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1 Division of Public Schools (PreK -12) Florida Department of Education Florida Education: The Next Generation DRAFT March 13, 2008 Version 1.0 Secondary Transition Secondary Transition and Compliance and Compliance Revised 9/27/12 Revised 9/27/12 Florida Department of Education Florida Department of Education
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1 Division of Public Schools (PreK -12) Florida Department of Education Florida Education: The Next Generation DRAFT March 13, 2008 Version 1.0 Secondary.

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Page 1: 1 Division of Public Schools (PreK -12) Florida Department of Education Florida Education: The Next Generation DRAFT March 13, 2008 Version 1.0 Secondary.

1Division of Public Schools (PreK -12) Florida Department of Education

Florida Education: The Next GenerationDRAFT

March 13, 2008Version 1.0

Secondary Transition Secondary Transition and Complianceand Compliance

Revised 9/27/12Revised 9/27/12

Florida Department of EducationFlorida Department of Education

Page 2: 1 Division of Public Schools (PreK -12) Florida Department of Education Florida Education: The Next Generation DRAFT March 13, 2008 Version 1.0 Secondary.

2Division of Public Schools (PreK -12) Florida Department of Education

Objective

• To provide a brief overview of secondary transition requirements aligned with Florida’s Compliance Self-Assessment for State Performance Plan (SPP) 13-Secondary Transition Age 16

• To provide answers to frequently asked questions related to secondary transition requirements

• To provide information on Florida State Board of Education Rules impacting secondary transition requirements

Page 3: 1 Division of Public Schools (PreK -12) Florida Department of Education Florida Education: The Next Generation DRAFT March 13, 2008 Version 1.0 Secondary.

3Division of Public Schools (PreK -12) Florida Department of Education

Definition of Transition Services…

“a coordinated set of activities for a student with a disability that: 1. Is designed to be within a results-oriented process, that is

focused on improving the academic and functional achievement of the student with a disability to facilitate the student’s movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation; and…

Rule 6A-6.03411(1)(nn), F.A.C.

Page 4: 1 Division of Public Schools (PreK -12) Florida Department of Education Florida Education: The Next Generation DRAFT March 13, 2008 Version 1.0 Secondary.

4Division of Public Schools (PreK -12) Florida Department of Education

…Definition of Transition Services…2. Is based on the individual student’s needs, taking into

account the student’s strengths, preferences and interests; and

3. Includes: a. Instruction;b. Related services;c. Community experiences;d. The development of employment and other

post-school adult living objectives; ande. If appropriate, acquisition of daily living skills

and the provision of a functional vocational evaluation, and

Rule 6A-6.03411(1)(nn), F.A.C.

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5Division of Public Schools (PreK -12) Florida Department of Education

…Definition of Transition Services

4. Transition services for students with disabilities may be special education, if provided as specially designed instruction, or a related service, if required to assist a student with a disability to benefit from special education.

Rule 6A-6.03411(1)(nn), F.A.C.

Page 6: 1 Division of Public Schools (PreK -12) Florida Department of Education Florida Education: The Next Generation DRAFT March 13, 2008 Version 1.0 Secondary.

6Division of Public Schools (PreK -12) Florida Department of Education

Notice

• The notice to the IEP team meeting included a statement that a purpose of the meeting was the consideration of postsecondary goals and transition services, that the student would be invited, and indicated any agency likely to provide or pay for services during the current year that would be invited.

34 CFR 300.322(b)(2)

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7Division of Public Schools (PreK -12) Florida Department of Education

Notice – No later than the first IEP to be in effect for students turning ages 14 and 15

Contents of notice for the IEP meeting must indicate that • A purpose of the meeting will be identifying transition

services needs of the student• The student will be invited to attend

Rule 6A-6.03028(3)(b)4., F.A.C.

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8Division of Public Schools (PreK -12) Florida Department of Education

Notice – Not later than the first IEP to be in effect for students turning age 16 or older…

Contents of notice for the IEP meeting must

• Indicate that a purpose of the meeting is the consideration of postsecondary goals and transition services for the student

• Indicate that the student will be invited to attend

• Identify any other agency that will be invited to send a representative to the meeting

Rule 6A-6.03028(3)(b)5., F.A.C.

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9Division of Public Schools (PreK -12) Florida Department of Education

…Notice – No later than the first IEP to be in effect for students turning age 16 or older

• Only those agencies that may provide or pay for needed transition services based on the individual student’s needs must be invited. (Consent is required in order for the LEA to invite agencies.)

• Others may be invited at parent/district discretion.

• The decision as whether to invite a particular agency to participate in an IEP meeting is left to the LEA and the parent.

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10Division of Public Schools (PreK -12) Florida Department of Education

Student Invited

• The student was invited to the IEP meeting.34 CFR 300.321(b)(1); Rule 6A-6.03028(3)(c)7., F.A.C.

– Salutation on the notice that includes the student and the parent

or– Separate notice to student indicating that the

student will be invited to attend

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11Division of Public Schools (PreK -12) Florida Department of Education

Student’s Strengths, Preferences, Interests…

• The student’s strengths, preferences, and interests were taken into account. If the student was unable to attend the meeting, other steps were taken to ensure the student’s preferences and interests were considered.34 CFR 300.43(a)(2) and 300.321(b)(2); Rule 6A-6.03028(3)(c)7., F.A.C.

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12Division of Public Schools (PreK -12) Florida Department of Education

…Student’s Strengths, Preferences, Interests…

• Ages 14 and 15– Strengths, preferences, interests so that transition

services needs and postsecondary goals may be identified and in place by age sixteen (16)

• Ages 16 and older– Strengths, preferences, interests of what the student

wants in the areas of instruction, related services, community experiences, employment, and post-school adult living

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13Division of Public Schools (PreK -12) Florida Department of Education

…Student’s Strengths, Preferences, Interests

• If the student did not attend the meeting, evidence of student input through other methods (e.g., student or family conferences, interest inventories, career exploration activities, vocational interest and aptitude inventories, situational assessments, and input from other personnel associated with the student)

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14Division of Public Schools (PreK -12) Florida Department of Education

Student’s Strengths, Preferences, Interests – Documentation

• May be documented in the present levels of academic achievement and functional performance section(s) of the IEP or may be included as a separate item

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15Division of Public Schools (PreK -12) Florida Department of Education

Students 14 and older

• For students 14 and older, the IEP team shall – Begin the process of identifying transition services needs of

students with disabilities, to include consideration of the student’s need for instruction or the provision of information in the area of self-determination to assist the student to be able to actively and effectively participate in IEP meetings and self-advocate, beginning no later than age fourteen (14), so that needed postsecondary goals may be identified and in place by age sixteen (16).

– Develop a statement of whether the student is pursuing a course of study leading to a standard or a special diploma

Rule 6A-6.03028(3)(h)9., F.A.C.

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16Division of Public Schools (PreK -12) Florida Department of Education

Transition Services Needs and Course(s) of Study

• A statement of whether the student is pursuing a course of study leading to a standard or special diploma, such as participation in advanced placement courses or a career and technical education program, is incorporated into the IEP.

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17Division of Public Schools (PreK -12) Florida Department of Education

Self-Determination: Required for Students 14 and Older

• It should be evident that the team considered the student’s needs in the area of self-determination, and the IEP should include the results of that consideration.

• If the team determines that the student has a need for instruction in the area of self-determination, this may be reflected in the annual goals, objectives or benchmarks, and services. Districts have autonomy in how they address self-determination within the IEP.

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18Division of Public Schools (PreK -12) Florida Department of Education

What Some Districts Are Doing…

• Example 1

– Identifying the student’s priority educational need (e.g., self-advocacy skills, goal setting, decision making, etc.)

– Developing relevant measurable annual goals in the IEP to address the need

Page 19: 1 Division of Public Schools (PreK -12) Florida Department of Education Florida Education: The Next Generation DRAFT March 13, 2008 Version 1.0 Secondary.

19Division of Public Schools (PreK -12) Florida Department of Education

…What Some Districts Are Doing

• Example 2– Adding a line to the IEP to note how

instruction will be provided and/or information disseminated

– Including samples of the student’s completed activities (e.g., Standing Up for Me worksheets) in the student’s portfolio

Districts have flexibility in addressing self-determination within the IEP.

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20Division of Public Schools (PreK -12) Florida Department of Education

Diploma Selection

• Beginning in eighth grade, or during the school year in which the student turns 14, whichever is sooner, the IEP must include a statement of whether the student is pursuing a course of study leading to a standard diploma or a special diploma.Rule 6A-6.03028(3)(h)8., F.A.C.

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21Division of Public Schools (PreK -12) Florida Department of Education

Reconvene

• If a participating agency responsible for transition services, other than the school district, fails to provide the transition services described in the IEP, the school district shall reconvene the IEP Team to identify alternative strategies to meet the transition objectives for the student set out in the IEP.

34 CFR 300.324(c)(1); Rule 6A-6.03028(3)(h)10.b., F.A.C.

Recommended Practice: Identify an IEP team member or designee to follow-up with agencies and verify the provision of services by other agencies

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22Division of Public Schools (PreK -12) Florida Department of Education

Transfer of Rights – Informed at Age 17

• The Transition IEP for a 17-year-old includes a statement that the student has been informed of the rights that will transfer at age 18.

34 CFR 300.320(c); 34 CFR 300.520(a)(1); Rule 6A-6.03028(3)(h)11., F.A.C.

• At least one year prior to the student’s 18th birthday, the student must be informed of the rights that will transfer.– Is there documentation on the IEP that the student has

been informed?

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23Division of Public Schools (PreK -12) Florida Department of Education

Transfer of Rights – Notice at Age 18

• A separate and distinct notice of the transfer of rights was provided closer to the time of the student’s 18th birthday.34 CFR 300.320(c); 300.520(a)(1); Rule 6A-6.03311(8)(c), F.A.C.

• Closer to the time of the student’s 18th birthday there must be a separate and distinct notice to the parent and student informing them of the transfer of rights.

– Is there documentation/evidence that the student and parent were informed of the transfer of rights?

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24Division of Public Schools (PreK -12) Florida Department of Education

Measurable Postsecondary Goal or Goals (Age 16 and Older)

• There is a measurable postsecondary goal or goals in the designated areas (i.e., education, training and employment; where appropriate, independent living).

34 CFR 300.320(b)(1); Rule 6A-6.03028(3)(h)10.a., F.A.C.

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25Division of Public Schools (PreK -12) Florida Department of Education

Measurable Postsecondary Goal or Goals (Age 16 and Older)

• Develop measurable postsecondary goals based on age-appropriate transition assessment in the following areas:

– Education

– Training

– Employment

– Independent living (as needed)

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26Division of Public Schools (PreK -12) Florida Department of Education

Education and/or Training

• Education is defined as

– Enrollment in Adult General Education (e.g., Adult Basic Education, Adult High School Credit Program, Vocational Preparatory Instruction Program, or GED Testing Program)

– Enrollment in technical center (certificate program)

– Enrollment in community college (certificate program or two-year degree)

– Enrollment in college/university (four-year degree and higher)

Adapted from NSTTAC, 2007

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27Division of Public Schools (PreK -12) Florida Department of Education

Education and/or Training

• Training is defined as– Employment training program (e.g.,

Workforce Investment Act [WIA], Job Corps, AmeriCorps, Individualized)• Individualized means one-on-one training

provided by the employer, an agency, or service provider

Adapted from NSTTAC, 2007

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28Division of Public Schools (PreK -12) Florida Department of Education

Employment

• Employment is defined as– Competitive

• In the competitive labor market that is performed on a full- or part-time basis in an integrated setting

• Is compensated at or above the minimum wage– Supported

• Competitive work in integrated work settings…for individuals with the most significant disabilities for whom competitive employment has not traditionally occurred; or for whom competitive employment has been interrupted or intermittent as a result of a significant disability…

Adapted from NSTTAC, 2007

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29Division of Public Schools (PreK -12) Florida Department of Education

Independent Living (as Needed)

• Life skills in the following domains:– Leisure/Recreation– Maintain home and personal care– Community participation

Adapted from NSTTAC, 2007

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30Division of Public Schools (PreK -12) Florida Department of Education

Measurable Postsecondary Goal or Goals (Age 16 and Older)

• A measurable postsecondary goal may address more than one of the designated areas, and must meet the following two requirements:

– It must be measurable; you must be able to “count it” or observe it.

– It must be intended to occur after the student graduates from school.

– It must be updated annually.

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31Division of Public Schools (PreK -12) Florida Department of Education

Measurable Postsecondary Goal Examples…

• Lisette

– Education

• Within three years of graduation from high school, Lisette will complete the nondegree program at Montgomery County College (MCC).

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32Division of Public Schools (PreK -12) Florida Department of Education

…Measurable Postsecondary Goal Examples…

• Lisette

– Employment

• Within nine months of graduation, through the assistance of Vocational Rehabilitation (VR) and the staff of the nondegree program at MCC, Lisette will obtain part-time employment on campus at MCC that does not interfere with her program’s schedule.

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33Division of Public Schools (PreK -12) Florida Department of Education

…Measurable Postsecondary Goal Examples

• Lisette

– Independent Living

• Within one year of graduation from high school, Lisette will use public transportation, including the public bus and uptown trolley, to independently get to and from classes at MCC.

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34Division of Public Schools (PreK -12) Florida Department of Education

Frequently Asked Questions

Measurable Postsecondary Goals

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35Division of Public Schools (PreK -12) Florida Department of Education

Frequently Asked QuestionsMeasurable Postsecondary Goals…

• Where on the IEP do I write the measurable postsecondary goals?

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36Division of Public Schools (PreK -12) Florida Department of Education

Frequently Asked Questions …Measurable Postsecondary Goals

• The measurable postsecondary goals should be reflected early in the IEP as every component of the IEP for students 16 and older should lead toward attainment of the measurable postsecondary goal(s).

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37Division of Public Schools (PreK -12) Florida Department of Education

Frequently Asked QuestionsMeasurable Postsecondary Goals…

• Does the timeframe for a measurable postsecondary goal need to address when a student will start something, such as “enroll in a two-year community college program,” or finish, such as “complete a two-year degree program?” Which constitutes best practice or is either okay?

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38Division of Public Schools (PreK -12) Florida Department of Education

Frequently Asked Questions …Measurable Postsecondary Goals

• Districts have flexibility in the format they choose to use for measurable postsecondary goals.

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39Division of Public Schools (PreK -12) Florida Department of Education

Frequently Asked QuestionsMeasurable Postsecondary Goals…

• Are short-term objectives or benchmarks needed for measurable postsecondary goals?

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40Division of Public Schools (PreK -12) Florida Department of Education

Frequently Asked Questions …Measurable Postsecondary Goals

• No. Only annual goals for students with disabilities who take alternate assessments aligned to alternate achievement standards are required to have short-term objectives or benchmarks.

It is generally helpful to think of the measurable annual goals and transition services reflected in the IEP as “benchmarks” toward the measurable postsecondary goals.

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41Division of Public Schools (PreK -12) Florida Department of Education

Frequently Asked QuestionsMeasurable Postsecondary Goals…

• How do we determine the student’s progress toward the measurable postsecondary goals?

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42Division of Public Schools (PreK -12) Florida Department of Education

Frequently Asked Questions …Measurable Postsecondary Goals

• There is no requirement for reporting progress on measurable postsecondary goals.

• If the student is making adequate yearly progress toward attaining his or her measurable annual goals and other transition services within the IEP, then the student should be making progress toward attaining his or her measurable postsecondary goals.

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43Division of Public Schools (PreK -12) Florida Department of Education

Frequently Asked QuestionsMeasurable Postsecondary Goals…

• If a parent requests an Adult Day Training (ADT) program or sheltered workshop setting and services for his or her child, how do we address this in the measurable postsecondary goals?

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44Division of Public Schools (PreK -12) Florida Department of Education

Frequently Asked Questions …Measurable Postsecondary Goals

• The IEP team should always consider the most inclusive postsecondary outcomes first.

• Ultimately the decision rests with the IEP team; however, restrictive settings and programs should be a “last” consideration.

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45Division of Public Schools (PreK -12) Florida Department of Education

Frequently Asked QuestionsMeasurable Postsecondary Goals…

• For students going directly into employment who already know the skills needed to complete the job, what would measurable postsecondary goals for education and/or training, and employment look like? (For example, a student exits under Special Diploma Option 2 or a student who has been trained in a technical program as a tile layer.)

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46Division of Public Schools (PreK -12) Florida Department of Education

Frequently Asked Questions …Measurable Postsecondary Goals

• The measurable postsecondary goal for education and/or training would likely describe the type of training the employer would provide for this student.

• The measurable postsecondary goal for employment would likely be related to maintaining the job and/or expanding the individual’s job duties and responsibilities.

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47Division of Public Schools (PreK -12) Florida Department of Education

Frequently Asked QuestionsMeasurable Postsecondary Goals…

• What if a student’s skills do not match the student’s interests? What must be reflected in the measurable postsecondary goals?

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48Division of Public Schools (PreK -12) Florida Department of Education

Frequently Asked Questions …Measurable Postsecondary Goals…

• A “measurable postsecondary goal” is NOT the

same as a “desired post-school outcome.”

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49Division of Public Schools (PreK -12) Florida Department of Education

Frequently Asked Questions …Measurable Postsecondary Goals

• The measurable postsecondary goals must be based upon age-appropriate transition assessments.

• In a recent case in Texas, the court found that “the district did not err in developing a vocational program that focused on fashion and child care – the student’s biggest strengths,” despite the fact that her interest was in music where she had limited skills. The summary stated: “So long as a transition plan reflects the student’s skills and interests, as determined through assessments, it should pass muster under the IDEA.”

- Individuals with Disabilities Education Law Report, LRP Publications (June 12, 2009)

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50Division of Public Schools (PreK -12) Florida Department of Education

Measurable Postsecondary Goals based on Age-Appropriate Transition Assessment

• The measurable postsecondary goals were based on age-appropriate transition assessment.34 CFR 300.320(b)(1); Rule 6A-6.03028(3)(h)10.a., F.A.C.

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51Division of Public Schools (PreK -12) Florida Department of Education

Age-Appropriate Transition Assessment

“Transition assessment is the ongoing process of collecting data on the individual’s needs, preferences, and interests as they relate to the demands of current and future working, educational, living, and personal and social environments. Assessment data serve as the common thread in the transition process and form the basis for defining goals and services to be included in the Individualized Education Program.”

- Sitlington, Neubert, and Leconte (1997)

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52Division of Public Schools (PreK -12) Florida Department of Education

Age-Appropriate Transition Assessment

• Age-appropriate means activities, assessments, content, environments, instruction, and/or materials that reflect a student’s chronological age.

• Age-appropriate assessments may necessitate adaptations to their administration for some students so that meaningful data are obtained.

Adapted from NSTTAC, 2007

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53Division of Public Schools (PreK -12) Florida Department of Education

Types of Assessment• Formal

Florida Comprehensive Assessment Test

College Entrance Test PSAT, SAT, ACT, CPT

Transition Planning Inventory Brigance Life Centered Career

Education (LCCE) Florida Alternate Assessment Other Norm-Referenced

• Informal Curriculum-Based/Teacher-

Made Tests Interest Inventories Self-Determination Situational Questionnaires/Surveys/

Interviews Checklists

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54Division of Public Schools (PreK -12) Florida Department of Education

Transition Assessment

• Transition assessment data should:– Be obtained over time– Indicate strengths, preferences, and interests– Consider present and future environments– Be conducted by way of multiple

places/sources/persons– Be sensitive to cultural diversity

Adapted from NSTTAC, 2007

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55Division of Public Schools (PreK -12) Florida Department of Education

Transition Assessment

• Review the IEP and other available components of the student’s record to determine if information from age-appropriate transition assessments has been considered in developing measurable postsecondary goals. If so, determine whether the information applies to the area in question (i.e., education/training; employment; where appropriate, independent living).

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56Division of Public Schools (PreK -12) Florida Department of Education

Transition Assessment Example…

• Lisette (education, training, employment, and independent living)

– From the Present Levels of Academic Achievement and Functional Performance statement on the IEP: “Based on teacher observation notes, community-based task analysis checks, and information from the student, her parents, and her teachers collected through the Transition Planning Inventory and Making Action Plans (MAPS), Lisette is a rule-oriented, quiet young woman with strong skills and interests in employment in the service industry. Lisette learns best through observation and practical experience due to limited verbal and reading skills.

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57Division of Public Schools (PreK -12) Florida Department of Education

…Transition Assessment Example

• Lisette (education, training, employment, and independent living)– Lisette has participated in a curriculum with a functional-

academic focus in which she has demonstrated strengths in independent living skills, such as self-care, home management, reading for success in the community, and community math skills, including time and calendar skills. Lisette has expressed an interest in and demonstrated success in the service industry, particularly in the area of food preparation. Lisette indicates that her family encourages her to do well in school and in her job experiences. Her family expresses interest in Lisette’s living outside of their home as she becomes more financially independent after high school.”

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58Division of Public Schools (PreK -12) Florida Department of Education

Frequently Asked Questions

Age-Appropriate Transition Assessment

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Frequently Asked QuestionsAge-Appropriate Transition Assessment…

• How and where do I document age-appropriate transition assessment in the IEP for compliance purposes?

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Frequently Asked Questions…Age-Appropriate Transition Assessment

• There is flexibility in where transition assessment is addressed in the IEP. Transition assessment would most likely be cited as a source and reflected in the present levels of academic achievement and functional performance or the summary of assessments/evaluation data.

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Frequently Asked QuestionsAge-Appropriate Transition Assessment…

• Which transition assessments require consent from parents?

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Frequently Asked Questions…Age-Appropriate Transition Assessment

• Consent is only required if the purpose is for reevaluation.

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Frequently Asked QuestionsAge Appropriate Transition Assessment…

• What is functional vocational evaluation?

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Frequently Asked Questions…Age Appropriate Transition Assessment

• Functional Vocational Evaluation (FVE) is a systematic assessment process used to identify practical, useable career and employment-related information about an individual. FVE incorporates multiple formal and informal assessment techniques to observe, describe, measure, and predict vocational potential. A distinctive feature of FVEs is that they include (and may emphasize) individualized experiential and performance-based opportunities, in natural vocational or work environments.

(VECAP, 2009)

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Annual Goal(s) or Short-term Objectives or Benchmarks

• There is/are annual goal(s) or short-term objectives or benchmarks that reasonably enable the student to meet the postsecondary goals.

34 CFR 300.320(a)(2); Rule 6A-6.0328(3)(h)2.-3., F.A.C.

Are goal(s) or short-term objectives or benchmarks included in the IEP that will help the student make progress toward the stated postsecondary goal(s)?

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Measurable Annual Goals Examples…

• Lisette (education and/or training)

– Lisette will accurately record her personal information, including first and last name, date of birth, social security number, street address, city, state, zip code, age, and telephone number with 100 percent accuracy by April.

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…Measurable Annual Goals Examples…

• Lisette (employment)

– Given a cell phone with pertinent telephone numbers programmed and weekly practice in school and community settings, Lisette will successfully call her supervisor to communicate important messages in five out of five role-play trials in school and community settings.

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…Measurable Annual Goals Examples

• Lisette (independent living)

– Given travel training situations, Lisette will demonstrate sitting quietly and refraining from talking to strangers while using public transportation at least two times across three situations.

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Transition Services…

• There are transition services on the IEP that focus on improving the academic and functional achievement of the student to facilitate the student’s articulation from school to post-school.

34 CFR 300.320(b)(2); Rule 6A-6.03411(1)(nn), F.A.C.

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…Transition Services…

• For the measurable postsecondary goals on the IEP, are one or more of the following addressed:

– Instruction

– Related service(s)

– Community experience(s)

– Employment

– Post-school adult living

– Daily living skills (if appropriate)

– Functional vocational evaluation (if appropriate)

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…Transition Services

• Transition services may be addressed through– The development of measurable annual goals and short-

term objectives or benchmarks– Special education services– Related services– Program modifications/supports for school personnel– Supplementary aids and services

and/or– State and district assessment

accommodations/modifications

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…Transition Services…

• “No services needed” statement(s) are no longer required, but this is a good practice that districts are encouraged to continue.

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Transition Services Example…

• Lisette (instruction supports the postsecondary education, training, and independent living goals)– Community safety skills instruction, including self-

defense at the YMCA– Travel training instruction– Math instruction related to money usage and telling

time on a variety of watches and clocks– Literacy instruction related to sight word

identification

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…Transition Services Example…

• Lisette (related service supports the postsecondary independent living goal)

– Assistive technology services to increase the use of voice output device

– Physical therapy to improve independent ambulation

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…Transition Services Example

• Lisette (daily living skills support the postsecondary education, training and independent living goals)– Purchase a monthly bus pass– Apply safety skills in the community, particularly

with regard to use of public transportation– Learn to choose a seat near the bus driver– Learn to use the pull cord to identify upcoming stop

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Course(s) of Study…

• The transition services include course(s) of study that focus on improving the academic and functional achievement of the student to facilitate the student’s movement from school to post-school.

34 CFR 300.320(b)(2)

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…Course(s) of Study

– Participation in advanced-placement courses

– Participation in courses that provide community-based experiences to help the student acquire adult living and employment skills

(e.g., description of instructional program and experiences)

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Frequently Asked QuestionsCourse of Study…

• Is stating the diploma decision (e.g., the student will pursue a standard diploma) sufficient in addressing the course of study?

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Frequently Asked Questions…Course of Study

• No. A statement of the diploma selection is not descriptive of the course of study. The course of study statement should describe the student’s course of study, such as participation in advanced-placement courses for a student pursuing a standard diploma or participation in courses that provide community-based experiences to help the student acquire adult living and employment skills for a student pursuing a special diploma.

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Agency Invited

• If transition services are likely to be provided or paid for by another agency, a representative of the agency was invited to participate in the IEP.

34 CFR 300.321(b)(3)

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Consent to Invite

• The district obtained consent from the parent or from the student whose rights have transferred prior to inviting to the IEP team meeting a representative of an agency likely to provide or pay for transition services.

34 CFR 300.321(b)(3)

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Agency Participation• To the extent appropriate and with the consent of the parents

or a student who has reached the age of majority, the school district shall invite a representative of any participating agency that may be responsible for providing or paying for transition services

• Parental consent or the consent of the student who has reached the age of majority must also be obtained before personally identifiable information is released to officials of participating agencies providing or paying for transition services.

Rule 6A-6.03028(3)(c)8., F.A.C.

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Clarification on Consent

• To invite an agency to an IEP meeting, “…a separate consent must be obtained from the parents or a child who has reached the age of majority for each IEP Team meeting, conducted in accordance with 34 CFR §300.320(b), before a public agency can invite a representative of any participating agency that is likely to be responsible for providing or paying for transition services to attend the meeting.”

February 6, 2009, Memorandum and OSEP Letter

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SPP – 13…

• The IEP 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.

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…SPP – 13

• 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.

34 CFR 300.320(b)-(c) and 300.321(b); Rule 6A-6.03028(3)(b)-(c) and (h), F.A.C.

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…SPP – 13

The culmination of all components of the IEP for a student who is 16 years old or older must reasonably enable the student to meet his or her postsecondary goals!

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Reevaluation and Summary of Performance…

• “Reevaluation is not required for a student before the termination of eligibility due to graduation with a standard diploma or exiting from school upon reaching the student’s twenty-second (22) birthday.”

• “The district must provide the student with a summary of academic achievement and functional performance, which shall include recommendations on how to assist the student in meeting the postsecondary goals.”

Rule 6A-6.0331(8)(f), F.A.C.

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…Reevaluation and Summary of Performance…

• Graduation from high school with a standard diploma constitutes a change of placement and requires prior written notice.

– Does not require reevaluation

• Not a change in eligibility

• Not dismissal from program

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…Reevaluation and Summary of Performance

• Summary of Performance (SOP)

– Academic achievement and functional performance

– Recommendations on how to assist the student in meeting postsecondary goals

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Summary of Performance (SOP)…

• Required for students exiting school with a Standard Diploma or aging out of program

• Recommended practice for all students exiting school (e.g., Special Diploma prior to age 22)

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…Summary of Performance (SOP)

• Education/Training/Employment/Independent Living• Describes:

– Accommodation needs– Assistive technology needs– Support needs– Academic and functional performance summary

• Transition assessments• Report cards, grades, etc.

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Frequently Asked QuestionsSummary of Performance…

• Are districts required to hold an “exiting IEP meeting” for students who are near graduation?

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Frequently Asked Questions…Summary of Performance

• No. However, districts must complete a Summary of Performance (SOP) for students’ whose eligibility terminates due to graduation with a standard diploma or exceeding the age of eligibility.

The Nationally Ratified Summary of Performance template suggests that the SOP is most useful when linked with the IEP process and the student has the opportunity to actively participate in the development of this document.

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Free and Appropriate Public Education (FAPE)

• Students who have not received a standard diploma may continue until their 22nd birthday, or at the discretion of the school district, through the semester or the end of the school year in which they turn 22.

• Students who have exited school with any credential other than a standard diploma (e.g., special diploma, certificate, performance-based diploma, GED) may re-enter at any time prior to their 22nd birthday.

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For additional information contact:

Florida Department of Education

Bureau of Exceptional Education and Student Services

(850) 245-0478

www.fldoe.org/ese

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Florida Education: The Next GenerationDRAFT

March 13, 2008Version 1.0

Questions?Questions?