State Performance PlanIndicator B-13

OSEP State Performance Plan

(SPP)• States must report on 34 indicators*

(20 for Part B and 14 for Part C)

• Two indicators (I - B13 and I - B14) address transition

* (Iowa has grouped the indicators into 5 questions)

• The state performance plan (SPP) is a required element of IDEA 2004. In 2005 the Office of Special Education Programs (OSEP) changed the reporting process for states. States now have to provide data and six year improvement plans to specific performance indicators for the SPP.

• SPP Indicator B-13 deals with transition planning.

Indicator B-13

Indicator B-13 reads:

Percent of youth aged 16 (Iowa law applies to age 14) and above with an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the student to meet the post-secondary goals.

6 Critical Elements to Determine Indicator

1. Student strengths, preferences and interests

2. Age appropriate transition assessments 3. Post-Secondary Expectations (PSE) for

living, learning and working4. Course of Study5. Annual goals6. Services and supports

CE1: Preferences and Interests

•Must be the student’s perception

•Should be at the top of Page B

Nate is a quiet student but will volunteer comments when called on. He likes to listen to music, he considers himself as having a good sense of humor and he also considers handing in assignments as a strength. He prefers hands-on work.

CE2: Transition Assessment

Must have an assessment in each area of PSE (living, learning, and working) that is:

• Informal or formal• Sufficient to determine student’s needs for

the post-secondary area.• Identifies strengths/needs for that area

Transition Assessments Requirements

The assessment information for each area MUST include:

1. Specific data (e.g., percents, skills observed)2. Method/source of the data (e.g.,

observation, interview, assessment name)3. Enough data to determine that the post-

secondary area has been assessed

Transition Assessment Examples:

1. 10 Critical Areas of Need .

2. I Have A Plan Iowa (www.ihaveaplaniowa.gov).

3. Access Casey Life Skills (www.caseylifeskills.org) .

4. Student transition interviews.

5. Enderle-Severson Transition Rating Scale (ESTR).

6. Iowa Model for Transition Assessments includes many more.

7. Situational Assessments .

Where To Find Transition

Assessment Information

Page B

Transition Assessments

ESTR-J assessment and student and parent interviews.

It was determined at this time that he has many of the skills necessary to live independently. He scored 87% on Home Living. He has 2 areas of concern (checking/savings and understanding emergency situations).

Living Assessment- sample

Math probes, Jamestown Reader

Mike was assessed using 8th grade level Jamestown Reader he scored 90 % comprehension. Math probes were given that resulted in a 9.4 grade level. This information indicates that Mike is on track to complete community college courses .

Learning Assessment- sample

The Workplace Readiness Rating Scale was completed as part of a

transition assessment.

After completing 3 job sites he obtained an overall average of 3.6 out of 5. This indicates that he has scored above average for work readiness. He should receive supplementary materials and activities to enhance the areas scoring less than 3.

Working Assessment- sample

CE3: Post-Secondary Expectations (PSE)

Must be one for each PSE area: • Living• Learning • Working EACH PSE must:

• Project beyond high school• Be observable• Be based on assessment information

The “Yes” or “No” question after each PSE:Is living an area of need that will be addressed with goals, services, or

activities in this IEP?

For every box checked “No” make sure there is enough information in the IEP to justify that there is not a need at this time.

For every box checked “ Yes” there should be a goal, service, or activity aligned for the need.

Nick will live on his own after graduation. Based on the data from a life skills assessment (Casey Life Skills) Nick may have

difficulties living on his own.

“Yes” could be checked and a goal written to address the area of need that could enable him to possibly meet his expectation.

Cassidy will attend college after graduation. Based on the informal observation (assessment) that she has had her

previous and current courses modified, this is not in alignment with her post secondary expectation

“Yes” could be checked and a possible trial out of the modifications could be documented on page F.

Tracy will join the military after she graduates. Based on Tracy’s current ASVAB test score (3%) the staffing team has concluded that joining the military after graduation is unobtainable at this time due to

the 35% minimum requirement.

“Yes” should be checked and an activity to explore other possible career choices should be documented on page F or job shadowing

could be added.

CE4: Course of Study

• Must:• Project from current IEP to the time student leaves high

school• Be based on the individual’s needs• Specify those courses and activities the student will need

to pursue PSE• The state of Iowa expects it to also include:

• Requirements for graduation • Current status with regard to requirements• Target graduation date• Courses and activities needed to pursue the PSE by

graduation date

CE4: Sample 1

• Troy is an eighteen year old senior with 30.5 credits earned towards

the 40 required to meet (graduation requirements). He will need to successfully complete one credit of Government, Economics, and Physical Education and Auto mechanics. He will attend the Transition Fair during the Spring of 2010. His senior

benchmark (portfolio) will also be required. (courses and activities). Upon successful completion of the above mentioned graduation criteria, Troy is on target to graduate in May of

2010 (targeted graduation date).

CE5: Measurable Annual Goals

• All Goals Support Pursuit of Post-secondary Expectation(s)

• All Goals Meet the Requirements of a Well Written Goal• Meaningful • Measurable • able to be monitored • useful in making decisions.

• If there is no goal for a specific post-secondary area (living, learning, working) justification must be documented on page B.

The Goal Must Include:

• Time frame: In 36 weeks

• Conditions: given a fourth grade level passage

• Behavior: Tracy will read

• Criterion: 100 words per minute with 95 % decoding accuracy

CE5: Samples

1. In 36 weeks, when given a short story at the 4th grade level, Mike will respond to comprehension questions (learning) with 80% accuracy.

2. Beginning in Jan. 2010 and ending in May 2010, when exposed to a community setting, Mike will demonstrate increased independence in the community (living) by completing 15 out of the 19 skills outlined on the attached checklist.

3. Beginning in Jan.2010 and ending in May 2010, when given a list of job sites, Mike will job shadow 4 jobs of interest (working) completing 100% of the related questions.

CE5: Samples

• Beginning in Jan. 2010 and ending May 2010, when given work-related instruction, at 2 job sites, he will obtain an average rating of 3.0 (out of 5) using the Workplace Readiness Rating scale. (Working)

CE6: Supports, Services, Activities,

LinkagesPage F

• Descriptive statements of services or supports• All needs that are not identified with a goal should be

identified and addressed on page F.• For every box checked ‘yes’ review the goals, services

and activities to make sure that service and supports are appropriate and sufficient for the duration of the IEP.

CE 6: Supports, Services, Activities,

Linkages

• Must consider:• Post Secondary Expectations• PLAAFP information• Course of Study• Annual Goals

CE6: Supports, Services, Activities,

Linkages• If there are needs identified on Page B and

are not addressed by the goals you will need to indicate the special education and related services on page F of the IEP.

• Should be relevant and supportive to the student’s Post-secondary Expectations.