service, community experience, or development of employment and other post-school adult living • objectives, and if appropriate, acquisition of daily living skills, and provision of a functional vocational evaluation listed in • association with meeting the post-secondary goal(s)? Then you can answer yes to I-13 Question 4

35. Transition Activities • Activities needed are determined by assessment results. • Activities must relate to post-secondary goals. • The semester AND year an activity will be implement must be indicated. • The person responsible for the activity must be indicated.

36. From Indicator 13 checklist: • Item #5: Do the transition services include courses of study that will reasonably enable the student to meet his or her postsecondary goal(s)?

38. If you can answer Yes to this: • Do the transition services include courses of study that align with the student’s postsecondary goal(s)? • Are all courses included for all grades in HS? Then you can answer yes to I-13 Question 5

39. SPECIAL NOTE ON EOC • If a student with a disability identified under the IDEA enrolled in a regular Algebra I class is receiving special education supports and services for that class through the IEP, he/she may still receive credit for the course without meeting the required Pass scale score on the EOC exam by demonstrating alternative levels of competency and by appropriately documenting those alternative levels.

40. SPECIAL NOTE ON EOC • Documentation should be done on the Course of Study, form 402. Where it is indicated “Algebra I,” under Courses of Study, it should be documented in parentheses next to that, “may demonstrate alternative levels of competency.” The deficient areas that will be targeted in the remediation program should then be addressed through IEP goals and objectives. • Please refer to Commissioner’s Memo LS-12-044 dated 11/18/2011 • or email Jennifer Brown, at the Special Education Unit Jennifer.brown@arkansas.gov

41. From Indicator 13 checklist: • Item #6: Is (are) there annual IEP goal(s) related to the student’s transition services needs?

42. If you can answer Yes to this: • Is (are) an annual goal(s) included in the IEP that is/are related to the student’s transition services needs? Then you can answer yes to I-13 Question 6

43. What does this mean? • It does NOT mean that for every Post-Secondary Goal there will be an annual goal. • It simply means that when looking at annual goals, ask “what post-secondary goal does this support?” You should be able to state what PSG the AG supports.

44. Annual goals • Annual goals are "statements that describe what a child with a disability can reasonably be expected to accomplish (e.g., master some skill or knowledge [not an activity]) within a twelve month period in the child's special education program.“

45. Annual goals related to PSG: • there should be an annual goal included in the IEP related to or supportive of the student’s transition services needs. • Again, it does NOT mean that for every Post-Secondary Goal there will be an annual goal. • We’ll look at samples in a few minutes.

46. From Indicator 13 checklist: • Item #7: Is there evidence that the student was invited to the IEP Team meeting where transition services were discussed?

47. If you can answer Yes to this: • For the current year, is there documented evidence in the IEP or cumulative folder that the student was invited to attend the IEP Team meeting? (notice of conference addressed to student) Then you can answer yes to I-13 Question 7

48. From Indicator 13 checklist: • Item #8: If appropriate, is there evidence that a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority?

49. If you can answer Yes to this: • For the current year, is there evidence in the IEP that representatives of any of the following agencies/services were invited to participate in the IEP development including but not limited to: postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living or community participation for this post-secondary goal?

50. And if you can answer Yes to this: • Was consent obtained from the parent (or student, for a student the age of majority)? (Permission for Consent Prior to Inviting Agencies Related to Transition) Then you can answer yes to I-13 Question 8