SPP Indicator 13 : Improving Performance and Student Outcomes Ginger Blalock, Education Contractor Adapted from Dr. Paula Kohlers Guidance National Secondary.

SPP Indicator 13 : Improving Performance and Student Outcomes

Ginger Blalock, Education ContractorAdapted from Dr. Paula Kohler’s Guidance

National Secondary Transition Technical Assistance Center, Western Michigan University

Topics for This Presentation

IDEA 2004 Transition Requirements

New Mexico Statutes on Transition Planning

State Performance Plan Indicator 13

NSTTAC Indicator 13 Checklist (Form B)

Context for Improving Practice

FactorsFactors

Student outcomes

IDEA

State and local policy

Community

Effective practices

IDEA Accountability Mandates

Continuous Improvement Monitoring Process (CIMP) – Compliance with IDEA

State Performance Plan (SPP)

Annual Performance Report (APR)

IEP Transition Planning Requirements – 2004

IDEA Statute - Transition planning in the IEP is required for every student (not gifted): Beginning not later than the first IEP to be in effect when the child is 16, and updated annually thereafter

New Mexico Statute: Same requirement but starts no later than 8th grade or age 14

IEP Requirements – IDEA 2004

(aa) appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and where appropriate independent living skills;

(bb) the transition services (including courses of study) needed to assist the child in reaching those goals;

State Performance Plan (SPP) and Annual Performance Report (APR)

State’s plan to meet, and state’s performance on, 19

indicators (Part B) — 4 specific to transition:

1. % of youth with IEPs who graduate (on standard pathway to diploma) – collected thru STARS

2. % of youth with IEPs who drop out – thru STARS also

13. % of youth with all transition components in the IEP – collected thru IEP file review by trained reviewer (REC 6)

14. % of youth who achieve post-school outcomes (further learning, employment, or both) – collected by phone or other survey method one year after exit (NEREC 4)

Using Transition Indicators to Improve What We Do

Post-School Outcomes~Indicator 14~

Postsecondary education and/or training

Employment Independent living

Dropping Out~Indicator 2~

Why? Appropriate programs? Address student and family

needs?

Graduation~Indicator 1~

Expectations and standards? Various pathways available? Linkage to post-school

environments?

What’s the Quality of Our IEPs?

~Indicator 13~ Measurable post-school and annual

goals Transition-related assessments Course of study, services, and

activities Coordination of services

Not so good?

Good?

Why? Why Not?Why? Why Not?

Critical Interrelationship

Quality IEPs Staying in School

GraduatingAchieving post-school outcomes

Indicator 13 – Content of IEPs

Percent of youth aged 16 and above* with an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the child to meet the post-secondary goals. [20 U. S. C. 1416 (a)(3)(B)]

* In N.M., 8th grade or age 14 and above

Elements of Transition-Rich IEPs

Measurable postsecondary goals Present level of performance – based

on age-appropriate assessments Transition activities and services,

including course of study Annual transition goals Designated responsibility, including

adult agencies

A Transition-Rich IEP

“Transition” assessment/Present levels of achievement

Annual IEP Transition

Goals

Long-term activities (e.g., instruction) and services, including course of study

Transition services/linkages with designated responsibility & timelines

Measurable postsecondar

y goals

A Transition-Rich IEP

Measurable postsecondar

y goals

Questions Defining a Measurable Post-School Goal

Is it outcome-oriented?

Can it be counted (by someone)?

Will it occur after the student leaves secondary education?

Are goals for education or training AND employment addressed (for most)?

Measurable Post-School Goals – Ex:

Jamal will work in his uncle’s printing business upon graduation from high school.

Karen will attend KVCC in the medical technology (radiology) program and work in the health care industry after high school.

Sophie will work part-time in a retail entertainment store, with assistance from an employment specialist, after graduation.

Other Postschool Goal Examples

See many more examples and non-examples at www.nsttac.org website – click on Indicator 13 link – then “Training Materials” - include discussions of why examples meet IDEA’s criteria and why nonexamples are not appropriate.

A Transition-Rich IEP

Measurable postsecondar

y goals

Assessment/Present levels of achievement

Assessment-Based PLAAFP

What kinds of assessments (informal and formal)?

Are the areas assessed the most important ones for this student, given his/her postschool goals? (individualized!)

Are they age-appropriate?

Are they valid and reliable for the students you are assessing?

Who administers assessments? When? How Often?

How are results shared with students and with the IEP team?

How are results “tracked” over time?

How are results used to develop goals and courses of study, and to determine service needs?

Information Needs for Accountability

Student’s present levels of achievement and functional performance

Supports and accommodations needed

Student’s performance regarding state standards and benchmarks

Information Needs for

Student-Focused Planning

Temperament

Learning Preferences &

Styles

Background Information

Worker/Personal

Characteristics

Vocational & Occupational

Skills

Interests

Aptitudes

Functional/Life Skills

Supports and Accommodation

s

Additional Guidance for Transition Assessments

Dr. Jim Martin, University of Oklahoma, stresses at least 4 important areas to assess:

1. Self-determination skills – Self-awareness, Self-advocacy, Self-efficacy, Decision-making, Independent performance, Self-evaluation, Adjustment

2. Career/vocational interests – reading, nonreading tools

3. Basic (overall) transition skills – all relevant adult life domains

4. Functional vocational assessment (when indicated)– much more depthful evaluation for those needing it

Example of Transition Assessment Results in PLAAFP

DOMAINCommunity Participation

STRENGTHSParent: Volunteers at Rec Center on weekends; supervisor reports great people skills and work attitudes. Student: Enjoy working with kids.

Home/Indepen-dent Living

Parent: Keeps room fairly clean, does family chores with little argument.Student: Do my chores; don’t know how to manage money very well.

Jobs and Job Training

Student: worked as lifeguard in summerParent: Supervisor said good attendance, following directions, people skillsCounselor: ASVAB results showed high interests in human services, physical performance, and mgmt, with high aptitudes in human services & physical perf.

Comprehensive Transition Assessment Tools

Transition Planning Inventory-Revised (TPI-R) ProEd, Austin Texas (www.proedinc.com)

Scales of Independent Behavior - R Riverside Publishing (http://www.riverpub.com)

Informal Assessments for Transition Planning ProEd, Austin Texas (www.proedinc.com)

Enderle-Severson Transition Rating Form www.estr.net

Casey Life Skills Assessment www.caseylifeskills.org

Free Resources for Transition Assessment

www.dws.state.nm.us – Job Seekers >> Career Prospects System Occupational Profiler

U.S. Dept of Labor O*NET www.onetcenter.org - Interest profiler, ability

profiler Armed Services Vocational Aptitude Battery

(ASVAB) www.nsttac.org – “Age Appropriate Transition

Assessment Guide” www.dcdt.org – “Age Appropriate Transition

Assessment” Fact Sheet

A Transition-Rich IEP

Transitionservices/linkageswithdesignatedresponsibilit

y& timelines

Measurable postseconda

ry goals

Assessment/Present levels of achievement

Long-term activities (e.g., instruction) and services, including course of study

Transition Services and Linkages – Designated Responsibility

Is the student likely to need outside agency services (for a successful transition) during the next year?

For the current year, any evidence in IEP that representatives of any of the following agencies/services were invited to participate in the IEP development? Postsecondary education, vocational training, or

continuing and adult education Integrated employment (including supported

employment) Independent living or community participationNOTE: Must obtain consent to invite until IEP team

member!

Measurable Transition Services and Linkages

Must address categories of Instruction, Related Services, Community Experiences, and Employment/Other Adult Postschool Areas

What does “address” mean? What does “measurable” mean in this

section? Only address Daily Living and

Functional Vocational Evaluation if appropriate

Example Transition Services/Linkages Page (PED IEP form)

Activities/Strategies:

INSTRUCTION

Agency/Responsib.

Timelines Documented

Completion or Other

-Teach Jana the Paraphrasing Strategy-Provide needed modifications and accommodations in core academic classes-Research, identify, & visit at least 3 colleges of interest

-School/special educator teacher

-School/general ed teachers

-Jana (w/case mgr or transition specialist monitor)

-Sept-Oct. 2008

-2008-2010

-Fall 2008

Example Transition Services/Linkages Page (PED IEP form)

Activities/Strategies:

EMPLOYMENT

Agency/Responsib.

Timelines Documented

Completion or Other

- Research, select, &complete one unpaidand one paid (ifpossible) internships inlaw enforcement areaof choice- Meet with DVRcounselor for eligibilitydetermination &possible collegesupports

-Jana (case mgr monitors)

-DVR counselor, Jana, parents (case mgr monitors)

- Spring 2009-Spring 2010

- Winter 2010

Transition Services Includes the Course of Study

Student has already identified her/his postschool goals

Course of study lists courses/other experiences for all the remaining years of high school

Helps to annually document credits earned and progress toward graduation

Must be individualized and linked to the student’s postschool goal(s)

Similar to (supercedes) the Next Step Plan; typically problematic if a student does BOTH the Next Step Plan and the IEP transition plan

Example Course of Study (PED IEP form)

School Year

Credits

Earned

Courses Selected

2007-08

5.5 Skills for Success (reading, future planning, personal mgmt)English I, Algebra I, P.E./Girls BasketballPhysical Science, U.S. History

2008-09

English II, Applied Math I, P.E./Girls Basketball, Keyboarding/Computer Literacy, Biology

Concepts/Biology, World Geography 2009-10

English III, Geometry, Girls Basketball, Psychology/SociologySpanish I (1/2 cr.)/Government, Work Study (1/2 cr.)

2010-11

English IV, Algebra II, Culinary Essentials/Sewing, Clothing & Crafts, Public Speaking/Girls BasketballSpanish II (1 cr.), Work-Study (1 cr.)

A Transition-Rich IEP

Transitionservices &linkages,withdesignatedresponsibilitie

s& timelines

Annual IEP

transition goals

Measurable postsecondar

y goals

Assessment/Present levels of achievement

Activities (e.g., instruction) and services each year, including

course of study

Annual Transition-Related Goals

What needs to be achieved this year to help the student move toward his/her postsecondary goal(s)?

What does s/he need to learn?

Is the goal measurable?

Is it outcome- rather than process-oriented?

Annual Transition-Related Goals –Examples

Susan will master the skills of “information processing” in COMP 1001 with 95% accuracy, as measured by unit exams and final exam.

Susan will demonstrate basic awareness of computing occupations to the counselor’s satisfaction as measured by an interview.

Susan will identify 3 postsecondary educational programs for computing occupations in her careers class 9-week advisory meeting.

Susan will articulate her accommodation needs in computing environments through her interview with the rehabilitation services counselor.

More Annual Goals Examples

Jana will increase her reading comprehension skill levels from 5.9 to 7.5 grade level equivalents by May 2009, in order to complete course and exam requirements for the standard pathway to the diploma and move into postsecondary learning as planned, as measured by her scores on the standards-based assessment.

By April 2009, Jana will create and apply a process for analyzing her job shadow experiences, her results from transition assessments, and her visits to colleges to determine the most feasible area for planning an internship the following year, as measured by her comprehensive plan.

A Transition-Rich IEP

Transitionservices &Linkages withDesignatedResponsibilitie

s& timelines

Annual IEP

transition goals

Measurable postsecondar

y goals

Assessment/Present level of achievement

Activities (e.g., instruction) and services each year, including

course of study

Indicator 13 Data Collection

Past years: used O’Leary and colleagues’ Transition Requirements Checklist

This year and thereafter: will use NSTTAC Indicator 13 Checklist, Form B

Trained trainer will either review IEP files alone to answer the checklist questions, or will train group to assist in data collection

Indicator 13 Data Use

UNM Institute for Public Policy enters and analyzes data, creates district data sheets

Data are reported to NMPED Special Education Bureau for distribution in district profiles

District can request report-out session with larger audience offering chance for collaborative goal-setting for improvement

QUESTIONS?

Resources

NSTTAC Indicator 13 Checklist

O’Leary’s TOP’s checklist

NSTTAC’s training materials Web-based examples and non-examples

www.nsttac.org

www.psocenter.org

www.ndpc-sd.org

Contact information

Ginger Blalock, Ph.D. Education-Transition Consulting LLC REC 6 IEP Transition Planning Project

Coordinator [email protected] 505/400-3992

Cheryl Hamilton REC 6 IEP Transition Planning Program Manager [email protected] 575/737-9732