an overview of secondary transition
DESCRIPTION
An Overview of Secondary Transition. NYCDOE Division of Students with Disabilities & English Language Learners. Laura Rodriguez • Deputy Chancellor. Agenda. Welcome Defining Transition & Its Impact on Post School Outcomes Effective Transition Planning SPP 13 and the IEP Closure. - PowerPoint PPT PresentationTRANSCRIPT
An Overview of Secondary Transition
NYCDOE Division of Students with Disabilities & English Language Learners
Laura Rodriguez • Deputy Chancellor
Agenda
Welcome Defining Transition & Its Impact on Post School
Outcomes Effective Transition Planning SPP 13 and the IEP Closure
Goals for This Session
To identify what transition services are and how they impact post school outcomes for students with disabilities
To identify the key components of effective transition planning
Playing the Percentages
1. What percent of high school juniors and seniors receiving special education services participate in work based learning experiences?
2. What percent of students with disabilities exit school by dropping out?
3. What percent of students with disabilities exit school with …– No career assessments?– No job readiness training?– No job skills training?– No job search instruction?
Playing the Percentages
4. What percent of people ages 21-64 who are not disabled are employed full time?
5. What percent of people ages 21-64 who are disabled are employed full time?
Questions 1-4: National Longitudinal Transition Study 2- NLTS Questions 4 & 5 – American Community Survey- Cornell Univ 2007
In New York State in 2002, of all students attending their first year of college—1/3 dropped out.
New York State PSI Data
Students with learning disabilities who received self-determination training are more likely to achieve positive adult outcomes, including being employed at a higher rate of pay per hour as compared to peers who did not receive this training.
Wehmeyer and Schwartz (1997)
In the United States, for every 100 students who enter ninth grade… 67 graduate from high school, 38 of these enter college, 26 are still enrolled after their sophomore year. Only 18 graduate with either an associate or bachelor’s
degree within six years.
Ronald Wolk, Teacher Magazine—2004
HS Graduation Rate: Where Are We Now?
NYC has increased its 4-year graduation rate from 46.5 percent for the 2001 cohort to 59 percent for the 2005 cohort. Almost 10 percent more students graduated in the fifth year.
The graduation rate for August 2009 was over 74 percent. The 4-year graduation rate for students with disabilities
has risen and fallen over the past four years. The 4-year graduation rate for English Language Learners
is also low but increasing.
NYSED March 9, 2010 News Releasehttp://www.oms.nysed.gov/press/2009_Grad_Rates03092010.html
Defining Transition
Activity 1: Defining Transition
Directions Copy the Circle Map on to a piece of paper. Think about what transition is and what transition
services mean to you. Complete the sentence starter in the red circle by
placing your answers in the outer blue circle.
Time on task: 5 minutes
Transition Is…
Activity 1: What is Transition? What are Transition Services?
Circle Map
Transition is… A results-oriented process that is focused on improving the
academic and functional achievement of the student with a disability to facilitate the student’s movement from school to post-school activities.
A coordinated set of activities for a student with a disability, designed with a results-oriented process, that promotes movement from school to post-school activities.
Transition Services are…
New York State Education Department Definition
Transition to AdulthoodNational Dissemination Center for Children with Disabilities
Activity 2: Text-Based Transition Team Project
Directions Read the article, Transition to Adulthood (NICHCY) and discuss with your
table group members. As a group, define Transition, Transition Services, and list the Impact of
Transition Services on Post School Outcomes for Students with Disabilities. Draw upon information derived from the article read.
Work as a team to create a visual representation of your group feedback based on the three areas listed above.
You may use the Tree Map provided to assist with the classification of your text derived ideas or you may choose to use an alternate way to visually represent your collective thoughts.
Time on task: 20 minutes
Transition
Transition Defined
Transition Services
Impact on Post School Outcomes for SWDs
Tree Map
Transition Services: Impact on Post School Outcomes for SWDs
How do Transition Services make an impact on special needs students?
What Role Do Transition Services Play in Determining Post School Outcomes for Students with Disabilities?
Approximately ½ of students with disabilities exiting school feel they can find and keep a job. NYS Post-School Indicator Study (PSI)
Young people with disabilities who participate in career and technical education are more likely to be competitively employed then youth who have not participated. Colly & Jamison – 1998, Mooney & Scholl 2004
THE ROLE AND IMPACT OF TRANSITION SERVICES
Transition Services Assist The Student In Reaching His Or Her Projected Post-high School Outcomes
Effective Transition planning
The KEYS to…
Components of Effective Transition Planning
Student-Family-School-Community-Agency
Collaborations
Assessment: Level I Vocational AssessmentLevel II Career Vocational Assessment
Career Exploration
Parents SE Teacher
Administrator
GE Teacher Counselor
VESID
Student Agency
It’s a TEAM Effort …
who are your partners?
The Taxonomy for Transition Programming
Student Focused Planning
Student Development
Interagency Collaboration
Program Structure Family Involvement
IEP Development
Student Participation
Planning Strategies
Life Skills Instruction
Career & Vocational Curricula
Employment Skills Instruction
Structured Work Experience
Assessment
Support Services
Collaborative Framework
Collaborative Service Delivery
Program Philosophy
Program Policy
Strategic Planning
Program Evaluation
Resource Allocation
Human Resource Development
Family Training
Family Involvement
Family Empowerment
Adapted from Kohler, P.D.(1996). Taxonomy for Transition Programming, Champaign: University of Illinois
TRANSQUAL QUALITY INDICATORS
Directions Assign table group members the roles of table leader, reporter, scribe, and timekeeper. Review , discuss, compare and contrast the two sets of documents with your table group members.
Taxonomy of Transition Programming Transition Quality Indicators - TransQUAL
As a group, decide on the big ideas. Have your scribe list the big ideas for each set of documents. Assist the scribe in adding feedback from the group including important points, comments, wonderings, and concerns about each document. The reporter should be prepared to share table group findings and responses during a whole group share.
Activity 3: Transition QIs
Time on task: 30 minutes
What are the responsibilities?
Who are the responsible parties?
TRANSITION RESPONSIBLITIES
How do I get to Post School City?
Parent Responsibility
Attend Annual IEP Meetings Participate in Setting Goals Keep Copies of All Documents
Attend Annual IEP Meetings Participate in Setting Goals Work Towards Accomplishing Goals Take Appropriate Classes and Programs Explore Career Goals Participate in Internships/Job Opportunity Programs Self Advocate
Student Responsibility
CAREER DEVELOPMENT
Self-knowledge• Who am I?
Career exploration • Where am I going?
Career Plan• How do I get there?
Knowledge
INTEGRATED LEARNING
• What am I learning?
• Why am I learning it?
• How can I use it?
Application
UNIVERSAL FOUNDATION SKILLS
(SCANS)• What do I need to know?
• What skills are
important for me?
Skills
QUESTIONS STUDENTS SHOULD BE ABLE TO ANSWER
Where Am I Going? Career Information Labor Market Information Long/Short Range Goals Career Research
How Do I Get There? Skills to Develop Education/Training Networking Resume Writing Interviewing Skills
Who Am I? Interests Aptitudes Preferences Skills Life Priorities
Student/Parent Responsibilities
Investigate Agencies Maintain Folder of
Important Documents Ask Questions Advocate
Identify Transition Team Invite Parents & Student to Meetings Provide Academic Instruction Provide Transition Related Activities to Support Student Post School Goals Provide Community Experiences Agency Connections
School Responsibilities
Post-School Goal Options
Post-Secondary Education Vocational Training Competitive Employment Continuing/Adult
Education Armed Forces
Planning for…
Successful Transitions
Clear IEPs
Transition Planning & Services
Good instruction
CDOS Standards & SCANS Skills
The Building Blocks of Successful Transition Planning
What Makes a Difference in Successful Transitions?What Makes a Difference in Successful Transitions?
Transition Planning, K-12 Career Preparation, especially Paid or Unpaid Work
Experiences in the Community Safe, Supportive Educational Environment Integrated Learning Environments Attainment of a Standards Based Diploma Collaboration among Student, Parents, School, Agencies and
Community.
NYSED PSI Data, Seniors 2001 Exit Survey, 3/15/02New York State Education Department, Office of Vocational and Educational Services for Individuals with Disabilities, February 2004
What do you know?11
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New York State Career Development Occupational Studies Standards
CDOS CDOS
The State says:
Students will be knowledgeable about the world of work, explore career options, and relate personal skills, aptitudes, and abilities to future career decisions
Students say:If I meet this standard, I will find out about what work is all about. I will also look into all the different kinds of jobs that I will be able to do and be good at. When I find out more about myself, I will also be able to look at different jobs to see what will be best for me.
Kids Ideas
for Meeting Standard 1
•Make lists of the things I’m good at and the things I like to do, and compare them to all different kinds of careers to see which ones I’d be good at.
•Think about and write about my dreams for the future. List my goals in life for careers and hobbies and all the things that are important in school and work, like being on time, being prepared and doing the best I can while I’m there.•Interview people who have jobs I’m interested in learning about. Write a summary of the interview and present it to the class•Organize a career fair for school
CDOS Standard 1
The State says:
Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings
Students say:
If I meet this standard, I will be able to show that I can take all of the things I learned in school and use them at work, or any other pace.
Kids Ideas
for Meeting Standard 2
•Make graphs comparing all the skills I need in school and in work to see which ones are the same.
•Visit someone at work and write down all of the things that they do in the day. Look for similarities in what an adult does during the work day and what a student does during the school day . Make an oral presentation of my experience to the class.
•Do research to find different kinds of jobs that have to do with things I like in school like social studies, math , English, science, gym or technology.
CDOS Standard 2
The State says:
Students will demonstrate mastery of the foundation skills essential for success in the workplace.
Students say:
If I meet this standard, I will show that I have learned all of the skills needed to be successful in a career.
Kids Ideas
for Meeting Standard 3
•Do a project for school where I can use my reading, writing, listening and speaking skills
•Create a presentation for science, math or any subject, where I work with a team and use a computer.
•Set up a classroom project where we work as a group to design a product or service that will solve a real problem. Try to sell the product or service and donate the profit to a worthy cause
CDOS Standard 3
NYS
Standards
Social Studies
The Arts
English Language
Arts
MathScience &
Tech
LanguagesOther Than
EnglishHealth,Phys Ed &Home Ec
SCANS SKILLS Secretary’s Commission on Achieving the Necessary Skills
Developed by an advisory committee of employers, employees, union representatives, government officials and educators
Provides a framework of workplace skills necessary for entering and retaining employment
Resources Information Systems Technology InterpersonalTime & money Acquires/Evaluates Understands sys Selects technology Teaches othersMaterials/facilities Organizes/Maintains Monitors/Corrects Applies technology Serves clientsHuman Resources Interprets/Comm. Improves Sys Maintains equipment Exercises leadership
Uses computer to Designs Systems Negotiatesprocess Teamwork
Works w/ diversity
Basic Skills Thinking Skills Personal Qualitiesreading creative thinking responsibilitywriting decision making self-esteemmathematics problem solving sociability listening visualizing self-managementspeaking knowing how to learn integrity/honesty
SCANSSecretary's Commission on Achieving Necessary Skills
WHAT ARE YOUR SKILLS?
Write several jobs you have had on sticky notes – one per sticky note
Decide which set of skills you used the most for each job and place the sticky note on that wall chart
BabysitterBabysitter
SPP Indicator 13Secondary Transition and the IEP
What The SED Regulations Say
IDEA 2004 requires the State Education Department (SED) to develop and submit a six year State Performance Plan (SPP).
The SPP is designed to evaluate the State's efforts to implement the requirements and purposes of IDEA and describe how the State will improve results.
Percent of youth aged 16 and above with an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the child to meet the postsecondary goals. [20 U. S. C. 1416 (a)(3)(B)]
The IEP is the Cornerstone of the Special Education Process
Identifies how the student will be prepared for adult living
Identifies how the resources of the school need to be configured to support the student’s needs
Provides an accountability tool
Guides the provision of instruction designed to meet a student’s needs
Ensures a strategic and coordinated approach to address a student’s needs
Supports participation in the general education curriculum and learning standards
IEP
Assessments (Include Levels I, 2, and/or 3 Vocational Assessments, as appropriate)
Present Levels of Performance(Page 3,4,5)
Transition Services Measurable Post Secondary Goals (LTAOs) (Page 10)
SMART Annual Goals, Programs and Services (Pages 4,5,6,7,8,9)
IEP ProcessTRANSITION MUST BE INFUSED THROUGHOUT THE IEP
LEVEL I Vocational Assessment
The Level I VocationalAssessment includes:1. Student Interview2. Parent/Guardian Interview3. Teacher Assessment
All students classified with a disability who reach age 12.0 as of September 1 of a given year will receive a Level 1 Vocational Assessment. First time students to special education over the age of 12 will also have a Level 1 performed regardless of their age. It should be updated yearly.
The Transition IEP process begins with a
Level I Vocational Assessment (NYCDOE SOPM, Pg. 220-222)
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Participation of the student in transition planning
Post-Secondary Goals Present Levels of Performance and
transition needs Measurable Annual Goals Transition Activities Statement of responsibilities of the
school and participating agencies
The Secondary Transition IEP Review for Students with Disabilities is a focused self-review of the content of the school district’s IEPs with respect to transition planning and services. The SPP 13 School Self-Review focuses on requirements in the following areas:
SPP 13 Self-Review Areas to be reviewed
Federal Requirements: SPP and APR
4 secondary transition indicators
SPP 1 % of youth who graduate
SPP2 % of youth who drop out
SPP13 % of youth with transition components in the IEP
SPP14 % of youth who achieve post-school outcomes
8 NYCRR §200.4(d) (2)(ix)(a)
Under the student’s present levels of performance, the IEP includes a statement of the student’s needs, taking into account the student’s strengths, preferences and interests, as they relate to transition from school to post-school activities.
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Look for evidence of:Present Levels of Educational Performance (PLP) should clearly address…
transition needs of the student across four areas (Employment, Postsecondary Placement, Community Integration, and Independent Living Skills) to prepare him/her for living, learning, and working in the community as an adult how the student’s disability affects involvement and progress in the general education curriculum and progress in age-appropriate activities
Consider all areas (Academics, Social Development , Physical Development, Management Needs) of the PLP when reflecting on transition statements.
PLP statements provide the rationale for all goals, accommodations, programs/services and coordinated set of activities. The PLP supports the entire IEP.
Present Levels of Performance - Quality Indicators
Address 4 need areas: Academic & Functional Performance, Social, Physical, Management
Use data from multiple sources to describe current functioning
Include progress on prior year’s IEP goals, if applicable
Include a statement of student needs taking into account strengths, preferences and interests as they relate to transition
Include parent concerns and student preferences & interests
Include how the disability impacts involvement and progress in general curriculum
Identify supports and accommodations that have been used successfully
Include impact of behavior on learning and social development, if applicable
Address communication needs, Braille instruction, limited English proficiency, or assistive technology, if applicable
Beginning at age 15 (or younger if appropriate) include transition needs in consideration of student’s strengths, preferences and interests
Use clear, specific language that can be understood by parents and school staff
Establish a thorough foundation for development of goals and services
Include strengths, needs, interests and preferences in the student’s own voice
David’s Level I Vocational Assessment
and CareerZone activities indicate that he has a preference for outdoor work and design. He is artistic: he likes plant life and creating things. His school work reflects this as do teacher reports, assessments and his school report card. Dave excels in art and science. He works well in groups and is able to plan out long term projects. Dave indicates that his learning disability in Math makes measurement and problem solving activities difficult. His assessments confirm this. Dave noted that he needs to learn problem solving strategies in math. He would also benefit from learning the applications of advanced calculators in order to check his work for accuracy and perform more complicated math tasks.
Evidence in Present Levels of Performance
Example:
Steve enjoys baseball and is on the varsity team.
(should indicate: “Steve stated he enjoys…”)
Teachers report that Steve is an engaging participant to have in class, is a talented writer, and would do well in a job involving communication.
(does not prove that the student’s input was considered)
Non Examples
2 8 NYCRR §200.4(d) (2)(ix)(b)
The IEP includes appropriate measurable post-secondary goals based upon age appropriate transition assessments relating to training, education, employment and, where appropriate, independent living skills.
Look for evidence of: Measurable Post secondary goals (MPSG) in the areas of:
Education Training Employment Independent Living
NYC Page 10: Education and Training areas are reflected in Postsecondary Placement. Community Integration is an additional area.
Areas Of Measurable Post Secondary Goals
Education Enrollment In…Community College - (2 year program)College/University - (4 year program)
TrainingHigh School completing document or certificate class(e.g. Adult Basic Education, GED)
Short-term education or employment training program(e.g. VESID programs, Job Corps)
Vocational technical school
Certificate program(less than a two year program)
Continuing education/life long learning
EmploymentCompetitive EmploymentWork in competitive labor marketfull or part-time basis in integrated settingCompensation at or above minimum wage
Supported Employment Competitive workin integrated work settings for individuals with the most significant disabilities
Sheltered Employment An accredited occupationally-oriented facility
(e.g. work activity center) operated by a non profit agency)
which employs disabled persons
Independent Living or Life Skills
leisure/recreation, maintain home and personal care,community participation
Measurable Post Secondary Goals:
EmploymentSteve’s goal is to be a public relations representative for
a special interest group.
Independent livingSteve will manage his financial interests (e.g. maintain a checkbook, plan long-term, budget, and live
independently) upon graduation from high school.
Upon completion of high school, Paulo will independently
prepare for work each day by dressing, making his bed,
making his lunch, and accessing transportation.
Education/TrainingUpon graduation from high school , Steve will attend
college to obtain a four-year degree in communication.
Examples
Steve wishes to work at a radio station (should indicate goal is to work…)
Steve wants to learn about public relations. (should indicate goal is to be employed in the area of…)
Steve plans to own his own home. (should indicate goal is to buy his own home…)
Steve wants to go to college. (should indicate goal is to go to…)
Non Examples
38 NYCRR §200.4(d) (2)(iii)
Each IEP includes measurable annual goals consistent with the student’s needs and abilities, including (if applicable) benchmarks or short-term objectives.
Look for evidence of:
Measurable annual goals must include
evaluative criteria evaluation procedures schedules
…which would incrementally assist the student to achieve his/her Measurable Post Secondary Goals based on a skill need identified in the Present Levels of Performance.
An annual goal must include the evaluative components described above.Objectives/benchmarks must be written for a student taking the NYS Alternate Assessment.
Goal : Statement that identifies what
knowledge, skills and/or behaviors the student will acquire within one year
Goals should:
have a need identified in the Present Levels of Performance
allow the student to acquire a skill or behavior
support the achievement of the MPSG be unique to the student not include terms such as “increase”
and “improve” as these are not measurable
For each postsecondary goal, there must be an annual goal(s) included in the IEP that will help the student make progress towards the stated postsecondary goal(s)
Annual Goals: Important Guidelines
Evaluation Criteria: -How well and over what period of time the student must perform the skill or behavior to consider it met
•Should be possible for student to accomplish in one year
Evaluation Procedure: -Method used to measure progress
•Should be tangible (teacher observation is not tangible)
Evaluation Schedule: -States the range of dates or intervals of time by which the evaluation procedures will be used to measure student progress
•Should be frequent enough to allow for adjustments to instruction
• might be different for each goal
MEASURABLE GOALS - Examples Annual Goals
What the student will be expected to do by the end of the year in which the IEP is in effect
CriteriaMeasure to determine if goal has been achieved
ProcedureHow progress will be measured
ScheduleWhen progress will be measured
Carrie will read and interpret visual displays of information (charts, diagrams, tables, etc.) to answer specific questions
4 of 5 times across all content areas
Classroom assignments, work samples, recorded observations by teacher and/ staff
Quarterly
Joanne will speak clearly, so as to be understood by an unfamiliar peer or adult listener.
2 of 4 opportunities during structured activities in ELA class and Speech/Language Therapy sessions
Structured observation using a checklist, and/or tape recorded session by teacher and/or service provider
Every two weeks
Goal: When given grade level math computation and word problems, David will record the steps necessary to complete the problem, solve and check his written response for accuracy using a calculator.
Evaluative Criteria: 50 percent of all math computations and word problems will be solved with 100 percent accuracy over a 10 week period,
Evaluative Procedure: As monitored and recorded on a teacher checklist, and
Evaluative Schedule: Measured every 10 days.
When given grade level math computation and word problems, David will record the steps necessary to complete the problem, solve and check his written response for accuracy using a calculator. 50% of all math computations and word problems will be solved with 100 percent accuracy over a 10 week period, as monitored and recorded on a teacher checklist. Progress will be measured every 10 days.
Activity 4 SMART Goals
Annual Goal: Within one year, during a simulated job interview with a counselor, Greta will respond in complete sentences to ten questions used in interviews with 100% accuracy in 3 out of 4 trials, as assessed by her counselor on a monthly basis, using a counselor-designed checklist and/or rubric.
•Goal
•Evaluative Criteria
•Evaluative Procedure
•Evaluative Schedule
Using the Annual Goal listed above, identify the SMART Goal components from the criteria listed below
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8 NYCRR §200.4(d) (2)(ix)(c)
The IEP includes a statement of the transition service needs of the student that focuses on the student’s courses of study.
Look for evidence in: Present Levels of Performance (PLP) Transition Services
Courses of study are “multi year descriptions of course work” which are necessary to achieve the student’s desired post school goal. This differs from the instruction which the student needs to receive in a specific area to complete needed courses, succeed in the general education curriculum, and gain needed skills.
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Courses of Study
Example: Courses of study that support the postsecondary education/training and employment goals for John:
Upon completion of high school,John will enroll at Ocean County Community College.
John will be employed in an oncampus part-time job while in college.
Why is this an example of Courses of Study?
•John will engage in the New York Regents Preparatory courses of study during the next 4 years of high school.
•These courses of study will support John in his plans to attend a community college to complete courses for an associate’s degree after he graduates high school.
•John’s high school coursework throughout high school will need to prepare him for admissions to the community college and should include college preparatory work and the requirements for the diploma that will allow him to gain admission to the community college.
Courses of Study
Non Example: The IEP lists John’s courses for the current year:
1. English II (1 Credit)2. Algebra (1 Credit)3. Physical Science (1 credit)4. Government (1 Credit)5. Theatre Arts II (1 Credit)
Why does this Non Example miss the mark?
The list above does not meet the criteria for Courses of Study for the following reason:
IEP does not indicate the series of courses that constitute the course of study throughout the four years of high school which will help John meet his post-secondary goals.
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8 NYCRR §200.4(d) (2)(v)
The IEP indicates the recommended special education program and services to advance appropriately toward meeting the annual goals relating to transition needs.
Look for evidence of:
Connections between Present Levels of Educational Performance (PLP) and
Measurable Post-Secondary Goals (MPSG) Annual goals Programs and Services Coordinated Set of Activities (CSA)
Are the unique needs of the student considered and reflected throughout the IEP? When writing PLP statements, are programs and services clearly related to the student’s needs and disability? The continuum of services should be available for all students.
Recommended Special Education Programs and Services
What are the possible special education program/services? Special education program Related services Supplementary aids & services/program modifications/
accommodations Assistive technology devices and/or services Supports for school personnel
How will services be provided? Service delivery recommendations Frequency Duration Location Projected beginning/service dates
Present Levels Of Performance Steve needs to improve organizational skills.
MPSG Steve’s goal is to attend college to obtain a four year degree in communication
Annual Goal Steve will record all classroom assignments and due dates in a planner, and will arrive
fully prepared for class, at least 4 out of 5 days per week, for at least 5 consecutive weeks, as evaluated by a student assignment log, daily checklist completed by the student, and teacher observation.
Programs/Services SETSS (Special Education Teacher Support Services) to support Steve with organizational
skills.
Transition Services ~ Instructional Activities Steve will contact the disability service coordinator at his college of choice to inquire
about how accommodations will be delivered to meet his needs.
Special Education Programs and ServicesExamples:
Non Example A non example would have a program activity listed on an IEP with no
connection to identified needs in the Present Levels of Performance (PLP) and no connection to MPSG, goals, etc.
Guidelines Programs and services should come from the Continuum of Services as
listed in the Part 200.6 Regulations. The IEP goals should be possible given the noted programs and
services. Needs for programs and services should be identified in the PLPs. Planning should not start with Programs & Services. The student should not be identified as the sole responsible party in the
Coordinated Set of Activities. The parent should not be identified as a person responsible for
activities in Coordinated Set of Activities.
Special Education Programs and Services
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6 8 NYCRR §200.4(d) (2)(ix)(d)
The IEP includes needed activities to facilitate the student’s movement from school to post-school activities, including: •instruction, •related services, •community experiences, •the development of employment and other post-school adult living objectives, and when appropriate:•acquisition of daily living skills (ADL) and functional vocational evaluation. (FVE)
Look for evidence of: Relationship among PLP
MPSG (Measurable Post Secondary Goals) Annual goals Programs and services Coordinated Set of Activities (CSA)
IEP includes needed activities identified for each of the six areas listed above.
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Coordinated Set of Transition Activities (CSA)Beginning not later than the first IEP to be in effect when the student is age 15 (and at a younger age if appropriate)
Needed activities to facilitate the student’s movement from school to post-school activities
Instruction Related Services Community Experiences Development of Employment and Other Post-school Adult Living Objectives Acquisition of Daily Living Skills (if applicable) Functional Vocational Assessment (if Applicable)
Service / Activity, School District / Agency Responsible For each activity listed in coordinated set of activities, a statement of the
responsibilities of the school district and, when applicable, participating agencies for the provision of transition services must be included.
Coordinated Set of Transition Activities
Present Levels of
Performance Statement
Steve needs to advocate for himself. He must identify his needs and accommodations in order to complete general education course requirements so that he may access post secondary education. Steve needs to improve his keyboarding skills to improve the quality of his written work.
ExamplesInstructional Activities Steve will complete a computer and keyboarding course to strengthen his writing skills.
Steve will complete his annual guidance review with the school counselor in order to identify the courses available for communication and career and technical opportunities.
Programs and Services SETSS to improve organization and study skills
Coordinated Set of Transition Activities
Community Experience Steve will investigate the opportunity to volunteer at
the local radio station.
Employment (Post High School) Steve will log and journal his attendance and participation at the local Explorer’s Post for broadcast journalism.
ADL (Acquisition of Daily Living Skills): Steve will develop skills related to
budgeting and money management.
Functional Vocational Assessment (FVA) Steve will complete a self- assessment of
vocational skills developed at the Explorers Post program.
Examples (continued)
Instructional support of guided notes for lessons
Audio-taped texts for English 12 Instruction related to social skills in a work
setting Assistive technology services to increase use
of voice output device Physical therapy to improve independent
ambulation Touring three university campuses, including
admissions and disability services office Job shadowing in a food services
environment Paid after school work experience at Target Volunteer position at St. Peter’s Kitchen Completing a career preference inventory
Additional Sample CSA Areas
Coordinated Set of Transition Activities
Present Levels of Performance Statement Steve needs more time to do most things.
(Vague, not linked to instruction)
Instructional Activities Steve will take Regents level courses.
(Regents courses alone do not prepare Steve for adulthood)
Programs and Services Computer class
(General ed. classes should not be listed under Programs and Services)
Community Experiences Steve will visit the NBC studios in NYC with his parents (the school has no control that this will happen)
Non ExamplesParticipation in the course
-should be noted in the needs identified in the Present Levels of Performance-could be an instructional activity under transition services
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7 8 NYCRR
§200.4(d) (2)(ix)(e)
The IEP includes a statement of the responsibilities of the school district and, when applicable, participating agencies for the provision of such services and activities that promotes movement from school to post school opportunities, or both, before the student leaves the school setting.
Clear indication and coordination between school activities and participating agencies Activities are designed to help student incrementally work toward attainment of measurable post secondary goals.
Responsible Party: Parent School Student Agency ___________________
Look for evidence of:
Parents should not be reflected as the only responsible parties in the coordinated set of activities. The student may be listed, but may not be the sole individual listed.
Statement of Responsibilities
Instruction Steve will complete his annual guidance review with the school counselor in order to
identify the courses available for communication and career and technical opportunities. Responsible Party: Work study coordinator, school counselor
Related Service Steve will meet with the social worker to develop self-determination skills.
Responsible Party: Social Worker
Community Experience Steve will volunteer or job shadow at the local radio station.
Responsible Party: Steve and Work Study Coordinator, VESID, Sp Ed Teacher
Examples
Employment Steve will log and journal his attendance and participation at the local Explorer's Post for
broadcast journalism. Responsible Party: VESID Counselor, Transition Linkage Coordinator
Activities of Daily Living (ADL Skills) Steve will develop skills related to budgeting and money management.
Responsible: Special Education Teacher
Functional Vocational Evaluation (FVE) Steve will complete a self-assessment of vocational skills developed at the Explorer’s
Post program. Responsible: Student (Steve), School counselor
Statement of Responsibilities (continued)
Examples
8 NYCRR §200.4(d) (4)(i)(c)
When the CSE met to consider transition service needs, the school district invited the student. If the student did not attend, the district
ensured that the student's preferences and interests were considered.
To the extent appropriate and with parental consent or consent of a student 18 years of age or older, the school district must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition services. If an agency invited to send a representative to a meeting does not do so, the district should take steps to involve the other agency in the planning of any transition services.
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Look for evidence of:student invited to IEP Team meetingstudent participated in IEP meeting; and student’s interests and preferences were considered whether attending meeting or notParents were asked for consent to invite participating agency representatives. Where consent was received, the representative(s) of participating agencies were invited to the meeting.
Regardless as to whether the student attended or not, the IEP must demonstrate that the student participated in the IEP development related to transition.
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NOTICE OF INDIVIDUAL EDUCATION PROGRAM (IEP) TRANSITION PLANNING MEETING(distribute along with Notice of IEP Conference)
Dear (Student’s Name):
You are invited to participate in your next IEP/Transition planning meeting scheduled for: DAY/DATE:______________________________TIME:____________________________________PLACE___________________________________
At this meeting we would like to talk with you about how you are doing in school, what you would like to do when you complete school, and what activities your Individualized Education Program (IEP) should include. These activities will be added to your program to help you prepare for your future, and learn the skills that you will need as an adult to be successful in living, learning and working after you complete school. Before the meeting please think and talk with others about what you want to do after you complete school, what you can do now to achieve those goals, what skills you still need to learn and what kind of help you will need.
We would like you to come to the IEP/Transition meeting ready to share the following information: What kind of job do you want to have? Where will you live-on your own or with others? What do you want to know more about? What will you do with your free time? How much money can you earn, how will you pay your bills? How will you get around-by car, by subway, bus, special transportation ?
At the IEP/Transition meeting you will also be getting information to help you make choices. The following people have been invited to come to the meeting to help your program:
STAFF:_______________________________SCHOOL:_____________________________AGENCY:_____________________________
These people know you and have suggestions to make, or they know about different programs for you. If you would like to invite anyone else to the meeting please let us know.
Remember this is the first step. You will have time during the next few years to try out different ideas. We will work with you to help you explore and decide what you want to do in the future and to help you prepare for it. I look forward to seeing you at the meeting and assisting you in planning a good program for your future success. Please have your parent call ______ to confirm at _____.
Sincerely, _______________________________________Title:
SAMPLE
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Evidence of Student Participation
When student is in attendance at the IEP Meeting
Example:Steve was present at the meeting and talked about his desire to be in the communicationsField. Steve stated that a possible career choice to explore would be a public relations representative for a special interest company. This was also indicated in his Level 1 Vocational Assessment.
When student is not in attendance at the
IEP Meeting
Example:In completing the Level 1 Vocational Assessment, Steve identified himself as a talented writer who displays strong analysis and synthesis skills during the writing process. These skills will serve Steve well in any post-secondary environment and assist him in pursuing a career in communications or history.
Present Levels of Performance must include student’s interests/preferences …
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Student Profiles Student Interview Interest Inventories Strength-Based Assessments Informal Assessments
Level 1 Assessment includes student interview, career interest
information, parent questionnaire and educational reports updated annually
Academic Information
Career Portfolios (e.g. Career Zone, Choices, etc.)
Vocational Evaluations Formal Assessments
(Level 2 or 3 Career Assessments-recommended as needed)
Job Shadow experiences Community work experiences Volunteer work experiences Social Skills Review Transition Assessments Previous work experiences (e.g. summer employment, internships)
What other ways can the student’s interests and preferences be considered at the IEP Meeting?
Evidence of additional resources used to support the student’s interests, and preferences must be clearly linked and stated in the IEP.
To the extent appropriate and with parental consent or consent of a student 18 years of age or older, the school district must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition services.
•As appropriate, provide written evidence of an invitation to a representative of an agency providing service to a student to that student’s IEP Team Meeting. •Prior written parental consent for an agency to be invited to the IEP Team Meeting must be obtained, or consent of a student 18 years of age or older.
If an agency does not send a representative to the IEP Team Meeting, the school must show written documentation of follow up to the agency and seek continued outreach to provide further opportunities for ongoing collaboration between the school and the agency.
If an agency invited to send a representative to a meeting does not do so, the district should take steps to involve the other agency in the planning of any transition services.
Student /Agency Invitation to the IEP Team Meeting
NSTTAC Indicator 13 Checklist
1. Is there a measurable postsecondary goal or goals that covers education or training, employment, and, as needed, independent living?
2. Is (are) there annual IEP goal(s) that will reasonably enable the child to meet the postsecondary goal(s)?
3. 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?
4. 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 evidence that representatives of the agency(ies) were invited to the IEP meeting?
5. Is there evidence that the measurable postsecondary goal(s) were based on age-appropriate transition assessment(s)?
6. 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?
Does the IEP meet the requirements of Indicator 13? (Circle one) Yes (all Ys or NAs are circled) No (one or more Ns circled)
Putting
the
Pieces
Together
It’s a
TEAM
Effort!
EvaluationGoals
MPSG
PLP
Objectives/
Benchmarks
Placement
Coordinated
Set of
Activities
LRE
Programs
& Services
Modifications
Courses of Study
Q & A tim
e
CLOSUREReflections
References and Resources
SPP 13 & CDOS PowerPoints: Midwest Regional SETRC and Regional Transition Coordination Site
National Secondary Transition Technical Assistance Center (NSTTAC) www.nsttac.org
Trainer’s Guide To Documenting Transition Planning Program And Services In The Individual Education Plan. NYS Transition Coordination Site Committee Members.
Postsecondary Goals, Course of Study, Related Services. 2007, National Secondary Transition Technical Assistance Center (NSTTAC) & Ideas That Work.
New York Stated Education Department (NYSED) Sample Individualized Education Program and Guidance Document. Revised 2005, NYSED Office of Vocational and Educational Services for Individuals with Disabilities, Albany, NY.
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