Student Focused IEP Development: Meeting Indicator 13 Requirements Catherine Fowler, NSTTAC

1. Student Focused IEP Development: Meeting Indicator 13 Requirements Catherine Fowler, NSTTAC Bobbie Grammer, NC DPI Exceptional Children Division January 16, 2013

2. Today’s Objectives • What requirements are we expected to meet? • How do we develop IEPs and transition components that: • Satisfy the federal requirements of Indicator 13? • Reflect the strengths, needs, and desires of our students? Empower students through the process

3. Purpose of IDEA To ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepares them for further education, employment, and independent living IDEA Regulations §300.1(a)

4. IDEA 2004 • Beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP Team, and updated annually, thereafter, the IEP must include— • (1) Appropriate measurable postsecondary goals based upon age appropriate transition assessmentsrelated to training, education, employment, and, where appropriate, independent living skills; and • (2) The transition services (including courses of study) needed to assist the child in reaching those goals

5. North Carolina’s Requirements That Exceed Federal RegulationsBeginning not later than the first IEP to be in effect when the child turns 14, or younger if determined appropriate by the IEP team, and updated thereafter, the IEP must include a statement of initial transition components including the child’s needs, preferences and interests, and course(s) of study.

6. Indicator 13:Percent of youth with IEPs aged 16 and above with an IEP that includes appropriate measurable postsecondary goalsthat are annually updated and based upon an age appropriate transition assessment, transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals, and annual IEP goals related to the student’s transition services needs. There also must be evidence that the student was invited to the IEP Team meeting where transition services are to be discussed and evidence that, if appropriate, a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority. [20 U.S.C. 1416(a)(3)(B)] Purpose: To help SEAs establish a routine/process for collecting Indicator B-13 data that are both valid and reliable.

7. Is there an appropriate measurable postsecondary goal or goals that covers education or training, employment, and, as needed, independent living? Is (are) the postsecondary goal(s) updated annually? Is there evidence that the measurable postsecondary goal(s) were based on age-appropriate transition assessment? Are there transition services in the IEP that will reasonably enable the student to meet his or her postsecondary goal(s)? Do the transition services include courses of study that will reasonably enable the student to meet his or her postsecondary goal(s)? Is (are) there annual IEP goal(s) related to the student’s transition services needs? Is there evidence that the student was invited to the IEP Team meeting where transition services were discussed? If appropriate, is there evidence that a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority? I-13 Checklist Questions

8. Components of Indicator 13 Checklist • Measurable postsecondary goals • Measurable postsecondary goals updated annually • Age-appropriate transition assessment • Transition services • Course of study • Aligned annual IEP goals • Evidence student was invited to IEP • Evidence of coordination

9. Seattle University - Center for Change in Transition Services, 2010

10. Writing Postsecondary Goals

11. Postsecondary Goals • Measurable = Countable • Identifies an outcome, not a process • One goal for each adult outcome area • Adult Outcome Areas • Education or Training (required) • Employment (required) • Independent Living (when appropriate)

12. Postsecondary Goal Questions • Where will student work or engage in productive activities after graduation? • Where and how will student continue to learn and/or develop skills after graduation? • Where will student live and how will he or she access adult services, participate in the community, and have fun after graduation?

13. A Helpful Formula will ( ___) (After high school) (The Student) (Behavior) (Where and how) (After graduation) (Upon completion of high school)

14. Examples of Compliant Postsecondary Goals Education/Training: Upon graduation from high school, Jamarreo will attend a community college. Employment: Upon graduation from high school, Jamarreo will work in an automotive-related business. OR After graduation, Jamarreo will work part-time while attending community college.

15. Examples of Compliant Postsecondary Goals Independent Living: N/A (or blank)

16. Examples of More Descriptive Postsecondary Goals Education/Training: Upon graduation from high school, Jamarreo will attend (Central Piedmont) Community College (and participate in the welding industry certificate program meeting the requirements to attain an Entry Level Welding Certificate). Employment: Upon graduation from high school, Jamarreo will own his own automotive repair business. OR After graduation, Jamarreo will be employed part-time in his uncle’s auto body shop.

17. Examples of More Descriptive Postsecondary Goals Independent Living: After graduation, Jamarreo will follow the laws of his community, (demonstrating an understanding of the need for laws to ensure his and others’ safety).

18. Jamarreo’s Non-Examples • Jamarreo will apply to the industry certificate program at CPCC in high school (not post-school) • Jamarreo wants to become an entrepreneur (not measurable) • Jamarreo wants a less visible hearing aid (“wants” ≠ a measurable outcome)

19. Examples of Compliant Postsecondary Goals • Education/ Training: After graduation, Rolanda will participate in an in-home or center-based program designed to provide habilitative and vocational training with medical and therapeutic supports.

20. Examples of Compliant Postsecondary Goals • Employment: After graduation, Rolanda will be self-employed and do volunteer work.

21. Examples of Compliant Postsecondary Goals • Independent Living: After graduation Rolanda will participate in activities in the community

22. Examples of More Descriptive Postsecondary Goals • Employment: (Immediately) after graduation, Rolanda will receive job development services (from vocational rehabilitation or a community rehabilitation program) and then will participate in technologically supported self-employment or volunteer work (within 1 year of graduation).

23. Examples of More Descriptive Postsecondary Goals • Employment (another): The summer after high school, Rolanda will volunteer (with supports from CAP, for The performing Arts Center during their summer performance series handing out programs to guests).

24. Examples of More Descriptive Postsecondary Goals • Independent Living: After graduation Rolanda will participate in community-integrated recreational/leisure activities (related to music, movies, and art at movie theaters, concerts at the local community college, art and craft museums downtown, and the entertainment store at the mall).

25. Let’s Practice Write a post secondary goal in education for the following case study. John is a 16 year old student who demonstrates strengths related to managing money, but struggles with use of calendar or other planners. In reading, teacher records indicate that John (who’s diagnosed with specific learning disabilities) reads at an eighth grade level with fluency, but struggles with oral reading comprehension and written expression. John has not been absent a single day during his Freshman and Sophomore years in high school. He likes school, but reports that he’s embarrassed by his disability. According to a career interest inventory and follow-up conversations with his case manager, he is most interested in the careers related to business data processing and medical technology. ____________ _______ will ______ ______ (After high school) (The Student) (Behavior) (Where and how) (After graduation) (Upon completion of high school)

26. Did you come up with some Similar? John is a 16 year old student who demonstrates strengths related to managing money, but struggles with use of calendar or other planners. In reading, teacher records indicate that John (who’s diagnosed with specific learning disabilities) reads at an eighth grade level with fluency, but struggles with oral reading comprehension and written expression. John has not been absent a single day during his Freshman and Sophomore years in high school. He likes school, but reports that he’s embarrassed by his disability. According to a career interest inventory and follow-up conversations with his case manager, he is most interested in the careers related to business data processing and medical technology. attend classes at Ocean County Community College working towards a degree in computer science After High School John ____________ _______ will ______ ______ (After high school) (The Student) (Behavior) (Where and how) (After graduation) (Upon completion of high school)

27. Postsecondary Goal Reviewed Annually (#2) • Each postsecondary goal must be reviewed as part of the IEP review annually

28. Age-Appropriate Transition Assessment (item #3)

29. Transition Assessment: What is it?

30. Transition Assessment “…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. Assessment data serve as the common thread in the transition process and form the basis for defining goals and services to be included in the Individualized Education Program (IEP)” (The Division on Career Development and Transition of the Council for Exceptional Children)

31. The First Step • Transition Assessment • First step in process of writing: • Measurable postsecondary goals • Transition services • Annual IEP goal

32. Transition Assessment Should Address Three Areas Independent Living Employment Education/ Training

33. Transition Assessment Areas • Self-Determination Skills • Independent Living Skills • Career & Vocational Interests & Skills • Academic Skills

34. Special Ed. Teachers Guidance Counselors Vocational Evaluators CTE Educators Rehabilitation Professionals Vocational Support Service Personnel Students School Psychologists Social Workers Employers Job Coaches Transition Coordinators Case Managers Parents Individuals in the Assessment Process

35. Transition Assessment Documentation • Source and date • Indicates current interests, preferences, & strengths • Relevant to future • Can document in Present Level of Academic and Functional Performance or Student Profile Page

36. Jamarreo • According to the WAIS-R administered on 09/10/10, Jamarreo’s performance IQ is in the high average range while his Verbal IQ is in the low average range. • An audiological report was completed as part of the three year reevaluation. • Jamarreo reported to his special education case manager on 11/22/12 during an informal interview that he has worked part-time in his uncle’s metal shop for the past year and is interested in welding as a career. • Parent interview indicated concerns about illegal activity (racing cars with friends)

37. Jamarreo (in NC) • proficiency on all end-of-course exams for 10th and 11th grades. • audiological – 03/15/12 – hearing loss. • informal interview with family – 08/31/12 – hope for autobody work, concern about peer influences • Self Directed Search - 10/30/12 - strengths in the area of mechanical work

38. Rolanda • anecdotal records indicate that Rolanda is curious; stays alert and awake throughout the school day; seems to enjoy activity around her • portfolio assessment indicates that Rolanda accesses the general education curriculum through extension activities • she uses simple one-button communication devices with assistance • physical therapy evaluation and reports from her pediatrician state she uses a manual wheelchair dependently and requires a 2-person lift or mechanical device for all transfers

39. Rolanda • a family interview indicated that Rolanda’s parents are currently able to care for her physical needs, but know that one day her needs will become too physically demanding • the family interview also noted that Rolanda enjoys music and her parents take her to activities in the community that allow them to enjoy concerts, performances as frequently as possible – they’ve all gone to the American Idol “summer tour” the past 4 summers • Rolanda is an only child

40. Rolanda (in NC) • Teacher notes: November 1 – 14, 2012 - stays alert and awake throughout the school day; seems to enjoy activity around her • portfolio assessment – April, 2012 - accesses the general education curriculum through extension activities • SLP notes – 11/30/12 - uses simple one-button communication devices with assistance • PT eval – 09/07/11 - manual wheelchair required • Medical records – high school enrollment - requires a 2-person lift for transfers

41. Possible Timeline for Transition Assessment • 8th grade ~ Dream Sheet, Parent Questionnaire • 10th grade ~ Career Interest (and Performance) Inventories and Observations, Self-Determination Assessment and/ or Independent Living Assessment • 12th grade ~ more specific assessments

42. Age-appropriate Data gathered for “next steps” Occur in environments that resemble actual setting for skill Data verified by more than one method of assessment Data collected over time Use information that’s already being collected Individualized process Tips

43. Considerations • Student engagement in the process • Youthhood • iTransition at PENET.org • Zarrow Center resources (Jim Martin) • Portfolio systems for college planning (every state has this) • Students with severe disabilities • Time • Resource, study skills, social studies, English, language arts…what else? • Documentation

44. Transition Services # 4

45. Transition Services • Should focus on academic and functional achievement to facilitate movement from school to post-school life • For each postsecondary goal, transition services can include: • Instruction • Related Services • Community Experience • Development of Employment and Post-School Objectives • Acquisition of Daily Living Skills (if appropriate) • Functional Vocational Evaluation (if appropriate)

46. Think about activities you did in high school… Aspel, 2010

47. Transition Services • Transition services are a “coordinated set of activities” leading toward the measurable postsecondary goals. • Transition services are not annual goals; they are • the activities/strategies/steps/actions that the community of adults provides to help the student achieve his/her postsecondary goals. • Includes the activity to be completed that year, the person/ agency responsible, and the anticipated date of completion IEP Training and File Review Manual, CO DOE, 2011

48. Jamarreo • Instruction • Social skills training/ EC teacher/ June 7 • Instruction related to on the job safety/ mechanics teacher & uncle/ April 30 • 2 hour self-advocacy training course/ counselor/ February 20 • Related Services or Daily Living Skills • Hearing Aid Maintenance/ audiologist/ June 7 • Development of Employment & Post-School • Work-based instruction with a local welder/ job coach & Jamarreo/ March 31 • Referral to Medicaid for augmentative communication device coverage (i.e., hearing aid)/ EC teacher and mother/ April 30

49. Rolanda • Instruction • Self-care skill instruction/ EC teacher, OT, parents/ October 31 • Community Experiences • Community-based independent and community living instruction/ EC teacher, CAP worker, parents/ October 31 • Visits to recreational agencies/facilities in the community/ parents/ June 7 • Related Services • Speech therapy services for training in use of augmentative communication device/ SLP/ April 30

50. Rolanda Development of Employment and Post-School • Evaluation for determination of devices to increase independence in home and center-based environment/ SLP, OT, parents/ June 7 • Meeting with SSI representative to determine possible financial benefits/ parents/ June 7 • Refer to Vocational Rehabilitation for non-verbal, modified assessments of adaptive behavior, career interest, and career skills/ EC teacher, parents/ June 7