July 22, 2009 Pennsylvania Community on Transition Conference Michael Stoehr, Rosemary Nilles,

1. Ensuring Coordinated, Measurable IEP Goals and Transition Services: An Overview of theIndicator 13 Process July 22, 2009 Pennsylvania Community on Transition Conference Michael Stoehr, Rosemary Nilles, PaTTAN Pittsburgh Larry Kortering, NSTTAC

2. The Pennsylvania Training and Technical Assistance Network is an initiative of the Pennsylvania Department of Education working in partnership with families and local education agencies to support programs and services to improve student learning and achievement. PaTTAN’s Mission

3. Recognizing that the placement decision is an Individualized Education Program (IEP) team decision, our goal for each child is to ensure 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. Agenda • Indicator 13 Background • Pennsylvania’s Indicator l3 Training • Cohort # 1 2008-09 • Cohort # 2 2009-10 • A Process for Addressing Transition: Indicator 13 Training Overview • Resources to Support Transition

5. Objectives Participants will be able to: • Describe the context and rationale for PA’s training and technical assistance model for Indicator 13 • Describe the requirements of Indicator13 as they apply to effective practice for transition

6. 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 such implementation 6-Year Plan 20 indicators related to the 3 priorities Annual Performance Report 6

7. 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 SPP: 20 Indicators

8. SPP 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! • Baseline data- 2005: 72% compliance • 2006 data: 69% compliance • 2007 data: 72% compliance 8

9. Beginning with the end in mind… Pennsylvania’s Vision Every Student by Name… • Proficient in core subjects • Graduates from high school, ready for college & career • Achieves equitable outcomes, regardless of background, condition or circumstances

10. Every student by name regardless of background, condition or circumstance… - Is proficient in the core subjects - Graduates from high school, ready for college and career - Achieves high outcomes 10 What’s the quality of our overall educational program?

11. Pennsylvania’s Indicator 13 Training Process Cohort # 1 2008-09 Cohort # 2 2009-10 11

12. Indicator 13 Cohort # 1: Training Model • LEAs assigned specifically to Cohort #1 were expected to form a core team to attend all targeted professional development session hosted by PaTTAN and the local Intermediate Unit during the 2008-09 school year. • PaTTAN and IU Transition Consultants provided Cohort #1 LEAs training and technical assistance during the 2008-09 school year. • IU Transition Consultants were required to submit a training plan for each assigned LEA.

13. Indicator 13 Cohort #1Training: Format • One statewide VC October 2008 • Each IU, with PaTTAN support delivered additional training content locally to all teachers who write IEPs • Guided practice • Onsite visits to review IEPs • Targeted support where needed • Completion of Post-Test • “Lessons Learned” statewide VC April 2009

14. Indicator 13 Cohort # 1Training: Content • Indicator 13 Requirements • Indicator 13 Self Assessment – Pre-test • Review of effective transition planning • Age-appropriate Transition Assessments • Post-school Goals • Present Levels of Academic Achievement and Functional Performance (PLAAFP) • Agency Involvement • Course of Study • Transition Services and Activities • Measurable Annual Goals (MAGs) • Case Study Examples • Indicator 13 Post-test

15. Indicator 13 Questions 2008-09

16. Indicator 13 Cohort # 1Pre and Post Data 2008-09

17. Cohort # 2 Training Outline • September 9, 2009 • Indicator 13 Cohort # 2 Overview and Action Planning. • VC at 3 PaTTAN locations and selected IU downlink sites • September 2009 – April 2010 • Implementation of the I-13 training plan developed with IU assistance including: • Completion of an I-13 Pretest for each teacher in the targeted LEA who is responsible for writing an IEP that includes transition service • 3 to 5 days training and technical assistance based on LEA needs • Completion of I-13 Post-test for each teacher and submission to PaTTAN • May 4, 2010 • Ind. 13 Cohort # 2 Follow-up training – VC at 3 PaTTAN locations and selected IU sites • New! Approved Private Schools (APS) included in Cohort

18. Indicator 13 Updated Questions 2009-10

19. Lessons Learned: Training • Training and Technical Assistance work best when provided in a combination of statewide and smaller, local trainings • Examining 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

20. A Process for Approaching Transition: Indicator 13 Training Overview 20

21. A Process for Addressing Transition Step One: Use assessment to identify the student’s post- school 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 activities/services (transition grid) Step Five: Determine Measurable Annual Goals that address skill deficits and lead to post-school goals Step Six: Monitor progress and adjust instruction based on data

23. Meet Caroline • 15 year old 10th grader • Interested in cosmetology and going to Career Technical Education Program next year • Increase in refusals and explosive behavior • Functional Behavior Assessment (FBA) and needs Positive Behavioral Support Plan • Writing, math, and organizational skill deficits • Needs to develop coping/replacement skills • Strengths in art and sports

24. Step One: Use assessment to identify the student’s post-school desired goals or vision.

26. Relationship to Indicator 13 Question #1. Is there evidence of age-appropriate transition assessment(s)?§300.320(b)(1) Question #2. Is (are)there a measurable post-secondary goal or goals that covers education or training, employment, and, as needed, independent living?20 USC 1414 614(d)(1)(A)(i)(VIII)(aa) Question #3.NEW!Is (Are) the post-secondary goal(s) for education or training, employment, and as needed, independent living, updated annually? • (20 U.S.C. 1416(a)(3)(B))

27. How does the student set goals for the time after high school?

28. Assessment is… A process of gathering relevant information to plan, evaluate, or make decisions (academic assessment, transition assessment, career assessment, vocational assessment). Information can be gathered from multiple people and places over a period of time. 28

29. Assessment ≠ test Assessment = gathering information

30. Age appropriate transition assessment is needed to: Interests– a measure of opinions, attitudes and preferences Preferences – what the student values and likes

31. HOW does the team gather information on interests and preferences? Formal Assessments Information from volunteer placements, training situations, job shadowing, jobs Interviews Surveys Questionnaires Situationalassessments

32. Assessing Interests Examples: • O*NET • Self Directed Search • Career (California) Occupational Preference System (COPS) • Strong-Campbell Interest Inventory • Keys2Work • Student/family surveys and interviews • Additional online sites (see IEP Resource packet)

34. Age appropriate transition assessment is needed to: • Post-Secondary • Education/Training • Employment • Independent Living

35. Post School 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

36. Post-School 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-school area must be addressed by the IEP team • If a post-school goal area is not selected, PLAAFPs should document why.

37. Sample Post School Goal:Post- Secondary Education and Training

38. Post Secondary Education and Training: Sample Goals • Phillip has a goal of enrolling in postsecondary training in the area of automobile repair or a related field. • 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 to study forestry. • Shawna has a goal of attending an employment training program for clerical or a related field. • OR: The IEP team has determined that this goal area is not needed for the student at this time.

39. Sample Post School Goal: Employment

40. Employment: Sample Post-School Goals • 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 become a commercial driver. • OR: The IEP team has determined that this goal area is not needed for the student at this time.

41. Sample Post School Goal: Independent Living

42. Independent Living: Sample Post-School Goals • Kendra has a goal of living independently in an apartment. • Greg’s goal is to live with friends in a supervised community setting. • Shawna’s goal is to live in an apartment in the community and to access community resources a and programs with supports. • Harley’s goal is to live with his family. He will need supports to access community resources. • Or: The IEP team has determined that a goal is not needed for Phillip in this area at this time.

43. Phillip’s PLAAFP: Independent Living • 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.

44. Post-School Goals and the Grid • IEP must address each post-school goal area. • “N/A”, “none” or leaving area blank is not acceptable. • If a post-school goal area is not selected, PLAAFPs should use data to document why. • If there are discrepancies within the team regarding post-school goals, address in PLAAFPs. • Working through “unrealistic” goals.

46. Identifying student’s post school goals leads to further assessments… Abilities: talents or acquired skills Aptitudes: combination of characteristics that helps us know if the student might learn or become proficient in a particular area

47. Matching assessments to goals… Gathering information to help us know if the student can reach these goals: • Will this student do well in college? • Does this student have the reading and math skills needed to succeed in the cosmetology program? • Will Shawna be able to plan and manage cooking meals? • Will Harley be able to travel independently to work? • Include this information in Present Levels of Academic Achievement and Functional Performance

48. Assessing Aptitudes, Abilities, Skills: Examples Assessing academic skills (examples): Standardized : PSSA, 4Sight, Scholastic Aptitude Test (SAT), American College Testing Program (ACT) Ongoing: Progress monitoring on goals Assessing Aptitude (examples): The System for Assessment and Group Evaluation (SAGE), McCarron-Dial Evaluation System (MDS), Career Ability Placement Survey (CAPS), Aviator, SAGE Career and technical education assessments Monitoring of current IEP goals Assessing other areas relevant to individual needs (next slide) 48

49. Assessment is Individualized Use formal and informal assessments of: • Organizational skills • Social Skills • Dexterity Skills • Communication Skills • Self Help Skills • Travel Skills • Mobility Skills • Workplace Values • Self Determination and Self Advocacy Skills

50. Assessments that Inform Transition • Curriculum-Based Assessments • Ecological Assessment • Functional Behavioral Assessment • Person-Centered Planning • Teacher Questionnaires • Work Samples • Information from employers • Situational Assessment • Information from student and family members • Student Survey/Interview • Parent Survey/Interview • Observations (Home/School/Community) 50