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August 6, 2009
Using the Indicator 13 Checklist to Support Accurate Data Entry, Engage Staff Development,
and Improve Transition Planning Results
Presented by:
Larry KorteringNational Secondary Transition Technical Assistance Center
(NSTTAC) 828-262-6060
[email protected]://www.nsttac.org
Sue WalterStatewide Transition ConsultantIllinois State Board of Education
$8, 777,221,240,095 ($29,200 Per Citizen) REFERS TO WHAT?
WHAT ___% OF SWD REPORT, AS 9TH GRADERS, WANTING A HIGH SCHOOL EDUCATION?
THE EMPLOYMENT RATE OF ALL DROPOUTS IS ____ THAT OF PEERS COLLEGE ATTENDANCE RATES OF SWD IS ABOUT ____%
A LIFE OF CRIME COSTS OVER $___ MILLION
70% TO 80% OF WHOM ARE SCHOOL DROPOUTS?
$380,000 MORE TO $1.3 MILLION MORE REFERS TO _______
THE FEDERAL GOVERNMENT SPENDS THE MOST ON WHICH OF THE FOLLOWING: IRAQ WAR; DISABILITY SUBSIDIES FOR ADULTS; SPECIAL EDUCATION
THE EMPLOYED DROPOUT TAKES 3 AND 11 YEARS TO FIND INITIAL AND STABLE EMPLOYMENT, RESPECTIVELY
IN TERMS OF IMPROVING HIGH SCHOOL, THE TOP THREE SUGGESTIONS FROM STUDENTS ARE:
Indicator 13: “Percent of youth with IEPs aged 16 and above with an IEP that includes appropriate measurable postsecondary goals that are annually updated and based upon an age appropriate transition assessment, transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals, and annual IEP goals related to the student’s transition services needs. There also must be evidence that the student was invited to the IEP Team meeting where transition services are to be discussed and 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.” [20 U.S.C. 1416(a)(3)(B)]
Note: This definition includes changes recently made by OSEP.
Illinois has already been collecting 6 of the 8 items.
Two additions – Is the post-secondary goal(s) updated
annually? i.e., is the post-secondary goal(s) documented in
the student’s current IEP? Is there evidence that the student was invited
to the IEP team meeting where transition services were discussed?
Defining ‘Age Appropriate Transition Assessment’
‘Measurable Post-School Goals’ in the IEP AND Updated Annually
Defining ‘Courses of Study’ Defining ‘Coordinated Set’ of transition-
related activities (services)
Measurable ‘Annual Goals’ connected to and flowing from the transition services by way of the post-secondary goals
Inviting the student to the IEP team meeting when transition is a topic
Provides a basis for selecting appropriate post-secondary goals
Ongoing and involves multiple sources of information
Appropriate for one’s chronological age group
Use of formal and informal methods
Can be as limited as a measure of a student’s preferences and interests
Conceptually, we prefer a level one and two and person-centered planning framework
Level one for 8th and 9th graders with high incidence conditions (e.g., interest inventory, personal preferences, and survey)
Level two for 10th and 11th graders (add measure of aptitudes & redo level one)
Person-centered planning approach for those with more involved conditions
Should reflect high but realistic expectations
Should reflect a “forward movement” instead of a “dead-end” approach
Can be “mixed” considering the student’s stamina, endurance and ability level
Can incorporate external supports
May initially be less specific, increasing in detail as the student approaches graduation
May change from year to year, sometimes slightly, sometimes drastically
Areas of Employment, Education or Training, and, if appropriate, Independent Living
MUST BE MEASURABLE (e.g., counted or observed)
Must be updated annually, i.e., documented in the student’s current IEP
No official guidance on this concept, it will evolve
Many states have existing ‘courses’ (or programs) of study that prepare one for select outcomes (e.g., levels of higher education, trade or technical school, employment)
May entail an initial list of required and elective courses
One OCR ruling held that schools must provide parents with a formal process to request course changes
Must be linked to student post-secondary goals (e.g., given the students goal(s) for life after graduation from HS, what are the required and relevant courses that build to the goal)
Services that will occur after high school
Services and/or activities that flow from the post-secondary goals
Services to help them get or keep jobs, get into and succeed in college, and live as independently as possible
Community resource maps
Based on established needs, including strengths, preferences, and interests
Role of parental consent when sharing information
Annual goals that will take the student to their post-secondary goals (academic and functional achievement)
At least one annual goal in connection with the student’s transition services/activities (i.e., that follow from the post-secondary goal)
Goals that represent the next logical step toward the student’s post-secondary goals
Documentation of the invitation to the IEP meeting for the student…signed by the school district and dated prior to the date of the IEP meeting
Practices that impact beyond Indicator 13 compliance, e.g., Indicators 1, 2 and 14
Student active involvement in planning for the IEP as well as active participation at the IEP meeting
Self-directed IEP and other self-determination skill building tools support active student involvement and engagement over the long term
To meet Illinois Indicator 13 data entry requirements, there is a Transition Tab available in iePoint
The Illinois Indicator 13 Checklist Will be updated along with iePoint by mid to late August
to encompass changes finalized by OSEP in July
Great for data collection at the IEP meeting (we know some districts problems with meeting Indicator 13 are the result of getting the correct data from the IEP table to data entry)
Laid out in the same order and format as iePoint
Use NSTTAC Web-based Examples and Non-Examples for SPP/APR Indicator 13 as a reference, resource and/or training tool.
Don’t forget to go to ISBE’s Indicator 13 web page! http://www.isbe.net/spec-ed/html/indicator13.htm
There is a measurable post-secondary goal stated for each of the following post-secondary goal areas: Employment (required) Education and/or Training (required) Independent Living (if applicable)
If N/A is chosen for Independent Living, responses are not required for the remainder of the Independent Living columns. BUT don’t confuse the data collection requirement with good IEP transition planning for students
There is at least one IEP annual goal for each applicable post-secondary goal. Are there annual goals that will help the student make
progress towards the stated post-secondary goal(s)?
There is evidence of coordination between the LEA and other post-secondary services for each post-secondary goal area. A continuum of options is available to meet this requirement:
1. Is there evidence that the IEP team discussed and listed potential post-school service providers? (this option could be appropriate for younger transition-aged students)
2. Is there evidence of family and/or student input regarding potential post-school service and providers? (also a good option for younger students)
3. Are there transition services listed on the IEP that are likely to be provided or paid for by an outside agency?
4. Was parent consent (or child consent once the age of majority is reached) obtained to invite any outside agencies?
5. Is there evidence in the IEP or the student’s file that any of the following agencies/services were invited to participate in the IEP development: post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living or community participation?
6. For those invited post-school service providers who declined and/or were unable to attend the IEP meeting, is there evidence that alternate forms of communication and information gathering were used to support networking/access for the IEP team and specifically the family and/or student?
There is evidence that age-appropriate transition assessments were used for each post-secondary goals area. Is there evidence that the measurable post-secondary goals
were based on data from age-appropriate transition assessments?
Is there evidence that age-appropriate transition assessments – formal and/or informal – provided information on the student’s needs, taking into account strengths, preferences, and interests
A course of study is indicated which is aligned to all of the student’s post-secondary goals. Does the transition plan include documentation of a course
of study (a long-range educational plan or multi-year description of the education program) that focuses on improving the academic and functional achievement of the student to facilitate his/her movement from school to post-school?
There is at least one transition service listed for each post-secondary goal area. Are there transition services in the IEP that focus on improving
the academic and functional achievement of the student to facilitate his/her movement from school to post-school?
Is there at least one transition service listed in connection with each post-secondary goal?
Transition service types include instruction, related services, community experiences, development of employment and other post-school living objectives, and if appropriate, acquisition of daily living skills and provision of a functional vocational evaluation.
iePoint is set up so that appropriate services can be chosen for each post-school goal area (e.g., Counseling and Guidance (02) could be applicable to any of the post-school goal areas but Job-Related Services (09) would only be an available choice for the post-school goal area of employment).
Two new items finalized by OSEP in July 2009 – will be added to eiPoint in August to ensure smooth data entry for the 2009 – 2010 school year
Is the post-secondary goal(s) updated annually? i.e., is the post-secondary goal(s) documented in
the student’s current IEP?
Is there evidence that the student was invited to the IEP team meeting where transition services were discussed?
POST SECONDARYGOALS
COORDINATED TRANSITION SERVICES
COURSES OF STUDY
TRANSITION ASSESSMENT
ANNUAL GOALS
Help students to understand the idea of a ‘rewarding’ career and education
Help students identify with an adult at the school
Get students involved in some aspect of their high school
Actively get students involved in the Indicator 13 process
Start lining up adult services that can help
Provide ‘direct links’ between what they do in school and their future
Get in touch with Sue at ISBE or Larry, Pat or NSTTAC
http://www.isbe.net/spec-ed/html/indicator13.htm http://www.ilworkinfo.com/icrn.htm http://www.nsttac.org http://www.pepnet.org/itransition.asp http://caseylifeskills.org/ http://www.careerkey.org/ (*) http://www.onetcenter.org/ http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Special/Tran
sition_Assessment_Manual.pdf
Note: * has a user fee
http://education.ou.edu/zarrow/?rd=1
https://php.radford.edu/~imdetermined/
http://www.ncwd-youth.info/
http://www.ncld-youth.info/
http://www.youthhood.org/
http://www.wsti.org/documents/topics/o/opening_doors_employment.pdf
http://www.wsti.org/documents/topics/o/opening_doors_education.pdf
Thank You!
Questions?