1 IDEA 2004 SPP Indicators Related to Transition: How We Collect the Data & What We Have Learned Ginger Blalock Summer Transition Meeting June 11, 2007.

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IDEA 2004 SPP Indicators Related to Transition: How We Collect the Data & What We Have Learned

Ginger Blalock Summer Transition MeetingJune 11, 2007

Adapted from PPT by Sue Gronewold

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Recent Transition Requirements

IDEA 2004 – Transition strengthened:Changed minimum age to 16 (no

effect in N.M.) (not a strength!)

Summary of Performance required upon exit

Measurable post-school goals and transition services (SPP Indicator 13)

Postschool outcomes surveys (SPP Indicator 14)

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IDEA 2004Purpose:

A free appropriate public education... designed to meet students’ unique needs and

prepare students for further learning, employment, and independent living – measurable postschool goals

Shift in emphasis to:

Outcomes

Results

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Expectations:

Students with disabilities will complete high school.

Students are prepared for adult life whether that be employment, further education/training, and/or independent living.

Students will successfully transition into adult life and systems.

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Regulations Addressed

IDEA Transition Requirements

Pathways to the Diploma

High Stakes Testing Next Step Plans

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Accountability Process Also Changed

OSEP now requires all states to collect data on 20 State Performance Plan (SPP) indicators which measure both compliance with IDEA regulations and performance on improving student achievement and outcomes.

These are reported each year in the Annual Performance Report (APR).

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4 Transition-Related Indicators

Indicator 1 – graduation rate of students with IEPs on standard pathways

Indicator 2 – dropout rate of students with IEPs, compared to peers

Indicator 13 – writing measurable postschool goals and measurable transition services/annual goals to reach those L-T goals, within the IEP

Indicator 14 – postschool outcomes one year after exit, in further learning and employment

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New Mexico Statutes & Regulations (1999)

Established pathways to the diploma for students with disabilities

Established that graduation plans must be a part of all IEPs

Established New Mexico High School Competency Exam as “high stakes exit exam”

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SPP Indicator #1 – Graduation Rate

How measured? ADS/STARS – every school’s designee

inputs data quarterly & end of year (EOY) This year added new field for pathway to

the diploma Compares # of seniors on 40th day to

those who earn a diploma Compares # of seniors with IEPs who

earn a diploma on standard pathway with peers without IEPs

Schools report to district, which reports to PED after EOY

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Standard Pathway2003-2004 State Average 53% State total % graduates = 86%

2004-2005 State Average 49%State total % graduates = 73%

2005-2006 State Average 58% State total % grads = 84%

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The NMPED will meet the SPP Indicator One as measured by an increase in the percent of youth graduating from high with a regular diploma (standard pathway).

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Career Readiness Pathway

2003-2004 State Average = 26%State total % graduates = 86%

2004-2005 State Average = 20%State total % graduates = 73%

2005-06 State Average = 21%

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Ability Pathway2003-2004 State Average = 6%State total % graduates = 86%

2004-2005 State Average = 4%State total % graduates = 73%

2005-2006 State Average = 3%

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SPP Indicator # 2

Percent of youth with IEPs dropping out of high school compared to the percent of all youth in the State dropping out of high school.

2005-06 data: .69% rate

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The NMPED will meet SPP Indicator Two as measured by a decrease in the percent of youth with IEPs dropping out of high school.

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Graduation Plans Must be a part of all IEPs

Beginning at the 8th grade IEP When a student returns to school after

an extended absence Subsequent times when evaluations

warrant the need to modify Include projected date of

graduation Address if student is on target or

not; if not, must describe strategies to return to target

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Indicator 13 – Measurable Postschool Goals & Transition Services to Reach Them

Refer to goals after high school in the 2 big areas at minimum (further learning, employment)

Activities/strategies to reach goals must be measurable while the student is still in school.

Annual goals also lead to postschool goals.

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How collected in NM?

One-third of LEAs, state-supported schools, and charter schools annually

Imbedded within Transition Outcomes Project IEP review process

Last year (05-06), all of Item 12 reported for grades 8-12; average = 54.2%

This year (06-07) will report ages 16+; same for 07-08

2008-2011 will involve data collection in every district/school each year

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IEP Process for Transition Services

O’Leary 5-Step Process Revised by N.M. PED

Postschool Goals

(Vision)

Present Levels

Course of Study

Transition Services Needs

Annual Goals

Short Term Objectives/

Benchmarks

Measurable Post-School

Goals

Results from Transition Assessments

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What have we learned? Forms need improvement & clarity (IEP, Transition

Requirements Checklist) Many districts have made great strides in key areas

(student involvement, courses of study) All districts still have weak areas (agency

collaboration, annual goals tied to postschool goals) Many districts still don’t understand the intent of the

transition requirements (not those represented at this meeting!)

PLCs can provide a building, local, or regional structure for targeted improvement based on your data

Ongoing training & TA is a must!