pennsylvania training and technical assistance network overview effective practices for secondary...

Pennsylvania Training and Technical Assistance Network

OverviewEffective Practices for Secondary

Transition (EPST)Cohort # 1

PAIU Special Education DirectorsOctober 18, 2013

PaTTAN’s Mission

The mission of the Pennsylvania Training and Technical Assistance

Network (PaTTAN) is to support the efforts and initiatives of the

Bureau of Special Education, and to build the capacity of local

educational agencies to serve students who receive special

education services.

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PDE’s Commitment to Least Restrictive Environment (LRE)

Our goal for each child is to ensure Individualized Education Program (IEP) teams begin with the general education setting with the use of Supplementary

Aids and Services before considering a more restrictive environment.


Background

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• Percent of students, age 16 and above, with IEPs that meet transition requirements– coordinated, measurable, annual IEP

goals, and– transition services that will lead to post-

secondary goals.

State Performance Plan: Indicator 13

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100% Compliance100% Compliance

State Performance Plan: Indicator 13

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Actual Target Data

School Year Actual % Ind. 13 Cohort

05-06 72% N/A

06-07 69% N/A

07-08 75.1% N/A

08-09 Not Reported Cohort #1

09-10 76.1% Cohort #2

10-11 81.4% Cohort #3

11-12 86.6% Cohort #4

12-13 - Cohort #5

13-14 - EPST #1

Indicator 13 Pre/Post Data

Indicator 13 Element Results Prior to Training (%

yes)

Results After

Training(% yes)

Age Appropriate Transition Assessment

39% 89%

Post-Secondary Goal(s) 17% 85%

Student Invited to IEP Meeting 63% 96%

Agency representation 43% 68%

Courses of Study 37% 95%

Transition Services 23% 84%

Measurable annual goals 20% 73%


EPST Construct:

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Elements of Effective Transition Programs

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Individualized Process

• Was the bases for the Indicator 13 training in Pennsylvania for the past six years.

• Aligned to the Indicator 13 checklist for IEP and program review.

• Will be utilized as the first part of the Effective Practices Cohort Trainings for the next six years

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• Individualized Process– Based on assessment– Utilizes six-step process – Grounded in the general

education curriculum– Builds essential skills

• Academic• Social/interpersonal• Work related• Self advocacy

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A Process for Addressing Transition

Step One: Use assessment to identify the student’s post- secondary 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 Services/Activities (transition grid)

Step Five: Determine Measurable Annual Goals that address skill deficits and lead to post-secondary goals

Step Six: Monitor progress and adjust instruction based on data 12


• Partnerships– Parents/families– General education

including CTE– Community including

employers– Agencies– Post-Secondary

Education and Training

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• Youth Participation and Engagement– Participating in IEP

process– Developing

•Self-Awareness •Self-Advocacy•Self-Determination

Skills

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• Program Structures and Characteristics: the context for secondary transition– Overall skill

development including College and Career Readiness

– Policies and Procedures– Resources– Professional

Development 15

Transition within a Tiered Model - College & Career Readiness for ALL Students

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Tier 3: Intensified Programming for a Few StudentsIntensive, individualized supports for academic, social &interpersonal, self-determination skills.Intensified assessment & planning (e.g., RENEW, Person-Centered Planning)Individualized interventions for dropout preventionIntensified programming for secondary transitionIntensified partnerships including parent, interagency and community

Tier 2: Targeted Programming for Some StudentsAdditional assessment and progress monitoring across domains to meet individual need Supplemental supports for academic, social /interpersonal, self-determination skills.Targeted guidance for dropout prevention: Check & Connect, mentoring, SAPSupplemental assessment & planning for post-secondary outcomes (including transition planning for IEP students); work-based assessment and learningAdditional assessment across domains as needed to meet individual needTargeted supervision and follow-up with community learning opportunitiesAdditional outreach to ensure family engagement

Tier I Programming for ALL StudentsRigor, relevance, engaging instruction with literacy strategies across curriculumClear behavioral expectations taught and reinforcedStrong guidance program for all studentsDropout prevention, e.g., 9th grade academies, Early Warning Systems Screening and ongoing assessment across domainsData-driven decision-making at individual and school levelsEarly and ongoing assessment for developing career and graduation plansCurricular connections to career and educational goals; infusion of CEW standardsConnection with employers and post-secondary education, e.g., job shadowing, volunteering, Families informed & engaged

Adapted from the work of Morningstar (2011) and National Secondary Transition Technical Assistance Center (2011)


EPST:What, Who and Why

What is EPST?

Overview webinar & Secondary Transition Program Survey / Interview

Review of IEPs using updates Indicator 13 Checklist and LEA Administration

Regional Training

If there are issues with Indicator 13

requirements

Modified Indicator 13 Training & Support based

in areas of need

When LEA meets Indicator 13

requirements …

If there are not issues with Indicator 13

requirements

Effective Practices Facilitated Self-

Assessment

Training & TA based on 2

areas of need

Customized training plan

developed by each LEA/CTC w/ PaTTAN

and/or IU

What is EPST?

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• As a result of this training series, participants will demonstrate the ability to:– Develop IEPs that include:

• Post-secondary goals that are based upon age appropriate transition assessments

• Clearly written Present Levels of Academic Achievement and Functional Performance

• Meaningful transition services and activities that will help the student to achieve his/her post-secondary goals

• Measurable Annual Goals that address skill deficits and provide for progress monitoring

What is EPST?

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• As a result of this training series, participants will be able to:– Utilize ongoing assessment and progress monitoring

practices

– Implement effective practices that will lead to successful postsecondary outcomes for students age 14-21 in special education.

– Work collaboratively with students, families, education and agency staff in the secondary transition process.

– Foster meaningful youth participation and engagement

What is EPST?

• Each designated entity:– School District or Charter School (LEA)

and related Career and Technical Centers (CTCs)

• will be assigned to one of six professional development cohorts, with only one cohort active per year.

• LEAs will be notified annually of the current year’s cohort assignments.

Who Engages in EPST?

• Based upon the need of LEA/CTC – • Teams include:

– Special Education Administration– General Education Administration– District Transition Coordinator– Career and Technical Education Staff– ALL special education staff responsible for writing IEPs for

students age 14 or older– Other staff responsible for contributing to IEPs/Transition

Programming

• Other recommended team members:– Guidance Counselors– School Psychologists– School Nurse– General Education Teacher(s)

Why EPST?

• IDEA requirements for transition planning

• State Performance Plan (SPP)

• A concerted effort of Pennsylvania Department of Education (PDE), Bureau of Special Education (BSE) to meet federal requirements AND improve outcomes for students with disabilities

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Why EPST?

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Percentage of students whose IEPs met Indicator 13 Requirements: 86.6%

Percentage of students whose IEPs did not meet Indicator 13 Requirements: 13.4%

APR: 2011-2012

Contact Information www.pattan.net

Paula SchmittPaTTAN [email protected] 412-826-6858800-446-5607 ex. 6858

Michael StoehrPaTTAN [email protected] ex. 6864

Commonwealth of PennsylvaniaTom Corbett

Governor

Pennsylvania Department of EducationCarolyn C. Dumaresq, Ed. D.

Secretary

John J. TommasiniDirector

Bureau of Special Education

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