Indicator 13, Part of Self Assessment Monitoring

1
Indicator 13, Part of Self Assessment Monitoring

• WSTI networking meetings to support public
  agencies to compile data for self-assessment
  monitoring for 2007-2008
• 10/14/2007

2
Performance Indicator 13, Goal to meet 100
compliance statewide

• Steve Gilles at steve.gilles_at_dpi.state.wi.us
  Transition services and Indicator 13.

3
Differences between WSTI Indicator 13

• WSTI training and checklist
• About effective practice
• Getting results
• Indicator 13
• Federal and State measurement
• of minimum compliance
• Part of the self assessment monitoring process

4
Agenda Regarding Indicator 13

• Background and Challenge
• Changing our lens
• Changes from last year
• Previous Data
• Public Agencies Selected 2007-2008
• 91 public agencies involved
• What Public Agencies Must Do
• Part of self-assessment monitoring, T3
• Six elements (T3a-T3f) needed to meet indicator
  13
• Determine a sample of IEPs to be reviewed
• Also collect data on T1 and T2

5
Agenda (continued)

• How to Collect the Data
• Complete checklist T3a-T3f for each IEP
• List on transition recording form
• Enter data to DPI reporting form and website
• T3 plus T3a-T3f
• Understanding the Checklist
• Responding to Agency-Level Noncompliance
• Corrective action planning

6
Agenda (continued)

• Resources
• DPI
• Resource manual self-assessment monitoring
• NSTTAC
• checklist, tool kit, web-based examples
• Age-appropriate assessment guide
• WSTI
• Participation
• corrective action or future planning
• Networking meetings
• support to complete IEPs, compile data,
• report findings to T1, T2, and T3 (Indicator 13)
• Professional Development Modules
• SharedWork.org National and State Community on
  Transition

7
CESA Indicator 13 Trainings Around the State

• October 17, AM CESA 1 Office Lori Turim
• November 2, AM CESA 2 Office Pam Jenson
• October 23, AM CESA 3 Office Diane Haupt
• October 30, All Day CESA 4 Office Bob
  Greene
• October 15, AM CESA 5 Office Katherine Strong
• October 16, AM Marshfield Bd Ed. Bld Katherine
  Strong
• October 18, All Day CESA 6 Office Patti
  Brandt
• November 8, PM Generose Cen, Manitowoc Dan Konop
• October 23, AM CESA 8 Office Dave Nass
• October 17, PM CESA 9 Office Donna
  Schultz-Hetjmenak
• October 23, All Day CESA 10 Office Linda
  Berg
• October 22, All Day CESA 11 Office Kim
  Swenson
• November 15, All Day CESA 12 Office Jen Ledin

8
Indicator 13IEPs and Postsecondary Goals

• Percent of youth aged 16 and above with an IEP
  that includes coordinated and measurable annual
  IEP goals and transition services that will
  reasonably enable the child to meet the
  postsecondary goals.
• 20 U. S. C. 1416 (a)(3)(B)

9
Intent to Measure Transition Results in School

• Determine if youth aged 16 and above, with an
  IEP, have adequate goals and transition services
  (Indicator 13)

10
Background and Challenge

• Why do we have to do indicator 13?

11
Changing our Lens

• Using accountability mandates
• to improve what we do
• Paula D. Kohler, 2007
• NSTTAC National Secondary Transition Technical
  Assistance Center
• www.wsti.org for complete Paula Kohler PowerPoint
  see Wisconsin Statewide Transition Conference

12
Required by IDEA Regulation

• Each state must collect valid and reliable
  information as needed to report annually to the
  secretary on the indicators established by the
  secretary for the state performance plans.
  300.600(d)(1)

13
IDEA Accountability Mandates

• Continuous Improvement Monitoring Process (CIMP)
  Compliance with IDEA
• State Performance Plan (SPP)
• Annual Performance Report (APR)
• --Paula D. Kohler, 2007

14
Our Challenge

• How do we link what weve learned from transition
  research with practices in our schools and
  communities?
• --Paula D. Kohler, 2007

15
Changes from last year

• Timelines
• Material released Labor Day 2007-2008
• Final report (self-assessment monitoring report)
  including indicator 13 data reported by the
  second week of December 2007
• Most WSTI TAN meeting moved up
• Data Collection
• Select errors for T3a-T3f and rank in terms of
  frequency on the self assessment report. In case
  of tie, prioritize based on professional
  development needs

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Tally Work Sheet Ranking Errors

• Use worksheet to Tally responses to
• T3a-T3f for Completion of The Self Assessment
  Report
• Help participants check totals
• complete worksheet

18
Previous Years Data

• 2005 - 2006 baseline
• 2006 - 2007 first self-assessment, data

19
Indicator 13 baseline results for 2005-2006

• 17 Public agencies involved
• 446 IEPs reviewed
• ----------------------------------
• 7 Met Indicator 13
• 93 Did not meet Indicator 13

20
Results for 2006-2007 School Year

• First year of the self-assessment monitoring
• 90 public agencies involved
• 1490 IEPs reviewed
• ----------------------------------
• 27 met Indicator 13
• 73 did not meet Indicator 13

21
Where to find DPI manual? http//www.dpi.wi.gov/sp
ed/pdf/sa-manual.pdf
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Public Agencies Selected for 2007-2008http//www
.dpi.wi.gov/sped/xls/selfassmt-cycle.xls

• Public agencies selected from the five year
  monitoring cycle for the 2007-2008 year as part
  of the self-assessment monitoring process

24
Agencies not be required to complete T 3 for
07-08 (the Indicator 13 question)

• Data provided 2005-06 School Year
• Baldwin-Woodville
• Edgar
• Fond du Lac
• LaCrosse
• Marathon City
• Menomonee Falls
• Sparta

25
Public Agencies 2007-2008

• Academy of Learning Leadership
• Alma Center
• Almond-Bancroft
• Baldwin-Woodville
• Belleville
• Beloit
• Beloit Turner
• Blair-Taylor
• Bloomer
• Brighton
• Cambridge
• Cameron
• Cashton
• Chetek
• Chilton
• Colfax
• Cornell
• Dodgeland
• Dover 1

• Gilmanton
• Glendale-River Hills
• Glenwood City
• Glidden
• Hartford UHS
• Jefferson
• Kenosha
• Kohler
• La Crosse
• Lancaster
• Linn J6
• Little Chute
• Marathon City
• Marion
• Markesan
• Marshall
• Medford
• Menominee Indian
• Menomonee Falls

26
Public Agencies 2007-2008 (continued)

• Neenah
• Neillsville
• New London
• New Richmond
• Norris
• North Crawford
• Oostburg
• Pepin
• Phillips
• Platteville
• Plum City
• Princeton
• Reedsville
• Ripon
• River Falls
• Rosholt
• Royall
• Seneca
• Seymour

• South Shore
• Southwestern WI
• Sparta
• Spooner
• Stockbridge
• Sun Prairie
• Three Lakes
• Tomah
• Tomorrow River
• Trevor-Wilmot Grade
• Turtle Lake
• Urban League Academy
• Viroqua
• Walworth J1
• Waterford UHS
• West Bend
• West Salem
• Weston
• Whitefish Bay

27
What Public Agencies Must Do for 2007-2008

• Part of self-assessment monitoring process

28
Indicator 13 Part of the Self-Assessment
Monitoring Process

• Public agencies required to self-assess monitor,
  must do indicator 13 as part of the process
• Indicator 13 data collection a snap shot in
  time, using DPI Form PI-SA-RRC-TRN-001 (New
  10-06)
• To answer yes to question T 3 (Indicator 13) you
  must answer yes to all criteria listed in the 6
  questions on the check list, T3a-T3f..

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Two Other Transition Questions on DPI
Self-assessment Monitoring Checklist

• T1 If the purpose of the IEP team was to
  consider transition services, the child was
  invited.
• T2 If the child did not attend an IEP meeting
  to consider his/her transition service needs,
  the LEA took other steps to ensure the childs
  preferences and interests were considered.
• See DPI Manual for guidelines, page 4,under
  standards for assessing compliance to meet
  standards for T1 and T2

31
Standard and Directions for Assessing Compliance
Requirements T1 T2, DPI Manual, Page 4
32
Determine a Sample of IEPs to be Reviewed

• Use sample three transition directions and table
  to determine sample size
• Generate randomized sequence
• Use random.org web tool
• Create list of 16 year old and older students
• Pull IEPs to be reviewed

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36
Maintain Records

• student list,
• transition recording form, and
• sequence of randomized numbers

37
How to Collect the Data

• Reviewing and completing checklist

38
How to Use Checklist Questions T3a-T3f to
Determine Results for Indicator 13

• Checklist of six questions
• Adopted from National Secondary Transition
  Technical Assistance Center (NSTTAC)
• Any no response on the checklist means the IEP
  reviewed does not meet standard
• Identify students from the IEP list that meet the
  standard

39
T3a and T3b
40
T3c and T3d
41
T3e and T3f
42
Understanding the Checklist

• Reviewing IEPs using questions T3a - T3f

43
Checklist Item T3a Measurable Postsecondary
Goal or Goals

• Measurable Countable
• An outcome, not a process
• Will the goal(s) occur after the student
  graduates from school?

44
What is a measurable postsecondary goal?

• A statement based on age appropriate transition
  assessment that articulates what the student
  would like to achieve after high school taking
  into account the students strengths,
  preferences, and interests.

A statement based on age appropriate transition
assessment that articulates what the student
would like to achieve after high school taking
into account the students strengths,
preferences, and interests.
www.wsti.org for more information
45
Measurable Postsecondary Goal Areas

• 1. Training/Education
• 2. Employment
• 3. Independent Living
• (where appropriate)
• Required

46
Examples for Checklist Item 3Ta

• Yes
• If goal is measurable (can be counted),
• postsecondary goals address education or training
  after high school,
• employment after high school, and
• if applicable independent living after high
  school.

47
Language that MAY be used for writing measurable
postsecondary goals

• May Include the words after high school (or
  similar) AND
• Education/training goal which may include the
  words will be enrolled or enroll in, will
  participate in
• Employment goals which may include the words
  will work
• Goal(s) may include descriptive words full or
  part time
• Independent living goal (where appropriate) which
  may include the words will participate or will
  live

48
Resources for Writing Measurable Postsecondary
Goals

• WSTI, www.wsti.org
• Professional development module
• Effective Transition, pages 30-45
• http//www.wsti.org/documents/req_modules/etp/Effe
  ctive20Transition20Planning2052107.ppt
• NSTTAC
• Indicator 13 (examples non-examples)
• Web-based Training Materials, pages 3-16
  http//www.nsttac.org/content/Indicator13.zip

49
Checklist item T3b Linked Annual Goal(s)

• For each postsecondary goal there must be
• an annual goal(s) included in the IEP
• that will help the student make progress towards
  the stated postsecondary goal(s)

50
Examples for Checklist Item T3b

• Yes
• The annual goal must clearly be linked to and/or
  support/or associated with the postsecondary
  goal(s).
• Identify clearly defined skills listed in the
  annual goal that link to the postsecondary
  goal(s).

51
Checklist Item 3c Transition Services

• For each postsecondary goal, is there at least
  one of the following transition services listed
  that facilitate movement from school to post
  school
• Instruction
• Related Service(s)
• Community Experience(s)
• Development of Employment and Post-School
  Objectives
• Acquisition of Daily Living Skills (if
  appropriate)
• Functional Vocational Evaluation (if appropriate)
  

52
Examples for checklist item 3c

• Yes
• At least ONE of the seven transition service
  areas is addressed and will help the student make
  progress toward postsecondary goals.

53
Resources to Help with Transition Services and
Coordinated Set of Activities

• WSTI professional development module on
  coordinated set of activities
• http//www.wsti.org/documents/req_modules/csa/CSA
  20PPT-6-7-07.ppt
• Handout examples of activities related to
  transition services and the coordinated set of
  activities
• http//www.wsti.org/documents/req_modules/csa/Coor
  d20Activities20Complete120hndt2.doc
• NSTTAC
• Indicator 13
• Web-based Training Materials, pages 33-40
  http//www.nsttac.org/content/Indicator13.zip

54
Checklist Item T3d 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, look for
• Agency(ies) identified that would provide or pay
  for postsecondary services
• Evidence of parent consent (student when age of
  majority) to invite agency(ies)
• Evidence that agency(ies) were invited to the
  IEP meeting

55
Examples Checklist Item T3d

• Yes
• If there are transition services listed in the
  IEP that are likely to be provided and paid for
  by an outside agency AND
• There is evidence of parent/adult student consent
  to invite and an invitation to agency
  representative(s).
• N/A
• It is too early to determine if the student will
  need outside services.
• Parent or student did not provide consent after
  school requested.

56
Examples of Checklist Item T3d

• No
• If there are transition services listed in the
  IEP that are likely to be provided and paid for
  by an outside agency AND
• There is no evidence of public agency attempt to
  obtain parent/adult student consent to invite
• or the agency got consent and failed to invite
  an agency representative(s).

57
Checklist Item T3e Age-Appropriate Transition
Assessment

• Is the use of transition assessments evident for
  postsecondary goal(s)
• IEP
• Student File

58
Examples of Checklist T3e Age-Appropriate
Transition Assessment

• Yes
• Age appropriate transition assessment box is
  checked on the IEP OR
• Evidence of age appropriate transition
  assessments exists

59
Definition Age-Appropriate Transition Assessment

• Transition assessment is the ongoing process of
  collecting data on the individuals needs,
  preferences, and interests as they relate to the
  demands of current and future working,
  educational, living, and personal and social
  environments.
• (From Sitlington, Neubert, Leconte, Career
  Development for Exceptional Individuals, 1997, p.
  70-71)
• See NSTTAC Guide to Age-Appropriate Assessment by
  Larry Kortering http//www.nsttac.org/pdf/transit
  ion_guide/nsttac_tag.pdf

60
Transition Assessment Resources

• See WSTI www.wsti.org
• Professional Development Module
• Effective Transition Planning, pages 19-25
• See SharedWork.org
• National Community of Practice on Transition
• Penn.
• Career and Transition Assessment
• http//www.SharedWork.org/section.cfm?as143ms5
  ms244

61
Checklist item T3f Courses of Study

• Facilitate movement from school to post-school.
• Course of study exists that will lead to
  measurable postsecondary goals and is included in
  the IEP.

62
Example of Checklist Item T3f

• Yes
• Does the course of study listed align with the
  students identified postsecondary goals?
• Courses of study MAY be a multi-year description
  of coursework from the students current to
  anticipated exit year.

63
Example of Checklist Item T3f

• No
• The course of study listed does not align with
  the students identified postsecondary goals?
• No Course of study listed
• Therefore students will pass courses to
  graduate not aligned to post secondary goal

64
Definition Courses of Study Resources

• A multi-year description of coursework to achieve
  the students desired post-school goals from the
  students current to anticipated exit year
• (From Storms, OLeary, Williams2000
  Transition requirements A guide for states,
  districts, schools, universities, and families.
  Minneapolis, MN Western Regional Resource
  Center)
• NSTTAC
• Indicator 13
• Web-based training materials examples
  http//www.nsttac.org/content/Indicator13.zip
• WSTI professional development module course of
  study

65
Does the IEP Meet the Requirements of Indicator
13?

• Beginning not later than age 16, the IEP
  includes coordinated, measurable, annual IEP
  goals and transition services that will
  reasonably enable the student to meet the
  post-secondary goals.
• (Complete a-f below answer YES to T-3 only if
  all answers in a-f are either YES or NA)
• T3 (check one) ?YES ? NO
• From DPI form PI-SA-RRC-TRN-001 (New 10-06)

66
Activity IEP Review

• Work in small group s
• Review IEPS using the DPI checklist
• Use resources and support

67
T1, T2, T3 Questions for Each IEP Reviewed and
Recorded?

• Results entered on DPI transition form
• Collect and enter data self-assessment report
• Results of six data elements (T3a-T3f) must be
  ranked
• in terms of frequency
• and used for future professional development
• Local public agencies retain records

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69
Responding to Agency Level Noncompliance

• Corrective Action Plans

70
From Monitoring to Professional Development and
Program Improvement

• create a corrective action plan to meet
  compliance and lead to improved outcomes
• completing the checklist identifies areas of
  need for related professional development.

71
Responding to Student Level Noncompliance

• Fix noncompliant IEPs in the sample within 30-60
  days
• (use post-it notes during review for quick
  reference to fix later)
• Fix all noncompliant IEPs (one year)
• Take action to ensure future compliance
• Share reviews and reports

72
Each Public Agency Reviews and Reports the
Self-Assessment Results

• Agencies share proposed corrective actions
• Results are reported to DPI in December
• Agency notified of areas of noncompliance
• DPI reviews all self-assessment reports

73
Agency-Wide Corrective Action Plan

• Error rate greater than 20, corrective actions
  required
• Noncompliance must be corrected no later than one
  year
• Corrective action plan required with
  self-assessment report

74
Corrective Action (continued)

• Results and corrective actions reviewed with ad
  hoc committee before submitting to DPI
• Corrective action plan must include adequate
  internal controls
• Internal controls include
• a process for identifying compliance errors in
  individual cases and
• ensuring corrective action is taken

75
How WSTI can help? Technical Assistance and
Networking Meetings

• Participation in TAN training meeting each
  October at CESA
• A year prior to involvement in self-assessment
  participate in WSTI
• Participation in WSTI may be a part of the
  corrective action planning
• Make use of WSTI web-based resources including
  professional development modules www.wsti.org

76
Resources

• Technical assistance and
• support from DPI, NSTTAC, and WSTI

77
Indicator 13 and the (NSTTAC) Checklist

• The National Secondary Transition Technical
  Assistance Center
• http//www.nsttac.org/

78
NSTTAC Indicator 13 Checklist

• Is there a measurable postsecondary goal(s) that
  covers education or training, employment, and, as
  needed, independent living?
• Is (are) there annual IEP goal(s) that will
  reasonably enable the child to meet the
  postsecondary goal(s)?
• Are there transition services in the IEP that
  focus on improving the academic and functional
  achievement of the child to facilitate their
  movement from school to post-school?
• For transition services that are likely to be
  provided or paid for by other agencies with
  parent (or child once the age of majority is
  reached) consent, is there evidence that
  representatives of the agency(ies) were invited
  to the IEP meeting?
• Is there evidence that the measurable
  postsecondary goal(s) were based on
  age-appropriate transition assessment(s)?
• Do the transition services include courses of
  study that focus on improving the academic and
  functional achievement of the child to facilitate
  their movement from school to post-school?
• Does the IEP meet the requirements of Indicator
  13? (Circle one)
• Yes (all Ys or NAs are circled)
• No (one or more Ns circled)

79
Supports from the National Secondary Transition
Technical Assistance Center

• Checklist, PowerPoints, Q and A Guide
  http//www.nsttac.org/
• NSTTAC checklist(s)
• PowerPoint Using the NSTTAC I-13 Checklist to
  Develop IEPs that are Student Centered, David
  Test
• Indicator 13 tool kit web-based training with
  examples and non-examples
• Age-appropriate transition assessment guide,
  Larry Kortring

80
DPI Websites for Self-Assessment Process

• Participating Public Agencies 2007-2008
  http//www.dpi.wi.gov/sped/xls/selfassmt-cycle.xls
  
• Use Special Education Procedural Compliance
  Self-Assessment Manual 2006-2007 at DPI website
  http//www.dpi.wi.gov/sped/pdf/sa-manual.pdf
  
• SPP Public Agency Procedural Compliance
  Self-Assessment http//www.dpi.wi.gov/sped/spp-sel
  fassmt.html

81
Wisconsin Statewide Transition
Initiative

• Helping Students with Disabilities
• Transition into Adult Life
• www.wsti.org

82
Professional Development Modules

• Effective Transition Planning
• Course of Study
• Coordinated Set of Activities
• Summary of Performance
• Why Involve Youth
• Creating the Vision
• http//www.wsti.org/prof_dev_modules.php

83
The National Community of Practice

• States
• Federal Agencies
• National Organizations
• National TA Centers

84
Communities of Practice, A Conceptual Framework
for Problem Solving

• Groups of people who share a concern, a set of
  problems, or a passion about a topic, and who
  deepen their understanding and knowledge of this
  area by interacting on an ongoing basis

A Guide to Managing Knowledge, Cultivating
Communities of Practice, Etienne Wenger, Richard
McDermott, William Snyder, 2002, p. 4.
85
Working Across States and Stakeholders to Build
Interagency Bridges for Youth  The National
Community of Practice on Transition

• Joanne Cashman, ED. D.
• Director
• The IDEA Partnership,
• an OSEP investment in stakeholder expertise
  housed at The National Association of State
  Directors of Special Education (NASDSE)

86
Year-Round Communication Network
www.SharedWork.org

• SharedWork.org is a website funded by the U. S.
  Department of Education Office of Special
  Education Programs (OSEP) and sponsored by the
  IDEA Partnership at the National Association of
  State Directors of Special Education (NASDSE) for
  the purpose of connecting stakeholders in the
  national Communities of Practice (CoP),
  participating states CoP and Practice Groups to
  develop their shared work.

87
Year-Round Communication Network
www.SharedWork.org

• This website is used to
• announce new products developed.
• announce training events.
• disseminate the results of state pilot projects.
• share promising practices.
• encourage local-to-local sharing.
• seek input from the field on matters of shared
  interest that are being discussed by one or more
  of the Community of Practice partners.
• advise the development of the key national,
  state, regional, and local meetings.
• share other opportunities that become evident as
  we communicate more routinely.  

88
Indicator 13 Additional Assistance

• Direct questions regarding Indicator 13 to Steve
  Gilles at steve.gilles_at_dpi.state.wi.us or
  608-266-1146.
• For questions and technical assistance regarding
  WSTI and website www.wsti.org contact WSTI
  project director Linda Maitrejean at
  lindam_at_cesa11.k12.wi.us or 715-986-2020.
• Questions about the self-assessment process not
  answered in this section or on the
  Self-Assessment Questions and Answers page as
  well as direct questions about this
  informationcan be submitted by email to Elliot
  Weiman at elliot.weiman_at_dpi.state.wi.us or
  608-266-3648 or Patricia Williams at
  patricia.williams_at_dpi.state.wi.us or
  608-267-3720.