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Employment and Disability Institute

Employment and Disability Institute. MID-STATE TRANSITION SITE Marianne Murphy- Project Coordinator mm272@Cornell.edu Nancy Hinkley- Project Specialist nah36@Cornell.edu. SCHOOL DISTRICT SELF-REVIEW MONITORING PROTOCOL- SECONDARY TRANSITION IEP REVIEW FOR STUDENTS WITH DISABILITIES. AGENDA.

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Employment and Disability Institute

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  1. Employment and Disability Institute MID-STATE TRANSITION SITE Marianne Murphy- Project Coordinator mm272@Cornell.edu Nancy Hinkley- Project Specialist nah36@Cornell.edu

  2. SCHOOL DISTRICT SELF-REVIEW MONITORING PROTOCOL- SECONDARY TRANSITION IEP REVIEW FOR STUDENTS WITH DISABILITIES

  3. AGENDA • Introductions • Material Overview • New York State Performance Plan • Self – Review Introduction • Team Time

  4. Individuals with Disabilities Education Act of 2004 A focus on improving measurable outcomes for students with disabilities 10/8/2006 Marianne Murphy

  5. IDEA 2004 Reauthorization includes 20 performance indicators • measurable across the USA • designed to bring NCLB & IDEA into alignment.

  6. NEW YORK STATE PERFORMANCE PLAN New York State 6 new data collection areas Indicator 7 preschool children Indicator 8 parent involvement Indicator 11 consent to evaluate Indicator 12 children referred Indicator 13 Secondary Transition Indicator 14 Post Sec. Outcomes http://www.vesid.nysed.gov/specialed/spp/home.html

  7. State Performance Plan 13 “…requires the State to annually report the percentage of youth aged 15 and above with IEPs that include coordinated, measurable annual IEP goals and transition services that will reasonably enable the student to meet measurable post-secondary goals.” NYSED 2006

  8. Part A: Team and Sample SelectionPart B: Review IEP’sPart C: Tally and Summarize ResultsPart D: Develop Corrective Plan (if compliance is under 90%) Step by Step Guidance

  9. Part A: Team and Sample Selection • 1/6 of Districts Contribute to the State Transition Data Annually in Rotation • School districts with more than 30 students with disabilities aged 15-21 will review a random selection of a minimum of 30 IEPs. • You need to keep documentation for this entire process for 7 years.

  10. Part B: Review IEP’s • School District Self-Review Monitoring Protocol • This form serves as a summarizing form and planning worksheet. • Individual Student Record Review Form • For each IEP the district reviews you will complete one of these forms. • Secondary Transition IEP Self-Review Monitoring Report • This is a sample of the web based form you will use to report the results of your review to SED

  11. Individual Student Record Review Form

  12. Student Participation

  13. Example PLP • In completing the Level I assessment, Steve identified himself as a talented writer. Steve displays strong analysis and synthesis skills during the writing process. These skills will serve Steve well in any post-secondary setting and assist him in pursuing a career in Communications or history.

  14. Unacceptable Example • Steve enjoys baseball and is on the varsity team. (“Steve stated…”) • Teachers report that Steve is an engaging participant to have in class and talented writer and would do well in a job involving communication. (not inappropriate to say, but does not prove that the student’s input was considered)

  15. Steve’s IEP(page 3 and 4) Present Levels of Performance and Individual Needs 8 NYCRR §200.4(d) (4)(i)(c)

  16. Present Levels of Performance

  17. Look For Present Levels of Educational Performance (PLP) should clearly address the transition needs of the student across all four areas to prepare them for living, learning, and working in the community as an adult. Please note: it is important to look at academic and functional performance

  18. Steve’s IEP(Page 3 and 4) Present Levels of Performance and Individual Needs 8 NYCRR §200.4 (d) (2)(ix)(a)

  19. Measurable (Observable) Post Secondary Goals

  20. Measurable (Observable) Post Secondary Goals Training: Steve’s goal is to train at WXXI in media communications. (training) Education: Steve’s goal is to go to SU Newhouse School of Communication Employment: Steve’s goal is to be a Public Relations representative for a special interest group. (employment) Independent Living Skills (when appropriate): Steve’s goal is to live independently in off-campus housing using public transportation. (independent living)

  21. Measurable (Observable) Post Secondary Goals Unacceptable Training: Does not apply Education: Steve aspires to go to college and be a public relations professional Employment: Steve (wish’s intends (hopes) to work at radio station. Independent Living Skills (when appropriate): Steve’s dreams of living independently in off-campus housing using public transportation. (independent living)

  22. Steve’s IEP(Page 6) Measurable Post Secondary Goals 8 NYCRR §200.4(d) (2)(ix)(b)

  23. Measurable annual goals

  24. Look For Measurable annual goals with criteria, schedule and procedure that incrementally assist the student to achieve his MPSG.

  25. PLEPS or PLOPS – The Foundation Services PLEPS Goals

  26. Annual Goals • Indicates 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

  27. Steve’s IEP(Page 7) Measurable Annual Goals 8 NYCRR §200.4(d) (2)(iii)

  28. Transition Services

  29. Steve’sIEPTransition Programs and Services Present Levels (page 3) Coordinated Set of Activities (page 11) Programs and Services (page 8) 8 NYCRR §200.4(d) (2)(ix)(c)

  30. Special Education Program and Services

  31. Steve’sIEP (page 9) Special Education Programs and Services 8 NYCRR §200.4(d) (2)(v)

  32. Coordinated Set of Activities

  33. Steve’s IEP(page 11) Coordinated Set of Activities 8 NYCRR §200.4(d) (2)(ix)(d)

  34. Participating Agency

  35. Steve’s IEP(page 11 ) Participating Agency 8 NYCRR §200.4(d) (2)(ix)(e)

  36. Connection between: • PLPS • MPSG • Annual goals • Programs and services • Coordinated Set of Activities (CSA)

  37. PLP: Steve is a good writer; his rate of processing is slower than average. He needs extra time and management strategies to complete assignments. MPSG: Steve’s goal is to attend college to obtain a four year degree in communication Accommodations: Extra time, planner Annual: Given multi-step task over a multi-day timeline, Steve will sequentially breakdown the task and complete the task with 90% accuracy over 5 weeks CSA : Steve will attend a local Explorers Post for Broadcast Journalism

  38. Appropriate Assessment Strengths Needs Preferences Interests Last year Measurable Post Secondary Goals 11th Grade 10th Grade Life after School Results Measurable Post Secondary Goals PLPS 9th Grade Annual Goals Transition Needs Courses of Instruction Transition Services

  39. Employment and Disability Institute MID-STATE TRANSITION SITE Marianne Murphy- Project Coordinator mm272@Cornell.edu 607-255-1664 Nancy Hinkley- Project Specialist nah36@Cornell.edu 607-738-5376

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