Citation 1 - oncboces.org · Web viewGoal When given grade level math computation and word...

Indicator 13Transition

Indicator 13 Support Document

For additional support contact your Regional Special Education Technical Assistance Support

CenterRSE-TASC

Hildreth M Rose [email protected] 607.765.8403

Regional Special Education Technical Assistance Support Center RSE TASCRegion 7 Mid South JMT / GST-BT-DCMO-ONC

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mailto:[email protected]


Notes What Am I learning?Why am I learning it?

How Can I use it?



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Individual Student Record Review Form

School District: ____________________________________________

Building: ____________________________________________

Person Completing Form: ____________________________________________

Date of Record Review: ____________________________________________

Student Name/ID: DOB:

School/Grade/Program: Classification:

Diploma Anticipated: Gender:

Directions:

This form is designed to assist the team in compiling documentation of compliance findings. It must be kept on file by the school district and is not submitted to SED unless requested.

Individual student records must be reviewed for evidence that the IEP includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the student to meet his/her measurable post-secondary goals. Each compliance issue must have a notation for each student record reviewed.

Indicate "Y" (yes) in the column if the item is present and meets compliance.

Indicate "N" (no) in the column if the item is missing or if the item does not meet compliance.

In the "Source of Data/Comments" column, indicate where the data to identify compliance was found (e.g., name the section of the IEP). Provide observational comments such as “relationship of transition activities to post-secondary goals not evident.”



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Citation Issue Y/NSource of

Data/Comments8 NYCRR

§200.4(d) (4)(i)(c)

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When the CSE met to consider transition service needs, the school district invited the student. If the student did not attend, the district ensured that the student's preferences and interests were considered.

8 NYCRR §200.4(d) (2)

(ix)(a)2

Under the student’s present levels of performance, the IEP includes a statement of the student’s needs, taking into account the student’s strengths, preferences and interests, as they relate to transition from school to post-school activities.

8 NYCRR §200.4(d) (2)

(ix)(b)3

The IEP includes appropriate measurable post-secondary goals based upon age appropriate transition assessments relating to training, education, employment and, where appropriate, independent living skills.

8 NYCRR §200.4(d) (2)

(iii)4

Each IEP includes measurable annual goals consistent with the student’s needs and abilities, including (if applicable) benchmarks or short-term objectives.

8 NYCRR §200.4(d) (2)

(ix)(c) 5

The IEP includes a statement of the transition service needs of the student that focuses on the student’s courses of study.

8 NYCRR §200.4(d) (2)

(v)6

The IEP indicates the recommended special education program and services to advance appropriately toward meeting the annual goals relating to transition needs.

8 NYCRR §200.4(d) (2)

(ix)(d)7

The IEP includes needed activities to facilitate the student’s movement from school to post-school activities, including:instruction,related services,community experiences,the development of employment and other

post-school adult living objectives, andwhen appropriate, acquisition of daily living

skills and functional vocational evaluation.8 NYCRR

§200.4(d) (2)(ix)(e)

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The IEP includes a statement of the responsibilities of the school district and, when applicable, participating agencies for the provision of such services and activities that promote movement from school to post school opportunities, or both, before the student leaves the school setting.



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CDOS Learning Standards for Career Development and Occupational Studies Scan Skill broad academic and workplace skills developed by the Secretary's Commission on Achieving

Necessary Skills



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InformationAcquire/ evaluate informationOrganize/Maintain informationInterpret/communicate Use computers to process

ResourcesUnderstand how to use:TimeMoneyMaterialsFacilitiesHuman Resources

TechnologySelect and apply technologyMaintain equipment

InterpersonalSocialNegotiation LeadershipTeamworkWork with Diversity

Cultural Diversity:

Basic SkillsAble to;Read WriteBasic Math SkillsListen EffectivelySpeak/communicate clearly

Personal QualitiesDemonstrates;ResponsibilityPositive self esteemSelf ManagementSocial SkillsIntegrity and Honesty

Thinking SkillsThink CreativelyUse decision making skillsUse problem solving skillsVisualize ones mindKnow how to learn

Systems Improve and design systemsMonitor and correct performancesUnderstand systems



SCAN Secretary's Commission on Achieving Necessary Skills

BackgroundIn 1990, the Secretary of Labor appointed a commission to determine the skills our young people need to succeed in the world of work. The commission's fundamental purpose was to encourage a high-performance economy characterized by high-skill, high-wage employment. Although the commission completed its work in 1992, its findings and recommendations continue to be a valuable source of information for individuals and organizations involved in education and workforce development

The Secretary's Commission on Achieving Necessary Skills (SCANS) was asked to examine the demands of the workplace and whether today's young people are capable of meeting those demands. Specifically, the Commission was directed to advise the Secretary on the level of skills required to enter employment. In carrying out this charge, the Commission was asked to:

← Define the skills needed for employment; ← Propose acceptable levels of proficiency; ← Suggest effective ways to assess proficiency; and

← Develop a dissemination strategy for the nation's schools, businesses, and homes.

This report results from the Commission's discussions and meetings with business owners, public employers, unions, and workers and supervisors in shops, plants, and stores. It builds on the work of six special panels established by the Commission to examine all manner of jobs from manufacturing to government employment. Researchers were also commissioned to conduct lengthy interviews with workers in a wide range of jobs.

CDOS Learning Standards for Career Development and Occupational StudiesStandard 1: Career DevelopmentStudents will be knowledgeable about the world of work, explore career options, and relate personal skills, aptitudes, and abilities to future career decisions.

Standard 2: Integrated LearningStudents will demonstrate how academic knowledge and skills are applied in the workplace and other settings.

Standard 3a: Universal Foundation SkillsStudents will demonstrate mastery of the foundation skills and competencies essential for success in the workplace.

and

Standard 3b: Career MajorsStudents who choose a career major will acquire the career-specific technical knowledge/skills necessary to progress toward gainful employment, career advancement, and success in postsecondary programs.



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Citation 1 (white)When the CSE met to consider transition service needs, the school district invited the student. If the student did not attend (and if he did attend), the district ensured that the student’s preferences and interests were considered.

Example;

Found in PLP David states he is interested in a career in landscape design. He prefers working outdoors and loves plant life and creating unique color designs. In school he states his most enjoyable classes are art and the sciences. He feels these type of courses support his career goal.

Citation 2 (white)Under the student’s present levels of performance, the IEP includes a statement of the student’s needs, taking into account the student’s strengths, preferences and interests as they relate to transition from school to post-school activities.

Example;

Found in PLPDavid’s interest and work values inventory and career zone activities demonstrate that he has a preference and skill for outdoor work and design. He is artistic and likes plant life and creating things. His school work mirrors this as teacher reports, assessments and school report card information indicate Dave excels in the arts and science coursework. He works well in groups and is able to plan out long term projects. Dave indicates that his learning disability in Math makes measurement and problem solving activities difficult. His curriculum based assessments confirm this. Dave noted he needs to learn strategies to problem solve when math is involved. He would also benefit from learning the applications of advanced calculators in order to check his work for accuracy and perform more complicated math tasks.

Guidelines;

1. Students must be invited to the CSE when discussing transition needs, regardless as to whether they attended or not the IEP should demonstrate that the student participated in the IEP development related to transition.

2. Writers should consider all areas of the PLP when reflecting on transition statements and place comments where appropriate

3. PLP statements provide the rationale for all goals, accommodations, programs / services and coordinated set of activities, The PLP supports the entire IEP.

4. Shaded sections note age appropriate assessment data



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Citation 3 (orange)The IEP includes appropriate measurable post-secondary goals based on age appropriate transition assessments relating to training, education, employment and, where appropriate, independent living skills.

Definitions;

DCDT of the Council for Exceptional Children defines transition assessment as an “…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. Types of transition assessments include: behavioral assessment information, aptitude tests, interest and work values inventories, intelligence tests and achievement tests, personality or preference tests, career maturity or readiness tests, self-determination assessments, work-related temperament scales, and transition planning inventories.

NYSED Red Guidance Document definition of;Education enrollment in (a) community or technical college (2-two or 4-four year programs)

Training is a (a) high school completing document of certificate class (Adult Basic Education, General Education Program (GED) ), (b) short term education or employment training program (Vocational Education Services, Job Corps), (c) Vocational technical schools, where less than two years and a certificate is earned (d) day habilitation/day training or (e) continuing education/life long learning.

Employment is (a) competitive, (b) supported, or (c) sheltered. Competitive employment is work (a) in the competitive labor market that is performed on a full or part-time basis in an integrated setting and (b) is compensated at or above the minimum wage, but not less than the customary wage and level of benefits paid by the employer for the same or similar work performed by individuals who are not disabled. Supported employment is competitive work in integrated work settings, or employment in integrated work settings in which individuals are working toward competitive work, interests, and informed choice of the individuals, 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; and who, because of the nature and severity of their disability, need intensive supported employment services. Sheltered employment refers to “an accredited occupationally-oriented facility, including a work activities center, operated by a private nonprofit agency, which, except for its administrative and support staff, employs disabled persons certified under special provisions of federal minimum wage laws by the Wage and Hour Division, U.S., Department of Labor” (65 Del. Laws, c. 74, § 1.).

Example; ( Last year in School IEP )

Training: David will receive on the job training from “Landscape Company USA”Education: David will attend Alfred State College in the area of landscapeEmployment: David will be employed by Landscape Company USA



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http://www.nsttac.org/products_and_resources/tag.aspx#Assessment%23Assessment


http://www.nsttac.org/products_and_resources/tag.aspx#Transition%23Transition

http://www.nsttac.org/products_and_resources/tag.aspx#Transition%23Transition

http://www.nsttac.org/products_and_resources/tag.aspx#Work%23Work

http://www.nsttac.org/products_and_resources/tag.aspx#Selfdetermination%23Selfdetermination

http://www.nsttac.org/products_and_resources/tag.aspx#Career%23Career

http://www.nsttac.org/products_and_resources/tag.aspx#Career%23Career

http://www.nsttac.org/products_and_resources/tag.aspx#Personality%23Personality

http://www.nsttac.org/products_and_resources/tag.aspx#Achievement%23Achievement

http://www.nsttac.org/products_and_resources/tag.aspx#Intelligence%23Intelligence

http://www.nsttac.org/products_and_resources/tag.aspx#Interest%23Interest

http://www.nsttac.org/products_and_resources/tag.aspx#Interest%23Interest

http://www.nsttac.org/products_and_resources/tag.aspx#Aptitude%23Aptitude


Independent Living Skills (when appropriate): David will live independently

David may have had responses like this on an earlier IEP;

Example; (Just turning 15 years old )

Training: David will receive on the job training in his field of employmentEducation: David will not pursue further educationEmployment: David will be competitively employed in an occupation that is hands on and takes place outsideIndependent Living Skills (when appropriate): David will live in an apartment with friends

Guidelines;

1. All measurable post secondary goals (MPSG) must occur after high school - set in the future- may be written as “will” statements

2. If a postsecondary goal (an outcome that occurs after the person has left high school, not a process that occurs after a student leaves school) is stated in a manner that can be counted as occurring or not occurring, it is a measurable postsecondary goal.

3. All MPSG must be based on age appropriate assessment data this may be noted in the PLP section of the IEP

4. Most students should have an employment goal5. You should consider all areas of education/training/employment and Independent living6. MPSG responses must be the student’s goals7. If the student does not have MPSG’s you should work to help them discover their MPSG’s this can

be demonstrated in the coordinated set of activities8. IEP’s must address the MPSG section for any student whose IEP will be implemented when they turn

159. MPSG may be less specific for students just transitioning into the age range. District should develop

process that encourages and provides transition related activities- so the first time the student is asked about his future is not at this IEP development time.



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Citation 4 (green)Each IEP includes measurable annual goals consistent with the student’s needs and abilities including (if applicable) benchmarks or short- term objectives.

Definitions;

Goal a statement that identifies the skill, behavior of knowledge the student will acquire within one year

Evaluation Criteria is how well and over what period of time the student must perform the skill or behavior to consider it met

Evaluation Procedure is the method used to measure progress

Evaluation Schedule states the dates or intervals of time by which the evaluation procedures will be used to measure student progress

Example;

Goal When given grade level math computation and word problems David will record the steps necessary to complete the problem, solve and check his written response for accuracy using a calculator Evaluation Criteria 50 percent of all math computations and word problems with 100 percent accuracy over a 10 week period Evaluation Procedure As monitored and recorded on teacher checklistEvaluation Schedule Measured every 10 days

Guidelines;

1. Goals have a need identified in the PLP2. Goals should allow the student to acquire a skill or behavior3. Goals should support the achievement of the MPSG4. Goals should be unique to the student5. Goals should not be part of the NYS curriculum6. If a dead person can accomplish the goal it should be rewritten7. Evaluation criteria should be possible for the student to accomplish in one year 8. Evaluation procedure should be tangible –teacher observation is not tangible9. Evaluation schedule should be frequent enough to allow adjustments to instruction and might be

different for each goal10. Increase and improve are not measurable



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Citation 5 (pink)The IEP includes a statement of the transition service needs of the student that focuses on the student’s courses of study.

Definition;National Secondary Transition Technical Assistance Center notes that theCourses of study are “multi year- description of course work” (necessary to achieve the student’s desired post school goals) this differs from instruction which is what the student needs to receive in a specific area to complete needed courses, succeed in the general education curriculum and gain needed skills.

Example;

David will take the two year Landscape CTE program offered through BOCES. He will also take Living on Your Own a one year program offered in district.

Citation 6 (pink)The IEP indicates the recommended special education program and services to advance appropriately toward meeting the annual goals relating to transition needs.

Example;

Consultant Teacher direct in math 3 days per week for 40 minutesResource Room 3 days per week for 40 minutes per day

Guidelines;

1. Programs and services should come from the Continuum noted in the Part 200.62. The IEP goals should be possible given the noted programs and services3. Accommodations and Modifications should be possible given the noted programs and services4. Needs for programs and services as well and accommodations and modifications should be identified

in the PLP’s



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Citation 7 (blue)The IEP includes needed activities to facilitate the student’s movement from school to post school activities, including;

Instruction, Related services, Community experience, The development of employment and other post-school adult living objectives,

and when appropriate Acquisition of daily living skills Functional vocational evaluation

Citation 8 (blue)The IEP includes a statement of the responsibilities of the school district and, when applicable, participation agencies for the provision of such services and activities that promote movement from school to post school opportunities, or both, before the student leaves the school setting

Definitions;

NYSED Sample Individualized Education Program and Guidance Document define;

Instruction is the instruction and/or specific courses that the student might need to prepare the student for post-school living. Instruction could include specific general and/or special education course instruction, career and technical education, or advanced placement course(s); and/or instruction to learn a particular skill (e.g., instruction in problem solving skills, how to use public transportation, how to use a particular assistive technology device, how to balance a checkbook, etc.).

Related services are what (e.g., rehabilitation counseling services; job coach; school social work; orientation and mobility services) the student may need as a transition service to support the student in attaining the projected post-school outcomes. (Related services recommended as a transition activity must also be documented under the IEP section "Special Education Program/Services").

Employment, other post-school adult living objectives are what services or activities the student needs to prepare him or her for employment and to assist the student in meeting other post-school adult living objectives (e.g., participation in a work experience program; assistance with completing college or employment applications; practice in interviewing skills; travel training).

Community experiences what a student needs to participate in community-based experiences or learn to access community resources (e.g., after school jobs, use of public library, community recreational activities) to achieve his or her projected post-school outcomes.



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Activities of daily living if appropriate to the needs of the student are the services or activities that will assist the student in activities of daily living skills (e.g., dressing, hygiene, self-care skills, and self-medication).

Functional vocational assessment is an assessment to determine a student’s strengths, abilities and needs in an actual or simulated work setting or in real work sample experiences.

Participating agency means a State or local agency, other than the public agency responsible for a student’s education, which is financially and legally responsible for providing transition services to the student.

Example;

Coordinated Set of Activities:

Instruction: David will participate Landscape program

Related Service: David has no related service need.Community Experience:

David will explore via the internet community resources for transportation.

Employment: David will journal his work experience of

his after school employment at the outdoor section of Lowes

ADL: David will participate in the Living on Your

Own course to develop skills related to living on your own

FVE: An evaluation is not necessary at this time

as David is actively engaged in a career area where he has ability and interest.

Responsible

BOCESinstructor

NA

School counselor

Guidance Counselor

Math instructor

NA

Guidelines;

1. You should consider each area of the Coordinated Set of Activities (CSA) 2. You should fill all spaces under the activities using a null statement as needed3. You must record who is responsible- by role (not name) or agency 4. You should only have activities recorded that will take place during the life of the IEP ( 365 days)



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5. The parent or the student can not be the noted responsible party6. The CSA should support the student’s individual MPSG and be unique to the student7. If the student is struggling with what h/s wants to do the CSE is the perfect place to develop activities

to help support the development of clear MPSG statements

Examples of Coordinated Set of Activities Entry

Instruction- Critical Question: What is this IEP doing instructionally to help the student work toward h/h Measurable Post Secondary Goals (MPSGs)?

Keyboarding –MPSG is to become a sports writer for a local paper Advanced Physics- MPSG is to go into the medical field RR to support Organizations skills- MPSG is to be a personal secretary BOCES auto mechanics- MPSG to work as an auto tech Photography-MPSG is to be a professional photographer Special Class- MPSG to eat independently

Related Service- Critical Questions: What are the Related Service providers doing to help the student work toward h/h MPSG’s?

Speech Services to improve communication- Greeter at Wal-Mart OT to improve handwriting- Writing checks and completing resume Counseling to increase anger management- Going to college, dorm living Mobility training to improve ability to travel- Get to a from work PT to increase ambulation- Work in store School nurse- Use of the bath room independently

The student may not have any related service- Record on IEP None or N/A

Community Experience-Critical Questions: What access needs does the student have, can the student access their community or access their areas noted in h/h MPSG ?

College visits- to learn how to access the college Completing applications- to learn how to access needed forms Journaling or relating after school hour community experiences to a school adult Visit supported residential facilities- learn about future living arrangements Learning public transportation system- Access community Drivers education course-Access community

Schools should be creative in supporting the provision of community experiences with in their programming. Many Government Classes require community experience -attending board meetings /20 service hours. We need similar activities that work toward the individual student’s goals. We can only record what we can control.

Employment Critical Questions: What can the school/agencies do in the area of Employment to help the student work toward h/h MPSG’s?



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Work experience found within the school or school grounds-area of interest Volunteer non paid work experiences- area of interest Resume completion and support- needed for most jobs Interview skill development and practice- needed for most jobs Completing college related form support- needed to attend college Introduction to One Stops or Department of Labor- helpful for most Use of computer software to identify skills regarding employment areas Journaling/relating after school job experiences to a school adult Visit Day Hab – Work in Day Hab setting/enclave/supported employment

One of the largest indicators or after school employment is participating in paid or non paid work experiences while in High School. Schools should be creative in reinforcing and supporting employment related activities. Many of these fit nicely into the CDOS standards.

Daily Living Skills Critical Questions: What Daily Living Skills should the student develop to help the student work toward h/h MPSGs?

Instruction on using the ATM- Will be living independently Safety training household items- Living independently Personal hygiene- Needed to meet employment goals Consumer skills-Needed to manage household Problem solving steps-Needed when working with people Laundry- Live in a dorm and take care of personal needs Swallowing independently- Eat on h/h own

Most students have the need for daily living skills. The MPSG will be skills they will possess when exiting HS.

Functional Vocational Evaluation -Critical Questions: Does the student need a Functional Vocational Evaluation to help develop or support their IEP development and MPSGs?

Participate in a Level 2 or 3 assessment (DVE)- Clarify skill areas

Vocational assessment data is used to support the student in identifying skill strengths and deficits. Allowing additional support where needed and guidance in planning. Not all students need a Functional Vocational Evaluation.



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Develop a Process for Transition in your SchoolBase it on Data Results

StudentIndicator

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

1

2

3

4

5

6

7

8

Level OneDataPrese

ntVocati

onDataPrese

ntTransit

ion Proces

s by gradeLevel

In Place

Possible Codes BOCES teacher (*) Individual teacher (Initials) Data included ( VD) Transition Process (TP)

Districts should have established Transition Process. Process is establish procedures by grade levels or programs that describe the course of action taken with each student. Districts that have these types of procedures will better transition students into post secondary education, employment and independence.

Transition process also allows students/ families and educators data driven materials to explore in the development of the Individual Education Program. Creating both quality and compliant IEP’s.

12/8/2009



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Indicator- What are the results for your district? District Data Profile http://eservices.nysed.gov/sepubrep/Indicators http://www.vesid.nysed.gov/specialed/spp/requirements.htm

ReportsYearly X

1-6 #D

Your Results

1. Graduation Rates – SWD’s graduating with a regents/local diploma

X

2. Drop-out Rates SWD’s dropping out of high school

X

3. Participation and performance of SWD’s on NYS Assessment districts meeting the state’s AYP for progress for disability subgroup participation rate in assessments with and without accommodations; proficiency rate for SWDs against grade level and alternate standards

X

4. Rates of Suspension/Expulsion significant discrepancy for SWD’s significant discrepancy of SWD’s by race/ethnicity

X/D

5. LRE – % of School Age SWD’s removed from classroom less than 21% of day, 21-60% of the day;

X

6. LRE – % of Preschool SWD’s receiving services in settings with non-disabled peers

X

7. Preschool SWD’s who demonstrate improved positive social-emotional skills, acquisition and use of knowledge and

skills, use of a and appropriate behaviors to meet their needs

X

8. Parental Involvement parents report school facilitated parent involvement to improve results

#

9. Districts with Disproportionality in SE disproportionate representation of racial/ethnic groups as a result of

inappropriate identification

XX/D

10. Districts with Disproportionality in classification/placement disproportionate representation of racial/ethnic groups as a result of

inappropriate identification

XX/D

11. Children with parental consent to test who were evaluated and identified within 60 day timeline

1#

12. Children in EI identified for PS by 3rd birthday ##

13. SWD’s age 15 and older with an IEP includes coordinated, measurable annual goals and transition services

that will reasonably enable the student to meet the post-secondary goals

##

14. Post-school Outcomes youth who had an IEP and are no longer in school who have

been employed, enrolled in post-secondary schooling within one year

##

15. Identification and Correction of Non-compliance16. Complaint Timelines17. Due Process Timelines18. Hearing Requests Resolved by Resolution Session19. Mediation Agreements



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http://www.vesid.nysed.gov/specialed/spp/requirements.htm

http://eservices.nysed.gov/sepubrep/


20. State reported State12/8/2009



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Citation 1 - oncboces.org · Web viewGoal When given grade level math computation and word...

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