Transcript Blank Jeopardy - Intermediate District 287

Transition
Basics
Revised
IDEAs
Bright
IDEAs
Indicator 13
Indicator 14
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In transition planning, IEP teams
need to take into account the
dreams, preferences, and interests
of this person.
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The student.
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The student’s age when transition
planning must start in Minnesota.
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Beginning no later
than the first IEP
when the student
turns 14 and
annually thereafter
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Student involvement in the IEP
process is critical. Best practices
suggest that the student’s role in
the IEP should be . . .
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The student should
attend the IEP and
actively participate at
the highest level
possible.
*While IDEA does not require that the student
attend his/her IEP meeting, it is essential that
the student’s preferences and interests are
considered during the IEP planning.
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At the IEP meeting one year prior to
the student’s 18th birthday, the school
must notify the students and his/her
parents the rights under IDEA will
transfer from the parent to the student.
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Age of Majority
and the
Transfer of Rights
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The IDEA requires educators to focus on
more that just a student’s needs. Since
1990, the focus of transition planning has
included the student’s preferences and
interests. The inclusion of this trait was
added with the 2004 amendments.
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A student’s strengths.
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This important piece of transition
planning is an “ongoing process
of collecting data on the
individual’s needs, strengths,
preferences, and interests”.
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Age-Appropriate
Transition
Assessment
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As part of IDEA 2004, IEP teams must
develop these goals based on ageappropriate transition assessments and
related to education/training,
employment, and, where appropriate,
independent living skills
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Measurable
Postsecondary Goals
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This new provision in IDEA requires schools
to provide students and his/her family, as they
exit the secondary school, with current and
relevant information about their academic
achievement and functional performance,
including a set of recommendations to help
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them meet their postsecondary goals.
Summary of
Performance
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This requirement in IDEA 2004 is part of
the “Transition Services” and is a multiyear description of coursework from the
student’s current to expected exit year
needed to achieve the student’s desired
postschool goals.
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Courses of Study
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Originally, Minnesota had five transition
categories on the IEP (postsecondary
education, employment, home living,
community participation, recreation/leisure).
Now, Minnesota will align with these federal
transition categories in IDEA 2004.
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Education/Training,
Employment,
and, when appropriate,
Independent Living
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A student’s postsecondary measurable
goal(s) is a goal that the student hopes
to achieve after leaving high school,
whereas these goals are expected to be
achieved in one year’s time.
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Annual IEP Goals
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IDEA 2004 still requires that the IEP
team invite outside agencies during
these circumstances.
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If there is a chance that the
agency will be paying for
or providing services* to the
student once he/she leaves
secondary school.
*These services could include:
paying for tuition, job coaching, life
skills training, and mental health
services, among others.
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This is what happens if an outside
agency agrees to provide a transition
service and the agency does not follow
through with the plan on the IEP.
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The school must follow-up
and reconvene the IEP
meeting to identify alternative
strategies to meet the
transition objectives for the
child set out in the IEP.
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There should be a direct relationship
between the student’s PLAAFP,
identified needs and what other part
of the IEP?
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Annual Goals and
Objectives
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This is when graduation planning
should begin on the IEP.
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Graduation planning
should start at grade
9 and be addressed
at each IEP meeting
thereafter.
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The first compliance with Indicator
13 is that you need to have these
goal(s) that cover education/training,
employment, and independent living.
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Measurable Postsecondary
Goals:
Education/Training (required)
Employment (required)
Independent Living
(where appropriate)
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The second compliance with
Indicator 13 is that there is evidence
that the Measurable Postsecondary
Goals are based on this document.
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Age-Appropriate
Transition
Assessments
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The third and fourth area of compliance
for Indicator 13 is evidence of transition
services on the IEP. This requirement is
met by having these two sections
completed in the IEP.
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Course of Study and
Coordinated Set of
Activities*
* Activities should focus on improving the academic
and functional achievement of the student to
facilitate the movement from school to postschool.
These activities should include a description of
what needs to happen, when will it occur, and who
is responsible.
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The fifth compliance issue relates to
transition services that are likely to
be provided or paid for by other
agencies. If these services are on the
IEP, the school MUST show
evidence of what?
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There must be evidence
that the participating
agency was invited and
consent was given for
them to attend the IEP
meeting.
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The sixth compliance looks at the
annual IEP goal(s) and objectives to
make sure that they will help the
student make progress toward what
other goals?
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Measurable
Postsecondary Goals
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In an effort to ensure that all states are
implementing the requirements of IDEA
2004, this office established 20 indicators
that each state is required to address in
evaluating their efforts to comply with
IDEA 2004.
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U.S. Department of
Education’s Office
of Special Education
Programs (OSEP)
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Indicator 14 collects data on the
percent of youth who had IEPs, are
no longer in secondary school, and
have been doing what within one
year of leaving high school?
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Competitively
employed, enrolled
in some type of
postsecondary
school, or both.
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Minnesota is required by OSEP to
report data for Indicator #14. How
are they collecting this data?
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Minnesota conducts a
sampling plan* for
collecting the data
through telephone
interviews that occur
between April and
June.
*Each school district will participate in the
sampling plan at least once over the next five
years and the survey will include all students
who are on IEPs who exit the district.
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This is defined as work that is performed on a
full or part-time basis in an integrated setting,
and for which an individual is compensated at
or above the minimum wage and level of
benefits paid by the employer for the same or
similar work by individuals without
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disabilities.
Competitive
Employment
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This is defined as participation in a twoor four- year college program, vocational
or technical education beyond high
school, training programs, or adult basic
education, either full- or part-time.
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Postsecondary
School Enrollment
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