SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION 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 SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION Next Webinar 3 of 5: Tuesday March 28 th @ 3pm MST Topic TBD Connect & Strengthen Teachers Build Capacity & Confidence Maximize Student Outcomes Supplement NOT Supplant Resources & Efforts in your Local School or District SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION 1
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 SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION 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 SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION 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. SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION 2
Invite transition age student to their IEP meeting But don’t just invite the student to the meeting… SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION 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 SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION 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. SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION 3
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 SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION 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 • Disability Council Reps • • Job Coach Youth Pastor • • College Advisor 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 SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION Assessment Summary for Transition Services Planning • 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. • New and Different Assessments Each Year • Cumulative record maintained in the IEP • Consent documented for non-curriculum or general assessments SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION 4
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 SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION At least 2 Postsecondary Goals One goal in the area of either…. 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. One goal in the area of …. EMPLOYMENT/CAREER = Full-time or Part-time competitive employment (meaning paid minimum wage or better), or the military. Team should always consider a goal in the area of…. INDEPENDENT LIVING = Skills or tasks that contribute to the successful independence of an individual into adulthood in the following domains: • • Daily living skills Maintain personal care including • Leisure/recreation home environment • • Community participation and Transportation membership Ask “Is the student at the age appropriate level for these?” SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION Postsecondary Goals • 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 SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION 5
Postsecondary Goals • 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 Non-Examples of Post-Secondary Goals Goal is written as a process, rather than an outcome that can be demonstrated. This could take place before graduation from high school. Activity as opposed to a goal. It is not clear that the activities were started before high school and there could be specifics by this point. “Want” or “expressed interest” are not outcomes. Goal statements are not measurable. SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION Postsecondary Goals 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. Other things to consider.... Is the goal realistic? Honor student interests and preference. Plan Backwards; work on the foundations. SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION Transition Activities (Services) 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. You must list activities in education/training , career/employment , and community for every student. Status completed. Cumulative Record. SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION 6
Transition Activities (Services) Team must also consider individual student need for Adult Services, Related Service, and Independent Living. Progress Reporting? SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION 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 SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION Course of Study 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. SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION 7
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