The Transition Requirements of IDEA 2004 District 287 Training – February 26, 2009

1. The Transition Requirements of IDEA 2004District 287 Training – February 26, 2009

2. Quality Secondary Transition Planning Helps students achieve their dreams Increases graduation rates Increases enrollment in postsecondary education Improves employment rates

3. True or False? Transition was included in IDEA because the first special education students to exit high school were successful in achieving positive post-school adult outcomes such as living on their own, having a well-paying job, and attending postsecondary education in record numbers. False

4. Beginning in the mid-1980’s the U.S. Department of Education recognized that the first group of students who had been all the way through special education, as authorized under the 1975 Education of the Handicapped Act (PL 94-142), were leaving school and were not successful in adult life.

5. Unemployment, lack of enrollment in postsecondary education, continued dependence on parents, social isolation, and lack of involvement in community-based activities were found among young adults with disabilities.

6. Many curricula and programs do not support students with disabilities in developing essential adult-life skills. True or False? True

7. The National Longitudinal Transition Study-2 has reported that while outcomes for many youth with disabilities are improving, they often do not learn or use the skills in their programs that they need to achieve productivity, empowerment, and independence.

8. Students with disabilities are more likely to remain in school and graduate from high school than their peers without disabilities. True or False? False

9. Dropping out of school is one of the most serious problems facing special education programs across the country. Almost 1:4 of all youth with disabilities exit the school system by dropping out. Youth with emotional disabilities have the highest drop out rates from 21% to 64% - twice the rate of students without disabilities). The drop out rate for students with learning disabilities averages 25%.

10. What We Will Share Today . . . IEP Transition Requirements based on IDEA 2004 Changes coming to EasyIEP OSEP Indicators #13 and #14 How to use the MN Transition Compliance Toolkit

11. Transition requirements per IDEA 2004 and Minnesota Law.

12. IDEA Purpose (d)(1)(A) 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 prepare them for further education, employment and independent living. 34 CFR §300.1(a)

13. Secondary transition requirements in the IEP:IDEA 2004 - 34 CFR§ 300.320(b) and (c) • Beginning not later than the first IEP to be in effect when the child turns 16 (age 14 for Minnesota), or younger if determined appropriate by the IEP Team, and updated annually thereafter, the IEP must include: • Appropriate measurable postsecondary goals based upon age-appropriate transition assessments related to training, education, employment and, where appropriate, independent living skills;

14. Secondary transition requirements in the IEP:IDEA 2004 - 34 CFR§ 300.320(b) and (c) • The transition services (including courses of study) needed to assist the child in reaching those goals; and • Beginning not later than one year before the child reaches the age of majority under State law, a statement that the child has been informed of the child’s rights under Part B, if any, that will transfer to the child on reaching the age of majority under §300.520 [see 20 U.S.C. 1415(m)].

15. IEP Components: • The Present Level of Academic Achievement and Functional Performance (PLAAFP) • Writing Measurable Postsecondary Goals • Transition Services • Courses of Study • Activities- coordinated • Annual Goals and Objectives • Age of Majority • Summary of Performance

16. Changes in Transition Categories: Federal Government State of Minnesota Postsecondary Education and Training Employment Independent Living - Home Living - Community Participation - Recreation & Leisure • Education/Training • Employment • Independent Living (where appropriate)

17. EasyIEP Changes… Currently, EasyIEP presents this page under the Secondary Transition Plan tab

18. EasyIEP Changes…

19. Present Levels of Academic Achievement and Functional Performance

20. Previously: Present Levels of Performance • The foundation of the IEP is the statement of the student’s present levels of academic achievement and functional performance (PLAAFP). • The PLAAFP must describe how the student’s disability affects his or her involvement in the general education curriculum.

21. PLAAFP is the Foundation… Goals PLAAFP Services

22. PLAAFP Should Answer: • What are the student’s strengths and interests ? • What are the student’s unique needs that result from his or her disability? • How do these needs affect the child’s participation and progress in the general curriculum? • What are the parent’s concerns for the education of their child? • What transition needs of the student must be addressed to prepare the student for living, learning and working in the community as an adult?

23. PLAAFP should . . . • include a summary of data collected from progress reports from the last IEP • other sources: teacher reports, classroom assessments, district-wide assessments, parent information, community-based checklists, agency evaluations, etc.

24. Each area of educational need identified in the PLAAFP must be addressed in the required component of the IEP: • annual goals • supplementary aids/services/supports, • special education programs and services, and secondary transition services.

25. EasyIEP Changes…

26. Measurable Postsecondary Goals

27. What are Measurable Postsecondary Goals? Postsecondary goals are what the student plans to do upon school exiting from secondary education.

28. It’s in the law . . . • As a part of transition planning, 34 CFR § 300.320(b)(1) requires the IEP to include appropriate measurable postsecondary goalsbased upon age appropriate transition assessments related to postsecondary education and training, employment, and where appropriate, independent living skills.

29. IEP MUST HAVE Measurable Postsecondary Goals WHICH ADDRESS • Education & Training • Employment • Independent Living* (where appropriate) *may include recreation and leisure, community participation and home living

30. Measurable Postsecondary Goal Areas Education or Training • Specific independent living skills training, vocational training program, adult day training program, community education, apprenticeship, on-the-job-training, job corps, 4 year college or university, technical college, community college, or military. Employment • Paid (competitive, integrated, supported); unpaid employment (volunteer, in a training capacity); Day Training and Habilitation (DTH), military; etc. Independent Living, (where appropriate) • Home living, community participation, recreation, transportation, etc.

31. How do I write measurable postsecondary goals? ♦ Begin with After high school or After transition program… ♦ Use results-oriented terms such as enrolled in, participate in, work and live independently ♦ Use descriptors such as full time and part time

32. Measurable Postsecondary Goals: (examples) Education & Training: • I/Megan will attend Dakota Technical College as a part-time student Employment: • I will continue working in jobs that involve animals. Independent Living: • I will join the YMCA to access recreational services. • I will live in a group home in the community with support. • Megan will access community services using Metro Mobility.

33. EasyIEP Changes… Note: There are three boxes available to write goal(s).

34. Annual Goals and Objectives

35. Annual IEP Goals: • Indicate what the student is expected to be able to do by the end of the year in which the IEP is in effect. • Takes the student from his/her present level of performance to a level of performance expected by the end of the year. • Guides instruction • Measures Progress • Helps determine if the supports and services being provided to the student are appropriate and effective.

36. ANNUAL IEP GOALS: • Measurable annual academic and functional goals drive the services in the IEP. • For transition age students, the measurable postsecondary goals will drive the annual goals and activities. • The measurable academic and functional goals should meet the student’s needs that result from his or her disability.

37. “SMART” Goal Setting: • Specific • Measurable • Attainable • Results driven (i.e., student achievement) • Timebound

38. MDE Annual IEP Goal Example: • Mike will increase his use of social skills and self-determination behaviors from a level of not asking for assistance to a level of using specific techniques for appropriately verbalizing feedback to adults and peers.

39. Objectives: • The goals must include benchmarks or short-term objectives that will demonstrate whether the student is making progress toward the goal. • The purpose of the goals is to enable the student to be involved in and make progress in the general education curriculum and to meet each of the student's other educational needs that result from the student's disability. See 34 C.F.R. § 300.320(a)(2)(i)(B).

40. Progress Towards Meeting Annual Goals: • Typically, the benchmarks or short-term objectives will identify how progress is measured. • Progress reports must inform a parent of the extent to which the progress is sufficient to enable the student to achieve the goal by the end of the year.

41. Objectives need to include: • An observable student behavior, • The condition under which the behavior is to occur, • A measurable indicator to determine progress, • Evaluation procedures—the methods and procedures used to measure student progress toward meeting annual goals and each short-term objective, • Schedule—how often a review of the student’s progress will occur.

42. MDE Example of an Objective: • Given instruction in a 5-step self determination strategy and scenarios for using the steps, Mike will verbalize the steps to be used for each scenario with his instructor with 100% accuracy in 4 out of 5 opportunities as measured by weekly class observation by the first periodic review.

43. EasyIEP Changes…

44. Transition Services IDEA ’04 requires, transition services (including courses of study) needed to assist the child in reaching their (postsecondary) goals.

45. Transition Services Transition services means a coordinated set of activities for a child with a disability that: • is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests; and • is a results-oriented plan for adult life that addresses, plans for and coordinates what the student will learn in school and do following graduation or leaving school.

46. Transition Services: “Courses of Study” • As an IEP team, determine what instruction and educational experiences will assist the student to prepare for the transition from secondary education to post-school life. Focus on: • Linkage with the present levels of academic achievement and functional performance. • How the educational program (courses) can be planned and relate directly to the student’s measurable postsecondary goals.

47. “Courses of Study” • The courses of study are not simply a recording of classes already taken, but should be a long range educational plan that is a projection of future course work.

48. Courses of Study should show a direct relationship between . . .

49. Example: Courses of StudyMike will enroll in Hennepin Technical College in Broadcasting Anticipated month and year of graduation: January 2012

50. EasyIEP Changes…