MidState Region

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Mid-State Region Transition Coordination Site
This Webinar is made possible through funding
provided by the New York State Office of
Vocational and Educational Services for
Individuals with Disabilities (VESID)
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Incorporating Secondary Transition Into the IEP
May 22, 2007
www.edi.cornell.edu
A D V A N C I N G T H E W O R L D O F W O
R K
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Handouts for today
http//www.ilr.cornell.edu/edi/p-transition-wb-tra
ns_iep.cfm

• Strength Based Assessment Forms
• Present levels of Academic Achievement,
  Functional Performance and Individual Needs
• School Age IEP
• Coordinated Set of Activities
• Measurable Annual Goals (examples)

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Presenters Mid-State Regional SETRC PDS Janel
Milana Mid-State Transition Coordination
Site Marianne Murphy Nancy Hinkley Michele
Cowen, Conference Support Jeffrey Trondsen,
Technology
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Incorporating Secondary Transition Into the IEP
Webinar content based on work by these
trainers Marianne Murphy and Nancy
Hinkley, Cornell Transition Coordination
Site Rebecca DeBottis, BT BOCES SETRC Kati
Ferguson, Oneida-Herkimer-Madison SETRC Liz
Fallo, DCMO BOCES SETRC Janel Milana, Mid-State
Regional SETRC
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Poll 1
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Agenda
Overview
Transition Planning and Assessment
Present Levels of Performance
Measurable Post Secondary Goals
Coordinated Set of Activities
Annual Goals
Questions and Answers with Panelists
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Using the IEP as a Tool

• The IEP is a strategic planning document that
  helps guide specially designed instruction.
• The IEP identifies a students unique needs and
  how the school will strategically address those
  needs.
• The IEP is an important accountability tool for
  school personnel, students and parents which
  helps determine if resources are being used
  appropriately to reach the desired outcomes for
  students with disabilities.

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Why are we here??

• Changes in regulations IDEA 2004
• State Performance Plan Review Requirements
• Relevance to Us Why Do We Do Transition
  Planning????

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Transition Services

• Beginning with the IEP to be in effect when the
  student turns age 15
• Results-oriented process
• Improving academic and functional achievement
• Facilitate movement from school to post-school
  activities

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What Is the Goal?

• To put a plan of action into place, before the
  student exits school, that ensures a seamless
  movement from school to various post-secondary
  settings.

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Three Key Elements

• Comprehensive planning - assessing needs and
  developing individual plans
• The individual plan must be carried out
• Ongoing coordination between school and
• postsecondary agencies, service providers, and
  other settings is essential

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Transition Assessments
The goal is to know students well enough in order
to develop a clear statement of transition
service needs and needed transition services and
to write goals and objectives responsive to
students interests, preferences and their Post
Secondary Goals.
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Transition Planning

• Focuses on two Areas
• Instructional goals for student knowledge and
  skills as they move towards their Post Secondary
  Goals
• Linkage goals to facilitate the connection
  between students and families with providers of
  services and supports as they relate to Post
  Secondary Goals

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Transition Planning Process
Linkages Goals
Proactive Transition Education
Comprehensive Needs Assessment
LIFE
Transition Planning
Academic Goals
Further Assessment
Dream
Adapted from Transition Planning Inventory (p.26)
by G. M. Clark and J.R. Patton,1997 PRO-ED, Inc.
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Level I Assessment

• Strengths-Based Assessment (SBA)
• Strengths, Interests and Future Plans
• Interviews with students and family members
• Teachers observations
• Academic Information/Evaluations
• Handout -Strength Based Assessment Forms
• http//www.ilr.cornell.edu/edi/p-transition-wb-tra
  ns_iep.cfm

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Transition Assessments must include Parents

• Parents will have ideas and plans for their child
  that the school needs to consider when planning
  for their students future
• The earlier you start, the better chance you have
  of involvement, quality collaboration on
  students goals, and achievement of goals

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Assessments Areas

• Community participation
• Daily living
• Employment
• Financial / income management
• Health
• Leisure/Recreation

• Independent living
• (including living arrangements)
• Postsecondary education
• Relationships/social skills
• Transportation/mobility
• Vocational training

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What Assessments Yield

• Provides baseline data for where a childs
  strengths and skills are currently
• Identifies need areas that will determine
  transition services
• Identifies areas where additional information may
  need to be collected

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Further Assessments

• Reading Style Preference Checklist
• How do I Learn Best
• Independent Living Assessment
• Hygiene, Kitchen Skills, Safety, Use of Public
  Transportation
• Vocational Assessment
• Making Choices that seem like me
• Emotional Management Skills

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Guiding Questions

• Did you believe you have a complete picture of
  the student?
• What is this childs post-school plan? What
  skills will they need to be successful?
• Does the student have an accurate view of their
  own abilities?

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Is There Evidence?

• Does the student receive a transition assessment
  annually?
• Was an assessment used to identify the students
  post secondary interests?
• Did parents provide information for the
  assessment process in order to help identify the
  students interests?
• Was the assessment used to write a transition
  statement in the PLEPS, measurable post-secondary
  goals, coordinated set of activities, and annual
  goals?
• Is it obvious in the IEP that the assessment
  helped the staff know the student well?

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• Once we have this assessment data, how is it tied
  into the students IEP??

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• PLPS, PLEPS, or PLOP
• Present
• Levels of
• Performance

Handout 2006 PRESENT LEVELS OF PERFORMANCE
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What the Regulations Say

• Under the students present levels of
  performance, the IEP includes a statement of the
  students needs, taking into account the
  students strengths, preferences and interests,
  as they relate to transition from school to
  post-school activities.
• 8 NYCRR 200.4(d) (2)(ix)(a)

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PLEPs are the Foundation
Services
PLEPS

• Goals

Handout -Present levels of Academic Achievement,
Functional Performance and Individual
Needs http//www.ilr.cornell.edu/edi/p-transition-
wb-trans_iep.cfm
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Present Levels of Educational Performance

• The foundation on which to identify goals and
  services to address childs needs
• Written for Four Need Areas
• Academic, Developmental, and Functional
• Social Development
• Physical Development
• Management Needs

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PLPs Should Answer

• What are the students unique needs that result
  from his or her disability?
• What is it that the student can and cannot do at
  this time?
• What are the students strengths in this area?
• How do these needs affect the childs
  participation and progress in the general
  curriculum?
• What are the parents concerns for the education
  of their child?
• What transition needs of the student must be
  addressed to prepare the student for living,
  learning and working in the community as an adult?

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Domains

• Reading Physical Development
• Writing Motor Skills
• Listening Social Skills
• Organization Play Skills
• Study Skills Visual Perception
• Communication Auditory Perception
• Cognitive Processing Behavior
• Problem Solving Career and Community
• Memory Living Skills
• Attention

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Example

• Look at the PLEP statements for Dylan from
  what you see, what potential areas of need does
  he have? How will they relate to him being
  successful post-school?

HO 2006 PRESENT LEVELS OF PERFORMANCE
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Questions to Ask

• How do these domains relate to employability?
• How can we prepare the student now for what they
  will need in the future?

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THINK LINK!!

• Do the PLEP statements on the IEP directly relate
  to transition needs, annual goals, and programs??

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Is there evidence?

• Did parents provide input regarding the students
  interests and abilities as it relates to post
  school outcomes?
• Do the PLEP statements indicate the students
  strengths, current level of performance, and
  needs in relationship to their post secondary
  interests?

Poll 2
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• What are the MPSG?
• Measurable
• Post Secondary
• Goals

Handout School Age IEP http//www.ilr.cornell.e
du/edi/p-transition-wb-trans_iep.cfm
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What the Regulations Say

• 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)(ix)(b)

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Change in the Regulations

• Measurable post-secondary goals are not
  post-school outcome statements
• Used to say, Mary wishes or Jose plans
• Needs to be observable
• e.g., Mary will be a marine biologist
• e.g., Jose will work in the field of health
  care
• Is not an Annual Goal has a long term vision
  (e.g. post school)
• Is connected to all components of the IEP

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Measurable Post-Secondary Goals (MPSG)

• Identify the students long term goals for
  living, working and learning as an adult
• MPSG is not in isolation of rest of IEP
• Objectively observable, not dependent on reading
  between the lines
• Individualized

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How do we determine MPSG

• The transition assessments you complete with the
  student and parents help form the MPSG
• MPSG are based on appropriate assessments of
  student strengths, needs, preferences and
  interests pertaining to post-secondary
  transition.

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How specific should MPSG be?

• MPSGs should be specific enough to be
  observable, although they will be reviewed and,
  as appropriate, revised annually
• Why? Annual revision should reflect the
  students current goal as well as their ability
  to narrow general interests to specific
  directions concerning post-school plans.

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Example

• When Maria first begins to participate in the
  transition planning process, her projected
  post-school plan may be broad in scope - Maria
  will work in the technology field
• Later, after involvement in career and technical
  education courses and work experiences, the IEP
  might more specifically state - Maria will
  attend college to study engineering with the goal
  of working as an electrical engineer

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• Training Janes goal for further training is to
  take the nurse preparation course through the
  BOCES Adult Ed 1 year certificate program)
• Education Janes goal for further education is
  to enroll in the community college in the nursing
  LPN program transferable to a four year RN
  program.
• Employment Janes employment goal is to be
  competitively employed as a registered nurse.
• Independent Living Skills (when appropriate)
  Janes goal is to live in an apartment with a
  roommate.

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THINK LINK!!

• Measurable Post School Goals, Present Levels of
  Performance, and Transition Needs form the basis
  for Annual Goals, Courses of Instruction and
  Transition Services that incrementally prepare
  student to achieve his/her post-secondary goals

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Is there evidence ?

• Is the MPSG expressed in terms of the students
  aspirations for the future and written to the
  greatest extent possible in the students own
  words?
• Is the information regarding the students post
  secondary interests indicated in the PLEP
  statement and directly linked to the MPSG?
• Are the MPSGs reviewed and if appropriate
  revised annually?

Poll 3
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• The CSA are developed
• Coordinated
• Set of
• Activities

If you do it, communicate it.
Handout -Coordinated Set of Activities http//www.
ilr.cornell.edu/edi/p-transition-wb-trans_iep.cfm
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THINK LINK!!

• The PLPS describes the student
• The CSAs describes what the school will do
• The Annual Goals describes what the student will
  do

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What the Regulations Say

• The IEP includes needed activities to facilitate
  the students movement from school to post-school
  activities, including
• instruction,
• related services,
• community experiences,
• the development of employment and other
  post-school adult living objectives, and
• when appropriate, acquisition of daily living
  skills and functional vocational evaluation.
  
• 8 NYCRR 200.4(d) (2)(ix)(d)

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Is there evidence?

• Activities, services, supports that will
  reasonably allow for the achievement of students
  MPSGs
• Clear indication that the participating agency
  responsible to provide the recommended activity
  participated in planning.
• Coordination between school district activities
  and those of participating agencies designed to
  help the student incrementally work toward
  attainment of the post-secondary goals.

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Examples of Instructional Activities

• Specific courses (e.g. advance placement)
• Career and Technical Education
• Other instruction to learn a particular skill
  (Instruction in problem solving, how to use
  public transportation, how to use a particular
  technical device, how to balance a budget, etc.)

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Related Service Examples

• Counseling
• Job coach
• Orientation and mobility services
• Physical Therapy
• Speech/Language Therapy
• Occupational Therapy
• Related Services recommended as a transition
  activity must also be documented under the IEP
  section Special Education Program/Services

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CSA Development of Employment/Other Post-School
Adult Living Objectives

• Participation in work experience program
• Assistance with completing employment
  applications, resumes, etc.
• Practice in interviewing skills
• Travel training

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Examples of Community Experiences

• After school jobs
• Use of public library
• Community recreational activities
• Practice regarding bus schedule
• Preparing for drivers permit and road test
• Money management

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Activities of Daily Living to Consider (when
appropriate)

• Dressing
• Hygiene
• Self-care skills
• Self-medication

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Functional Vocational Evaluation

• IEP indicates if the student will need a
  functional vocational evaluation as a transition
  service or activity
• Assessments that determine a students strengths,
  abilities, and needs in an actual or simulated
  work setting or in real work sample experiences

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Is there evidence?

• Are the coordinated set of activities based on
  the students needs and MPSGs?
• Was the students transition assessment used to
  develop the coordinated set of activities?
• Do the activities allow the student to develop
  life long skills in order to promote movement
  from school to post-school employment, education,
  and community living?

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Is there evidence?

• Do the coordinated set of activities reflect the
  involvement and connections with general
  education , special education, and career and
  technical programs, agencies, students and
  parents?
• Do the activities clearly identify the
  responsibilities of the school district and other
  agencies?

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THINK LINK!!

• Assessment Data, Measurable Post School Goals,
  and Present Levels of Performance, will help
  determine which skills need to be strengthened
  using Measurable Annual Goals (and short-term
  objectives when appropriate)

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• Write the...
• Annual
• Goals

Handout- Measurable Annual Goals
(examples) http//www.ilr.cornell.edu/edi/p-transi
tion-wb-trans_iep.cfm
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What the Regulations Say

• Each IEP includes measurable annual goals
  consistent with the students needs and
  abilities, including (if applicable) benchmarks
  or short-term objectives.
• 8 NYCRR 200.4(d) (2)(iii)

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Achievable and Measurable Goals

• From PLEPs, create measurable annual goals that
  a student can achieve within one year.
• Use measurable intermediate steps that connect
  the students present levels of performance to
  the annual goal.
• These goals should relate to the students unique
  needs and promote the students participation and
  progress in the age-appropriate activities in the
  least restrictive environment.

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Annual Goals

• Indicate what the student is expected to be able
  to do by the end of the year in which the IEP is
  in effect
• Takes the student from his/her present level of
  performance to a level of performance expected by
  the end of the year
• Guides instruction
• Measures Progress
• Helps determine if the supports and services
  being provided to the student are appropriate and
  effective

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Transition in the Annual Goals?

• The IEP must include measurable annual goals to
  help the student incrementally develop skills,
  knowledge, experiences and contacts with
  resources as needed to work toward their desired
  post secondary goals

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Annual Goal
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Annual Goal
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Annual Goal
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Annual Goal
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Lets Think Link Again

• Remember the language of the regulations -The
  IEP includes needed activities to facilitate the
  students movement from school to post-school
  activities including
• You are looking for connectedness in the IEP to
  demonstrate facilitation of movement. You want
  to make sure all transition needs stated in the
  PLEPs are addressed elsewhere in the IEP.

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Is there evidence?

• Do the annual goals directly relate and connect
  to the information written in the
  assessments,PLEPs, MPSGs, and coordinated set of
  activities?
• Do the annual goals identify the skills needed in
  order to achieve the students MPSGs and
  participate in the general education programs and
  coordinated set of activities?

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Is there evidence?

• Are the goals written in observable and
  measurable terms and can be achieved in relation
  to the students current level of educational
  performance, expected rate of progress,
  strengths, and needs?
• Are the annual goals written in terms that
  parents and educators can understand?

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Summary Look for evidence in the IEP

• Direct student involvement in determining
  preferences and interests, transition needs and
  post-secondary goals.
• Present Levels of Performance
• Indicate student strengths, preferences and
  interests
• Identify student needs relating to transition

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Evidence Continued..

• Post-secondary Goals
• For training, education, employment and
  independent living
• Measurable (observable)
• Based on age-appropriate assessment information
• Annual Goals will incrementally help the student
  achieve his/her post-secondary goals.
• Goals not the same on all IEPs but individually
  unique.

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Evidence Continued..

• Courses of study include CTE or other career
  development.
• An observable relationship among present levels
  of performance, transition needs and
  post-secondary goals, annual goals, recommended
  special education programs and the coordinated
  set of activities.

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Please visit the resources pages for this
conference Go Directly http//www.ilr.cornell.e
du/edi/p-transition-wb-trans_iep.cfm
http//www.ilr.cornell.edu/edi/p-transition-
Go to EDI Web Site (http//www.ilr.cornell.edu/ed
i/) Find Areas of Expertise Find Educational
Achievement and Transition Click on Mid State
Transition Coordination SiteClick on Trainings
Events (left sidebar)Click on Online Trainings
Click on
Transition and the IEP- Resources
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Contact Information

• Janel Milana
• Mid-State Regional SETRC
• [phone] Or [phone]
• Jmilana_at_ocmboces.org
• Nancy Hinkley,
• Transition Specialist
• V 607-255-1109
• e nah36_at_cornell.edu
• Marianne Murphy,
• Mid-State Transition Site Coordinator
• V 607-255-1664
• e mm272_at_cornell.edu