Ensuring Effective Secondary Programs and Post-Secondary Outcomes: Pennsylvania’s Indicator 13 Process Cohort 5 Serie

1. Ensuring Effective Secondary Programs and Post-Secondary Outcomes: Pennsylvania’s Indicator 13 ProcessCohort 5Series Overview

2. Today’s Agenda Part I: Introducing the Indicator 13 Training Process • Transition Background • State Performance Plan • Indicator 13 IEP Review Checklist Part II:PA’s Process for Addressing Transition Part III: Using the Indicator 13 IEP Review Checklist

3. Today’s Objectives • Introduce the Indicator 13 Cohort 5 training series to school teams • Explain how we will be working together this year to improve the quality of IEPs and overall transition services • Explain PA’s six step process for transition (further developed at future trainings) • Learn how to use the Indicator 13 IEP Review Checklist

4. Objectives for Cohort # 5 Training Series • As a result of this entire training series, participants will be able to: • Develop IEPs that include: • Clearly written Present Levels of Academic Achievement and Functional Performance • Post-secondary goals that are based upon age appropriate transition assessments • 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 5

5. Objectives for Cohort # 5 Training Series • As a result of this entire training series, participants will be able to: • Implement effective practices that will lead to successful postsecondary outcomes for students with disabilities. • Utilize ongoing assessment and progress monitoring practices to guide transition planning. • Work collaboratively with students, families, education and agency staff in the secondary transition process. 6

6. Ensuring Effective Secondary Programs and Post-Secondary Outcomes:Part I: Introducing the Indicator 13 Training ProcessTransition BackgroundState Performance PlanIndicator 13 IEP Review Checklist 7

7. Beginning with the end in mind… We strive to ensure that each student in Pennsylvania: • Is proficient in core subjects • Graduates from high school, ready for post-secondary education & career • Achieves equitable outcomes, regardless of background, condition or circumstances

8. Individuals with Disabilities Education Act IDEA 2004 Primary Purpose 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 livingH.R.1350 (IDEA 2004) 9

9. What is Secondary Transition? “a coordinated set of activities for a child with a disability that is designed within a result-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation.” (IDEA 2004) 10

10. Age Requirement in PA Pennsylvania Chapter 14 RegulationsJuly, 2008 Transition services must be addressed in the IEP of the student in the year in which the student turns 14 years of age The IEP team does not have to waituntil the student’s approaching 14th birthday year to consider the student’s transition needs 11

11. Graduation Drop-Out Participation and performance on statewide assessments Suspension and Expulsion LRE school age students (age 6-21) LRE early intervention (3-5) Early intervention improvement goals Parent involvement (and 10) Disproportionality Evaluation timelines Transition from birth - 3 to early intervention (ages 3-5) program Transition services for students age 16 – 21 Post-school outcomes 15-20 General Supervision Monitoring, state agency complaints, due process, mediation, resolution sessions, data reporting State Performance Plan (SPP) – 20 Indicators 12

12. State Performance Plan: Indicator 13 • Percent of students, age 16 (14 in PA) and above, with IEPs that meet transition requirements • coordinated, measurable, annual IEP goals, and • transition services that will lead to post-secondary goals. • Data collected through BSE cyclical monitoring. • Target: 100% compliance! • 2006 data: 69% compliance • 2007 data: 75% compliance • 2008 data: 75.1% compliance • 2009 data: 76.1% compliance • 2010 data: 81.4 % compliance 13

13. Goal = 100%! • 2010: Percent of students whose IEPs met Indicator 13 requirements: 81.4% • 2010: Percent of students whose IEPs did NOT meet Indicator 13 requirements: 18.6%

14. WHO must be trained as part of Cohort 5? • Teams from each LEA/ APS , including: • Special Education Director • District Transition Coordinator • ALL special education staff responsible for writing IEPs for students age 14 or older • Other staff responsible for contributing to IEPs • Other recommended team members: • Principals • Guidance counselors • School psychologists • Career and Technical Education Staff • School Nurse • General Education Teacher(s) 15

15. HOW will training be accomplished? • From September 2012 through April 2013 • A combination of: • Regional group trainings • Review of Indicator 13 IEP Review Checklist (Pre and Post training) • Individualized guided practice (usually onsite) • According to a customized training plan developed by each LEA/APS in collaboration with IU and/or PaTTAN staff • Ending with a follow-up webinar for all Cohort # 5 LEAs/APS on May 1, 2013. 16

16. WHAT content will be covered? • Indicator 13 requirements • Indicator 13 IEP Checklist Pre-Review • A process for effective transition planning, including: • Age-appropriate transition assessments • Post-secondary goals • Present Levels of Academic and Functional Performance (PLAAFP) • Transition team partnerships • Transition Services and Activities • Measurable Annual Goals (MAGs) • Progress monitoring 17

17. Questions on the 2012-13 Indicator 13 IEP Review Checklist

18. Sample Indicator 13 Pre/Post Data

19. Indicator 13 IEP Review Checklist What it IS: A tool that is used to: • Help educators review their IEPs for overall quality and effective practice, and alignment with Indicator 13 requirements • Focus and guide professional development based on needs identified through IEP review • Collect data to show the effect of professional development on quality IEPs • Promote implementation of effective transition practices What it’s NOT • NOT used to evaluate individual teachers • NOT used to evaluate schools or districts • NOT used for compliance monitoring • NOT to be used without accompanying professional development and individualized guided practice

20. As a Reminder… The Indicator 13 Training series promotes Effective Practices for transition planning Effective practices focus on appropriate transition services and activities to promote positive outcomes for students This is not a compliance training.

21. Ensuring Effective Secondary Programs and Post-Secondary Outcomes: Part II:“PA’s Process for Secondary Transition”

23. 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

24. Training Example: Phillip Grade 11 Fully included Enrolled in a Career Technical Education Auto Body Repair Program Considering post-secondary education vs. immediate employment Reading and writing needs Beginning to develop self advocacy skills 25

25. Step One: Use assessment to identify the student’s post-secondary desired goals or vision.

27. Age appropriate transition assessment is needed to: Interests– a measure of opinions, attitudes and preferences Preferences – what the student values and likes

28. Assessment ≠ test Assessment = gathering information Assessments can be formal or informal or a combination of both.

29. Assessing Interests and Preferences Examples: • Bridges Interest Inventory • Student Transition Surveyor Interview • Kuder General Interest Survey (KGIS) • COIN Career Guidance System of Assessment • Aviator Assessment • Casey’s Life Skills Inventory or Personal Preference Indicator • Keys2Work • Learning Styles Inventory

31. Age appropriate transition assessment is needed to: • Post-Secondary Education/Training • Employment • Independent Living

32. Post -Secondary Goals • Statements of the student’s goals for each area: • Post-Secondary Education/Training • Employment • Independent Living • Based on information gathered on interests and preferences • For each student, we must address all three areas • NOT the same as events that occur IN high school • NOT the same thing as IEP Measurable Annual Goals • Must be updated annually.

33. Documenting Post-Secondary Goalsin the IEP • IEP Team must address each post-secondary goal area. • Post-secondary goals are summarized in two places: • Present Levels (Post-Secondary Transition bullet) • Transition Grid • If a post-secondary goal area is not selected: • Present education levels must use data to document why. • Use statement such as, “The IEP team has documented that a goal and services for this area is not needed at this time.” • DO NOT write “N/A”, “none” or leave the goal area blank.

34. Example Post-Secondary Education and Training Goal: Phillip 35

35. Example Employment Goal: Phillip 36

36. Example Independent Living Goal: Phillip NOTE: If a goal area is NOT selected, leave the rest of the grid BLANK! BUT– present levels must document WHY… see next slide 37

37. Why does Phillip not have a goal for Independent Living? Present Education Levels: Functional Performance Phillip missed only two days of school last year. He had one tardy and no office disciplinary referrals. Phillip is independent in daily living skills, and plans to eventually live on his own once he is earning a living. He passed his driver’s exam last spring, and drives to his part time job at Pizza Hut. He likes his job, his attendance at work is good, and he reports getting along well with his co-workers and his shift manager. He recently used his earnings to buy a used car, which he enjoys working on. An informal parent survey, as well as the Comprehensive Informal Inventory of Knowledge and Skills for Transition, were given by the district, and indicate that Phillip is self sufficient and age appropriate in all areas of independent living. He will not need a goal or services for this area.

38. Post Secondary Education/Training Goals: More Examples Caroline has a goal of enrolling in postsecondary training in the area of cosmetology or a related field. Will’s goal is to attend a two year technical school LeToyia’s goal is to attend a four year college to pursue her interest in working with persons with hearing loss. Shawna’s goal is to attend an employment training program for work in a clerical area. Or: The IEP team has documented that a goal and related services/activities for this area is not needed at this time. (Use present levels to document that a goal for this area was considered)

39. Employment Goals: More Examples • Caroline has a goal of competitive employment in the area of cosmetology or a related field. • Steve plans to seek competitive employment possibly in the trucking industry. • Andre plans to seek employment in Video Production after graduation from college. • Cindy has a goal of supported employment, possibly in the area of food service. • Lee plans to enlist in the Army after High School. • Mark’s goal is to work with computers after graduation. • Almost every student will have a goal for Employment! • Or: The IEP team has documented that, given her intense medical and cognitive challenges, a goal and related services/activities for employment are not appropriate for Diane at this time.

40. Independent Living Goals: Example Statements For students who are anticipated to need services: • Caroline’s goal is to live independently. (Note: she will need services during HS to reach her goal) • Zack’s goal is to live with his family. He will need supports to access community resources. • Jill’s goal is to live in an supported apartment, and to access community resources and programs with supports. Or, for students who are NOT anticipated to need services (based on data): • The IEP team has determined that a goal and services in this area are not needed at this time.

42. Identifying student’s post secondary goals leads to further assessments… • Abilities: talents or acquired skills • Aptitudes: combination of characteristics that helps us know if the student might learn or become proficient in a particular area

43. Matching assessments to goals… Gathering information to help us know if/how the student can reach his/her goals: • Does Phillip have adequate reading skills to succeed in a highly technical postsecondary program? • Does Caroline have the reading and math skills needed to succeed in a cosmetology program? • Will Zack be able to travel independently to work? • What skills will Shawna need to be able to plan and manage meals? • What supports will LeToyia need in college? • Include this information in Present Levels of Academic Achievement and Functional Performance.

44. Domains of Assessment that Inform Transition Assessment is individualized to include as appropriate: • Academic Skills • Organizational skills • Social Skills • Dexterity Skills • Communication Skills • Self Help Skills • Travel Skills • Mobility Skills • Workplace Values • Self Determination and Self Advocacy Skills • Other areas based on individual need

45. Examples of Assessments of Aptitudes • Curriculum-Based Assessments • Classroom quizzes comprehension checks, essays, checklists/rubrics • Progress monitoring on goals • Comprehensive Diagnostic Tool (CDT) • 4Sight • Keystone • PSSA • Career and technical education assessments • Work Samples • Portfolios • Information from employers • Commercially prepared assessments of specific career-related aptitudes (McCarron-Dial, SAGE, etc.) • Observations (Home/School/Community) 46

46. Step Two: Describe the student’s Present Levels of Academic Achievement / Functional Performance (PLAAFP) (incorporating Assessment data)

48. Present Levels of Academic Achievement and Functional Performance (PLAAFP) It is impossible to write clear and measurable goals if you don’t haveclearandmeasurablepresent levels of academic achievement and functional performance. 49

49. Address Each Bullet: Leave No Area Blank Present levels of academic performance Present levels of functional performance Present levels related to current post-secondary transition goals (if student is 14, or younger if determined by the IEP team) Parental concerns for enhancing the education of the student How student’s disability affects involvement and progress in general education curriculum Strengths Academic, developmental, and functional needs related to the student’s disability 50

50. Present Levels Must… • Be data driven (measurable and observable). • Provide a starting point (baseline) for development of measurable annual goals. • Reference gaps in instructional level vs. grade level standards/expectations. • Reference post-secondary transition goals. • Be relevant, useful and understandable. • Incorporate information from all team members. • Describe effect of disability on performance. • Identify strengths and prioritize needs. • Guide development of other areas of the IEP.