Secondary Transition

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Transcript Secondary Transition

IEP Components for
Secondary Transition
Florida Education: The Next Generation
DRAFT
Revised 12/15/09
March 13, 2008
Version 1.0
Florida Department of Education
Dr. Eric J. Smith,
Commissioner
Division of Public Schools (PreK -12)
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Florida Department of Education
• The following slides were developed for Sheila Gritz’s
presentation at the Project 10: Transition Education Network
Regional Institute held in Gainesville, Florida on September
30, 2009.
• The slides were revised on December 15, 2009, to reflect key
changes to Florida State Board of Education Rules impacting
secondary transition requirements.
• The slides also incorporate a revision to the definition of
functional vocational evaluation that reflect the Vocational
Evaluation and Career Assessment Professional’s definition.
Division of Public Schools (PreK -12)
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Florida Department of Education
Objectives
• To develop an understanding of the secondary transition indicators
with a focus on Indicator 13
• To develop an understanding of requirements for secondary
transition
• To identify methods for merging compliance and evidence-based
practices to improve outcomes for all secondary transition indicators
Division of Public Schools (PreK -12)
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Florida Department of Education
Secondary Transition Indicators
Focusing on Indicator 13
Division of Public Schools (PreK -12)
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Florida Department of Education
Secondary Transition Indicators
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•
Indicator 1 – Graduation
Indicator 2 – Dropout
Indicator 13 – Transition Components in the IEP
Indicator 14 – Post-school Outcomes
Division of Public Schools (PreK -12)
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Florida Department of Education
SPP Indicator 13 (Compliance Indicator)
• 100% percent of youth aged 16 and above with an
IEP that includes coordinated, measurable, annual
IEP goals and transition services that will reasonably
enable the student to meet the postsecondary goals.
– 2007-08: 24% of 389 IEPs reviewed met requirements
– 2008-09: 61% of 601 IEPs reviewed met requirements
Data reflects the total number of IEPs reviewed that met
requirements.
Division of Public Schools (PreK -12)
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Florida Department of Education
Changes coming for Indicator 13…
• Percent of youth aged 16 and above with an IEP that
includes
– Appropriate measurable postsecondary goals that are
annually updated
– Based upon an age-appropriate transition assessment
– Transition services, including courses of study, that will
reasonably enable the student to meet those postsecondary
goals
– Annual IEP goals related to the student’s transition services
needs
Division of Public Schools (PreK -12)
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Florida Department of Education
…Changes coming for Indicator 13…
• Evidence that the student was invited to the IEP Team meeting
where transition services are to be discussed
• 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
Division of Public Schools (PreK -12)
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Florida Department of Education
Requirements for Secondary
Transition
Division of Public Schools (PreK -12)
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Florida Department of Education
Definition of Transition Services…
“a coordinated set of activities for a student 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 student with a disability to facilitate
the student’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; and…
Rule 6A-6.03411(1)(nn), F.A.C.
Division of Public Schools (PreK -12)
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Florida Department of Education
…Definition of Transition Services…
2. Is based on the individual student’s needs, taking into
account the student’s strengths, preferences and interests;
and
3. Includes:
a. Instruction;
b. Related services;
c. Community experiences;
d. The development of employment and other
post-school adult living objectives; and
e. If appropriate, acquisition of daily living skills
and the provision of a functional vocational
evaluation, and
Rule 6A-6.03411(1)(nn), F.A.C.
Division of Public Schools (PreK -12)
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Florida Department of Education
…Definition of Transition Services
4.
Transition services for students with disabilities may be
special education, if provided as specially designed
instruction, or a related service, if required to assist a student
with a disability to benefit from special education.
Rule 6A-6.03411(1)(nn), F.A.C.
Division of Public Schools (PreK -12)
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Florida Department of Education
Ages 14 and 15
• Notice –
– Purpose will be identifying transition services needs of the student
– Student invited
• Student’s strengths, preferences and interests taken into account and other
steps taken if student doesn’t attend
• Identifying transition services needs, to include consideration of the
student’s need for instruction or the provision of information in the
area of self-determination to assist the student to be able to actively
and effectively participate in IEP meetings and self-advocate, so that
needed postsecondary goals are in place by age 16
• Course of study
• Diploma selected
Division of Public Schools (PreK -12)
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Florida Department of Education
Ages 16 and Older (Not calculated for I-13)
• Notice
– Purpose will be consideration of the postsecondary goals and
transition services for the student
– Student invited
– Agency invited to send a representative
• Student’s strengths, preferences and interests taken into
account and other steps taken if student doesn’t attend
Division of Public Schools (PreK -12)
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Florida Department of Education
Ages 16 and Older (Not calculated for I-13)
•
•
•
•
•
•
Diploma selected
Self-determination instruction or information
IEP team reconvened if agency fails to provide service
Transfer of rights documented in the IEP at 17
Transfer of rights notice at 18
Summary of Performance (SOP)
Division of Public Schools (PreK -12)
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Florida Department of Education
Ages 16 and Older (Calculated for I-13)
• Measurable postsecondary goals
• Age-appropriate transition assessment
• Training or Education
• Employment
• Independent Living (where appropriate)
• Annual goal(s) or short-term objectives or benchmarks
related to the student’s transition services needs
• Transition services
• Courses of study
• Agency invited
• Consent obtained to invite agency
Division of Public Schools (PreK -12)
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Florida Department of Education
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)
Division of Public Schools (PreK -12)
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Florida Department of Education
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
Division of Public Schools (PreK -12)
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Florida Department of Education
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
Division of Public Schools (PreK -12)
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Florida Department of Education
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
Division of Public Schools (PreK -12)
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Florida Department of Education
Independent Living (as Needed)
• Life skills in the following domains:
– Leisure/Recreation
– Maintain home and personal care
– Community participation
Adapted from NSTTAC, 2007
Division of Public Schools (PreK -12)
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Florida Department of Education
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.
Division of Public Schools (PreK -12)
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Florida Department of Education
Frequently Asked Questions
Measurable Postsecondary Goals
Division of Public Schools (PreK -12)
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Florida Department of Education
Frequently Asked Questions
Measurable Postsecondary Goals…
• Where on the IEP do I write the measurable
postsecondary goals?
Division of Public Schools (PreK -12)
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Florida Department of Education
Frequently Asked Questions
…Measurable Postsecondary Goals
• The measurable postsecondary goals should be
reflected early in the IEP as every component of
the IEP for students 16 and older should lead
toward attainment of the measurable
postsecondary goal(s).
Division of Public Schools (PreK -12)
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Florida Department of Education
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?
Division of Public Schools (PreK -12)
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Florida Department of Education
Frequently Asked Questions
…Measurable Postsecondary Goals
• Districts have flexibility in the format they
choose to use for measurable postsecondary
goals.
Division of Public Schools (PreK -12)
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Florida Department of Education
Frequently Asked Questions
Measurable Postsecondary Goals…
• Are short-term objectives or benchmarks
needed for measurable postsecondary goals?
Division of Public Schools (PreK -12)
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Florida Department of Education
Frequently Asked Questions
…Measurable Postsecondary Goals
• No. Only annual goals for students with
disabilities who take alternate assessments
aligned to alternate achievement standards are
required to have short-term 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.
Division of Public Schools (PreK -12)
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Florida Department of Education
Frequently Asked Questions
Measurable Postsecondary Goals…
• How do we determine the student’s progress
toward the measurable postsecondary goals?
Division of Public Schools (PreK -12)
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Florida Department of Education
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.
Division of Public Schools (PreK -12)
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Florida Department of Education
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?
Division of Public Schools (PreK -12)
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Florida Department of Education
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.
Division of Public Schools (PreK -12)
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Florida Department of Education
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.)
Division of Public Schools (PreK -12)
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Florida Department of Education
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.
Division of Public Schools (PreK -12)
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Florida Department of Education
Frequently Asked Questions
Measurable Postsecondary Goals…
• What if a student’s skills do not match the
student’s interests? What must be reflected in
the measurable postsecondary goals?
Division of Public Schools (PreK -12)
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Florida Department of Education
Frequently Asked Questions
…Measurable Postsecondary Goals…
• A “measurable postsecondary goal” is NOT the
same as a “desired post-school outcome.”
Division of Public Schools (PreK -12)
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Florida Department of Education
Frequently Asked Questions
…Measurable Postsecondary Goals
• The measurable postsecondary goals must be based upon ageappropriate transition assessments.
• In a recent case in Texas, the court found that “the district did not
err in developing a vocational program that focused on fashion
and child care – the student’s biggest strengths,” despite the fact
that her interest was in music where she had limited skills. The
summary stated: “So long as a transition plan reflects the
student’s skills and interests, as determined through assessments,
it should pass muster under the IDEA.”
- Individuals with Disabilities Education Law
Report, LRP Publications (June 12, 2009)
Division of Public Schools (PreK -12)
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Florida Department of Education
Measurable Postsecondary Goals based on AgeAppropriate Transition Assessment
• The measurable postsecondary goals must be
based on age-appropriate transition assessment.
Division of Public Schools (PreK -12)
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Florida Department of Education
Frequently Asked Questions
Age-Appropriate Transition Assessment
Division of Public Schools (PreK -12)
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Florida Department of Education
Frequently Asked Questions
Age-Appropriate Transition Assessment…
• How and where do I document ageappropriate transition assessment in the IEP
for compliance purposes?
Division of Public Schools (PreK -12)
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Florida Department of Education
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.
Division of Public Schools (PreK -12)
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Florida Department of Education
Frequently Asked Questions
Age-Appropriate Transition Assessment…
• Which transition assessments require consent
from parents?
Division of Public Schools (PreK -12)
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Florida Department of Education
Frequently Asked Questions
…Age-Appropriate Transition Assessment
• Consent is only required if the purpose is for
reevaluation.
Division of Public Schools (PreK -12)
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Florida Department of Education
Frequently Asked Questions
Age Appropriate Transition Assessment…
• What is functional vocational evaluation?
Division of Public Schools (PreK -12)
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Florida Department of Education
Frequently Asked Questions
…Age Appropriate Transition Assessment
• Functional Vocational Evaluation (FVE) is a systematic
assessment process used to identify practical, useable
career and employment-related information about an
individual. FVE incorporates multiple formal and
informal assessment techniques to observe, describe,
measure, and predict vocational potential. A distinctive
feature of FVEs is that they include (and may emphasize)
individualized experiential and performance-based
opportunities, in natural vocational or work environments.
(VECAP, 2009)
Division of Public Schools (PreK -12)
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Florida Department of Education
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)?
Division of Public Schools (PreK -12)
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Florida Department of Education
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)
Division of Public Schools (PreK -12)
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Florida Department of Education
…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)
Division of Public Schools (PreK -12)
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Florida Department of Education
…Transition Services
• Transition services may be addressed through
– The development of measurable annual goals and shortterm 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
Division of Public Schools (PreK -12)
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Florida Department of Education
…Transition Services…
• “No services needed” statement(s) are no
longer required, but this is a good practice that
districts are encouraged to continue.
Division of Public Schools (PreK -12)
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Florida Department of Education
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)
Division of Public Schools (PreK -12)
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Florida Department of Education
…Course(s) of Study
– Participation in advanced-placement courses
– Participation in courses that provide
community-based experiences to help the
student acquire adult living and employment
skills
(e.g., description of instructional program
and experiences)
Division of Public Schools (PreK -12)
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Florida Department of Education
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?
Division of Public Schools (PreK -12)
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Florida Department of Education
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 advanced-placement 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.
Division of Public Schools (PreK -12)
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Florida Department of Education
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)
Division of Public Schools (PreK -12)
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Florida Department of Education
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)
Division of Public Schools (PreK -12)
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Florida Department of Education
Agency Participation
• To the extent appropriate and with the consent of the
parents or a student who has reached the age of majority,
the school district shall invite a representative of any
participating agency that may be responsible for providing
or paying for transition services
• Parental consent or the consent of the student who has
reached the age of majority must also be obtained before
personally identifiable information is released to officials of
participating agencies providing or paying for transition
services.
Rule 6A-6.03028(3)(c)8., F.A.C.
Division of Public Schools (PreK -12)
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Florida Department of Education
Clarification on Consent
• To invite an agency to an IEP meeting, “…a separate
consent must be obtained from the parents or a child
who has reached the age of majority for each IEP
Team meeting, conducted in accordance with 34 CFR
§300.320(b), before a public agency can invite a
representative of any participating agency that is
likely to be responsible for providing or paying for
transition services to attend the meeting.”
February 6, 2009, Memorandum and OSEP Letter
Division of Public Schools (PreK -12)
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Florida Department of Education
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)
Division of Public Schools (PreK -12)
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Florida Department of Education
…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!
Division of Public Schools (PreK -12)
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Florida Department of Education
Reevaluation and Summary of
Performance…
• “Reevaluation is not required for a student before the
termination of eligibility due to graduation with a standard
diploma or exiting from school upon reaching the student’s
twenty-second (22) birthday.”
• “The district must provide the student with a summary of
academic achievement and functional performance, which
shall include recommendations on how to assist the student
in meeting the postsecondary goals.”
Division of Public Schools (PreK -12)
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Florida Department of Education
…Reevaluation and Summary of
Performance…
• Graduation from high school with a standard
diploma constitutes a change of placement and
requires prior written notice.
– Does not require reevaluation
• Not a change in eligibility
• Not dismissal from program
Division of Public Schools (PreK -12)
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Florida Department of Education
…Reevaluation and Summary of
Performance
• Summary of Performance (SOP)
– Academic achievement and functional
performance
– Recommendations on how to assist the student
in meeting postsecondary goals
Division of Public Schools (PreK -12)
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Florida Department of Education
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)
Division of Public Schools (PreK -12)
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Florida Department of Education
…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.
Division of Public Schools (PreK -12)
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Florida Department of Education
Frequently Asked Questions
Summary of Performance…
• Are districts required to hold an “exiting IEP
meeting” for students who are near
graduation?
Division of Public Schools (PreK -12)
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Florida Department of Education
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.
Division of Public Schools (PreK -12)
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Florida Department of Education
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, or GED (not
under GED Exit Option) may re-enter at any
time prior to their 22nd birthday.
Division of Public Schools (PreK -12)
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Florida Department of Education
For additional information contact:
Sheila Gritz, Program Specialist for Transition
Team Leader Indicators 13 and 14
Florida Department of Education
Bureau of Exceptional Education and Student Services
(850) 245-0478
[email protected]
www.fldoe.org/ese
Division of Public Schools (PreK -12)
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Florida Department of Education
Questions?
Florida Education: The Next Generation
DRAFT
March 13, 2008
Version 1.0
Division of Public Schools (PreK -12)
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Florida Department of Education