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Indicator 13

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  1. Indicator 13Kentucky Transition Requirements Training Referencing Kentucky Department of Education Indicator 13 2010-11 Webinar PowerPoint and HandoutsBig East Educational Cooperative

  2. 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)) 2

  3. Findings from Desk Audits/Onsite Visits The Data • 335 student records • 24 districts

  4. SPP Indicator 13 Indicator at a glance % in Compliance Record Review Item #49 (a – i)

  5. SPP Indicator 13 Indicator at a glance % Out of Compliance Record Review Items 49a – i

  6. Item 49a The IEP includes appropriate measurable postsecondary goals related to • And when appropriate, independent living skills • Training or education • and • Employment

  7. Item 49a n = 335 # out of compliance = 230 % out of compliance = 68.7 • Language not measurable • Goal as written did not contain required components

  8. Item 49b The IEP includes transition services that will reasonably enable the child to reach the postsecondary goals n = 335 # out of compliance = 18 % out of compliance = 5.4

  9. Item 49c For transition services likely to be provided or paid for by another agency, the other agency is invited to send a representative, if appropriate n = 335 # out of compliance = 29 % out of compliance = 8.7 • Agency at meeting but not on Invitation • Listed on IEP under “agency responsible” but not on Invitation

  10. Item 49d If an agency was invited to send a representative, signed Consent for Invitation is included n = 335 # out of compliance = 85* % out of compliance = 25.4 *forty-one (41) of eighty-five (85) files are from two (2) districts • Still seeing some “blanket” Consent forms

  11. Item 49e As a transition service, the child has a multi-year course of study as outlined in the Individual Learning (Graduation) Plan n = 335 # out of compliance = 12 % out of compliance = 3.6 • Occasionally still seeing MYCS only through student’s current year

  12. Item 49f Annual goal(s) included in the IEP are related to the transition service needs n = 335 # out of compliance = 43 % out of compliance = 12.8 • Measurable Annual Goal the same as the Measurable Postsecondary Goal - with no other measurable annual goal linked to the postsecondary goal

  13. Item 49g Measurable postsecondary goals are based on age-appropriate transition assessment n = 335 # out of compliance = 13 % out of compliance = 3.9 • Section blank on IEP; no discussion under transition service needs in the Present Levels

  14. Item 49h The child is invited to the ARC meeting where transition services are discussed n = 335 # out of compliance = 18 % out of compliance = 5.4 • Student may have attended and even signed, but was not on Notice as invited

  15. Item 49i The measurable postsecondary goals are updated annually n = 335 # out of compliance = 20 % out of compliance = 6.0 • IEP out of timeline

  16. Record Review Directions DocumentItems 49a-i, 49, 50

  17. Postsecondary Goals

  18. Postsecondary Goals

  19. Additional Examples:Postsecondary Education/ Training and Employment Goals

  20. Non -Examples:Postsecondary Goals for Education/ Training and Employment

  21. Sample Formula for DevelopingEducation/Training and Employment Goals ________________ ___________’s goal is to (After high school) (Student) (After graduation) (Upon completion of high school) _________________________ to be able to __________________________. (education/training behavior - (employment behavior – where where and how ) and how)

  22. After High SchoolAllison’s goal is to (After high school) (Student) (After graduation) (Upon completion of high school) attend a 4-year college and take coursework leading to a major in the area of Child Development (education/training behavior - where and how ) to be able to become an early childhood education teacher. (employment behavior – where and how)

  23. Examples: Postsecondary Independent Living Goals

  24. Non-Examples: Postsecondary Independent Living Goals

  25. Sample Formula for Developing Independent Living Goal ________________ ___________’s goal is to (After high school) (Student) (After graduation) (Upon completion of high school) _________________________ (independent living behavior – where and how)

  26. After High SchoolJodi’s goal is to (After high school) (Student) (After graduation) (Upon completion of high school) assume responsibility for a share of living expenses by saving money earned at work and following a budget set by Jodi and her parents. (independent living behavior - where and how )

  27. Jeremy’s Postsecondary Goals

  28. Independent Practice Review student records for compliance with Item 49a.

  29. Transition Services

  30. Transition Services

  31. Examples: Transition Services(Continued) Course of study leading to a diploma/certificate Instructional support of guided notes for lessons Instruction related to social skills in a work setting Job Shadowing Community Based Transition Work Program Assistive technology services to increase use of voice output device Physical therapy to improve independent ambulation Touring two university campuses, including admissions and disability services office

  32. Examples: Transition Services(Continued) Vocational Rehabilitation referral to determine eligibility for services Volunteer position at St. Peter’s Kitchen Completing a career preference inventory Completing an adaptive behavior scale Completing a self-determination scale Job shadowing in a food services environment

  33. Independent Practice Review student records for compliance with Item 49b.

  34. Agency Involvement

  35. Examples: Agency Involvement

  36. Documenting Agency Involvement

  37. Documenting Agency Involvement

  38. It is also strongly recommended that the ARC discuss the need for outside agencies and record that discussion in the Conference Summary/Action Notice. It must be clear what actions the ARC is or is not taking regarding the need for outside agencies. Documenting Agency Involvement

  39. Example: Consent for Invitation

  40. Independent Practice Review student records for compliance with Items 49c and d.

  41. Multi-Year Course of Study

  42. Documenting Course of Study

  43. Individual Learning Plan • What is an ILP? • When must and ILP be conducted? • Which students must have an ILP? • How often must the ILP be updated?

  44. Independent Practice Review student records for compliance with Item 49e.