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August 6, 2009 Using the Indicator 13 Checklist to Support Accurate Data Entry, Engage Staff Development, and Improve Transition Planning Results Presented by: Larry Kortering National Secondary Transition Technical Assistance Center (NSTTAC) 828-262-6060 [email protected] http://www.nsttac.org Sue Walter Statewide Transition Consultant Illinois State Board of Education 618-651-9028 [email protected]
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August 6, 2009 Using the Indicator 13 Checklist to Support Accurate Data Entry, Engage Staff Development, and Improve Transition Planning Results Presented.

Mar 27, 2015

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Timothy Hewitt
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Page 1: August 6, 2009 Using the Indicator 13 Checklist to Support Accurate Data Entry, Engage Staff Development, and Improve Transition Planning Results Presented.

August 6, 2009

Using the Indicator 13 Checklist to Support Accurate Data Entry, Engage Staff Development,

and Improve Transition Planning Results

Presented by:

Larry KorteringNational Secondary Transition Technical Assistance Center

(NSTTAC) 828-262-6060

[email protected]://www.nsttac.org

Sue WalterStatewide Transition ConsultantIllinois State Board of Education

[email protected]

Page 2: August 6, 2009 Using the Indicator 13 Checklist to Support Accurate Data Entry, Engage Staff Development, and Improve Transition Planning Results Presented.

$8, 777,221,240,095 ($29,200 Per Citizen) REFERS TO WHAT?

WHAT ___% OF SWD REPORT, AS 9TH GRADERS, WANTING A HIGH SCHOOL EDUCATION?

THE EMPLOYMENT RATE OF ALL DROPOUTS IS ____ THAT OF PEERS COLLEGE ATTENDANCE RATES OF SWD IS ABOUT ____%

A LIFE OF CRIME COSTS OVER $___ MILLION

70% TO 80% OF WHOM ARE SCHOOL DROPOUTS?

$380,000 MORE TO $1.3 MILLION MORE REFERS TO _______

THE FEDERAL GOVERNMENT SPENDS THE MOST ON WHICH OF THE FOLLOWING: IRAQ WAR; DISABILITY SUBSIDIES FOR ADULTS; SPECIAL EDUCATION

THE EMPLOYED DROPOUT TAKES 3 AND 11 YEARS TO FIND INITIAL AND STABLE EMPLOYMENT, RESPECTIVELY

IN TERMS OF IMPROVING HIGH SCHOOL, THE TOP THREE SUGGESTIONS FROM STUDENTS ARE:

Page 3: August 6, 2009 Using the Indicator 13 Checklist to Support Accurate Data Entry, Engage Staff Development, and Improve Transition Planning Results Presented.
Page 4: August 6, 2009 Using the Indicator 13 Checklist to Support Accurate Data Entry, Engage Staff Development, and Improve Transition Planning Results Presented.

Indicator 13: “Percent of youth with IEPs aged 16 and above with an IEP that 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. 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.” [20 U.S.C. 1416(a)(3)(B)]

Note: This definition includes changes recently made by OSEP.

Page 5: August 6, 2009 Using the Indicator 13 Checklist to Support Accurate Data Entry, Engage Staff Development, and Improve Transition Planning Results Presented.

Illinois has already been collecting 6 of the 8 items.

Two additions – Is the post-secondary goal(s) updated

annually? i.e., is the post-secondary goal(s) documented in

the student’s current IEP? Is there evidence that the student was invited

to the IEP team meeting where transition services were discussed?

Page 6: August 6, 2009 Using the Indicator 13 Checklist to Support Accurate Data Entry, Engage Staff Development, and Improve Transition Planning Results Presented.

Defining ‘Age Appropriate Transition Assessment’

‘Measurable Post-School Goals’ in the IEP AND Updated Annually

Defining ‘Courses of Study’ Defining ‘Coordinated Set’ of transition-

related activities (services)

Measurable ‘Annual Goals’ connected to and flowing from the transition services by way of the post-secondary goals

Inviting the student to the IEP team meeting when transition is a topic

Page 7: August 6, 2009 Using the Indicator 13 Checklist to Support Accurate Data Entry, Engage Staff Development, and Improve Transition Planning Results Presented.

Provides a basis for selecting appropriate post-secondary goals

Ongoing and involves multiple sources of information

Appropriate for one’s chronological age group

Use of formal and informal methods

Page 8: August 6, 2009 Using the Indicator 13 Checklist to Support Accurate Data Entry, Engage Staff Development, and Improve Transition Planning Results Presented.

Can be as limited as a measure of a student’s preferences and interests

Conceptually, we prefer a level one and two and person-centered planning framework

Level one for 8th and 9th graders with high incidence conditions (e.g., interest inventory, personal preferences, and survey)

Level two for 10th and 11th graders (add measure of aptitudes & redo level one)

Person-centered planning approach for those with more involved conditions

Page 9: August 6, 2009 Using the Indicator 13 Checklist to Support Accurate Data Entry, Engage Staff Development, and Improve Transition Planning Results Presented.

Should reflect high but realistic expectations

Should reflect a “forward movement” instead of a “dead-end” approach

Can be “mixed” considering the student’s stamina, endurance and ability level

Can incorporate external supports

May initially be less specific, increasing in detail as the student approaches graduation

May change from year to year, sometimes slightly, sometimes drastically

Page 10: August 6, 2009 Using the Indicator 13 Checklist to Support Accurate Data Entry, Engage Staff Development, and Improve Transition Planning Results Presented.

Areas of Employment, Education or Training, and, if appropriate, Independent Living

MUST BE MEASURABLE (e.g., counted or observed)

Must be updated annually, i.e., documented in the student’s current IEP

Page 11: August 6, 2009 Using the Indicator 13 Checklist to Support Accurate Data Entry, Engage Staff Development, and Improve Transition Planning Results Presented.

No official guidance on this concept, it will evolve

Many states have existing ‘courses’ (or programs) of study that prepare one for select outcomes (e.g., levels of higher education, trade or technical school, employment)

May entail an initial list of required and elective courses

One OCR ruling held that schools must provide parents with a formal process to request course changes

Must be linked to student post-secondary goals (e.g., given the students goal(s) for life after graduation from HS, what are the required and relevant courses that build to the goal)

Page 12: August 6, 2009 Using the Indicator 13 Checklist to Support Accurate Data Entry, Engage Staff Development, and Improve Transition Planning Results Presented.

Services that will occur after high school

Services and/or activities that flow from the post-secondary goals

Services to help them get or keep jobs, get into and succeed in college, and live as independently as possible

Community resource maps

Based on established needs, including strengths, preferences, and interests

Role of parental consent when sharing information

Page 13: August 6, 2009 Using the Indicator 13 Checklist to Support Accurate Data Entry, Engage Staff Development, and Improve Transition Planning Results Presented.

Annual goals that will take the student to their post-secondary goals (academic and functional achievement)

At least one annual goal in connection with the student’s transition services/activities (i.e., that follow from the post-secondary goal)

Goals that represent the next logical step toward the student’s post-secondary goals

Page 14: August 6, 2009 Using the Indicator 13 Checklist to Support Accurate Data Entry, Engage Staff Development, and Improve Transition Planning Results Presented.

Documentation of the invitation to the IEP meeting for the student…signed by the school district and dated prior to the date of the IEP meeting

Practices that impact beyond Indicator 13 compliance, e.g., Indicators 1, 2 and 14

Student active involvement in planning for the IEP as well as active participation at the IEP meeting

Self-directed IEP and other self-determination skill building tools support active student involvement and engagement over the long term

Page 15: August 6, 2009 Using the Indicator 13 Checklist to Support Accurate Data Entry, Engage Staff Development, and Improve Transition Planning Results Presented.

To meet Illinois Indicator 13 data entry requirements, there is a Transition Tab available in iePoint

The Illinois Indicator 13 Checklist Will be updated along with iePoint by mid to late August

to encompass changes finalized by OSEP in July

Great for data collection at the IEP meeting (we know some districts problems with meeting Indicator 13 are the result of getting the correct data from the IEP table to data entry)

Laid out in the same order and format as iePoint

Use NSTTAC Web-based Examples and Non-Examples for SPP/APR Indicator 13 as a reference, resource and/or training tool.

Don’t forget to go to ISBE’s Indicator 13 web page! http://www.isbe.net/spec-ed/html/indicator13.htm

Page 16: August 6, 2009 Using the Indicator 13 Checklist to Support Accurate Data Entry, Engage Staff Development, and Improve Transition Planning Results Presented.

There is a measurable post-secondary goal stated for each of the following post-secondary goal areas: Employment (required) Education and/or Training (required) Independent Living (if applicable)

If N/A is chosen for Independent Living, responses are not required for the remainder of the Independent Living columns. BUT don’t confuse the data collection requirement with good IEP transition planning for students

There is at least one IEP annual goal for each applicable post-secondary goal. Are there annual goals that will help the student make

progress towards the stated post-secondary goal(s)?

Page 17: August 6, 2009 Using the Indicator 13 Checklist to Support Accurate Data Entry, Engage Staff Development, and Improve Transition Planning Results Presented.

There is evidence of coordination between the LEA and other post-secondary services for each post-secondary goal area. A continuum of options is available to meet this requirement:

1. Is there evidence that the IEP team discussed and listed potential post-school service providers? (this option could be appropriate for younger transition-aged students)

2. Is there evidence of family and/or student input regarding potential post-school service and providers? (also a good option for younger students)

3. Are there transition services listed on the IEP that are likely to be provided or paid for by an outside agency?

4. Was parent consent (or child consent once the age of majority is reached) obtained to invite any outside agencies?

5. Is there evidence in the IEP or the student’s file that any of the following agencies/services were invited to participate in the IEP development: post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living or community participation?

6. For those invited post-school service providers who declined and/or were unable to attend the IEP meeting, is there evidence that alternate forms of communication and information gathering were used to support networking/access for the IEP team and specifically the family and/or student?

Page 18: August 6, 2009 Using the Indicator 13 Checklist to Support Accurate Data Entry, Engage Staff Development, and Improve Transition Planning Results Presented.

There is evidence that age-appropriate transition assessments were used for each post-secondary goals area. Is there evidence that the measurable post-secondary goals

were based on data from age-appropriate transition assessments?

Is there evidence that age-appropriate transition assessments – formal and/or informal – provided information on the student’s needs, taking into account strengths, preferences, and interests

A course of study is indicated which is aligned to all of the student’s post-secondary goals. Does the transition plan include documentation of a course

of study (a long-range educational plan or multi-year description of the education program) that focuses on improving the academic and functional achievement of the student to facilitate his/her movement from school to post-school?

Page 19: August 6, 2009 Using the Indicator 13 Checklist to Support Accurate Data Entry, Engage Staff Development, and Improve Transition Planning Results Presented.

There is at least one transition service listed for each post-secondary goal area. Are there transition services in the IEP that focus on improving

the academic and functional achievement of the student to facilitate his/her movement from school to post-school?

Is there at least one transition service listed in connection with each post-secondary goal?

Transition service types include instruction, related services, community experiences, development of employment and other post-school living objectives, and if appropriate, acquisition of daily living skills and provision of a functional vocational evaluation.

iePoint is set up so that appropriate services can be chosen for each post-school goal area (e.g., Counseling and Guidance (02) could be applicable to any of the post-school goal areas but Job-Related Services (09) would only be an available choice for the post-school goal area of employment).

Page 20: August 6, 2009 Using the Indicator 13 Checklist to Support Accurate Data Entry, Engage Staff Development, and Improve Transition Planning Results Presented.

Two new items finalized by OSEP in July 2009 – will be added to eiPoint in August to ensure smooth data entry for the 2009 – 2010 school year

Is the post-secondary goal(s) updated annually? i.e., is the post-secondary goal(s) documented in

the student’s current IEP?

Is there evidence that the student was invited to the IEP team meeting where transition services were discussed?

Page 21: August 6, 2009 Using the Indicator 13 Checklist to Support Accurate Data Entry, Engage Staff Development, and Improve Transition Planning Results Presented.

POST SECONDARYGOALS

COORDINATED TRANSITION SERVICES

COURSES OF STUDY

TRANSITION ASSESSMENT

ANNUAL GOALS

Page 22: August 6, 2009 Using the Indicator 13 Checklist to Support Accurate Data Entry, Engage Staff Development, and Improve Transition Planning Results Presented.
Page 23: August 6, 2009 Using the Indicator 13 Checklist to Support Accurate Data Entry, Engage Staff Development, and Improve Transition Planning Results Presented.

Help students to understand the idea of a ‘rewarding’ career and education

Help students identify with an adult at the school

Get students involved in some aspect of their high school

Actively get students involved in the Indicator 13 process

Start lining up adult services that can help

Provide ‘direct links’ between what they do in school and their future

Get in touch with Sue at ISBE or Larry, Pat or NSTTAC

Page 24: August 6, 2009 Using the Indicator 13 Checklist to Support Accurate Data Entry, Engage Staff Development, and Improve Transition Planning Results Presented.
Page 25: August 6, 2009 Using the Indicator 13 Checklist to Support Accurate Data Entry, Engage Staff Development, and Improve Transition Planning Results Presented.

http://www.isbe.net/spec-ed/html/indicator13.htm http://www.ilworkinfo.com/icrn.htm http://www.nsttac.org http://www.pepnet.org/itransition.asp http://caseylifeskills.org/ http://www.careerkey.org/ (*) http://www.onetcenter.org/ http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Special/Tran

sition_Assessment_Manual.pdf

Note: * has a user fee

Page 26: August 6, 2009 Using the Indicator 13 Checklist to Support Accurate Data Entry, Engage Staff Development, and Improve Transition Planning Results Presented.

http://education.ou.edu/zarrow/?rd=1

https://php.radford.edu/~imdetermined/

http://www.ncwd-youth.info/

http://www.ncld-youth.info/

http://www.youthhood.org/

http://www.wsti.org/documents/topics/o/opening_doors_employment.pdf

http://www.wsti.org/documents/topics/o/opening_doors_education.pdf

Page 27: August 6, 2009 Using the Indicator 13 Checklist to Support Accurate Data Entry, Engage Staff Development, and Improve Transition Planning Results Presented.

Thank You!

Questions?