BRINGING IT TOGETHER

South Dakota Transition Summer Institute

Going Beyond Indicator 13 Requirements

July 14-16, 2014

Dr. Ed O’Leary

CROSS REFERENCE MATRIX

What is the Matrix?Identifies relationships between requirements, enhanced practices, predictors and predictor activities (evidence based practices).

Purpose:Help educators use data and evidence based practices to develop comprehensive, coordinated IEPs that meet Indicator 13 and lead to improved post-school results.

• Indicator 13 Requirements

• Indicator 13 Enhanced Practices

• Predictor Activities – Related to I-13 Requirements

CROSS REFERENCE MATRIXHow To Use the Matrix

1. Identify/determine if IEP(s) meet the I-13 requirement

YES• Go to “Enhanced Practices”

NO• Develop materials, put into place policies/practices to meet I-13• Go to “Enhanced Practices”

2. Identify/determine if IEP(s) meet the I-13 “Enhanced Practices”

YES• Go to “Predictor Activities”

NO• Develop materials, put into place policies/practices to meet ‘Enhanced

Practices”• Go to “Predictor Activities”

3. Review Related Predictor Activities

• Include appropriate Predictor Activities in IEPs

Student InvitationMeeting the Requirement

• Develop materials

• Example Student Invitation

Enhanced Practices

Example - Student Invitation

Develop materials, put into place policies/practices to meet ‘Enhanced Practices”

• The student is prepared before the IEP Team meeting so they know what to expect and how to best participate.

• The student attends and actively participates in the discussions and decisions at their IEP meeting.

• The student:Is aware of and discuss their disability and the accommodations they need to be

successful.Understands how their disability impacts their daily life in school, at work and in the

community.Actively participates in the discussions and decisions.Provides information on their strengths, preferences and interests.Presents a summary of the transition assessments (strengths, preferences, interest)

and how they used that information to help them determine their MPGs.Presents and discusses their measurable post secondary goals.Advocates for themselves.

• Students are instructed on how to participate and take a leadership role in their IEP Team meeting.

• Students receive self-advocacy and self-determination instruction.

Enhanced Practices

Example - Student Invitation

Grade – 9th Grade Grade Grade Grade  Transition Course

       

  English

       

  US History

       

  Biology

       

 Pre-algebra 

       

 Computer II 

       

  Project Skills

       

Transition Courses of Study (Required on or before the student’s 16th birthday) (Complete for the current school year through the planned exit year)(Should relate to and help the student to progress towards achievement of the Measurable Postsecondary Goals listed above)

Policy/Practices• District provides “Transition Course”• Every student on IEP beginning in 9th grade must take the “Transition

Course”• Transition Course includes training on disability awareness, self-

advocacy, self-determination and self-directed IEP meetings.

Predictor Activities (Evidence Based Practices)

Example - Student InvitationRelated Predictor Activities:

9.1, 9.3, 9.5, 9.6, 9.8, 11.6

9.1 – Student driven IEP process: PracticeEvery IEP that includes transition begins with the presentation of the Measurable Post-Secondary Goals and Age Appropriate Transition Assessment results leading to the MPG’s.

9.3 – Teach students to self-monitor...: PracticeTransition Course – Course of Study

9.5 – Conduct Age Appropriate Transition Assessments…: PracticeFindings documented in “PLAAFP”

9.6 – Provide direct instruction in self-determination…: PracticeTransition Course in the course of study.

9.8 – Work collaboratively with students…: PracticeCourse of study – transition courseTransition assessment – discussions and student presentation at IEP

11.6 – Use augmentative communication…: PracticeStudents use AC to present and lead discussion at their IEP meeting

Predictor Activities (Evidence Based Practices)

Example - Student InvitationRelated Predictor Activities:

9.1, 9.3, 9.5, 9.6, 9.8, 11.6

Transition Services / Coordinated Set of Activities Page 4B*Transition Services must be a coordinated set of Activities/Strategies designed within a results oriented process. This means that the activities are those steps or things that need to happen that will lead to post-school results and help the student achieve their desired post secondary goals. All of the activities that will need to happen to help students achieve their post secondary goals cannot be done by the school alone. Thus, the activities should include those things that others (students, families and the appropriate adult services, agencies or programs) will need to do. When viewed as a whole, the activities should demonstrate involvement and coordination between schools, students, families and the appropriate adult services, agencies or programs.

Instruction:

Activity Recommendations Personnel/Agency/Person Responsible

Date Initiated

Date Completed

Enroll in a Transition Course SPED staff 9-1-2014

Using the ME! Curriculum, learn self-determination, self-advocacy skills. (9.6) (TR4Y Resources)

SPED staff/student 9-1-2014

Learn self monitoring and self-determination skills (accommodations/modifications) and practice self-monitoring and reporting strategies. (9.3, 9.7)

SPED staff/student

Acquisition of Daily Living Skills (When appropriate):

Activity Recommendations Personnel/Agency/Person Responsible

Date Initiated

Date Completed

Complete the “Student-Directed Transition Planning” lessons and discuss results of transition assessments with teachers, guidance counselor and parents to assist in determining MPG’s and in developing a post school plan. (9.8) (TR4Y Resources)

Student/parent/SPED/guidance counselor

9-1-2014