Compliance and Effective Practice Standards To Meet Indicator

1
Compliance and Effective Practice Standards To
Meet Indicator 13 requirements

• Media Site Presentation,
• 8/20/2008

2
Contacts

• Steve Gilles State Special Education transition
  consultant, Indicator 13 14, DPI
• steve.gilles_at_dpi.wi.gov. or 608-266-1146
• Paul Sherman, DPI Co-leader Compliance
  Monitoring, DPI Special Education Consultant
• paul.sherman_at_dpi.wi.gov or 608-267-9157
• Linda Maitrejean Wisconsin Statewide Transition
  Initiative (WSTI) project director, (contact
  information on CESA coordinators on the WSTI
  website www.wsti.org or lindam_at_cesa11.k12.wi.us
  or 715-986-2020 ext. 2122

3
Overview

• Introductions
• Background
• Compliance Effective Practice
• Understanding the Checklist for Indicator 13
• Resources

4
Introductions Background

• Whats new with Indicator 13?
• Examples of compliance standards.

5
Self-Assessment Questions

• Questions about the Special Education Procedural
  Compliance Self-Assessment may be submitted
  through the departments Procedural Compliance
  Self-Assessment homepage.
• http//www.dpi.wi.gov/sped/spp-selfassmt.html.

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Compliance vs Effective Practice

• What is a compliance standard compared to
  effective practice?

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Compliance

• Compliance standard derived from federal law,
  representing minimum provisions a transition plan
  must include.
• Guiding question Does the IEP address the
  requirement?

8
Effective Practice

• Effective practice standard derived from sound
  educational practice to produce quality IEPs and
  desired post-school outcomes.
• Guiding question How does the IEP address the
  requirement?

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Federal performance indicator 13 requires
100 compliance statewide

• Statewide compliance with Indicator 13 is
  determined through the Special Education
  Procedural Compliance Self-Assessment

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Indicator 13Goal 100 Compliance
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What is Indicator 13

• 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)

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Intent to Measure Transition Results in School

• Federal Law Determine if youth aged 16 and
  above, with an IEP, have adequate goals and
  transition services.
• Wisconsin law requires transition planning at age
  14.

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What Public Agencies (Schools) Must Do For
Indicator 13

• Correctly Assess for Procedural Compliance self
  assessment (Compliance)
• http//www.dpi.wi.gov/sped/spp-selfassmt.html
• Create Transition plans (Effective Practice)
• www.wsti.org

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Understanding the Checklist

• Reviewing IEPs using questions T3a-T3f

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Six Elements of Indicator 13

• Measurable Postsecondary Goals (T3a)
• Linked Annual Goals (T3b)
• Transition Services (T3c)
• Evidence of Coordination (T3d)
• Age-Appropriate Transition Assessment(T3e)
• Courses of Study (T3f)

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Compliance T3a Measurable Postsecondary Goal
or Goals

• Yes
• There is a measurable postsecondary goal that
  covers (1) education or training, (2) employment,
  and, (3) as needed, independent living.

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Effective Practice 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
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Effective Practice 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 (long term career goal)
• 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

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Activity for Checklist Items Yes and No Examples

• Review and discuss examples listed in the
  Activity Handout for Indicator 13. (Page 1)
• Identify if example is a yes, no, or na.
• Discuss
• Rewrite no examples
• Use DPI Compliance Examples for Indicator 13,
• Activity Handout for Indicator 13 June 4,
  2008.

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Compliance T3b Annual IEP Goals

• Yes
• There is an annual IEP goal that will reasonably
  help the student meet the postsecondary goal(s).

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Effective Practice

• Determine what the student wants to accomplish in
  the areas of education/training, employment and
  independent living after high school
• .
• Look for the linkage between annual goals and
  postsecondary goals the more specific the
  connection the better.

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Activity for Checklist Items Yes and No Examples

• Review and discuss examples listed in the
  Activity Handout for Indicator 13. (Page 3)
• Identify if example is a yes, no, or na.
• Discuss
• Rewrite no examples
• Use DPI Compliance Examples for Indicator 13,
• Activity Handout for Indicator 13 June 4,
  2008.

23
Compliance T3c Transition Services

• Yes
• There are transition services in the IEP that
  focus on improving the academic and functional
  achievement of the student to facilitate their
  movement from school to post school.

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Effective Practice

• Consider all seven transition service areas and
  document that areas were at least considered by
  the IEP team
• Should be student specific based on measurable
  post secondary goals.
• Should have evidence of at least two years of
  coordinated set of activities.
• Should have evidence of coordination between
  school, family, student and/or outside agency.

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Activity for Checklist Items Yes and No Examples

• Review and discuss examples listed in the
  Activity Handout for Indicator 13. (Page 5)
• Identify if example is a yes, no, or na.
• Discuss
• Rewrite no examples
• Use DPI Compliance Examples for Indicator 13,
• Activity Handout for Indicator 13 June 4, 2008.

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Compliance T3d Coordination with Other Agencies

• Yes
• There is evidence that, after obtaining parent or
  student consent, representatives of other
  agencies likely to provide or pay for transition
  services were invited to the IEP meeting.

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Effective Practice

• Use WSTI transition resource directory on the
  WSTI web site www.wsti.org to identify
  understand and involve agencies.
• Participate in County Transition Advisory
  councils to discuss issues, barriers, resources
  and supports available through other agencies
  that may be likely to provide or pay for
  transition services

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Effective Practice Transition Advisory Council
(TAC)

• WSTI supports TACs (direct or indirect)
• All counties in WI have regular meetings
• Mission Statement and Activity
• Transition Resource Directory
• County and state clearinghouse
• www.wsti.org

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Activity for Checklist Items Yes and No Examples

• Review and discuss examples listed in the
  Activity Handout for Indicator 13. (Page 7)
• Identify if example is a yes, no, or na.
• Discuss
• Rewrite no examples
• Use DPI Compliance Examples for Indicator 13,
• Activity Handout for Indicator 13 June 4,
  2008.

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Compliance T3e Age-Appropriate Transition
Assessment

• Yes
• The Age appropriate transition assessment box is
  checked yes on the IEP OR
• There is evidence of age appropriate transition
  assessments exists

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Effective Practice 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

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Effective Practice Age-Appropriate Transition
Assessment

• Keys to effective transition assessment
• Ongoing
• Should elicit change in students program
• Include descriptive information either the name
  or type of assessment used
• Assists student in determining measurable post
  secondary goals
• Assists IEP team in designing and developing a
  relevant course of study and coordinated plan for
  post school life

33
Activity for Checklist Items Yes and No Examples

• Review and discuss examples listed in the
  Activity Handout for Indicator 13. Page 9
• Identify if example is a yes, no, or na.
• Discuss
• Rewrite no examples
• Use DPI Compliance Examples for Indicator 13,
• Activity Handout for Indicator 13 June 4,
  2008.

34
Compliance T3f Courses of Study

• Yes
• The transition services include a course of study
  that focuses on improving the academic and
  functional achievement of the student to
  facilitate their movement from school to post
  school.

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Effective Practice Definition Courses of Study

• 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)

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Effective Practice Courses of Study

• Purpose of the course of study is to motivate the
  student to stay in school
• Connection between courses that the student is
  taking, their interests and postsecondary goals
• Creates relevance and meaning for the student,
  targeting educational experiences over multiple
  years

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Critical Interrelationship

• Quality IEPs
• Indicator 13

Staying in School Indicator 2
Achieving post-school outcomes Indicator
14 Kohler 2007
Graduating Indicator 1
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Activity for Checklist Items Yes and No Examples

• Review and discuss examples listed in the
  Activity Handout for Indicator 13. Page 11
• Identify if example is a yes, no, or na.
• Discuss
• Rewrite no examples
• Use DPI Compliance Examples for Indicator 13,
• Activity Handout for Indicator 13 June 4,
  2008.

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Completing Transition Self Assessment Checklist

• For more information see..
• From DPI form PI-SA-RRC-TRN-001 updated summer 08
• Website http//www.dpi.wi.gov/sped/spp-selfassmt.h
  tml Power point Examples of Compliance
  Standards for completing the checklist
• All six elements must be completed and recorded
  for Compliance Self-Assessment.
• Compile results for check list items T3a-T3c
• Determination Criteria
• Responding to Agency level Non compliance
• Corrective Actions

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Resources

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

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DPI, Special Education Team Resources

• General website for procedural compliance self
  assessment information http//www.dpi.wi.gov/sped/
  spp-selfassmt.html.

WI State Performance Plan http//www.dpi.wi.g
ov/sped/spp.html
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Wisconsin Statewide Transition
Initiative

• Helping Students with Disabilities
• Transition into Adult Life
• www.wsti.org
• Check out our new e news letter