Transcript From “No” Where …. To “Know” Where!

IEPs & ICAPs
From “No” Where ….
To “Know” Where!
Lauren Jones and Tracy Thompson
Colorado Community College System
Fall, 2013
IDEA 2004 – The Purpose

(a) The purpose of IDEA is to ensure that all children
with disabilities have available to them a free and
appropriate public education (FAPE) that
emphasizes special education and related services
designed to meet their unique needs and prepare
them for further education, employment and
independent living. 606(d)(1)(A)
a)
Transition services means…
a coordinated set of activities for a child with a
disability that
(1) Is designed to be within a results-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 postsecondary
education, vocational education, integrated
employment (including supported employment),
continuing and adult education, adult services,
independent living, or community participation;
Indicator 13 –
It’s all About Transition! -Preparation for Life!
"Percent of youth with IEPs aged 16 and above with an IEP that
includes appropriate measurable postsecondary goals that
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)
Indicator 13 –
It’s all About Transition! -Preparation for Life!
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School to community
Exploration of
Post-secondary – experiences and activities
 Vocational
 Employment opportunities
 Housing
 Transportation
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•
•
•
Each student’s BIG vision – anything and
everything
Self-advocacy and self-determination
Skill based learning – from goals
Digging Deeper
#1
With your team: talk about the
following…
•What do transition plans look like in
your setting?
•Who is involved? Do you need to
involve anyone else?
•Are there areas that you would like to
change or improve?
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ICAPs
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States use different names – Individualized Learning
Plan, Student Success Plan, Individual Graduation Plan,
etc.
A process and a document
Students define goals and plans for careers and
postsecondary education and use to inform decisions
about secondary courses and activities
Beginning in the 9th grade or earlier
Required or encouraged for all students
Purpose – Personalize learning, develop and measure
college and career readiness
The ICAP journey…
Awareness &
Dissemination
2010 - 2011
Building bridges
and readiness,
training and
planning
Implementation
2011-2012
Making meaning of
the ICAP, engaging in
activities and process
Source CDE 2013
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Implementation
Continued
2012-2013
Reviews and Revisions
where necessary
Transformation
Embedded into
new legislation
2011-2013
2013 – 2014
ICAPs fully
implemented
Individualized Career and
Academic Plan
Senate Bill 09-256 and Colorado State Board of
Education Rules 1 CCR 301-81 created standards
for Individual Career and Academic Plans (ICAP).
The goal of the provisions is to ultimately decrease
dropout rates and increase graduation rates by
assisting students and their parents in developing
and maintaining a personalized postsecondary plan
that ensures readiness for postsecondary and
workforce success.
Four Components of Colorado’s ICAP
Source: CCCS/CDE 2012
What is a Quality ILP?
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A document consisting of a student’s (a) course taking and
post-secondary plans aligned to career goals and (b)
documentation of the range of college and career readiness
skills he/she has developed.
A process that relies on a student’s understanding of the
relevance of school courses as well as out-of‐school learning
opportunities and provides the student access to career
development opportunities that incorporate self-exploration,
career exploration, and career planning and management
activities.
Source: National Collaborative on Workforce and Disability
Source: National Collaborative on Workforce and
Disability
Quality ILP Process Characteristics
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Youth define career goals and post-secondary plans through
regular exposure to activities that build self-exploration and
career exploration skills
Youth identify course-taking plans that align to those career
goals and select out-of-school learning opportunities that
optimize their employability skills
Youth develop the career planning and management skills
they need to successfully enter their chosen careers
Engage in ILPs regularly – 2X per week
Whole school implementation expands mentoring and
advocacy opportunities by general educator and school
counselors
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In Colorado….
Meaningf
ul
PW
R
Transition
Thoughtful
NonTraditional
Process
Intention
al
YOU!
Gender Equity
In your district, what is your level of
ICAP implementation?
37%
46%
9%
4%
4%
Who is mainly responsible for implementing
ICAPs in your setting?
77%
2%
9%
5%
2%
5%
How are ICAPs being implemented?
ICAPs are embedded into current
classroom and counseling curricula and
are referred to on a regular basis.
31
7%
ICAPs are being completed through
classroom or counseling curricula
throughout the school year.
154
35%
Students complete their ICAPs in one or
two settings, at a computer or with a few
handouts.
138
32%
Elements of ICAP are being completed, but
we could be doing more.
74
17%
Students are not completing ICAPs
23
5%
Boulder
Valley
Falcon
Montrose
R-5
R-5
Animas High School
Digging Deeper
#2
With your team: talk about the following…
•What do ICAPs look like in your
setting?
•Who is involved?
•When do they happen?
•Are there areas that you would like
to know or be involved in?
ILP/IEP Similarities and Differences
Aren’t ILPs and IEP Transition Plans the Same?
 “Mostly
 “No”
Yes” with respect to documentation
with respect to process
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ILP and IEP Transition Plan Documentation
IEP Transition Components
Transition
IEP
ILP
Annually updated measurable postsecondary goals
Transition assessment
Transition services
Course taking plans
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ICAP and Transition IEP Processes
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Transition IEPs and ILPs are both focused on college and
career readiness
Common goal for creating student and family driven
planning
Common goal for increasing self-determination skills that
expand student power to direct their life course
ICAP focuses on student’s strengths and how to align
those strengths with future career goals
ILP is responsive to DCDT call to link disability into
national school reform efforts – college and career
readiness
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Effects Attributed to ICAP Engagement
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Breaks down silos between special education and
school counseling
Increased engagement in transition readiness
activities by general educators
Annual student-led parent-teacher conferences using
ILPs results in strong student self-advocacy
Increases in students with disabilities graduating with
a general education diploma
Increased access to transition assessments
Access to ePortfolio systems to manage ILP document
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Self-Determination Characteristics
in Relation to ILP Engagement
Youth who are able to:
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Identify one or more careers of interest
Clearly describe plans to pursue the careers of interest
Connect career plans to personal interests, skills and
values
Identify how current courses relate to career plan
Articulate skill and entry requirements for their careers
Engage in additional learning opportunities
Describe their needed skills & future development plan
Special Education Officials
“Nothing is more important than a career pathway for
youth with IEPs. The [ILP] provides a clear path: it is
student-led, the family is engaged, and there are school
supports. All of these are critical planning tools for a
successful outcome for a child. Students must begin to think
about the relevance of the postsecondary outcomes to
visions and planning. The [ILP] is a lever for that.”
Why Should Special Education Buy Into ICAPs?
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Student engagement – Regular implementation allows
schools and families to be more responsive to changing
developmental needs of middle and high school age youth
(Eccles and Roeser, 2012)
Linkage to national initiatives creates opportunity for more
cross-sector and cross-department collaborations in support
of youth with disabilities
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Access to work-based learning and leadership development
opportunities
Bundling resources across sectors to support education and
workforce development needs of youth with disabilities
Access to engaging families in career transition readiness
activities
Issues Related to Promoting Career Development
Among Students with Disabilities
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Students with disabilities who were highly motivated
to attend school were less ready for post-school
transitions.
Educators were less certain on how to support
students with disabilities around career concerns.
It is not clear what career development information
and experiences students with disabilities are
receiving, especially those with significant
disabilities.
Digging Deeper
#3
•In your mind what are the differences/similarities
between an ICAP and an IEP?
•How confident do you feel in communicating these
differences/similarities with your colleagues?
•What kind of messaging can you use?
•How can an IEP and an ICAP complement one another?
•Is there someone you need to talk to about coordinating
efforts? What would that look like?
Thanks!
Lauren Jones
[email protected]
720-858-2825
Tracy Thompson
[email protected]
720-858-2323
CCCS - http://www.coloradostateplan.com/counselors.htm
ICAP/CCCS - http://www.coloradostateplan.com/ICAP.htm
CDE - http://www.cde.state.co.us/SecondaryInitiatives/ICAP.htm