Quality Secondary Education Services I-Star Compliance Questions.

Quality Secondary Education Services

I-Star Compliance Questions

Enable Students to Answer These Questions:

1. What do I need to learn now to live where I want after graduating from high school?

2. What do I need to learn now to work where I want after graduating from high school?

Enable Students to Answer These Questions:

1. What do I need to learn now to live where I want after graduating from high school?

2. What do I need to learn now to work where I want after graduating from high school?

T20: Does the IEP include the student’s preferences or

interests?• Use verbs that indicate that the information came directly

from the student: “Student says, states, indicates”• Break statements down into three discrete areas

Strengths InterestsPreferences

• For students who are unable to communicate choices, collect information from student observation or parental input.

T20: Does the IEP include the student’s preferences or interests? Examples:

In an interview with (student name) on (date):Strengths: He feels that he has strengths in US History and ScienceInterests: He states that his interests include playing video games and sportsPreferences: He states that he prefers to work by himself.

(Student name) is a non-verbal student who through observation and parent conversation has expressed:Strengths: Persistence with activitiesInterests: Likes to be around peoplePreferences: Demonstrates her preference in using the electric stapler over the shredder when at work stations.

Purpose of Relevant Transition Assessments

• Determine interests, strengths, preferences• To realistically evaluate post secondary

expectations• To drive the students ‘course of study’• Help the student to understand the possibilities of

their future• Determine appropriate instruction and activities

that will assist the student achieve post-school goals

• Determine appropriate accommodations and supports

T21a: Does the IEP document that the postsecondary area of living has been sufficiently

assessed and information used as a basis of transition planning?:

Points of emphasis:

•Provide more than one source (best practice), one may be sufficient

•Student interview cannot be a stand alone assessment source

•Provide date assessments were completed (best practice)

•At the end of the Living results section state very clearly: Living is an area of need , and state where it will be addressed (goal, service, activity or course of study)

•Area of need are those areas where the student’s performance is significantly discrepant from the same age peers or standards

•Activities that will only be addressed in the home setting should not be listed as an area of need (or mention as a need and that it will be addressed in the home setting).

T21a: Transition Assessment for Living example:

Information Sources:ESTR-J: Teacher, student and parent completed February 4, 2013Brigance Transition Skills Inventory (L-10): February 7, 2013

Results: ESTR-J: Home Living 75%, concern areas include: “I need to learn how to prepare foods that require cooking and I need to learn about checking and savings accounts”.Brigance TSI (L-10): He accurately completed the check writing (100%), but incorrectly finished deposit slip and check register. “Due to the results of the assessments the staffing team has determined that there is no need for a goal, service or activity in the area of Living at this time”

T21a: Transition Assessment for Living examples:

Information Sources:Casey Life SkillsParent Interview using the “Iowa Model / 10 Areas of Critical Need for Transition” ESTR-J

Results: Casey Life Skills: Home Living Raw score of __% (which is the overall average score in this area). He obtained a score of ___% Mastery (which is the score that indicates the total responses that are “very much like me”).

Document the answers to the “10 Areas of Critical Need for Transition” using the RIOT (review, interview, observe, test) method.

ESTR- report the % for Home Living and Community participation and any concern areas that are determined as a need area to meet the student’s PSE.

T21b: Does the IEP document that the postsecondary area of learning has been

sufficiently assessed and information used as a basis of transition planning?:

Points of emphasis:

•Provide more than one source (best practice)


•At the end of the Learning results section state very clearly: Learning is an area of need , and state where it will be addressed (goal, service, activity, or course of study)


•Activities that will only be addressed in the home setting should not be listed as an area of need (or mention as a need and that it will addresses in the home setting).

T21b: Transition Assessment for Learning example:

Information Sources:School records, teacher reports, ITED, ESTR

Results: School Records- Student attendance is very good (1 day out of 88)Teacher reports: student follows directions (4.9 out of 5)ITED-Reading 19%tile (NPR); Written Language 33%tile (NPR)ESTR-Postsecondary education-50% concern areas; not completed a vocational assessment and does not understand her disability. Due to the results of the ESTR assessment (particular assessment), the staffing team has determined that there is no need for a goal, service or activity in the area of Living at this time”

T21c: Does the IEP document that the post-secondary area of working has been sufficiently

assessed and information used as a basis of transition planning?:

Points of emphasis:

•Provide more than one source (best practice)


•At the end of the Working results section state very clearly: Working is an area of need , and state where it will be addressed (goal, service, activity or course of study)


•Activities that will only be addressed in the home setting should not be listed as an area of need (or mention as a need and that it will addresses in the home setting).

T21c: Transition Assessment for Working example:

Information Sources:Classroom-to-Workplace Readiness Rating Scale,ESTR-JI Have A Plan Iowa (IHAPI)

ResultsClassroom–to-Workplace: 3.5 (out of 5) score of 2 in accepting constructive criticism , scored a 5 for attendance.ESTR-J: Employment 46%, area of concern; responding to authority figures appropriately, strength area; good hygiene and grooming and completing application forms accurately. IHAPI: career interests; Emergency Room Nurse, Home Health aidecareer cluster; Health Science

Case Example (Working Domain)

a career as a carpenter.

ESTR-J

To be completed by the student.

Brigance TSI (D-15)Page 109Teacher form

Brigance TSI (D-15)Page 109Student form

Hand-Tool Dexterity Test

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Hand-ToolDexterity TestPercentile Chart

ESTR-JBrigance TSI

Hand-Tool Dexterity Test

ESTR-J= 62% for EmploymentBrigance TSI=scored 100%(6 out of 6)when measuring objects to the nearest

inch, and ½ inch. 67% to the nearest ¼ and 33%to the nearest 1/8.Hand-Tool=obtained a time of 7’0” and scored at the 70 percentile when

compared to “Applicants at a Manufacturing Company in NY”.

Working Assessment- sample

Johnny would like to work as a carpenter.

x

Based on his score of 33% when measuring to the nearest 1/8 inch using the Brigance TSI D-15, a goal could be developed or

an activity could be inserted into the student’s curriculum.

Johnny would like to work as a carpenter.

x

Activity example:Johnny will measure 10 sample boards, of different lengths, to

the nearest 1/8 “ once a week during the 3rd quarter. Or Johnny will enroll in the courses “Woods I and II” during 2013-14.

Sample goal to meet the concern area of: “Measurement to the

nearest 1/8 inch”

Beginning in Jan. 2013 and ending Jan. 2014, when given measurement probes to the nearest 1/8 inch, Johnny will obtain a minimum score of 90 %.

T22a, T22b,T22c: Is there a postsecondary expectation of living, learning and working that projects beyond high school, is consistent with

available assessment information and is observable?

Points of emphasis:

•This statement is the foundation of the IEP services!

•Projects beyond high school

•Is observable (capable of being seen)

•For younger students (13-14) it is appropriate to use introductory phrases like “At this time….”

•The expectation should become more specific as the student becomes older

T22a,b,c

T22a: Postsecondary expectation for Living examples:

General expectations for grades 8-10

Will live in an apartment with friends after he has completed high school

Will live in supported living environment with roommates

Will live independently when he completes high school

More specific expectations for grades 10-12

Expects to live on his own in the Chariton area

Will live in an apartment near Oskaloosa when he completes high school

Will live in a dorm at IHCC after high school

T22b: Postsecondary expectation for Learning examples:


Will attend adult community education classes for art appreciate

Will participate in a variety of community activities including arts and recreation

Will have on the job training in his desired career field


Will attend a 4 year college to obtain a degree in a health related field

Will have on the job training for welding at Relco

Will access learning support services provided by Southeast Community College

Will enroll in a vocational program at Indian Hills Community College

T22c: Postsecondary expectation for Working examples:


Will work in a career field where she is able to use her interest in animals (cats and dogs)

Will work in a sheltered workshop’s day program

Will become competively employed in an entry level job


Will work as a welder at Relco

Will work in a greenhouse or a landscaping business

Will work in retail while pursing her degree in apparel design

Will work as a child care provider

T23a: Does the course of study (COS) identify the overall number of credits, class subject areas and

other requirements for general graduation?

Points of emphasis for High School (Middle School should list the HS requirements also):

•Total number of credits needed to graduate

•List overall subject areas and required number of credits per course

•List other district requirements (ex: portfolio, community service, etc.)

•List requirements if the student is to graduate by other means, requirements specific to the student (by IEP goals or activities as outlined to meet the needs of the student)

T23a: 46 credits are needed to graduate, English 3 credits, Science 3 credits, Math 4

credits, Government 1, etc.

T23b: Does the course of study (COS) identify the student’s current status with regards to the

graduation requirements and what is needed to graduate?

Points of emphasis:

•Feasible targeted graduation date (is the student on pace to graduate by that date?)

•Number of credits yet to be completed

•Required courses yet to be completed

•Status of student completion of other district requirements (Portfolio, Community service, etc.)

•Student progress in relation to other means of graduation as documented in the IEP(goal, activity or service completion)

T23b: Does the course of study (COS) identify the student’s current status with regards to the

graduation requirements and what is needed to graduate?

Middle School (sample statements):

“All district requirements for graduation will be initiated during the start of the 9th grade school year.”

“All IEP requirements for graduation will be initiated/continued during the start of the 9th grade school year.”

“Student is on course to be promoted from MS to HS and continue towards graduation requirements .” *Include predicted graduation date.

T23b: Sally still needs to complete 23 credits, she still needs to complete English 2 credits, Math 1

credit, Science 2 credits, Government 1 credit, etc.

T23c: Does the course of study (COS)project other courses(in addition to those listed in T23a), and

activities including linkages specific for the student to pursue the postsecondary expectations?

Points of emphasis:

Courses: List specific elective courses related to postsecondary expectationsExamples: Carpenter = Building and Trades class Culinary Arts = Foods and Nutrition class

Activities: College visit, job shadow, work experience, Compass test Linkages : Voc. Rehab., Case Management, Raising Individual Student Expectation (RISE)program



Middle School example:

If the student doesn't know what their post-secondary expectation (PSE) direction will be, example: "At this time, Susie has a desire to be competitively employed in her community but does not have a specific career area and needs to explore further work options."

If the above occurs, there could be an activity or course that will allow that student to explore. Activities : Iowa Have A Plan Iowa (IHAPI) , investigate thecareerindex.com Course(s): "Careers" class, (for the present year or project to HS year).

http://thecareerindex.com/



Additional Middle School ideas: It is also best practice to add the following:

Courses: List specific present/future elective courses related to postsecondary expectations

Examples: Carpenter = Building and Trades class Culinary Arts = Foods and Nutrition class

Activities: I Have A Plan Iowa (IHAPI) Career investigating, job shadow, career fairs, etc.

T23c: Bill will take Building and Trades class, Foods and Nutrition class during his junior year. He will meet with Voc. Rehab. During 2013-14 school year. He will job shadow at least 2 job sites during his junior year.

T24: Do the annual goals represent relevant skills/behaviors, which are well-aligned with the

transition assessment information and are priorities/essential for the student’s postsecondary

expectations (PLAAFP)?

Points of emphasis:

Does each goal address a need identified on Page B?Example: If you have a reading goal, it should have been

identified on Page B (from an assessment) and determined to be a need area to be addressed with a goal.

Do the goals support pursuit of a Post-Secondary Expectation?

T25a: Are there goals, services or activities for every post-secondary area (Living, Learning and Working)?

Points of emphasis:

Is each PSE area (Living, Learning and Working) addressed through a:Goal or Service or an Activity?

If the answer is “No” to all of the three areas (Goals, Services or Activity) then document a detailed explanation that supports or justifies there are no needs in a particular post-secondary areas.

If the answer is “Yes” to any of the three areas (Goals, Services or Activity) please document on Page B –(Assessment Results) as to how they are going to be addressed. (Best Practice)

T25a: Are there goals, services or activities for every post-secondary area (Living, Learning and Working)? Example:

Example:

On Page B in the “Results” section please add support / justification statements similar to the following:

“Due to the results of this assessment (particular assessment), the staffing team has determined that there is no need for a goal, service or activity in the area of Living at this time”

Activity example: “Susan, at this time, is unsure of a what she sees herself doing in the area of work. For this reason the following activities will be put in-place to help her in this area of need: IHAPI and 3 Job shadow sites.” (best practice)

Service example:“ Due to the determined need the team has decided that Johnny will be scheduled to meet with Voc. Rehab. during his sophomore year.” (best practice)

Goal example: “Due to his assessment information concerning linear measuring Dan will have a goal written to address this need.” (best practice)

.

T25a: Are there goals, services or activities for every post-secondary area (Living,

Learning and Working)?

Likely Locations:1)Goal = Goal page2)Service = Page F (if it will be implemented

during the length of the IEP) or COS (T23c)3) Activity = COS T23c &possibly Page F (if it will be implemented during the length of the IEP)

Quality Secondary Education Services I-Star Compliance Questions.

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