Transcript Document

Mid-State Regional
Transition Coordination Site
This Webinar is made possible through
funding provided by the New York State Office
of Vocational and Educational Services for
Individuals with Disabilities (VESID)
Transition Self-Study Review
State Performance Plan
Indicator #13
Marianne Murphy
Nancy Hinkley,
Mid-State Transition Coordination Site
ADVANCING THE W ORLD OF WORK
www.edi.cornell.edu
2
Transition Self-Study Review
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Employment and Disability Institute
www.edi.cornell.edu
Webinar Training Materials
Download the following materials
• NY State “School District SelfReview Monitoring Protocol”
• Step-by-Step Overview
• Indicator #13 Process Checklist
www.ilr.cornell.edu/edi/p-transition-events.cfm
Find your way to course materials
(www.ilr.cornell.edu/edi/p-transition-events.cfm)
Go to
- EDI Web Site
Find
- Areas of Expertise
Find
- Educational Achievement and Transition
Click on - Mid State Transition Coordination Site
Click on - Resources
Click on - Trainings & Events - Online Trainings
Click on - Webinar Resources
Mid-State
Transition Coordination Site
Marianne Murphy, Project Coordinator
Nancy Hinkley, Project Specialist
Michele Cowen, Conference Support
Jeffrey Trondsen, Technology
Part I. Preparation for the Review
1. Changes in IDEA
State Performance Plan Indicators
2. Measuring Transition in the IEP
Indicator #13
3. Resources for the Review
4. Documenting the Review Process
5. Assembling the Review Team
6. Selecting a Random Sample of IEPs
Part II. Review-CAP-TransQUAL
1. The IEP Evaluation process
“look at’s” and “look for’s”
2. Establishing inter-rater agreement
3. Conducting the IEP analysis
4. Compiling results & aggregating scores
5. Informing and Documenting the CAP
using TransQUAL
Part III. Implementation - Follow up
1. Planning for implementation, measurement,
and progress checks
2. Integrating the Transition CAP with other
district planning documents
3. Submitting the required data via the State PD
system
4. Future considerations for Continuous
Improvement
The thoughts and opinions expressed in this and
future programs are those of the trainers and do not
necessarily reflect the viewpoints or official policy
positions of the New York State Education
Department, Cornell University, Mid-State or Hudson
TCS, and/or any other state or federal agency. The
information, materials and technical assistance are
intended solely as informal guidance and are neither
a determination of legal rights or responsibilities, nor
binding on any agency with implementation and/or
administrative responsibilities for programs
discussed
This Webinar contains
prerequisite information for the
Mid-State Transition Site Workdays
Shaded area represents the Mid-State Transition Coordination Site Region
Mid-State Transition Workdays
Herkimer, Madison & Oneida BOCES
September 28
Jeff-Lewis, Oswego
October 16
Cayuga, OCM
October 23
TST, BT, some Cayuga
November 13
Transition Coordination Sites
Contact information for all TCS
Regions in NYS may be found at
this web link:
http://www.vesid.nysed.gov/specialed/transition/tcslist.htm
Part I.
Preparation for the Review
Part I. Preparation for the Review
1. Changes in IDEA
State Performance Plan Indicators
2. Measuring Transition in the IEP
Indicator #13
3. Documenting the Review Process
4. Assembling the Review Team
5. Selecting a Random Sample of IEPs
What is the
“State Performance Plan?”
• The State Performance Plan (SPP) is a plan created by
New York State in response to Federal (US) Government
mandates included in the latest IDEA (2004)
reauthorization regarding special education state
performance measurement and accountability.
• The State Performance Plan addresses data collection
for 20 performance Indicators. These 20 Indicators are
measured in every state
What is “Indicator #13”?
Indicator #13 of the State Performance Plan
requires the State to annually report the
percentage of youth age 15- 21 with IEPs that
include coordinated, measurable annual IEP
goals and transition services that will
reasonably enable the student to meet
measurable post-secondary goals.
How is the Percentage Reported?
This percentage is obtained through the selfstudy review process completed by the
representative sample of all the districts in NYS
each year. The percentage reported by the
districts is publicly reportable data, as is the
total percentage for the entire state.
When do we report?
For NYS, six of these measurement areas are
new to our data collection efforts. The federal
government has allowed us to collect data on
those 6 Indicators with a sampling system.
Each district in NYS will report on one of the six
new Indicators each year for the first six years
of the SPP.
The
sampling
schedule
may be
found at:
http://www.vesid.nysed.gov/sedcar/sppschedule.
html
What Is the goal of Secondary
Transition Requirements?
To put a plan of action into place, before the
student exits school, that ensures a seamless
movement from school to various post-secondary
settings, and to prepare the student for post-school
life.
To “reasonably enable” the student to be successful
in achieving their Measurable Post Secondary
Goals.
Need more information
regarding “Indicator #13”?
Go to the State Performance Plan web site
and read over the information regarding
I#13. The web site address is
http://www.vesid.nysed.gov/specialed/spp/In
dicators/13.htm
Part I. Preparation for the Review
1. Changes in IDEA
State Performance Plan Indicators
2. Measuring Transition in the IEP
Indicator #13
3. Resources for the Review
4. Documenting the Review Process
5.
Assembling the Review Team
6.
Selecting a Random Sample of IEPs
State
Protocol
Self-Review
http://www.ilr.cornell.edu/edi/p-transition-wb-ind13.cfm
The Self-Review Monitoring
Protocol
•
Contains all the core materials for conducting the
review.
•
Main packet guides you through the process.
•
Attachment 1 is a check sheet to guide you
through the review sequence.
•
Attachments 2-4 are worksheets to use during the
review.
Read this packet thoroughly long before the actual review
Other Resource Materials
•
Listing of other I#13 resources on this webinar
resource page – check SED – VESID site for most
recent editions of their materials.
•
Additional resources are listed on our web pages,
including other webinars.
•
Your Transition Coordination Site (TCS) can direct
you to many resource materials, depending on
your needs.
Frequently Asked
Questions
(10/1/2006)
State
Performance Plan
Indicator #13 SelfReview
re: Transition
Content in IEPs
State Performance Plan
State Web
Site for
schedules
and
information
http://www.vesid.nysed.gov/sedcar/sppschedule.html
Step-byStep
Overview of
the Review
Process
Step-byStep
Checklist
Documenting the Self-Review
• Keep all review materials for seven years
(until after the next review cycle)
• Random selection process (number list or
whatever used)
• Include the copies of the 30 IEPs with the
individual review sheets clipped to them.
• Completed Attachments 2-4 – include team
member listing
• Improvement Plan and other relevant
information, including follow-up materials.
Part I. Preparation for the Review
1.
Changes in IDEA
State Performance Plan Indicators
2.
Measuring Transition in the IEP
Indicator #13
3.
Documenting the Review Process
4. Assembling the Review Team
5. Selecting a Random Sample of IEPs
Assembling the Transition
Review Team
• Cross Discipline Representation
• Large enough to help guide implementation
and monitor quality
• Teacher and Administrative Leadership
Selecting a Random Sample of IEPs
• Use current list of classified students 15-21
• Include ALL students for whom your district
has jurisdiction – BOCES, alternative
placements, residential institutions, etc.
• Use a true random selection process – see
VESID site for assistance
• Document the process
Random
Number
Table
http://www.vesid.nysed.gov/sedcar/randomno.htm
Part II.
Review-CAP-TransQUAL
Part II. Review-CAP-TransQUAL
1. The IEP Evaluation process
“look at’s” and “look for’s”
2. Establishing inter-rater agreement
3. Conducting the IEP analysis
4. Compiling results & aggregating scores
5. Informing and Documenting the CAP
using TransQUAL
The review focuses on requirements
in the following areas
• Participation of the student in transition planning
• Post-secondary goals
• Present levels of performance and transition needs
• Annual goals
• Transition activities
• Statement of responsibilities of the school district
and participating agencies
“Look At’s” and “Look For’s”
• Look at the IEP only
• Look at different sections for specific Issues
• Sections are listed by the Issues on
Attachment 2
• The 1st group of Four Issues have one set of
Look At’s and Look For's, while the 2nd
group of Four Issues uses a slightly different
set
I. Transition Services Needs Measurable Post
Secondary Goals and Annual Goals
Attachment 2
Sections are
listed by the
Issues
4 Issues and
regulations per
Section with
“Look at’s” and
“Look for’s”
II. Transition Services
Section II
has another
set of
issues with
different
“Look For’s”
and
“Look At’s”
Individual Student Record Review Form
Attachment 3
Each IEP
reviewed
requires an
individual copy
per IEP
reviewed
Individual Student Record Review Form
Yes / No
Compliance
8
Regulations
and Issues
Comments
Part II. Review-CAP-TransQUAL
1. The IEP Evaluation process
“look at’s” and “look for’s”
2. Establishing inter-rater agreement
3. Conducting the IEP analysis
4. Compiling results & aggregating
scores
5.
Informing and Documenting the CAP
using TransQUAL
Attachment 3
Part II. Review-CAP-TransQUAL
1.
The IEP Evaluation process
“look at’s” and “look for’s”
2.
Establishing inter-rater agreement
3.
Conducting the IEP analysis
4. Compiling results & aggregating scores
5. Informing and Documenting the
CAP using TransQUAL
What is TransQUAL?
TransQUAL Online
...is a tool to support school district
teams as they collaboratively review
and improve their practices in career
development and transition.
www.TransQUAL.org
http://www.TransQUAL.org
Click here for a test drive
of TransQUAL
Click here to get a
Username and Password
Download TransQUAL
documents
Register: 1 of 6
Features of the
TransQUAL
Web Site
Progress
Reporting
Part III.
Implementation - Follow up
Part III. Implementation - Follow up
1. Planning for implementation,
measurement, and progress checks
2.
Integrating the Transition CAP with other district planning documents
3.
Submitting the required data via the State PD system
4.
Future considerations for Continuous Improvement
Part III. Implementation - Follow up
1.
Planning for implementation, measurement, and progress checks
2. Integrating the Transition CAP with
other district planning documents
3.
Submitting the required data via the State PD system
4.
Future considerations for Continuous Improvement
Integrating and Aligning School
Improvement plans
• Infuse transition activities into regular standards –
based programming wherever possible
• Consider staff allocation and staff development
time for both transition and other initiatives
• Consider natural linkages between NCLB AYP
areas and the SPP Indicators (example: dropout
rate, ELA scores and transition planning efforts)
Part III. Implementation - Follow up
1. Planning for implementation,
measurement, and progress checks
2. Integrating the Transition CAP with other
district planning documents
3. Submitting the required data via the
State PD system
4. Future considerations for Continuous
Improvement
Part III. Implementation and Follow up
1.
Planning for implementation, measurement, and progress
checks
2.
Integrating the Transition CAP with other district planning
documents
3.
Submitting the required data via the State PD system
4. Future considerations for
Continuous Improvement
Features of
the
TransQUAL
Web Site
Funding, Links,
Sharing, and
Connecting with
Others
Please visit the resources pages for this conference
Go Directly: (http://www.ilr.cornell.edu/edi/p-transition-events.cfm)
Go to
EDI Web Site (http://www.ilr.cornell.edu/edi/)
Find
Areas of Expertise
Find
Educational Achievement and Transition
Click on
Mid State Transition Coordination Site
Click on
Trainings & Events (left sidebar)
Click on
Online Trainings
Click on
Resources
Mid-State Transition Coordination Site
Contact Information
Nancy Hinkley, Transition Specialist
V: 607-255-1109
e: [email protected]
Marianne Murphy, Project Manager
V: 607-255-1664
e: [email protected]
Please complete the questionnaire at the end of this broadcast.