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SPP Indicator #13 and the Self- Review Monitoring Process

SPP Indicator #13 and the Self- Review Monitoring Process. NYC RSE-TASC Division of Students with Disabilities & English Language Learners. Part I: Secondary Transition IEP Alignment. Agenda. Welcome and Introductions

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SPP Indicator #13 and the Self- Review Monitoring Process

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  1. SPP Indicator #13 and the Self- Review Monitoring Process NYC RSE-TASC Division of Students with Disabilities & English Language Learners Part I: Secondary Transition IEP Alignment

  2. Agenda • Welcome and Introductions • SPP Indicator #13: Regulatory Requirements • Activity 1: Measurable Post Secondary Goal Find • Activity 2: SMART Goals • Activity 3: Transition IEP Map Find • Closure

  3. Session Goals: • To become familiar with the Eight Regulatory Requirements of the NY State Performance Plan (SPP) Indicator 13 • To identify connections throughout a Transition IEP

  4. Long Term Outcomes • To conduct a State Performance Plan (SPP) Indicator # 13 Secondary Transition Self-Review • To ensure compliance by creating quality Transition IEPs

  5. What The SED Regulations Say IDEA 2004 requires the State Education Department (SED) to develop and submit a six year State Performance Plan (SPP) The SPP is designed to evaluate the State's efforts to implement the requirements and purposes of IDEA and describe how the State will improve results.  In NYS, transition services must be on a student’s IEP beginning not later than the first IEP to be in effect when the student is age 15 (and at a younger age, if determined appropriate), and updated annually. (Part B State Performance Plan: 2005-2010.Page 121)

  6. When and How are Transition Services Indicated? • In the year that the student turns 12: • A Level 1 Vocational Assessment is conducted • In the year that the student turns 14 or earlier if deemed appriopriate: • Incorporate findings from the Level 1 Vocational Assessment into the IEP • Begin using the Transition - page 10 of the IEP • Long Term Adult Outcomes (LTAOs)/Measurable Post Secondary Goals • Include Diploma Objective • In the year that the student turns 15: • Transition Services begin. • The Transition Services are added to the Transition page of the IEP and implemented by the school, parent, student and/or agency. • In the year the student graduates or turns 21 (leaves school): • An Exit Summary must be conducted.

  7. IEP Process Assessments (Include Levels I, 2, and/or 3 Vocational Assessments, as appropriate) Present Levels of Performance (Page 3,4,5) Transition Services Measurable Post Secondary Goals (LTAOs) (Page 10) SMART Annual Goals, Programs and Services (Pages 4,5,6,7,8,9)

  8. The Transition IEP process begins with a Level I Vocational Assessment (NYCDOE SOPM, Pg. 220-222) Level I Vocational Assessment

  9. LEVEL I Vocational Assessment All students classified with a disability who reach age 12.0 as of September 1 of a given year will receive a Level 1 Vocational Assessment. First time students to special education over the age of 12 will also have a Level 1 performed regardless of their age. It should be updated yearly. The Level I Vocational Assessment includes: Student Interview Parent/Guardian Interview Teacher Assessment

  10. NOTE: Transition MUST be reflected throughout the IEP The school year that the student turns 14 or earlier if deemed appropriate Measurable post secondary goals The school year that the student turns 14 or earlier if deemed appropriate The school year that the student turns 15 or earlier if deemed appropriate 10

  11. 1 • Look for evidence of: • Present Levels of Educational Performance (PLP) should clearly address… • transition needs of the student across four areas (Employment, Postsecondary Placement, Community Integration, and Independent Living Skills) to prepare him/her for living, learning, and working in the community as an adult • how the student’s disability affects involvement and progress in the general education curriculum and progress in age-appropriate activities Consider all areas (Academics, Social Development , Physical Development, Management Needs) of the PLP when reflecting on transition statements PLP statements provide the rationale for all goals, accommodations, programs/services and coordinated set of activities. The PLP supports the entire IEP.

  12. Strengths Weaknesses Needs, preferences, interests Statement of needs as related to transition Parent concerns Special considerations Vocational Assessment Information (e.g. Levels 1,2, 3 as appropriate) Progress in past year Performance compared to standards Other disability needs What’s worked? What hasn’t? Present Levels of Performance Must Include…

  13. Evidence in Present Levels of Performance Example: David’sLevel I Vocational AssessmentandCareerZone activitiesindicate that he has a preference for outdoor work and design. He is artistic: he likes plant life and creating things. His school work reflects this as do teacher reports, assessments and his school report card. Dave excels in art and science. He works well in groups and is able to plan out long term projects. Dave indicates that his learning disability in Math makes measurement and problem solving activities difficult. Hisassessmentsconfirm this. Dave notedthathe needs to learn problem solving strategiesin math. He would alsobenefit fromlearning the applications of advanced calculatorsin order to check his work for accuracy and perform more complicated math tasks.

  14. Evidence in Present Levels of Performance Non Examples • Steve enjoys baseball and is on the varsity team. (should indicate: “Steve stated he enjoys…”) • Teachers report that Steve is an engaging participant to have in class, is a talented writer, and would do well in a job involving communication. • (does not prove that the student’s input was considered) • It is not known whether Steve was in attendance for meeting. (no evidence of participation)

  15. 4 Components of the Present Levels of Performance Health and Physical Development Academic Achievement, Functional Performance, Learning Characteristics Management Needs Social/Emotional Performance Current levels of knowledge, skill /subject area development, academic achievement Effect of academic achievement upon participation and progress in the general education as well as age appropriate activities Effect of academic achievement upon participation and progress in the general education as well as age appropriate activities Degree and quality of student’s relationships with peers and adults Feelings of self worth, social adjustment to school and community environments Effect of social development upon participation and progress in the general education curriculum as well as age-appropriate activities Implications for living, learning and working in the community as an adult Degree/quality of student’s motor & sensory development, health, vitality, physical skills or limitations that relate to the learning process Effect of physical development upon participation and progress in the general education curriculum as well as age-appropriate activities Implications for living, learning and working in the community as an adult Nature/degree to which supports (environmental modifications, human resources, material resources) are required for student to benefit from instruction Identifies management supports necessary for participation and progress in the general education curriculum as well as age-appropriate activities Implications for living, learning and working in the community as an adult

  16. 2 Look for evidence of: Measurable Post secondary goals (MPSG) in the areas of: • Education • Training • Employment • Independent Living NYC Page 10: Education and Training areas are reflected in Postsecondary Placement. Community Integration is an additional area.

  17. Education Is Defined As Enrollment In… Community College (2 year program) College/University (4 year program) Training is Defined as… High School completing document or certificate class (e.g. Adult Basic Education, GED) Short-term education or employment training program (e.g. VESID programs, Job Corps) Vocational technical school Certificate program (less than a two year program) Continuing education/life long learning Areas Of Measurable Post Secondary Goals

  18. Competitive Employment Work in competitive labor market full or part-time basis in integrated setting Compensation at or above minimum wage Supported Employment Competitive work that is… in integrated work settings for individuals with the most significant disabilities Areas Of Measurable Post Secondary Goals Employment Is Defined As… • Sheltered Employment • Refers to • An accredited occupationally-oriented facility (e.g. work activity center) operated by a nonprofit agency… which employs disabled persons • (65 Del. Laws, c 74 § 1.) • Additional Examples of Employment include: • Volunteer Employment • Unpaid work-based Learning opportunities

  19. Independent Living or Life Skills Areas of Measurable Post Secondary Goals (when appropriate) are defined as… “…skills or tasks that contribute to the successful independent functioning of an individual in adulthood” (Cronin, 1996) in the following domains: • leisure/recreation, • maintain home and personal care, • community participation.

  20. Measurable Post Secondary Goals: Employment • Steve’s goal is to be a public relations representative for a special interest group. Independent living • Steve will manage his financial interests. (e.g. maintain a checkbook, plan long-term, budget, and live independently) Education/Training • Steve will attend college to obtain a four-year degree in communication. Examples

  21. Measurable Post Secondary Goals: • Steve wishes to work at a radio station. (should indicate goal is to work…) • Steve wants to learn about public relations. (should indicate goal is to be employed in the area of…) • Steve plans to own his own home. (should indicate goal is to buy his own home…) • Steve wants to go to college. (should indicate goal is to go to…) Non Examples

  22. Activity 1: Postsecondary Goal Find • Read the examples of post secondary goals in your Postsecondary Goal Find Handout. • Identify examplesof Measurable Post Secondary Goals(MPSGs) by circling the words • Example next to those that are qualitative measurable and observable MPSGs or • Non Example next to those that are not measurable and observable. • Make note of why you have identified each sample as being an example or non example of a MPSG. • Be prepared to share your answers. • Indicate how you would turn the non example into a qualitative MPSG. Time on task: 10 minutes 22

  23. 3 Look for evidence of: • Measurable annual goals must include • evaluative criteria • evaluation procedures • schedules • …which would incrementally assist the student to achieve his/her Measurable Post Secondary Goals based on a skill need identified in the Present Levels of Performance. An annual goal must include the evaluative components described above. Objectives/benchmarks must be written for a student taking the NYS Alternate Assessment.

  24. Goals Provide an Instructional Roadmap “Would you tell me please, which way I ought to go from here? … That depends on where you want to get to. ” Lewis Carroll, Alice in Wonderland

  25. SMART Annual Goals Specific: What is the observable behavior that the student will do in a year that the student is not able to do now? Measurable: How do you know when the student has accomplished the goal? What criteria will you use? Achievable:What can the student reasonably do in one year? Relevant: Does the goal reflect individual needs identified in the PLPs? Does the goal transfer to classroom use? TimeRelated:Evaluation schedule

  26. Goal: Statement that identifies what knowledge, skills and/or behaviors the student will acquire within one year Goals should: have a need identified in the Present Levels of Performance allow the student to acquire a skill or behavior support the achievement of the MPSG be unique to the student not include terms such as “increase” and “improve” as these are not measurable Annual Goals:Important Guidelines • Evaluation Criteria: • -How well and over what period of time the student must perform the skill or behavior to consider it met • Should be possible for student to accomplish in • one year • Evaluation Procedure: • -Method used to measure progress • Should be tangible (teacher observation is not • tangible) • Evaluation Schedule: • -States the range of dates or intervals of time by which the evaluation procedures will be used to measure student progress • Should be frequent enough to allow for • adjustments to instruction • might be different for each goal

  27. SMART Goals • Transition should be addressed in the • IEP Present Levels of Performance • IEP Annual Goals • IEP Transition Sections - Long Term Adult Outcomes and Transition Services • Indicate the student’s needs, preferences and interests, relating to the transition from school to post-secondary outcomes. IEP Page 3- Present Levels of Performance: Greta has difficulty speaking in public. When asked to answer a question in class she is often reluctant stating that she fears she is incorrect and answers in one or two word responses. Greta needs to learn how to respond to interview questions in order to prepare for career focused interviews…

  28. Activity 2 SMART Goals Annual Goal:Within one year, during a simulated job interview with a counselor, Greta will respond in complete sentences to ten questions used in interviews with 100% accuracy in 3 out of 4 trials, as assessed by her counselor on a monthly basis, using a counselor-designed checklist and/or rubric. Using the Annual Goal listed above, identify the SMART Goal components from the criteria listed below • Goal: • Evaluative Criteria: • Evaluative Procedure: • Evaluative Schedule:

  29. 4 • Look for evidence in: • Present Levels of Performance (PLP) • Transition Services Courses of study are “multi year descriptions of course work” which are necessary to achieve the student’s desired post school goal. This differs from the instruction which the student needs to receive in a specific area to complete needed courses, succeed in the general education curriculum, and gain needed skills.

  30. Courses of Study Example: Courses of study that support the postsecondary education/training and employment goals for John: • Upon completion of high school, John will enroll at Ocean County Community College. • John will be employed in an on campus part-time job while in college. • Why is this an example of • Courses of Study? • John will engage in the New York Regents preparatory courses of study during the next 4 years of high school • These courses of study will support John in his plans to attend a community college to complete courses for an associate’s degree after he graduates high school. • John’s high school coursework throughout high schoolwill need to prepare him for admissions to the community college and should include college preparatory work and the requirements for the diploma that will allow him to gain admission to the community college.

  31. Courses of Study Non Example: The IEP lists John’s courses for the current year: 1. English II (1 Credit) 2. Algebra (1 Credit) 3. Physical Science (1 credit) 4. Government (1 Credit) 5. Theatre Arts II (1 Credit) Why does this Non Example miss the mark? The list above does not meet the criteria for courses of study for the following reason: The IEP does not indicate the series of courses that constitute the course of study throughout the four years of high school which will help John meet his post-secondary goals.

  32. 5 • Look for evidence of: • Connections betweenPresent Levels of Educational Performance (PLP) and • Measurable Post-Secondary Goals (MPSG) • Annual goals • Programs and Services • Coordinated Set of Activities (CSA) Are the unique needs of the student considered and reflected throughout the IEP? When writing PLP statements, are programs and services clearly related to the student’s needs and disability? The continuum of services should be available for all students.

  33. Present Levels Of Performance Steve needs to improve organizational skills. MPSG Steve’s goal is to attend college to obtain a four year degree in communication Annual Goal Steve will record all classroom assignments and due dates in a planner, and will arrive fully prepared for class, at least 4 out of 5 days per week, for at least 5 consecutive weeks, as evaluated by a student assignment log, daily checklist completed by the student, and teacher observation. Programs/Services SETSS (Special Education Teacher Support Services) to support Steve with organizational skills. Transition Services~ Instructional Activities Steve will contact the disability service coordinator at his college of choice to inquire about how accommodations will be delivered to meet his needs. Special Education Programs and Service Examples:

  34. Non-Example A non example would have a program activity listed on an IEP with no connection to identified needs in the Present Levels of Performance (PLP) and no connection to MPSG, goals, etc. Guidelines Programs and services should come from the Continuum of Services as listed in the Part 200.6 Regulations. The IEP goals should be possible given the noted programs and services. Needs for programs and services should be identified in the PLPs. Planning should not start with Programs & Services The student should not be identified as the sole responsible party in the Coordinated Set of Activities. The parent should not be identified as a person responsible for activities in Coordinated Set of Activities Special Education Programs and Services

  35. 6 • Look for evidence of: • Relationship among PLP • MPSG (Measurable Post Secondary Goals) • Annual goals • Programs and services • Coordinated Set of Activities (CSA) IEP includes needed activities identified for each of the six areas listed above

  36. Coordinated Set of Transition Activities Examples Present Levels of Performance Statement • Steve needs to advocate for himself. He must identify his needs and accommodations in order to complete general education course requirements so that he may access post secondary education. Steve needs to improve his keyboarding skills to improve the quality of his written work. Instructional Activities • Steve will complete a computer and keyboarding course to strengthen his writing skills. • Steve will complete his annual guidance review with the school counselor in order to identify the courses available for communication and career and technical opportunities. Programs and Services • SETSS to improve organization and study skills

  37. Coordinated Set of Transition Activities Examples Community Experience • Steve will investigate the opportunity to volunteer at the local radio station. Employment (Post High School) • Steve will log and journal his attendance and participation at the local Explorer’s Post for broadcast journalism. ADL (Acquisition of Daily Living Skills: • Steve will develop skills related to budgeting and money management. Functional Vocational Assessment (FVA) • Steve will complete a self- assessment of vocational skills developed at the Explorers Post program.

  38. Coordinated Set of Transition Activities Non-examples Present Levels of Performance Statement • Steve needs more time to do most things. (Vague, not linked to instruction) Instructional Activities • Steve will take Regents level courses. (Regents courses alone do not prepare Steve for adulthood) Programs and Services • Computer class (General ed. classes should not be listed under Programs and Services) Community Experiences • Steve will visit the NBC studios in NYC with his parents (the school has no control that this will happen) Participation in the course -should be noted in the needs identified in the Present Levels of Performance -could be an instructional activity under transition services • )

  39. Instructional Activities Might Include: • Specific courses (e.g. advance placement related to measurable post-secondary goals) • Specific general or special education course instruction • Instructional activities identified in the general education curriculum related to the student’s transition needs (e.g. development of a cover letter, resume and money management) • Career and Technical Education courses that a student attends including work-study and community based experiences • Other instruction to learn a particular skill (instruction in problem solving, how to use public transportation, how to use a particular technical device, and how to balance a budget, etc.)

  40. 7 Look for evidence of: • Clear indication and coordination between school activities and • participating agencies • Activities aredesigned to help student incrementally work toward • attainment of measurable post secondary goals. Parents should not be reflected as the only responsible parties in the coordinated set of activities. The student may be listed, but may not be the sole individual listed. Responsible Party: Parent School Student Agency ________

  41. Statement of Responsibilities Instruction • Steve will complete his annual guidance review with the school counselor in order to identify the courses available for communication and career and technical opportunities. • Responsible Party: Work study coordinator, school counselor Related Service • Steve will meet with the social worker to develop self-determination skills. • Responsible Party: Social Worker Community Experience • Steve will volunteer or job shadow at the local radio station. • Responsible Party: Steve and Work Study Coordinator, VESID, Sp Ed Teacher Examples

  42. Statement of Responsibilities (continued) Examples Employment • Steve will log and journal his attendance and participation at the local Explorer's Post for broadcast journalism. • Responsible Party: VESID Counselor, Transition Linkage Coordinator Activities of Daily Living (ADL Skills) • Steve will develop skills related to budgeting and money management. • Responsible: Special Education Teacher Functional Vocational Evaluation (FVE) • Steve will complete a self-assessment of vocational skills developed at the Explorer’s Post program. • Responsible: Student (Steve), School counselor

  43. 8 • Look for evidence of: • Student invitation to the meeting • Direct student involvement in determining preferences and interests, transition needs and post-secondary goals. • Present levels of performance indicate the student's strengths, preferences and interests. • Parents were asked for consent to invite participating agency representatives. • Where consent was received, the representative (s) of participating agencies were invited to the meeting. Regardless as to whether the student attended or not, the IEP must demonstrate that the student participated in the IEP development related to transition.

  44. NOTICE OF INDIVIDUAL EDUCATION PROGRAM (IEP) TRANSITION PLANNING MEETING (distribute along with Notice of IEP Conference) Dear (Student’s Name): You are invited to participate in your next IEP/Transition planning meeting scheduled for: DAY/DATE:______________________________ TIME:____________________________________ PLACE___________________________________ At this meeting we would like to talk with you about how you are doing in school, what you would like to do when you complete school, and what activities your Individualized Education Program (IEP) should include. These activities will be added to your program to help you prepare for your future, and learn the skills that you will need as an adult to be successful in living, learning and working after you complete school. Before the meeting please think and talk with others about what you want to do after you complete school, what you can do now to achieve those goals, what skills you still need to learn and what kind of help you will need. We would like you to come to the IEP/Transition meeting ready to share the following information: What kind of job do you want to have? Where will you live-on your own or with others? What do you want to know more about? What will you do with your free time? How much money can you earn, how will you pay your bills? How will you get around-by car, by subway, bus, special transportation ? At the IEP/Transition meeting you will also be getting information to help you make choices. The following people have been invited to come to the meeting to help your program: STAFF:_______________________________ SCHOOL:_____________________________ AGENCY:_____________________________ These people know you and have suggestions to make, or they know about different programs for you. If you would like to invite anyone else to the meeting please let us know. Remember this is the first step. You will have time during the next few years to try out different ideas. We will work with you to help you explore and decide what you want to do in the future and to help you prepare for it. I look forward to seeing you at the meeting and assisting you in planning a good program for your future success. Please have your parent call ______ to confirm at _____. Sincerely, _______________________________________ Title: SAMPLE 45

  45. Evidence of Student Participation Present Levels of Performance must include student’s interests/preferences … When student is not in attendance at the IEP Meeting Example: In completing the Level 1 Vocational Assessment, Steve identified himself as a talented writer who displays strong analysis and synthesis skills during the writing process. These skills will serve Steve well in any post-secondary environment and assist him in pursuing a career in communications or history. When student is in attendance at the IEP Meeting Example: Steve was present at the meeting and talked about his desire to be in the communications field, possibly being a public relations representative for a special interest company. This was also indicated in his Level 1 Vocational Assessment. 46

  46. What other ways can the student’s interests and preferences be considered at the IEP Meeting? Evidence of additional resources used to support the student’s interests, and preferences must be clearly linked and stated in the IEP. • Student Profiles • Student Interview • Interest Inventories • Strength-Based Assessments • Informal Assessments Level 1 Assessment includes student interview, career interest information, parent questionnaire and educational reports updated annually • Academic Information • Career Portfolios (e.g. Career Zone, Choices, etc.) • Vocational Evaluations • Formal Assessments (Level 2 or 3 Career Assessments- recommended as needed) • Job Shadow experiences • Community work experiences • Volunteer work experiences • Social Skills Review • Transition Assessments • Previous work experiences (e.g. summer employment, internships) 47

  47. Activity 3: Transition IEP Map Find • You will be given an assignment by group to identify areas in the IEP Alignment Map (IEP Map Activity Handout) that are connected to stated needs. • As you read, make note of all the subject area headings in each of the columns of the IEP Map Activity Handout. • Your task is two-fold: • Find and place a box around areas in the handout that connect to your group’s assigned Need Area. • Review and respond to the IEP Map Activity questions/tasks assigned. • Select a reporter to share your group responses. • Discuss and record your findings with your table group members. Time on task: 30 minutes 48

  48. Closure • Question and Answers • Reflections

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