Transcript Secondary Transition - Collier County Public Schools

Secondary Transition
and
Compliance
2008
Objective


To provide a brief overview of secondary transition
requirements aligned with Florida’s 2007-2008
Self-Assessment for Exiting II, SPP 13 Secondary Transition B (16)
To provide answers to frequently asked questions
related to secondary transition requirements
2
Terminology

The acronym for Secondary Transition (ST) is
used throughout these training materials to
correspond with the requirements for ST 1 –
ST 16 found in the Exceptional Student
Education Compliance Self-Assessment:
Processes and Procedures Manual, 2007-08,
Bureau of Exceptional Education and Student
Services, Florida Department of Education for
Exiting II: SPP 13 – Secondary Transition B
(16).
3
ST-1
Notice

The notice to the IEP team meeting included a
statement that a purpose of the meeting was the
consideration of postsecondary goals and
transition services, that the student would be
invited, and indicated any agency likely to provide
or pay for services during the current year that
would be invited.
(34 CFR 300.322(b)(2); Rule 6A-6.03028(3)(b), FAC.)
4
ST-1
Notice – Ages 14 and 15
Contents of notice for the IEP meeting must indicate
that


a purpose of the meeting will be the development of a
statement of transition services needs
the student will be invited to attend
5
ST-1
Notice – Age 16 or Older…
Contents of notice for the IEP meeting must



indicate that a purpose of the meeting is the
consideration of postsecondary goals and transition
services for the student
indicate that the student will be invited to attend
identify any other agency that will be invited to send a
representative to the meeting.
6
ST-1
…Notice – Age 16 or Older



Only those agencies that may provide or pay for
needed transition services based on the individual
student’s needs must be invited. (Consent is
required in order for the LEA to invite agencies.)
Others may be invited at parent/district discretion.
The decision as whether to invite a particular
agency to participate in an IEP meeting is left to
the LEA and the parent.
7
ST-2
Student Invited

The student was invited to the IEP meeting.
(34 CFR 300.321(b)(1); Rule 6A-6.03028(4)(h), FAC.)
Salutation on the notice that includes the student
and the parent
or
 Separate notice to student indicating that the student
will be invited to attend

8
ST-3
Student’s Strengths, Preferences,
Interests…

The student’s strengths, preferences, and interests
were taken into account. If the student was unable
to attend the meeting, other steps were taken to
ensure the student’s preferences and interests were
considered.
(34 CFR 300.43 and 300.321(b)(2); Rule 6A6.03028(4)(h), FAC.)
9
ST-3
…Student’s Strengths, Preferences,
Interests…

Strengths, preferences, interests of what the
student wants in the areas of instruction, related
services, community experiences, employment,
and post-school adult living
10
ST-3
…Student’s Strengths, Preferences,
Interests

If the student did not attend the meeting, evidence
of student input through other methods (e.g.,
student or family conferences, interest inventories,
career exploration activities, vocational interest
and aptitude inventories, situational assessments,
and input from other personnel associated with the
student)
11
ST-3
Student’s Strengths, Preferences,
Interests – Documentation

May be documented in the present levels of
academic achievement and functional
performance section(s) of the IEP or may be
included as a separate item
12
ST-4
Students 14 and older

For students age 14 and older: the IEP contains a
statement of the student’s desired post-school
outcome; a statement of the student’s transition
services needs that focuses on the student’s
course of study is incorporated into applicable
components of the IEP; and the IEP team
considered the need for instruction in the area of
self-determination.
(Rule 6A-6.03028(7)(i), FAC.)
13
ST-4
Desired Post-School Outcome…

The desired post-school outcome statement is the
student’s dream or vision for life after graduation
and should consider post-school activities &
address






employment
postsecondary education
living arrangements
community participation
recreation and leisure
social relationships
14
ST-4
…Desired Post-School Outcome

All components of the Transition IEP should lead
to and support the desired post-school outcome
statement.
This statement is developed through a studentcentered process and is not the same as the
measurable postsecondary goal(s), although the two
should be related.
15
ST-4
Transition Services Needs and
Course(s) of Study

A statement of the student’s transition service
needs that focuses on the student’s course of
study, such as participation in advance placement
courses or a career and technical education
program, is incorporated into the Transition IEP.
16
ST-4
Self-Determination

Consideration of the need for instruction in selfdetermination must be addressed in the transition
components, through goals, short-term objectives,
benchmarks, or through services on the IEP.
17
What Some Districts are Doing…

Example 1
 Identifying
the student’s priority educational
need (e.g., self-advocacy skills, goal setting,
decision making, etc.)
 Developing relevant measurable annual
goals in the Transition IEP to address the
need
18
…What Some Districts are Doing

Example 2
 Adding
a line to the Transition IEP to note
how instruction will be provided and/or
information disseminated
 Including samples of the student’s completed
activities (e.g., Standing Up for Me
worksheets) in the student’s portfolio.
Districts have flexibility in addressing selfdetermination within the Transition IEP.
19
ST-5
Diploma Selection

Beginning in eighth grade, or during the school
year in which the student turns 14, whichever is
sooner, the IEP must include a statement of
whether the student is pursuing a course of
study leading to a standard diploma or a special
diploma.
(Rule 6A-6.03028(7)(h), FAC.)
20
ST-6
Person Responsible for Agency
Follow-up…

If an agency likely to provide or pay for services
during the current year is involved, a team
member or designee was designated as
responsible for follow-up with the agency and the
IEP team was reconvened to identify
alternative strategies if the agency failed to
provide services as indicated on the IEP.
(34 CFR 300.324(c)(1); Rule 6A-6.03028(8)(d), FAC.)
21
ST-6
Person Responsible for Agency
…Follow-up
 Is
there evidence that an IEP team member or
designee was identified as responsible for
follow-up?
 Is
there evidence that the IEP team was
reconvened to identify alternative strategies if
the agency has not provided required services?
22
ST-7
Transfer of Rights – Informed at age 17

The Transition IEP for a 17-year-old includes a statement
that the student has been informed of the rights that will
transfer at age 18.
(34 CFR 300.320(c); 34 CFR 300.520(a)(1))

At least one year prior to the student’s 18th birthday,
the student must be informed of the rights that will
transfer.

Is there documentation on the IEP that the student has
been informed?
23
ST-8
Transfer of Rights – Notice at age 18

A separate and distinct notice of the transfer of rights was
provided closer to the time of the student’s 18th birthday.
(34 CRF 300.320(c), 300.520(a)(1))

Closer to the time of the student’s 18th birthday there
must be a separate and distinct notice to the parent
and student informing them of the transfer of rights.

Is there documentation/evidence that the student and
parent were informed of the transfer of rights?
24
ST-9
Measurable Postsecondary Goal or
Goals (Age 16 and older)

There is a measurable postsecondary goal or goals
in the designated areas (i.e., education/training and
employment; where appropriate, independent
living).
(34 CFR 300.320(b)(1))
25
ST-9
Measurable Postsecondary Goal or
Goals (Age 16 and older)

Develop measurable postsecondary goals based on
age-appropriate transition assessment in the
following areas:
education or training
 employment
 independent living (as needed).

26
ST-9
Education or Training

Education is defined as
enrollment in Adult General Education (e.g., Adult
Basic Education, Adult High School Credit
Program, Vocational Preparatory Instruction
Program, or GED Testing Program)
 enrollment in technical center (certificate program)
 enrollment in community college (certificate
program or two-year degree)
 enrollment in college/university (four-year degree
and higher).

Adapted from NSTTAC, 2007
27
ST-9
Education or Training

Training is defined as

employment training program [e.g., Workforce
Investment Act (WIA), Job Corps, AmeriCorps,
Individualized]

individualized means one-on-one training provided by
the employer, an agency, or service provider
Adapted from NSTTAC, 2007
28
ST-9
Employment

Employment is defined as

Competitive
In the competitive labor market that is performed on a
full or part-time basis in an integrated setting
 Is compensated at or above the minimum wage


Supported

Competitive work in integrated work settings…for
individuals with the most significant disabilities for
whom competitive employment has not traditionally
occurred; or for whom competitive employment has
been interrupted or intermittent as a result of a
significant disability…
Adapted from NSTTAC, 2007
29
ST-9
Independent Living (as needed)

Life skills in the following domains:
Leisure/Recreation
 Maintain home and personal care
 Community participation

Adapted from NSTTAC, 2007
30
ST-9
Measurable Postsecondary Goal or
Goals (Age 16 and older)

A measurable postsecondary goal may address
more than one of the designated areas, and must
meet the following two requirements:
It must be measurable; you must be able to “count it”
or observe it.
 It must be intended to occur after the student
graduates from school.

31
ST-9
Measurable Postsecondary Goal Examples…

Lisette
 Education
or Training
 Within
three years of graduation from high school,
Lisette will complete the non-degree program at
Montgomery County College (MCC).
32
ST-9
…Measurable Postsecondary Goal
Examples…

Lisette
 Employment
 By
January 2009, through the assistance of Vocational
Rehabilitation (VR) and the staff of the non-degree
program at MCC, Lisette will obtain part-time
employment on campus at MCC that does not interfere
with her program’s schedule.
33
ST-9
…Measurable Postsecondary Goal Examples

Lisette
 Independent
Living
 Within
one year of graduation from high school,
Lisette will utilize public transportation, including the
public bus and uptown trolley, to independently get to
and from classes at MCC.
34
Frequently Asked
Questions
Measurable Postsecondary Goals
Frequently Asked Questions
Measurable Postsecondary Goals…

How are measurable postsecondary goals
different than the desired post-school outcome
statement?
36
Frequently Asked Questions
…Measurable Postsecondary Goals

The desired post-school outcome statement is not the
same as the measurable postsecondary goal, although the
two should be related. The desired post-school outcome
statement is a vision or “dream” of where the student
wants to be post-school. It addresses employment,
postsecondary education, living arrangements, community
participation, recreation and leisure, and social
relationships. The measurable postsecondary goals must
address education or training, employment, and where
appropriate, independent living. Postsecondary goals must
be measurable, and they must be intended to occur after
the student graduates from school.
37
Frequently Asked Questions
Measurable Postsecondary Goals…

Where on the IEP do I write the measurable
postsecondary goals?
38
Frequently Asked Questions
…Measurable Postsecondary Goals

The measurable postsecondary goals should be
reflected after the desired post-school outcome
statement. If the district’s IEP form does not
include a specific place to write the measurable
postsecondary goals, they may be included in the
area designated for the desired post-school
outcome statement.
39
Frequently Asked Questions
Measurable Postsecondary Goals…

Does the timeframe for a measurable
postsecondary goal need to address when a
student will start something, such as “enroll
in a two-year community-college program,”
or finish, such as “complete a two-year degree
program?” Which constitutes best practice or
is either okay?
40
Frequently Asked Questions
…Measurable Postsecondary Goals

Districts have flexibility in the format they
choose to use for measurable postsecondary
goals.
41
Frequently Asked Questions
Measurable Postsecondary Goals…

Are short-term objectives or benchmarks
needed for measurable postsecondary goals?
42
Frequently Asked Questions
…Measurable Postsecondary Goals

No. Only measurable annual goals require shortterm objectives or benchmarks.
It is generally helpful to think of the measurable
annual goals and transition services reflected in the
IEP as “benchmarks” toward the measurable
postsecondary goals.
43
Frequently Asked Questions
Measurable Postsecondary Goals…

How do we determine the student’s progress
toward the measurable postsecondary goals?
44
Frequently Asked Questions
…Measurable Postsecondary Goals


There is no requirement for reporting progress
on measurable postsecondary goals.
If the student is making adequate yearly progress
toward attaining his or her measurable annual
goals and other transition services within the
IEP, then the student should be making progress
toward attaining his or her measurable
postsecondary goals.
45
Frequently Asked Questions
Measurable Postsecondary Goals…

If a parent requests an Adult Day Training
(ADT) program or sheltered workshop setting
and services for his or her child, how do we
address this in the measurable postsecondary
goals?
46
Frequently Asked Questions
…Measurable Postsecondary Goals


The IEP team should always consider the most
inclusive postsecondary outcomes first.
Ultimately the decision rests with the IEP team,
however, restrictive settings and programs
should be a “last” consideration.
47
Frequently Asked Questions
Measurable Postsecondary Goals…

For students going directly into employment
who already know the skills needed to
complete the job, what would measurable
postsecondary goals for education or training,
and employment look like? (For example, a
student exits under Special Diploma Option 2
or a student who has been trained in a
technical program as a tile layer.)
48
Frequently Asked Questions
…Measurable Postsecondary Goals


The measurable postsecondary goal for
education or training would likely describe the
type of training the employer would provide for
this student.
The measurable postsecondary goal for
employment would likely be related to
maintaining the job and/or expanding the
individual’s job duties and responsibilities.
49
ST-10
Measurable Postsecondary Goals based on
Age-Appropriate Transition Assessment

The measurable postsecondary goals were based
on age-appropriate assessment.
(34 CFR 300.320(b)(1))
50
ST-10
Age-Appropriate Transition Assessment
“Transition assessment is the ongoing process of
collecting data on the individual’s needs,
preferences, and interests as they relate to the
demands of current and future working, educational,
living, and personal and social environments.
Assessment data serve as the common thread in the
transition process and form the basis for defining
goals and services to be included in the
Individualized Education Program.”
- Sitlington, Neubert, and Leconte (1997)
51
ST-10
Age-Appropriate Transition Assessment


Age-appropriate means activities,
assessments, content, environments,
instruction, and/or materials that reflect a
student’s chronological age.
Age-appropriate assessments may necessitate
adaptations to their administration for some
students, so that meaningful data are
obtained.
Adapted from NSTTAC, 2007
52
ST-10
Types of Assessment

Formal







Florida Comprehensive
Assessment Test
College Entrance Test
 PSAT, SAT, ACT, CPT
Transition Planning
Inventory
Brigance
Life Centered Career
Education (LCCE)
Florida Alternate
Assessment
Other norm-referenced

Informal






Curriculum –
Based/Teacher-Made Tests
Interest Inventories
Self-Determination
Situational
Questionnaires/Surveys/
Interviews
Checklists
53
ST-10
Transition Assessment

Transition assessment data should:
be obtained over time,
 indicate strengths, preferences and interests,
 consider present and future environments,
 be conducted by way of multiple
places/sources/persons,
 be sensitive to cultural diversity…

Adapted from NSTTAC, 2007
54
ST-10
Transition Assessment

Review the IEP and other available
components of the student’s record to
determine if information from age-appropriate
transition assessments has been considered in
developing measurable postsecondary goals. If
so, determine whether the information applies
to the area in question (i.e., education/training;
employment; where appropriate, independent
living).
55
ST-10
Transition Assessment Example…

Lisette (education/training, employment, and
independent living)

From the Present Levels of Academic Achievement and
Functional Performance statement on the IEP: “Based on
teacher observation notes, community-based task analysis
checks, and information from the student, her parents, and
her teachers collected through the Transition Planning
Inventory and Making Action Plans (MAPS), Lisette is a
rule-oriented, quiet young woman with strong skills and
interests in employment in the service industry. Lisette
learns best through observation and practical experience
due to limited verbal and reading skills.
56
ST-10
…Transition Assessment Example

Lisette (education/training, employment, and
independent living)

Lisette has participated in a curriculum with a functionalacademic focus in which she has demonstrated strengths in
independent living skills, such as self-care, home
management, reading for success in the community, and
community math skills, including time and calendar skills.
Lisette has expressed an interest in and demonstrated
success in the service industry, particularly in the area of
food preparation. Lisette indicates that her family
encourages her to do well in school and in her job
experiences. Her family expresses interest in Lisette’s
living outside of their home as she becomes more
financially independent after high school.”
57
Frequently Asked
Questions
Age-Appropriate Transition Assessment
Frequently Asked Questions
Age-Appropriate Transition Assessment…

How and where do I document ageappropriate transition assessment in the IEP
for compliance purposes?
59
Frequently Asked Questions
…Age-Appropriate Transition Assessment

There is flexibility in where transition
assessment is addressed in the IEP. Transition
assessment would most likely be cited as a
source and reflected in the present levels of
academic achievement and functional
performance or the summary of
assessments/evaluation data.
60
Frequently Asked Questions
Age-Appropriate Transition Assessment…

Which transition assessments require consent
from parents?
61
Frequently Asked Questions
…Age-Appropriate Transition Assessment

Consent is only required if the purpose is for
reevaluation.
62
Frequently Asked Questions
Age Appropriate Transition Assessment…

What is functional vocational evaluation?
63
Frequently Asked Questions
…Age Appropriate Transition Assessment

NSTTAC describes functional vocational
evaluation as “an assessment process that provides
information about job or career interests, aptitudes,
and skills. Information may be gathered through
situational assessment, observations or formal
measures, and should be practical. The IEP team
could use this information to refine services
outlined in the IEP.”
Source: Storms, J., O’Leary, E., & Williams, J.
(2000). As cited in NSTTAC September,
2007 training materials.
64
ST-11
Annual Goal(s) or Short-term
Objectives or Benchmarks

There is/are annual goal(s) or short-term
objectives or benchmarks that reasonably
enable the student to meet the postsecondary
goals.
(CFR 300.320(a)(2))
Are goal(s) or short-term objectives or benchmarks
included in the IEP that will help the student make
progress toward the stated postsecondary goal(s)?
65
ST-11
Measurable Annual Goals
Examples…

Lisette (education/training)
 Lisette
will accurately record her personal
information, including first and last name,
date of birth, social security number, street
address, city, state, zip code, age, and
telephone number with 100 percent
accuracy by April 2008.
66
ST-11
Measurable Annual Goals
…Examples…

Lisette (employment)
 Given
a cell phone with pertinent telephone
numbers programmed and weekly practice
in school and community settings, Lisette
will successfully call her supervisor to
communicate important messages in five out
of five role-play trials in school and
community settings.
67
ST-11
Measurable Annual Goals
…Examples

Lisette (independent living)
 Given
travel training situations, Lisette will
demonstrate sitting quietly and refraining
from talking to strangers while utilizing
public transportation at least two times
across three situations.
68
ST-12
Transition Services…

There are transition services on the IEP that
focus on improving the academic and
functional achievement of the student to
facilitate the student’s articulation from school
to post-school.
(34 CFR 300.320(b)(2))
69
ST-12
…Transition Services…

For the measurable postsecondary goals on the
IEP, are one or more of the following addressed:
Instruction
 Related service(s)
 Community experience(s)
 Employment
 Post-school adult living
 Daily living skills (if appropriate)
 Functional vocational evaluation (if appropriate)

70
ST-12
…Transition Services…

Develop a statement of needed transition
services/activities in each transition services
activity area or “no services needed”
statement(s)
71
ST-12
…Transition Services

Transition services may be addressed through
the development of measurable annual goals and
short-term objectives or benchmarks
 special education services
 related services
 program modifications/supports for school
personnel
 supplementary aids and services
and/or
 state- and district assessment
accommodations/modifications

72
ST-12
Transition Services Example…

Lisette (instruction supports the postsecondary
education/training and independent living
goals)
Community safety skills instruction, including selfdefense at the YMCA
 Travel training instruction
 Math instruction related to money usage and telling
time on a variety of watches and clocks
 Literacy instruction related to sight word
identification
73

ST-12
…Transition Services Example…

Lisette (related service supports the
postsecondary independent living goal)
Assistive technology services to increase the use of
voice output device
 Physical therapy to improve independent ambulation

74
ST-12
…Transition Services Example

Lisette (daily living skills support the
postsecondary education/training and
independent living goals)
Purchase a monthly bus pass
 Apply safety skills in the community, particularly
with regard to use of public transportation
 Learn to choose a seat near the bus driver
 Learn to use the pull cord to identify upcoming stop

75
ST-13
Course(s) of Study…

The transition services include course(s) of
study that focus on improving the academic
and functional achievement of the student to
facilitate the student’s movement from school
to post-school.
(34 CFR 300.320(b)(2))
76
ST-13
…Course(s) of Study
Participation in advanced-placement courses
 Participation in courses that provide communitybased experiences to help the student acquire adult
living and employment skills
(e.g., description of instructional program and
experiences)

77
Frequently Asked Questions
Course of Study…

Is stating the diploma decision (e.g., the student
will pursue a standard diploma) sufficient in
addressing the course of study?
78
Frequently Asked Questions
…Course of Study

No. A statement of the diploma selection is not
descriptive of the course of study. The course of
study statement should describe the student’s
course of study such as participation in advancedplacement courses for a student pursuing a
standard diploma or participation in courses that
provide community-based experiences to help the
student acquire adult living and employment skills
for a student pursuing a special diploma.
79
ST-14
Agency Invited

If transition services are likely to be provided
or paid for by another agency, a representative
of the agency was invited to participate in the
IEP.
(34 CFR 300.321(b)(3))
80
ST-15
Consent to Invite

The district obtained consent from the parent
or from the student whose rights have
transferred prior to inviting to the IEP team
meeting a representative of an agency likely to
provide or pay for transition services.
(34 CFR 300.321(b)(3))
81
ST-16
SPP – 13…

The IEP includes coordinated, measurable,
annual IEP goals and transition services that
will reasonably enable the student to meet the
postsecondary goals.
(34 CFR 300.320(b))
82
ST-16
…SPP – 13
The culmination of all components of the IEP
for a student who is 16 years old, or older,
must reasonably enable the student to meet his
or her postsecondary goals!
83
Additional Items of Importance…

Graduation from high school with a standard
diploma constitutes a change of placement &
requires prior written notice.

Does not require reevaluation
 Not a change in eligibility
 Not dismissal from program
84
…Additional Items of Importance

Summary of Performance (SOP)
Academic achievement and functional performance
 Recommendations on how to assist the student in
meeting postsecondary goals

85
Summary of Performance (SOP)…


Required for students exiting school with a
Standard Diploma or aging out of program
Recommended practice for all students exiting
school (e.g., Special Diploma prior to age 22)
86
…Summary of Performance (SOP)


Education or Training/Employment/Independent
Living
Describes:
Accommodation needs
 Assistive technology needs
 Support needs
 Academic and functional performance summary

Transition assessments
 Report cards, grades, etc.

87
Frequently Asked Questions
Summary of Performance…

Are districts required to hold an “exiting IEP
meeting” for students who are near
graduation?
88
Frequently Asked Questions
…Summary of Performance

No. However, districts must complete a Summary
of Performance (SOP) for students’ whose
eligibility terminates due to graduation with a
standard diploma or exceeding the age of
eligibility.
The Nationally Ratified Summary of Performance
template suggests that the SOP is most useful when
linked with the IEP process and the student has the
opportunity to actively participate in the development
of this document.
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Free and Appropriate Public Education
(FAPE)


Students, age 18 through 21, who have not received a
standard diploma may continue until their 22nd
birthday, or at the discretion of the school district,
through the semester or the end of the school year in
which they turn 22.
Students who have exited school with any type of
special diploma, certificate, GED (not under GED Exit
Option) may re-enter at any time prior to their 22nd
birthday.
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Recommended Training…

“What Everyone Needs to Know about
Addressing Transition Services”
Offered as a Train-the-Trainer by the Career
Development and Transition Project, The Transition
Center at the University of Florida or as a teacher
training by local FDLRS Associate Centers and/or
District Transition Contacts who have been trained
as trainers
 www.thetransitioncenter.org

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…Recommended Training…

“Transition Assessment”
Offered by the Career Development and Transition
Project, The Transition Center at the University of
Florida (May be replicated by FDLRS Associate
Centers or Districts)
 www.thetransitioncenter.org

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…Recommended Training

PDA-ESE Transition Module
Offered as a quarterly online course by selected
FDLRS Associate Centers (NOTE: Available
through all FDLRS Associate Centers during the
April 2008 quarter)
 www.pda-ese.org

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For additional information contact:
Sheila Gritz, Program Specialist for Transition
Florida Department of Education, Bureau of
Exceptional Education and Student Services
(850) 245-0478
[email protected]
www.fldoe.org/ese
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