indicator 13: postsecondary transition requirements spring 2009 1
TRANSCRIPT
Indicator 13: Postsecondary Transition
Requirements
Spring 2009
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Contacts
Paul Sherman, DPI Procedural Compliance Workgroup,
[email protected] or 608-267-9157
Linda Maitrejean, Wisconsin Statewide Transition Initiative (WSTI) project director, [email protected] or 715-986-2020 ext. 2122
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What is Indicator 13?
Percent of youth age 16 and above with an IEP that includes coordinated and measurable annual IEP goals and transition services that will reasonably enable the student to meet the student’s postsecondary goals.
*Required in Wisconsin at Age 14
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How is Indicator 13 Measured?
A six item checklist is part of the Procedural Compliance Self-Assessment
Applied to a random sample of IEPs
Each LEA in Wisconsin participates in the Self-Assessment once every five years
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100% Compliance Required
2005-2006: 7%
2006-2007: 27%
2007-2008: 39%
2008-2009: 67%
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The Checklist(Error Rate Ranking)
T3a:Measurable Postsecondary Goals (#1)
T3b:Linked Annual Goals (#4)
T3c:Transition Services (#5)
T3d:Evidence of Coordination (#6)
T3e: Age-Appropriate Transition Assessment(#3)
T3f: Courses of Study (#2)
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Applying the Checklist
Reviewing and Writing IEPs
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Compliance
The compliance standard is derived from federal law representing the minimum provisions a transition plan must include.
Apply the compliance standard when reviewing IEPs for the Procedural Compliance Self-Assessment.
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Effective Practice
Effective practice is derived from sound educational practice representing what a quality IEP should include to produce desired post-school outcomes.
Apply effective practice when writing student transition plans.
Effective practice satisfies the compliance standard!
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Compliance T3a: Measurable Postsecondary Goal or Goals
Yes =
There is a measurable postsecondary goal that covers (1) education or training, (2) employment, and, (3) as needed, independent living.
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Compliance T3a: Measurable Postsecondary Goal or Goals
There must be a minimum of one goal in the area of training or education.
There must be a minimum of one goal in the area of employment.
IEP team determines whether an independent living goal is appropriate.
A single goal statement may encompass both a training or education goal, and an employment goal.
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Compliance T3a: Measurable Postsecondary Goal or Goals
Measurable = Countable
◦Could a future reader of the goal, considering the student’s progress, say with confidence, “the goal has been met,” or, “the goal has not been met”?
Goals are “measurable” even though they contain words like, “intends,” “plans,” or “wants.”
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Compliance T3a: Measurable Postsecondary Goal or Goals
While the words “after high school” or “after graduation” need not be present, the language of goal must make clear the activity will take place after high school or after graduation.
The mere fact a goal appears in the transition section of an IEP does not give rise to an inference the activity is postsecondary.
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Compliance T3a: Measurable Postsecondary Goal or Goalsls
All students must have measurable postsecondary goals regardless of the severity of their disability, or their willingness or ability to cooperate in developing the goals.
Postsecondary goals are an IEP team decision.
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Compliance T3a: Measurable Postsecondary Goal or Goals
Postsecondary goals are the targets which guide the development of an effective transition plan.
Postsecondary goals are not guarantees of achievement.
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Compliance T3a: Measurable Postsecondary Goal or Goals
Educators are not responsible for the choices a student (or his or her family) makes when he or she leaves school. Educators are responsible for developing a transition plan and providing the services specified in the plan.
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Effective PracticeMeasurable Postsecondary Goals
A statement based on age appropriate transition assessment that articulates what the student would like to achieve after high school taking into account the student’s strengths, preferences, and interests.
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www.wsti.org for more information
Effective PracticeMeasurable Postsecondary Goals
Begin with “after high school” (or similar)Education/training goal includes the words
“will be enrolled or will enroll in,”Employment goal includes the words “will
work” (long term career goal)Goal(s) may include descriptive words “full or
part time” Independent living goal (where appropriate)
includes the words “will participate” or “will live”
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ComplianceCompliance T3b Annual IEP Goals
Yes =
There is an annual IEP goal that will reasonably help the student meet the student’s postsecondary goal(s).
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Compliance T3b Annual IEP Goals
For each postsecondary goal there must be at least one annual goal or short term objective that will help the student make progress towards the stated postsecondary goal.
A single annual goal or short term objective that helps the student make progress in all of the postsecondary goals satisfies the compliance standard.
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Compliance T3b Annual IEP Goals (continued)
Assessing the “link” between annual goals and postsecondary should be approached holistically and guided by “reasonableness.”
Whether the annual goal meets the compliance standard for annual goals is not relevant.
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Effective PracticeAnnual Goals
Determine what the student wants to accomplish in the areas of education/training, employment and independent living after high school
And Then…
Develop annual goals that will help them achieve post school goals.
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Compliance T3c: Transition Services
Yes =
There are transition services in the IEP that focus on improving the academic and functional achievement of the student to facilitate their movement from school to post school.
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Compliance T3c: Transition Services
For each postsecondary goal there must be at least one transition service associated with meeting the postsecondary goal.
A single transition service associated with all the postsecondary goals satisfies the compliance standard.
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Compliance T3c: Transition Services (continued )
“Associated with,” means focused on improving the student’s academic and functional achievement so they can meet their postsecondary goal(s).
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Effective PracticeTransition Services
Document that all 7 areas were at-least considered by the IEP team◦“NA”◦“IEP team determined not appropriate
at this time.”
• Activity is student specific based on measurable postsecondary goals
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Effective PracticeTransition Services
Provide evidence of at least two years of coordinated set of activities.
Clearly identify future dates of activities.
Provide evidence of coordination between school, family, student and/or outside agency.
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Compliance T3d: Coordination with Other Agencies
Yes =
There is evidence that, after obtaining parent or student consent, representatives of other agencies likely to provide or pay for transition services during the term of the current IEP were invited to the IEP meeting.
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Compliance T3d: Coordination with Other Agencies
N/A = There are no transition services
listed in the IEP likely to be paid for or provided by an outside agency during the term of the current IEP, OR
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Compliance T3d: Coordination with Other Agencies
(NA continued)
N/A =
The parent or student (once the student is the age of majority) did not consent to invite the outside agencies.
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Compliance T3d: Coordination with Other Agencies
No =
After obtaining consent to invite other agencies likely to pay for or provide transition services during the term of the current IEP, the agencies were not invited.
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Effective PracticeCoordination with other Agencies
The Transition Resource Directory on www.wsti.org may be used to identify community agencies and find contact information.
Get involved with your Transition Advisory Council (TAC) to discuss issues, barriers, resources and supports available through other agencies that may be likely to provide or pay for transition services
Pertinent TAC meeting info posted on www.wsti.org
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Effective Practice Coordination with Other Agencies
Department of Vocational Rehabilitation Statewide Transition Action and Resources Team (DVR START) [email protected]
Most of you are already doing effective practice to help students transition successfully-just need to document it!
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Compliance T3e: Age-Appropriate Transition Assessment
Yes =
The Age appropriate transition
assessment box is checked “yes”
on the IEP OR
There is other evidence of age appropriate transition assessments
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Compliance T3e: Age-Appropriate Transition
Assessment
Other evidence: Any documentation in the student’s IEP that an assessment of the student’s needs, strengths, preferences, and interests regarding postsecondary goals was conducted. Acceptable assessments range from formal aptitude tests and interest inventories, to discussions with the student.
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Effective PracticeTransition AssessmentTransition Assessment
Transition assessment is the ongoing process of collecting data on the individual’s needs, preferences, and interests as they relate to the demands of current and future working, educational, living, and personal and social environments.
(From: Sitlington, Neubert, & Leconte, Career Development for Exceptional Individuals, 1997, p. 70-71)
See NSTTAC Guide to Age-Appropriate Assessment by Larry Kortering http://www.nsttac.org/pdf/transition_guide/nsttac_tag.pdf
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Effective PracticeTransition Assessment
Transition assessment should be ongoing
Comprehensive assessment◦ Academics, social, emotional, behavioral,
learning styles, self-awareness, self-advocacy, self-determination, aptitudes, interests, health, daily living skills, etc.
Include descriptive results in the IEP
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Compliance T3f : Courses of Study
Yes =
The transition services include a course of study that focuses on improving the academic and functional achievement of the student to facilitate their movement from school to post school.
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Compliance T3f: Course of Study
The overall course of study must align with postsecondary goals.
A direct one to one relationship between particular classes and each postsecondary goal is not required.
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Compliance T3f: Course of Study (continued )
“Pass all classes” is not a course of study that satisfies the compliance standard.
The course of study may be limited to the term of the student’s current IEP
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Effective PracticeCourse of Study
A multi-year description of coursework to achieve the student’s desired post-school goals from the student’s current to anticipated exit year
(From: Storms, O’Leary, & Williams[2000] Transition requirements: A guide for states, districts, schools, universities, and families. Minneapolis, MN: Western Regional Resource Center)
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Effective PracticeCourse of Study
Purpose of the course of study is to motivate the student to stay in school
Creates relevance and meaning for the student by making a connection between his/her postsecondary goals and high school courses, targeting educational experiences over multiple years.
*Courses Subject to Availability may be included in the IEP if the IEP team is planning for the future.
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Quality IEPs
Indicator #13
Staying in School
Indicator #2
Graduating
Indicator #1
Achieving post-school outcomes
Indicator #14
Kohler 2007
WWisconsin isconsin SStatewide tatewide TTransition ransition
IInitiativenitiative
Helping Students with Disabilities Transition into Adult Lifewww.wsti.org Check out our new e news letter
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Preparing for the Self-Preparing for the Self-AssessmentAssessmentReview IEPs to-day to become
familiar with application of the compliance standards.
Identify problem areas and develop an action plan.
Establish a system for correcting errors. Priority should be given to IEPs of students 16 and older when Self-Assessment sample is drawn. (August-September 2009)
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