Transcript Transition: A Great IDEA circa 2004

Transition:
A Great IDEA circa 2004
Middle and High School
Staff Development
February 16, 2007
Agenda
8:00-9:30
• Overview of IDEA 2004
• Age Appropriate Testing and
Assessment
• Teaching to the Test: Over-view
of Indicator 13
9:30-9:45
• Break
Agenda
9:45-10:45
• Case Study Analysis by
Disability Group
• Q&A
10:45-11:00
• Wrap up and Complete Staff
Development Evaluation
IDEA 2004
• Main Theme of Changes:
“Results Oriented”
• Went into effect July 1, 2005
• Final Regulations issued August
3, 2006
• Wisconsin Special Ed law differs
from the Fed, starting Transition
when a student turns 14
Transition
• IDEA 2004 emphasizes
consideration of each student’s
interests and preferences
• IDEA 2004 emphasizes actual
planning and coordinating, not
simply filling in the blanks
• IDEA 2004 emphasizes both
developing both academic
ability and functional skills
A Word on Process…
• Why do so many IEP meetings
that are considering Transition
Services END with Transition?
• Wouldn’t it be easier to start
with where the student wants to
go in life, and then design
educational services that lead
toward those goals?
• Give a meaningful context!
IEP Form Changes
• Cleaned up the I-9 and I-13,
consolidating them into the I-8
“Summary of Transition
Services”
• Middle Schools have had to deal
with the most change relative to
Transition formage (Madison
cried loudest)
Now, how to complete the I-8…
I-8
Summary of Transition
• List the date and method…
• List the steps that were taken…
These steps need to occur prior to the IEP
meeting. Age appropriate assessments
could be indicated here.
• Transition Services means…
Coordinated, results-oriented, improving
academic and functional improvement,
facilitating movement to post-school
activities.
I-8
Summary of Transition
• State measurable postsecondary
goals…
Must have a goal in Employment.
Must also have a goal in either Training
or Education.
If the student has Independent Living
Skills development in the IEP, there
must be a goal statement.
Measurable
Postsecondary Goals
• These goals do not involve any
process, they are simply
statements of results.
• Consider one year after HS.
• Include as much information as
you can, and remember:
The goals will likely change!
Measurable
Postsecondary Goals
• Use results-oriented terms:
“enrolled in”, “work”, and
descriptors like “full time” and
“part time”.
After graduation, Chuck will be
enrolled in a four year college to
pursue an Education Degree.
Chuck plans to work full time as
an Elementary School Teacher.
Measurable
Postsecondary Goals
• Independent Living Skills…
Brian plans to live in his own
apartment with a roommate.
If there are annual goals or
objectives targeting the
development of Independent
Living Skills, Daily Living Skills,
or Home Maintenance, there
must be a measurable
postsecondary goal.
Measurable
Postsecondary Goals
In General:
• Put down what the student’s
interests, preferences, and
strengths suggest are
reasonable goals.
• Check to make sure some
element of an annual goal
relates to each postsecondary
goal, no matter how remotely.
Age Appropriate
Assessment
• Start with a Transition Survey or
an interview you have with the
student
• Documentation (i.e. test results,
completed transition survey,
notes from interview, etc.) is to
be placed in the student’s green
file
Age Appropriate
Assessment Examples
•
•
•
•
•
•
•
Transition Survey
Teacher notes from 1:1 with student
WKCE results
Vocational Interest Inventory/Survey
Transition Planning Inventory (TPI)
3 year re-evaluation testing results
Email soliciting goal-specific
progress info
• Post-secondary goals written in 1st
person
Statement of Needed
Transition Services
• Cross-reference to goals and/or
objectives (use a goal number)
• Write in a service such as
“complete an interest inventory”
or “visit Career Connection”
• These can occur over time, i.e.
years, but make sure they are
deliverable
• See O’Leary and Collison lists
Course of Study
• Describe classes, programs, or
functional skills (i.e. tech ed, FACE,
Life Skills, functional math skills)
specific to the student’s
postsecondary goals.
• UW bound students should minimize
pull-out classes and check with each
campus of interest as to the
admission policy regarding pullouts.
• Technical College bound will need to
do well in core academics.
Course of Study
• Some say to list all classes the
student will take during their
remaining secondary education
• Some say to list individual
classes, programs, and/or
specific instruction directly
related to the students
postsecondary goals
• AASD has chosen the latter
• H.S. can start with p. 55…
Other Agencies
• Will other agencies likely…
This question focuses on the future,
not just this IEP term.
• If yes, were representatives…
• …with parent (written) consent…
• If no, why not?
“Student is not old enough to
apply/participate”; “agency
participation not currently
appropriate”; or, “parent refused
consent”.
Other Agencies
• If an invited agency did not
attend…
Phone call, email, letter, face to
face conversation to/with the
agency representative.
A letter of intent from the agency.
Student application for services.
If an agency says “No”, what
other agency might provide?
Linkages with Public
Agencies
• You can only indicate a responsibility
of another person or agency if that
person or agency commits to the
responsibility.
• If a parent/guardian/student/agency
commits to do something, the school
is still obligated to make sure it is
completed based on the timeline.
• This is a great time to get parents to
participate in the services!
Transfer of Rights
• When the student turns 18, they
are self representing (unless a
guardian has been appointed).
• School correspondence will be
different.
• Provide the pamphlet “Turning
18” to facilitate discussion and
understanding, then document
this.
TRANSITION
ASSESSMENTS
In addition to the Transition
Survey, consider these…
ESTR-R
Enderle-Severson Transition
Rating Scale - Revised
• For adolescents with severe
disabilities
• Single Form - can be completed by
school or home
• Raw and Percentage Scores
• Not norm referenced; functional
• Framework for Transition Planning
ESTR-J
Enderle-Severson Transition
Rating Scale - Form J
• For adolescents with mild disabilities
• Single Form - can be completed by
school or home
• Raw and percentage scores
• Not norm referenced; functional
• Future Outcomes/Goals Assessment
(like out transition survey)
TPI
Transition Planning Inventory
•
•
•
•
•
For anyone needing transition
School, home and student form
Ratings of agree – disagree
Not norm referenced; functional
Profile and Further
Assessments Recommendation
RFVII: 2
Reading-Free Vocational Interest
Inventory
•
•
•
•
For individuals 16 and older
Single Form
Picture-based
Raw Score, T-score, percentile,
rating (high, average, low)
• Normed for those 16 and over for
LD and CD
COPS
Career Occupational Preference
System
•
•
•
•
•
No age specified
Single Form
High reading/comprehension level
Raw Scores, Percentile Scores
Normed with general population
COPES
Career Orientation Placement
and Evaluation Survey
•
•
•
•
•
Looks at work values
Single Form
High reading/comprehension level
No age specified
Raw Scores
INDICATOR 13
Teaching to the Test
WI State Performance Plan
(SPP)
• Required by IDEA to improve
outcomes for students with
disabilities
• Each state must collect valid and
reliable information annually on the
20 Indicators of Performance from
LEA’s to report to Federal
Government for the Annual
Performance Report (APR)
• Indicator #13 is related to Transition
Goals
20 Indicators
1.
2.
3.
4.
5.
6.
7.
High school graduation rates
Drop-out rates
Assessments
Suspension/expulsion
Educational placements 6-12
Educational placements 3-5
Preschool outcomes
20 Indicators
(continued)
8. Parent involvement
9. Inappropriate identification in
special ed.
10.Inappropriate identification in a
specific disability
11.Timely evaluation
12.Early childhood transition
13.Transition goals – Age 16+
14.Post high school outcomes
20 Indicators
(continued)
15.General supervision system
16.IDEA complaints
17.Due process
18.Resolution sessions
19.Mediation
20.Timely and accurate data
Indicator 13
Postsecondary Goals
Percent of youth aged 16 and
above with an IEP that includes
coordinated, measurable, annual
IEP goals and transition
services that will reasonable
enable the child to meet the
postsecondary goals.
[20 U.S.C. 1416 (a)(3)(B)]
Indicator 13 Checklist
1. If the purpose of an IEP team
was to consider transition
services, the child was invited.
Indicator 13 Checklist
2. If the child did not attend an
IEP meeting to consider his/her
transition service needs, the
LEA took other steps to ensure
the child’s preferences and
interests were considered.
Indicator 13 Checklist
3. Is there a measurable
postsecondary goal or goals
that covers education or
training, employment, and, as
needed, independent living?
Indicator 13 Checklist
4. Is (are) there annual IEP
goal(s) that will reasonably
enable the child to meet the
postsecondary goals?
Indicator 13 Checklist
5. Are there transition services in
the IEP that focus on improving
the academic and functional
achievement of the child to
facilitate their movement from
school to post school?
Indicator 13 Checklist
6. For transition services that are
likely to be provided or paid for
by other agencies with parent
(or child once the age of
majority is reached) consent, is
there evidenced that
representatives of the
agency(ies) were invited to the
IEP meeting?
Indicator 13 Checklist
7. Is there evidence that the
measurable post secondary
goal(s) were based on ageappropriate transition
assessments?
Indicator 13 Checklist
8. Do the transition services
include courses of study that
focus on improving the
academic and functional
achievement of the child to
facilitate their movement from
school to post–school?