Indicator 13 Ensuring Coordinated, Measurable, Annual IEP Goals and Transition Services

1. Provided by: Pennsylvania Training and Technical Assistance Network (PaTTAN) Indicator 13Ensuring Coordinated, Measurable, Annual IEP Goals and Transition Services

2. Agenda Indicator 13 requirements Indicator 13 self-assessment Age-appropriate transition assessments Post-school goals Present levels Measurable annual goals Transition grids to goals

3. State Performance Plan(SPP) Evaluate 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

4. SPP - 20 Indicators

7. SPP Indicator 13 Percent of youth aged 14 and above with an IEP that includes coordinated, measurable annual IEP goals and transition services that will reasonably enable the student to meet the post-secondary goals Target: 100% compliance!

8. Indicator 13 Checklist National Secondary Transition Technical Assistance Center (NSTTAC) National technical assistance and dissemination center Funded from January 1, 2006 through December 31, 2010 U.S. Department of Education’s Office of Special Education Programs http://www.nsttac.org

9. Overview of the Transition Process

10. I-13 Checklist - Question #1Assessment

11. Assessment Interests– a measure of opinions, attitudes and preferences Preferences– what the student values and likes Aptitudes– a combination of abilities and other characteristics that suggest whether a student might learn or become proficient in a particular area Abilities– natural talents or acquired proficiencies shown by a student

12. Examples of Formal Assessments Standardized Tests– Scholastic Aptitude Test (SAT), American College Testing Program (ACT) Aptitude Tests– Weschsler Adult Intellegence Scale (WAISIII), The System for Assessment and Group Evaluation (SAGE), McCarron-Dial Evaluation System (MDS), Career Ability Placement Survey (CAPS), Woodcock Johnson Revised Interest Tests– Career (California) Occupational Preference System (COPS), Kuder General Interest Survey (KGIS), Strong-Campbell Interest Inventory, Keys2Work

13. Examples of Informal Assessments Student Survey/Interview Parent Survey/Interview Observations (Home/School/Community) Teacher Questionnaires Person-Centered Planning Work Samples Situational Assessment Curriculum-Based Assessments Ecological Assessment Functional Behavioral Assessment

14. Examples of Other Assessments Information from student and family members Information from employers Interests, preferences, aptitudes, abilities Career and technical education assessments Progress monitoring Review of the student’s IEP

15. Indicator 13 Checklist: Transition Assessment(s) 1. Is there evidence of age-appropriate transition assessment(s)? Yes or No §300.320(b)(1)

16. Indicator 13 Checklist: Transition Assessment(s) Locate where information relates to assessment and the transition component on the IEP (either in the IEP, ER, or the student’s file) If there is evidence … circleY. If there is no evidence… circle N.

17. I-13 Checklist - Question #2Post-School Goal(s)

18. Post-School Goals • Identifies where student will be AFTER high school • NOT intended to describe events that occur IN high school • NOT the same thing as an IEP annual goal • Addresses education/training, employment, independent living • Is observable, countable

19. Post-School Goals

20. Sample Post-secondary Education/Training Goals 1. 2 or 4 year college 2. Postsecondary vocational training program 3. Short-term education or employment training program 4. Community or technical college 5. Apprenticeship program 6. On–the-job training 7. Licensing program (Nursing, Cosmetology, etc.) 8. Adult continuing education courses 9. Adult Training Facility 10. Adult center program 11. Adult in-home program 12. Other training program - please describe: ____________________ 13. The IEP team has determined that this goal area is not applicable

21. Post-School Goals

22. Sample Employment Goals • 1. Competitive employment • 2. Military • 3. Supported employment (paid work in a community setting for those needing continuous support services) • 4. Sheltered employment (where most workers have disabilities) • 5. Employment that allows for technological and medical supports • The IEP team has determined that this goal area is not applicable for this student

23. Post-School Goals

24. Sample Independent Living Goals 1.Independent -- will access community resources and programs without support 2.Family support -- will access community resources and programs with family supports 3.Agency support -- will access community resources and programs with agency supports 4.The IEP team has determined that this goal area is not applicable for the student

25. Indicator 13 Checklist: Post-School Goal(s) Yes or No 2. Is (Are) there a measurable postsecondary goal or goals that covers education or training, employment, and, as needed, independent living? Note: the term “postsecondary goal” and “post-school goal” are synonymous. 20 USC 1414 614(d)(1)(A)(i)(VIII)(aa)

26. Indicator 13 Checklist: Post-School Goal(s) Locate the transition component of the IEP Are there post-school goal(s) for this student that address Education / Training, Employment, and (if applicable) Independent Living after high school? (Y or N) Can the goal(s) be observed? (Y or N) Will the goal(s) occur after the student graduates from school? (Y or N)

27. If yesto all three, then circle Y Otherwise, circle N Indicator 13 Checklist: Post-School Goal(s)

28. I-13 Checklist - Question #3Transition Services

29. Transition activity / service Action steps Slated to occur during current IEP Leading to achievement of post-school goal Put all together from 1st year to final year of transition planning = coordinated set of activities

30. Post-secondary Education/Training Specific area of study ___________________________ School of interest ______________________________ _____ ASVAB ____PSAT/SAT ____ accommodations _____ College fairs _____ College/facility tour _____ Application _____ Financial Aid _____ Note taking _____ Organizational skills _____ Time management _____ Self-disclosure _____ Documentation (recent, by licensed psychologist, with rationale for accommodations) _____ Request accommodations _____ Hiram Andrews information

31. Employment Specific career interest ____________________ _____ Career exploration (software programs, guest speakers, graduation project) _____ In-school work experience _____ Community service _____ Job shadowing _____ Job tryouts _____ Work experience _____ Vocational-technical school _____ Tour _____ Shadow vocational programs _____ Co-op job placement (career-tech centers)

32. Employment _____ Community-based instruction (pre-employment, travel training, social skills, etc) _____ Career TRACK _____ CareerLink _____ DPW Employment Program referral _____ OVR referral _____ Determination of eligibility _____ Employment services _____ Job training _____ MH/MR referral _____ Employment services _____ Training services

33. Independent Living (Residential) _____ Home responsibilities _____ Participate in apartment program _____ Summer camps _____ Open case with MH/MR Base Service Unit _____ Supports Coordination _____ Community Living Arrangements _____ Respite care _____ Companionship / social groups _____ Community-based instruction (shopping/money skills, pedestrian safety, social skills, communication) _____ Section 8 housing

34. Independent Living (Participation) _____ Transportation _____ Driver’s license _____ Photo ID _____ Public transportation _____ Family transportation _____ Special transportation _____ Car pool _____ Voter registration _____ Selective service _____ Jury duty information _____ Court system / obeying the laws _____ Community-based instruction (travel training, social skills, etc)

35. Independent Living (Recreation / Leisure) Current hobbies _______________________ ____________________________________ Current clubs _________________________ ____________________________________ Current social activities _________________ ____________________________________ _____ Community-based instruction (recreation, social skills, sports, etc) _____ Local clubs, teen centers _____ Service organizations (AkTion Club, Kiwanis,etc) _____ Church groups

36. Activity / Service

37. Transition Plans

38. Indicator 13 Checklist: Transition Services 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? Yes or No 20 USC 1401 602(34)(A)

39. Indicator 13 Checklist: Transition Services Locate where transition services/activities are listed on the IEP (the grid). For each post-school goal, if there is (a) instruction, (b) related service(s), (c) community experience, (d) development of employment and other post-school adult living objective, (e) if appropriate, acquisition of daily living skill(s), OR (f) if appropriate, provision of a functional vocational evaluation listed in association with meeting the post-school goal, circle Y

40. Indicator 13 Checklist: Transition Services For each post-school goal, if there is no (a) instruction, (b) related service, (c) community experience, (d) development of employment and other post-school adult living objective, (e) if appropriate, acquisition of a daily living skill, or (f) if appropriate, provision of a functional vocational evaluation listed in association with meeting the post-school goal, circle N

41. I-13 Checklist - Question #4Courses of Study

42. Courses of Study

43. Indicator 13 Checklist: Courses of Study 4. 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? Yes or No §300.320(b)(2)

44. Indicator 13 Checklist: Courses of Study Locate the list of courses of study in the grid. Do the courses listed align with the student’s identified post-school goal(s)? If yes, circle Y. If no, circle N.

45. I-13 Checklist - Question #5Agency Representation

46. Agencies

47. Agencies _____ Office of Vocational Rehabilitation _____ Mental Health _____ Mental Retardation _____ Blind and Visual Services _____ Department of Public Welfare _____ Children and Youth Services _____ Juvenile Justice System _____ Social Security Administration _____ Career TRACK _____ The Arc _____ Centers for Independent Living _____ accessAbilities, Inc

48. Other Agencies Supporting Youth and Adults with Disabilities Centers for Independent Living Office of Medical Assistance Office for the Deaf & Hearing Impaired (L&I/DPW) Children Youth and Families Drug and Alcohol programs United Cerebral Palsy Association Mental Health Association Epilepsy Foundation Special Olympics

49. Word of Caution! Never commit an agency or an individual for a service or activity without their full knowledge and participation!

50. Indicator 13 Checklist: Agency Representation 5. For transition services that are likely to be provided or paid for by other agencies, is there evidence that representatives of the agency(ies) were invited with parent consent to the IEP meeting? YesNoNA §300.321(b)(3)