Teaching and LearningSpecial Education

Secondary Programs

Transition Services

Agenda

Understanding the State Performance Plan

Impact of the Performance Indicators

Emphasis on Indicator 13

Transition Planning (Begin with the End)

Development of goals and objectives

Unveiling coordinated activities

Indicator 14 – End Result!!!

State Performance Plan (SPP)

The Individuals with Disabilities Education Act (IDEA) of 2004 requires each state to develop a six year performance plan that • evaluates the state’s efforts to implement the

requirements and purposes of IDEA, and

• illustrates how the state will continuously improve upon this implementation

The Texas SPP includes five monitoring priorities and twenty indicators

State Performance Plan (SPP)

In alignment with IDEA 2004, the US Department of Education Office of Special Education Programs (OSEP) has identified five monitoring priorities within the SPP: (1) Free Appropriate Public Education in the Least Restrictive Environment; (2) Disproportionality; (3) Child Find; (4) Effective Transition; and (5) General Supervision. The SPP contains 20 indicators associated with these five monitoring priorities:

Indicators

1. Graduation2. Dropout3A-C. Adequate Yearly Progress4A-B. Suspension/Expulsion5A-C. Educational Environment, Ages 6-216. Educational Environment, Ages 3-57A-C. Early Childhood Outcomes8. Parent Participation9. Disproportionality in special education program10. Disproportionality by specific disability

11. Child Find12. Early Childhood Transition13. Secondary Transition14. Post-School Outcomes15. General Supervision (Monitoring)16. Complaint Investigation Timeline17. Hearing Officer Decision Timeline18. Resolution Sessions19. Mediation20. State Reporting

Indicator 13

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 postsecondary goals.

Measurable Post-secondary Goals

Based on age appropriate transition assessments.

Must be written for training/education, employment, and when appropriate independent living.

Transition Supplement

Instruction

Related Services

Community Participation

Integrated Employment (I - 13)

Postsecondary Education/Training (I - 13)

Post School Adult Living (I - 13)

Daily Living Skills / Transportation

Functional Vocational Evaluation

Adult Services

Interagency Release Form and Notice of Transfer of Rights

Interagency Release needs to be completed prior to discussing these options in the ARD.

Notice of Transfer of Rights needs to be completed prior to student’s 18th birthday.

PLAAFP

Address prevocational, vocational, CBVE, and transition competencies.

Consider these competencies in the development of IEP goals and objectives.

Annual IEP Goals

Coordinated, measurable, and annual

Contain four critical elements: timeframe, conditions, behavior, and criterion

ARD Page 4: Transition

List specific assessment (drop down menu).

List anticipated course of study – 4/6 plan, career cruising, course strand matrix, etc.

Coordinated Activities

Graduation Supplement

Graduation Course Options

Assessment Options

Assessment Criteria

Assessment Samples• TAKS

• TAKS-Modified

Planning a Coherent Course of Study

Course Options: High School

Course Options: High School

TAKS 10th Grade Math Sample

TAKS TAKS-M

AYP Performance Standards

Summary of Performance

Summary of student’s academic achievement and functional performance.Assist in the transition from high school to higher education, training and/or employment.Help to establish eligibility for reasonable accommodations and supports in Postsecondary settings.Initial start at 11th grade. Required and complete at 12th grade.

Indicator 14

Percent of youth who had IEPs, are no longer in secondary school and who have been competitively employed, enrolled in some type of postsecondary school, or both, within one year of leaving high school.

Q & A

Gerard Cortez, Transition Services Supervisor: 972-581-4181

Antony Burwell, Itinerant Teacher:

972-581-4774