Office of Special Education MICHIGAN TRANSITION 2020- INTERAGENCY COLLABORATION MDE, Office of...

Office of Special Education

MICHIGAN TRANSITION 2020- INTERAGENCY COLLABORATION

MDE, Office of Special EducationOctober 20, 2015

2Michigan Department of Special Education, Office of Special Education

Jessica Brady, SupervisorShawan Dortch, ConsultantScott Slater, Financial AnalystAshley Kemmer, Support Staff

Michigan Department of EducationOffice of Special Education

Transition Agenda

Agenda

Welcome and Overview Transition Grant Update Transition “Back to the Basics” Transition Coordinators Duties State Performance Plan B-13 and B-14 Federal Technical Assistance State Technical Assistance Next Steps

Transition Grant Update

Transition “Back to the Basics”

IDEA Transition Services:

Transition services means a coordinated set of activities for a child 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 child with a disability to facilitate the child’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;

IDEA Transition Services cont.

(2) Is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests; and includes--

(i) Instruction; (ii) Related services; (iii) Community experiences; (iv) The development of employment and other post-school adult living objectives; and (v) If appropriate, acquisition of daily living skills and provision of a functional vocational evaluation.

(b) Transition services for children with disabilities may be special education, if provided as specially designed instruction, or a related service, if required to assist a child with a disability to benefit from special education.

(Authority: 20 U.S.C. 1401(34))

Improving Secondary Transition Services:Meeting the Requirements of

Indicator 13

National Secondary TransitionTechnical Assistance Center

A Transition-Rich IEP

Annual Goals

Annual Activities and Services, including Course of Study

Designated Responsibilit

Measurable Postsecondary

Transition Assessment &Present Level of

Achievement

Individualized Education Program (IEP)Secondary Transition Considerations

IEP Secondary Transition Considerations - 1

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))

Indicator 13 Checklist 1. Is there an appropriate measurable

postsecondary goal or goals in this area?2. Is (are) the postsecondary goal(s)

updated annually?3. Is there evidence that the measurable

postsecondary goal(s) were based on an age appropriate transition assessment?

4. Are there transition services in the IEP that will reasonably enable the student to meet his or her postsecondary goal(s)?

5. Do the transition services include courses of study that will reasonably enable the student to meet his or her postsecondary goal(s)?

6. Is (are) there annual IEP goal(s) related to the student’s transition services needs?

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

8. If appropriate, is there evidence that 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?

Indicator 13 Checklist (cont.)

Compliance Checklist for Secondary Transition - 1

Compliance Checklist for Secondary Transition - 2

Common Findings of Noncompliance on the B-13 Checklist

Evidence of prior consent of the parent or student to invite the agency

Evidence that postsecondary goals were based on age appropriate transition assessments

Appropriate measurable goals in training, education, employment and were appropriate independent living skills

Writing Postsecondary Goals

Postsecondary Goals

Measurable = Countable Identifies an outcome, not a process One goal for each adult outcome area Adult Outcome Areas

Education or Training (required) Employment (required) Independent Living (when appropriate)

Measurable Postsecondary Goals

Training Education Employment Independent living skills, if

appropriate

Postsecondary Goal Questions

Where is the student going to work or engage in productive activities after graduation?

Where and how is the student going to continue to learn and/or develop skills after graduation?

Where is the student going to live and how is he or she going to access adult services, participate in the community and have fun after graduation?

Components of a Measurable Goal

Timeframe (date) Skill that can be measured

(skill/behavior) A method for collecting data

(instrument/conditions) Level of attainment to show

mastery (accuracy/criteria)

A Helpful Formula

____________ _______ will ______ ______(After high school) (The Student) (Behavior) (Where and how)(After graduation)(Upon completion of high school)

Examples of Postsecondary Goals

Education/Training: After high school, Lissette will participate

in weekly instruction on independent living skills at the local Independent Living Center in her community

Employment: After high school, Lissette will work on-

campus part-time in the food court at the college with supports from Vocational Rehabilitation and the staff at the college.

Examples of Postsecondary Goals27

Independent Living: • After high school, Lissette will live semi-

independently with a roommate in a assisted living apartment with supports provided through Disability Services)

• Upon completion of high school, Lissette will utilize public transportation, including the public bus and uptown trolley with time limited supports provided through Vocational Rehabilitation.

Updated Postsecondary Goals

Is (are) the postsecondary goal(s) updated annually?

Updated Postsecondary Goals

Example: The statement of Present Level of Academic and

Functional Performance (PLAAFP) indicates that “Lissette’s educational goals beyond high school were considered and updated based on transition assessment information in developing this IEP”

Non-example: Postsecondary goals were evident, but PLAFFP

indicates “Lissette passed her classes .” Further the assessment data documented in the IEP (formal and informal) are two and three years old

Age-Appropriate Transition Assessment

Where is the individual presently?

Where is the individual going? How do we get the individual

there? (Colorado DPI, 2005)

Transition Assessment Questions

Results of performance on state mandated assessments taken during high school indicate Lissette is performing below average in math, reading and written expression

Results of an adaptive behavior checklist completed by the teacher during Lissette’s 10th grade indicate she has acquired many age-appropriate behaviors necessary for her to live independently and to function safely and appropriately in daily life; however, she continues to need support in this area.

Community Based Instruction (community and work activities) task analysis checks 8/2005 – 4/2006

Lissette

Transition Services

Should focus on academic and functional achievement to facilitate movement from school to post-school life

For each postsecondary goal, transition services can include: Instruction Related Services Community Experience Development of Employment and Post-School

Objectives Acquisition of Daily Living Skills (if appropriate) Functional Vocational Evaluation (if appropriate)

Transition Services

What experiences must the student participate in this academic year that are necessary for achieving the identified post-secondary goals?

What services and specific instruction are essential this year for the student to develop skills and knowledge to attain their post-secondary goals?

Do we know enough about this student’s vocational skills to identify an appropriate post-secondary employment goal or design activities to support the identified goal?

Transition Service Questions

Lissette

Education/training:• Instruction on Community Safety skills• Travel instruction• Math instruction - money usage, telling time• Literacy instruction related to sight word

identification• Instruction related to community safety at the

YMCAEmployment:• Purchase a monthly bus pass• Safety skills in the community• Learning to use the pull cord to identify her

upcoming stop

Course of Study

Course of

A multi-year description of coursework to achieve the student’s desired post-school goals from the student’s current to anticipated exit year (Storms, O’Leary, & Williams, 2000)

Course of Study Aligned with

Post-Secondary Goals

Is a course of study already identified for this student?

Is this course of study aligned with the student’s postsecondary goals?

Course of Study Questions

Courses Lissette will take each year of high school include:

Functional Math I, II, III, IV (4 Credits)

Functional Reading I, II, III, IV (4 Credits)

Introduction to Cooking I, II, III, IV (4 Credits)

Safety in the Community I, II, III, IV (4 Credits)

Recreation Leisure I, II, III (3 Credits)

Work Study Skills I, II, III, IV (4 Credits)

Lissette

Aligning Annual IEP Goals

Annual IEP Goals

For each post-secondary goal, there must be an annual goal or goals included in the IEP that will help the student make progress towards the stated post-secondary goals.

Annual IEP Goal Questions

What skills and knowledge must the student attain this academic year that are necessary for achieving the identified post-secondary goals?

What skills and knowledge does the student currently have that support their post-secondary goals?

A Helpful Formula

Lissette

Postsecondary Education/Training Goal: After high school, Lissette will participate in weekly

instruction on independent living skills at the local Independent Living Center in her community

Annual IEP Goal: Given small group instruction on hand washing, a

task analysis, and self-monitoring sheet, Lissette will demonstrate how to appropriate wash her hands with 100% accuracy as measured by the number of correct steps completed on the task analysis during the duration of the IEP.

Lissette

Postsecondary Employment Goal: After high school, Lissette will work on-campus

part-time in the food court at the college with supports from Vocational Rehabilitation and the staff at the college.

Annual IEP Goal: Given direct instruction for completing a job

application, guided practice, and personal information, Lissette will complete an application with 100% accuracy by the end of the 2nd school semester.

Postsecondary Independent Living Goal: • Upon completion of high school, Lissette will utilize

public transportation, including the public bus and uptown trolley with time limited supports provided through Vocational Rehabilitation.

Annual IEP Goal:• Given a bus schedule adapted with pictures,

Lissette will select the correct time and stop for five scenarios of activities presented to her with 95% or better accuracy by December of the current school year.

Lissette

Invitation to Student

For the current year, is there evidence in the IEP or cumulative folder that the student was invited to attend the IEP team meeting?

Invitation to StudentExample: A letter, inviting the student to the IEP

meeting, is in the student’s file.

Non-example: A box is checked indicating that the

student did not attend the IEP meeting. While student attendance is not a

component of this item, there is no indication in this documentation that the student was invited prior to the meeting.

Evidence of Coordination

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

If so, include: Agencies identified that would provide or

pay for post-secondary services Evidence of parent consent (or student

consent at age of majority) to invite agencies

Evidence that agencies were invited to the IEP meeting

Evidence of Agency Coordination

Lissette 54

A consent form signed by Lissette’s mother, indicating that the LEA may contact the Vocational Rehabilitation office and the Down Syndrome Association (DSA)

An invitation to conference in the file for a rehabilitation counselor and a representative of the DSA

Questions?55

National Secondary TransitionTechnical Assistance Center

Transition Coordinators Duties

Secondary Transition Participate in B13 data collection. Assures results are entered into CIMS. Collect, analyze and utilize B13 data for improvement planning,

training, professional development and communication strategies to maintain/achieve compliance.

Assist in data collection, as necessary. Assist in other data collection, as necessary.

Postsecondary Outcomes Participate in statewide training on B14 data collection. Assure contact information for exiting students is current/accurate. Assist Wayne State University in their efforts to increase response rate

on SPP B14 Post School Survey. Utilize outcome data. Disseminate findings and support use of

outcomes data in the school improvement planning process. Assist in other transition related data collection and dissemination

activities, as necessary.

Coordinating transition services Dissemination of information to local partners, special

educators and administrators, general educators and administrators, rehabilitation services, mental health, families, and career preparation.

Dissemination of transition information Transition performance issues pertaining to State Performance

Plan Indicators e.g., graduation, dropout, secondary transition, postsecondary outcomes, disaggregated for the population of students with an IEP.

How do you coordinate transition services, including the dissemination of information regarding transition and performance issues in your district?

State Performance Plan B-13 Definition

Percent of youth with individualized education programs (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))

State Performance Plan B-13

What transition resources are currently being used in your district(s)?

Who provides transition training in your district? How often are these trainings provided?

Do you have a transition coordinator contact(s)? How many? What are their roles?

Based on your local district's data, what areas need more support and technical assistance?

Discussion

State Performance Plan B-14 Definition

Percent of youth who had an IEP and who have been employed and or enrolled in postsecondary education/training program within one year of leaving high school.

State Performance Plan B-14

How does your local district address the requirements of SPP B-14?

Is there a need to improve this process? How?

Discussion

Federal Support and Guidance

The 2020 Federal Youth Transition Plan: A Federal Interagency Strategy

Workforce Innovation and Opportunity Act July 2014

ODEP Recommendations for Michigan Employment First 2015

The 2020 Federal Youth Transition Plan: A Federal Interagency Strategy

Federal Partners in Transition Compatible policies, procedures, and other

means to operate across agency boundaries towards common outcomes for transitioning youth and their families.

Developing a strategy to increase awareness among students, families, high school teachers, and other service providers on the range of available services.

Ways to assess the effectiveness of federal coordination efforts in providing transition services.

Transition Outcome Goals for Student’s With an IEP

Access health care services and integrated work-based experiences in high school

Develop self-determination and engage in self directed individualized planning

Be connected to programs, services, activities, information and supports

Develop leadership and advocacy skills Have involvement from families and other

caring adults with high expectations

WIOA: Workforce Innovation and Opportunity Act 2014

Congress passed the Workforce Innovation and Opportunity Act July 2014 (WIOA) Requires Pre-employment transition services

via 15% of each state’s Title I Vocational Rehabilitation funding and any funds made available from states, local, or private funding services, each state must ensure that the state VR agency, in cooperation with the local education agencies involved, will provide, or arrange for the provision of, pre-employment transition service for all student with disabilities.

WIOA: Workforce Innovation and Opportunity Act 2014

Michigan was awarded an Employment First State Leadership Mentoring Program Technical Assistance Grant from the Office of Disability Employment Policy (ODEP). Onsite and virtual technical assistance

and training support for 2016 – 2017 will be provided to the State of Michigan.

ODEP Recommendations for Michigan Employment First 2015

Transition Outcome Goals for Student’s With an IEP

Congress states “that individuals with disabilities, including

those with the most significant disabilities, are capable of achieving high quality, competitive integrated employment when provided the necessary skills and supports.”

“that youth with significant disabilities must be given every opportunity to receive the services necessary to ensure the maximum potential to achieve competitive integrated employment.”

Michigan’s Office of Special Education and Transition

Obtain Transition Partners and Stakeholders Input to: Increase dialogue with service providers, policy makers,

advocates and others closely involved with transition. Combine clear and reliable documentation to develop

statewide system of supports for transition. Continued collaboration with agencies, reviewing

policies, procedures and programs to increase resources and support of state and federal guidelines for transition.

Increase collaboration and coordination and cooperation among all transition partners.

Provide increased technical assistance from the state to the locals.

MDE, OSE Technical Assistance

To improve transition outcomes for students: How can Michigan Department of

Education, Office of Special Education support Transition Coordinators?

What transition resources are needed to support your local districts?

Activity and Discussion

Communication and Support

Designing a communication system to support transition examples Transition website Transition Groups/Partners Transition Schedule (monthly, quarterly,

yearly) Transition workflow (chart)

Michigan’s Desired Transition Outcomes

Defined and aligned transition work Developed statewide system model of

support for transition Improved indicator compliance B-13/B14 Tier systems of support for areas of

greatest need Improved communication/training locally Improved post secondary outcomes for

students with IEPs

Next Step: Transition Dates to Remember

November 12-13 CAP reviews November-December SLCAP reviews

Resources

Michigan Special Education Website www.Michigan.gov/mde

U.S. Department of Education www.ed.gov

National Technical Assistance Center on Transition www.transitionta.org

Continuous Improvement and Monitoring System www.cims.cenmi.org

Michigan Rehabilitation Services www.michigan.gov/mrs

Thank you!

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