1 Two key measurements that indicate student transition outcomes - - PDF document

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SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

Secondary Special Education Teachers 2017 Webinar 2 of 5

KENDRICK LESTER

SECONDARY SPECIAL EDUCATION TRANSITION COORDINATOR (208) 332-6918 klester@sde.idaho.gov

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

Next Webinar 3 of 5:

Tuesday March 28th @ 3pm MST

Topic TBD

Connect & Strengthen Teachers Build Capacity & Confidence Maximize Student Outcomes Supplement NOT Supplant Resources & Efforts in your Local School or District

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SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

Two key measurements that indicate student transition outcomes…

Early data suggests that an AWESOMEimprovement has been made in this area! But…

Continued work and vigilance is needed to reach and maintain 100% Support Others Ask for Help

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

The checklist can be downloaded here

To note each item reviewed for compliance To note each item considered high quality

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

Invite transition age student to their IEP meeting

• Beginning no later than the year in which the Student

turns age 16

• Invited by the school to attend any IEP meetings at

which transition services will be discussed.

• Evidenced by Student Invitation form completed before

the meeting.

• OR; Contact log documentation of a verbal invitation to

the student dated prior to the meeting date.

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SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

Invite transition age student to their IEP meeting

But don’t just invite the student to the meeting…

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

Invite transition age student to their IEP meeting

• Help students understand their IEP and why it is

important for them to attend.

• Help them feel comfortable attending the meeting.
• Help them feel confident to run the meeting when they

are ready.

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

Transfer of Rights Discussion

• Completed no later than the student's 17th birthday

But don’t wait until then…

• Start with first transition IEP and document

annually.

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SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

Invitation of Participating Agency

• An adult agency is required to be invited to the IEP

meeting when that agency is likely to provide and/or pay for transition services with the next year. Consent from Parent or Adult Student is required before the agency can participate in the meeting.

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

Invitation of Participating Agency

Is this only for VR?

Help the student develop positive Post-Secondary

• Relationships. Consider anyone who can help them work

toward and achieve their transition goals…

• Employer
• Job Coach
• College Advisor
• Disability Council Reps
• Youth Pastor
• Club advisor/Coach

Just remember if the school is suggesting or arranging for services from the outside agency GET CONSENT FIRST ← WHY NOT?

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

• Age appropriate assessments lead to the development of

post secondary goals and associated activities.

• May consist of formal, or informal assessment in the areas of

education, training, vocational, functional, self-determination, independence etc. Must be completed annually and documented clearly on the Transition IEP.

Assessment Summary for Transition Services Planning

• New and Different Assessments Each Year
• Cumulative record maintained in the IEP
• Consent documented for non-curriculum or general assessments

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SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

Explain Current Level of Performance for Post-Secondary Goals and Transition Services

This portion of the Transition IEP is sufficiently populated with information related to student strengths, needs, preferences, and interests.

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

EDUCATION = Formal postsecondary instruction from technical schools, community colleges; state or private colleges & universities. TRAINING = Postsecondary programs leading to a certificate (e.g.; welding), short term employment training programs, apprenticeships, on the job trainings, or specialized trainings offered by a company such as a management training program. EMPLOYMENT/CAREER = Full-time or Part-time competitive employment (meaning paid minimum wage or better), or the military. INDEPENDENT LIVING = Skills or tasks that contribute to the successful independence of an individual into adulthood in the following domains:

At least 2 Postsecondary Goals

One goal in the area of either…. One goal in the area of …. Team should always consider a goal in the area of….

• Daily living skills
• Leisure/recreation
• Transportation
• Maintain personal care including

• Community participation and

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

• All goals must be measurable….“the student will…..”
• Phrased to happen after exit from high school or 18-21 program
• Must be an outcome; not an activity or process

Postsecondary Goals

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SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

• All goals must be measurable….“the student will…..”
• Phrased to happen after exit from high school or 18-21 program
• Must be an outcome; not an activity or process

Postsecondary Goals

Non-Examples of Post-Secondary Goals

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

Postsecondary Goals

Other things to consider.... Is the goal realistic?  Honor student interests and preference.  Plan Backwards; work on the foundations.

Every year when building the transition plan question if the student is on a track leading to them to this goal and what it will take to either get there. Over time refine the goal with more specificity, or change the post secondary goal as needed.

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

Describe the coordinated set of activities and services that will assist the student in exploring, planning, and executing the steps to reaching their transition goals.

Transition Activities (Services)

You must list activities in education/training, career/employment, and community for every student.

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SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

Team must also consider individual student need for Adult Services, Related Service, and Independent Living.

Transition Activities (Services)

Progress Reporting?

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

High School Graduation Consideration

Discuss the individual student’s trajectory and timeline for meeting Idaho High School Graduation Requirements.

 Clearly discuss and define graduation with the student and their family annually, beginning with the first transition IEP.

Updated guidance related to graduation is currently being developed and will likely be the topic of a future webinar later this Spring.

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

A full, multi-year description of the courses; both those required for graduation as well as others that will help the student progress toward their post-secondary goals is documented on or attached to the IEP.

Course of Study

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SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

Course of Study

 Must be specific and individualized to the student  Includes elective courses or release time activities that relate to the students post secondary goals  May include explanation of requirements such as the Senior Project  A counselors credit audit may be attached but must also include a course plan for all grades going forward  Attaching a list of the Idaho graduation requirements will not meet compliance

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

All IEP Annual Goals Tie-back to Transition Goals

Consider transition in the creation of all remaining portions of the IEP  Align annual goals to the postsecondary goal statements  Significant barriers or gaps addressed with targeted skill based goals satisfy this. “student will pass tests and class with a 70%” does not!  Incorporate students interests and preferences as much as possible.

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

The Service Grid & LRE…

Others Transition IEP Considerations…

Conversations to have within your district/school programs.....

• Short, dedicated service times for SPED transition goals & activities
• Release time or Credit opportunities for community work/job

shadows

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SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

Accommodations…..

• A specific and possibly shrinking list of student accommodation

needs over time.

• Students are both aware of their accommodations, know how to

use them, and do use them

Others Transition IEP Considerations…

Participation in assessments…..

• Just Check boxes for now…
• Contact your district, or Kendrick for information related to Civics

assessment and College Entrance Exam requirements as they relate to Special Education

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

Resources and EXamples

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

Next Webinar 3 of 5: Tuesday March 28th @ 3pm MST Topic TBD

Questions?

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SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE