Transition: A Great IDEA circa 2004

1. Transition: A Great IDEA circa 2004 Middle and High School Staff Development February 16, 2007

2. Agenda 8:00-9:30 • Overview of IDEA 2004 • Age Appropriate Testing and Assessment • Teaching to the Test: Over-view of Indicator 13 9:30-9:45 • Break

3. Agenda 9:45-10:45 • Case Study Analysis by Disability Group • Q&A 10:45-11:00 • Wrap up and Complete Staff Development Evaluation

4. IDEA 2004 • Main Theme of Changes: “Results Oriented” • Went into effect July 1, 2005 • Final Regulations issued August 3, 2006 • Wisconsin Special Ed law differs from the Fed, starting Transition when a student turns 14

5. Transition • IDEA 2004 emphasizes consideration of each student’s interests and preferences • IDEA 2004 emphasizes actual planning and coordinating, not simply filling in the blanks • IDEA 2004 emphasizes both developing both academic ability and functional skills

6. A Word on Process… • Why do so many IEP meetings that are considering Transition Services END with Transition? • Wouldn’t it be easier to start with where the student wants to go in life, and then design educational services that lead toward those goals? • Give a meaningful context!

7. IEP Form Changes • Cleaned up the I-9 and I-13, consolidating them into the I-8 “Summary of Transition Services” • Middle Schools have had to deal with the most change relative to Transition formage (Madison cried loudest) Now, how to complete the I-8…

8. I-8Summary of Transition • List the date and method… • List the steps that were taken… These steps need to occur prior to the IEP meeting. Age appropriate assessments could be indicated here. • Transition Services means… Coordinated, results-oriented, improving academic and functional improvement, facilitating movement to post-school activities.

9. I-8Summary of Transition • State measurable postsecondary goals… Must have a goal in Employment. Must also have a goal in either Training or Education. If the student has Independent Living Skills development in the IEP, there must be a goal statement.

10. Measurable Postsecondary Goals • These goals do not involve any process, they are simply statements of results. • Consider one year after HS. • Include as much information as you can, and remember: The goals will likely change!

11. Measurable Postsecondary Goals • Use results-oriented terms: “enrolled in”, “work”, and descriptors like “full time” and “part time”. After graduation, Chuck will beenrolled in a four year college to pursue an Education Degree. Chuck plans towork full time as an Elementary School Teacher.

12. Measurable Postsecondary Goals • Independent Living Skills… Brian plans to live in his own apartment with a roommate. If there are annual goals or objectives targeting the development of Independent Living Skills, Daily Living Skills, or Home Maintenance, there must be a measurable postsecondary goal.

13. Measurable Postsecondary Goals In General: • Put down what the student’s interests, preferences, and strengths suggest are reasonable goals. • Check to make sure some element of an annual goal relates to each postsecondary goal, no matter how remotely.

14. Age Appropriate Assessment • Start with a Transition Survey or an interview you have with the student • Documentation (i.e. test results, completed transition survey, notes from interview, etc.) is to be placed in the student’s green file

15. Age Appropriate Assessment Examples • Transition Survey • Teacher notes from 1:1 with student • WKCE results • Vocational Interest Inventory/Survey • Transition Planning Inventory (TPI) • 3 year re-evaluation testing results • Email soliciting goal-specific progress info • Post-secondary goals written in 1st person

16. Statement of Needed Transition Services • Cross-reference to goals and/or objectives (use a goal number) • Write in a service such as “complete an interest inventory” or “visit Career Connection” • These can occur over time, i.e. years, but make sure they are deliverable • See O’Leary and Collison lists

17. Course of Study • Describe classes, programs, or functional skills (i.e. tech ed, FACE, Life Skills, functional math skills) specific to the student’s postsecondary goals. • UW bound students should minimize pull-out classes and check with each campus of interest as to the admission policy regarding pullouts. • Technical College bound will need to do well in core academics.

18. Course of Study • Some say to list all classes the student will take during their remaining secondary education • Some say to list individual classes, programs, and/or specific instruction directly related to the students postsecondary goals • AASD has chosen the latter • H.S. can start with p. 55…

19. Other Agencies • Will other agencies likely… This question focuses on the future, not just this IEP term. • If yes, were representatives… • …with parent (written) consent… • If no, why not? “Student is not old enough to apply/participate”; “agency participation not currently appropriate”; or, “parent refused consent”.

20. Other Agencies • If an invited agency did not attend… Phone call, email, letter, face to face conversation to/with the agency representative. A letter of intent from the agency. Student application for services. If an agency says “No”, what other agency might provide?

21. Linkages with Public Agencies • You can only indicate a responsibility of another person or agency if that person or agency commits to the responsibility. • If a parent/guardian/student/agency commits to do something, the school is still obligated to make sure it is completed based on the timeline. • This is a great time to get parents to participate in the services!

22. Transfer of Rights • When the student turns 18, they are self representing (unless a guardian has been appointed). • School correspondence will be different. • Provide the pamphlet “Turning 18” to facilitate discussion and understanding, then document this.

23. TRANSITIONASSESSMENTS In addition to the Transition Survey, consider these…

24. ESTR-R Enderle-Severson Transition Rating Scale - Revised • For adolescents with severe disabilities • Single Form - can be completed by school or home • Raw and Percentage Scores • Not norm referenced; functional • Framework for Transition Planning

25. ESTR-J Enderle-Severson Transition Rating Scale - Form J • For adolescents with mild disabilities • Single Form - can be completed by school or home • Raw and percentage scores • Not norm referenced; functional • Future Outcomes/Goals Assessment (like out transition survey)

26. TPITransition Planning Inventory • For anyone needing transition • School, home and student form • Ratings of agree – disagree • Not norm referenced; functional • Profile and Further Assessments Recommendation

27. RFVII: 2Reading-Free Vocational Interest Inventory • For individuals 16 and older • Single Form • Picture-based • Raw Score, T-score, percentile, rating (high, average, low) • Normed for those 16 and over for LD and CD

28. COPSCareer Occupational Preference System • No age specified • Single Form • High reading/comprehension level • Raw Scores, Percentile Scores • Normed with general population

29. COPESCareer Orientation Placement and Evaluation Survey • Looks at work values • Single Form • High reading/comprehension level • No age specified • Raw Scores

30. INDICATOR 13 Teaching to the Test

31. WI State Performance Plan(SPP) • Required by IDEA to improve outcomes for students with disabilities • Each state must collect valid and reliable information annually on the 20 Indicators of Performance from LEA’s to report to Federal Government for the Annual Performance Report (APR) • Indicator #13 is related to Transition Goals

32. 20 Indicators 1. High school graduation rates • Drop-out rates • Assessments • Suspension/expulsion • Educational placements 6-12 • Educational placements 3-5 • Preschool outcomes

33. 20 Indicators (continued) • Parent involvement • Inappropriate identification in special ed. • Inappropriate identification in a specific disability • Timely evaluation • Early childhood transition • Transition goals – Age 16+ • Post high school outcomes

34. 20 Indicators (continued) • General supervision system • IDEA complaints • Due process • Resolution sessions • Mediation • Timely and accurate data

35. Indicator 13Postsecondary Goals Percent of youth aged 16 and above with an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonable enable the child to meet the postsecondary goals. [20 U.S.C. 1416 (a)(3)(B)]

36. Indicator 13 Checklist • If the purpose of an IEP team was to consider transition services, the child was invited.

37. Indicator 13 Checklist 2. If the child did not attend an IEP meeting to consider his/her transition service needs, the LEA took other steps to ensure the child’s preferences and interests were considered.

38. Indicator 13 Checklist 3. Is there a measurable postsecondary goal or goals that covers education or training, employment, and, as needed, independent living?

39. Indicator 13 Checklist 4. Is (are) there annual IEP goal(s) that will reasonably enable the child to meet the postsecondary goals?

40. Indicator 13 Checklist 5. Are there transition services in the IEP that focus on improving the academic and functional achievement of the child to facilitate their movement from school to post school?

41. Indicator 13 Checklist 6. For transition services that are likely to be provided or paid for by other agencies with parent (or child once the age of majority is reached) consent, is there evidenced that representatives of the agency(ies) were invited to the IEP meeting?

42. Indicator 13 Checklist 7. Is there evidence that the measurable post secondary goal(s) were based on age-appropriate transition assessments?

43. Indicator 13 Checklist 8. Do the transition services include courses of study that focus on improving the academic and functional achievement of the child to facilitate their movement from school to post–school?