Florida Education: The Next Generation DRAFT

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Florida Education The Next GenerationDRAFT
IEP Components for Secondary Transition Florida
Department of Education Revised September
2012

• March 13, 2008
• Version 1.0

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Objectives

• To develop an understanding of the secondary
  transition indicators with a focus on Indicator
  13
• To develop an understanding of requirements for
  secondary transition
• To identify methods for merging compliance and
  evidence-based practices to improve outcomes for
  all secondary transition indicators

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Secondary Transition IndicatorsFocusing on
Indicator 13
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Secondary Transition Indicators

• Indicator 1 Graduation
• Indicator 2 Dropout
• Indicator 13 Transition Components in the IEP
• Indicator 14 Post-school Outcomes

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Indicator 13

• Percent of youth aged 16 and above with an IEP
  that includes
• Appropriate measurable postsecondary goals that
  are annually updated
• Based upon an age-appropriate transition
  assessment
• Transition services, including courses of study,
  that will reasonably enable the student to meet
  those postsecondary goals
• Annual IEP goals related to the students
  transition services needs

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Indicator 13

• Evidence that the student was invited to the IEP
  Team meeting where transition services are to be
  discussed
• Evidence that, if appropriate, a representative
  of any participating agency was invited to the
  IEP Team meeting with the prior consent of the
  parent or student who has reached the age of
  majority

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SPP Indicator 13 (Compliance Indicator)

• 2007-08 24 of 389 IEPs reviewed met
  requirements
• 2008-09 61 of 601 IEPs reviewed met
  requirements
• 2009-10 82 of 507 IEPs reviewed met
  requirements
• 2010-11 89 of 579 IEPs reviewed met
  requirements
• Data reflects the total number of IEPs reviewed
  that met requirements.

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Requirements for Secondary Transition
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Definition of Transition Services

• a coordinated set of activities for a student
  with a disability that
• Is designed to be within a results-oriented
  process, that is focused on improving the
  academic and functional achievement of the
  student with a disability to facilitate the
  students movement from school to post-school
  activities,
  including postsecondary education,
  vocational education, integrated employment
  (including supported employment), continuing and
  adult education, adult services, independent
  living, or community participation and
• Rule 6A-6.03411(1)(nn), F.A.C.

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Definition of Transition Services

• Is based on the individual students needs,
  taking into account the students strengths,
  preferences and interests and
• Includes
• a. Instruction
• b. Related services
• c. Community experiences
• d. The development of employment and other
• post-school adult living
  objectives and
• e. If appropriate, acquisition of daily living
  skills
• and the provision of a functional
  vocational
• evaluation, and
• Rule 6A-6.03411(1)(nn), F.A.C.

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Definition of Transition Services

• Transition services for students with
  disabilities may be special education, if
  provided as specially designed instruction, or a
  related service, if required to assist a student
  with a disability to benefit from special
  education.
• Rule 6A-6.03411(1)(nn), F.A.C.

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Ages 14 and 15

• Notice
• Purpose will be identifying transition services
  needs of the student
• Student invited
• Students strengths, preferences and interests
  taken into account and other steps taken if
  student doesnt attend
• Identifying transition services needs, to include
  consideration of the students need for
  instruction or the provision of information in
  the area of self-determination to assist the
  student to be able to actively and effectively
  participate in IEP meetings and self-advocate, so
  that needed postsecondary goals are in place by
  age 16
• Course of study
• Diploma selected

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Ages 16 and Older (Not calculated for I-13)

• Notice
• Purpose will be consideration of the
  postsecondary goals and transition services for
  the student
• Student invited (NOTE Student invitation was
  added to the calculation for the 2010-11
  self-assessment for Indicator 13.)
• Agency invited to send a representative
• Students strengths, preferences and interests
  taken into account and other steps taken if
  student doesnt attend

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Ages 16 and Older (Not calculated for I-13)

• Diploma selected
• Self-determination instruction or information
• IEP team reconvened if agency fails to provide
  service
• Transfer of rights documented in the IEP at 17
• Transfer of rights notice at 18
• Summary of Performance (SOP)

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Ages 16 and Older (Calculated for I-13)

• Student invited
• Measurable postsecondary goals
• Age-appropriate transition assessment
• Education
• Training
• Employment
• Independent Living (where appropriate)
• Annual goal(s) or short-term objectives or
  benchmarks related to the students transition
  services needs
• Transition services
• Courses of study
• Agency invited
• Consent obtained to invite agency

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Measurable Postsecondary Goal or Goals (Age 16
and Older)

• Develop measurable postsecondary goals based on
  age-appropriate transition assessment in the
  following areas
• Education
• Training
• Employment
• Independent living (as needed)

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Education/Training

• Education is defined as
• Enrollment in Adult General Education (e.g.,
  Adult Basic Education, Adult High School Credit
  Program, Vocational Preparatory Instruction
  Program, or GED Testing Program)
• Enrollment in technical center (certificate
  program)
• Enrollment in community college (certificate
  program or two-year degree)
• Enrollment in college/university (four-year
  degree and higher)
• Adapted from NSTTAC, 2007

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Education/Training

• Training is defined as
• Employment training program (e.g., Workforce
  Investment Act WIA, Job Corps, AmeriCorps,
  Individualized)
• Individualized means one-on-one training provided
  by the employer, an agency, or service provider
• Adapted from NSTTAC, 2007

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Employment

• Employment is defined as
• Competitive
• In the competitive labor market that is performed
  on a full- or part-time basis in an integrated
  setting
• Is compensated at or above the minimum wage
• Supported
• Competitive work in integrated work settingsfor
  individuals with the most significant
  disabilities for whom competitive employment has
  not traditionally occurred or for whom
  competitive employment has been interrupted or
  intermittent as a result of a significant
  disability
• Adapted from NSTTAC, 2007

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Independent Living (as Needed)

• Life skills in the following domains
• Leisure/Recreation
• Maintain home and personal care
• Community participation
• Adapted from NSTTAC, 2007

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Measurable Postsecondary Goal or Goals (Age 16
and Older)

• A measurable postsecondary goal may address more
  than one of the designated areas, and must meet
  the following two requirements
• It must be measurable you must be able to count
  it or observe it.
• It must be intended to occur after the student
  graduates from school.
• It must be updated annually.

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Frequently Asked Questions

• Measurable Postsecondary Goals

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Frequently Asked QuestionsMeasurable
Postsecondary Goals

• Where on the IEP do I write the measurable
  postsecondary goals?

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Frequently Asked Questions Measurable
Postsecondary Goals

• The measurable postsecondary goals should be
  reflected early in the IEP as every component of
  the IEP for students 16 and older should lead
  toward attainment of the measurable postsecondary
  goal(s).

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Frequently Asked QuestionsMeasurable
Postsecondary Goals

• Does the timeframe for a measurable postsecondary
  goal need to address when a student will start
  something, such as enroll in a two-year
  community college program, or finish, such as
  complete a two-year degree program? Which
  constitutes best practice or is either okay?

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Frequently Asked Questions Measurable
Postsecondary Goals

• Districts have flexibility in the format they
  choose to use for measurable postsecondary goals.

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Frequently Asked QuestionsMeasurable
Postsecondary Goals

• Are short-term objectives or benchmarks needed
  for measurable postsecondary goals?

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Frequently Asked Questions Measurable
Postsecondary Goals

• No. Only annual goals for students with
  disabilities who take alternate assessments
  aligned to alternate achievement standards are
  required to have short-term objectives or
  benchmarks.
• It is generally helpful to think of the
  measurable annual goals and transition services
  reflected in the IEP as benchmarks toward the
  measurable postsecondary goals.

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Frequently Asked QuestionsMeasurable
Postsecondary Goals

• How do we determine the students progress toward
  the measurable postsecondary goals?

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Frequently Asked Questions Measurable
Postsecondary Goals

• There is no requirement for reporting progress on
  measurable postsecondary goals.
• If the student is making adequate yearly progress
  toward attaining his or her measurable annual
  goals and other transition services within the
  IEP, then the student should be making progress
  toward attaining his or her measurable
  postsecondary goals.

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Frequently Asked QuestionsMeasurable
Postsecondary Goals

• If a parent requests an Adult Day Training (ADT)
  program or sheltered workshop setting and
  services for his or her child, how do we address
  this in the measurable postsecondary goals?

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Frequently Asked Questions Measurable
Postsecondary Goals

• The IEP team should always consider the most
  inclusive postsecondary outcomes first.
• Ultimately the decision rests with the IEP team
  however, restrictive settings and programs should
  be a last consideration.

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Frequently Asked QuestionsMeasurable
Postsecondary Goals

• For students going directly into employment who
  already know the skills needed to complete the
  job, what would measurable postsecondary goals
  for education/training, and employment look like?
  (For example, a student exits under Special
  Diploma Option 2 or a student who has been
  trained in a technical program as a tile layer.)

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Frequently Asked Questions Measurable
Postsecondary Goals

• The measurable postsecondary goal for
  education/training would likely describe the type
  of training the employer would provide for this
  student.
• The measurable postsecondary goal for employment
  would likely be related to maintaining the job
  and/or expanding the individuals job duties and
  responsibilities.

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Frequently Asked QuestionsMeasurable
Postsecondary Goals

• What if a students skills do not match the
  students interests? What must be reflected in
  the measurable postsecondary goals?

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Frequently Asked Questions Measurable
Postsecondary Goals

• A measurable postsecondary goal is NOT the same
  as a desired post-school outcome.

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Frequently Asked Questions Measurable
Postsecondary Goals

• The measurable postsecondary goals must be based
  upon age-appropriate transition assessments.
• In a recent case in Texas, the court found that
  the district did not err in developing a
  vocational program that focused on fashion and
  child care the students biggest strengths,
  despite the fact that her interest was in music
  where she had limited skills. The summary stated
  So long as a transition plan reflects the
  students skills and interests, as determined
  through assessments, it should pass muster under
  the IDEA.
• - Individuals with Disabilities Education Law
  Report, LRP Publications (June 12, 2009)

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Measurable Postsecondary Goals based on
Age-Appropriate Transition Assessment

• The measurable postsecondary goals must be based
  on age-appropriate transition assessment.

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Frequently Asked Questions

• Age-Appropriate Transition Assessment

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Frequently Asked QuestionsAge-Appropriate
Transition Assessment

• How and where do I document age-appropriate
  transition assessment in the IEP for compliance
  purposes?

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Frequently Asked QuestionsAge-Appropriate
Transition Assessment

• There is flexibility in where transition
  assessment is addressed in the IEP. Transition
  assessment would most likely be cited as a source
  and reflected in the present levels of academic
  achievement and functional performance or the
  summary of assessments/evaluation data.

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Frequently Asked QuestionsAge-Appropriate
Transition Assessment

• Which transition assessments require consent from
  parents?

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Frequently Asked QuestionsAge-Appropriate
Transition Assessment

• Consent is only required if the purpose is for
  reevaluation.

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Frequently Asked QuestionsAge Appropriate
Transition Assessment

• What is functional vocational evaluation?

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Frequently Asked QuestionsAge Appropriate
Transition Assessment

• Functional Vocational Evaluation (FVE) is a
  systematic assessment process used to identify
  practical, useable career and employment-related
  information about an individual. FVE incorporates
  multiple formal and informal assessment
  techniques to observe, describe, measure, and
  predict vocational potential. A distinctive
  feature of FVEs is that they include (and may
  emphasize) individualized experiential and
  performance-based opportunities, in natural
  vocational or work environments.
• (VECAP, 2009)

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Annual Goal(s) or Short-term Objectives or
Benchmarks

• There is/are annual goal(s) or short-term
  objectives or benchmarks that reasonably enable
  the student to meet the postsecondary goals.
• CFR 300.320(a)(2)
• Are goal(s) or short-term objectives or
  benchmarks included in the IEP that will help the
  student make progress toward the stated
  postsecondary goal(s)?

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Transition Services

• There are transition services on the IEP that
  focus on improving the academic and functional
  achievement of the student to facilitate the
  students articulation from school to
  post-school.
• 34 CFR 300.320(b)(2)

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Transition Services

• For the measurable postsecondary goals on the
  IEP, are one or more of the following addressed
• Instruction
• Related service(s)
• Community experience(s)
• Employment
• Post-school adult living
• Daily living skills (if appropriate)
• Functional vocational evaluation (if appropriate)

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Transition Services

• Transition services may be addressed through
• The development of measurable annual goals and
  short-term objectives or benchmarks
• Special education services
• Related services
• Program modifications/supports for school
  personnel
• Supplementary aids and services
• and/or
• State and district assessment accommodations/modif
  ications

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Transition Services

• No services needed statement(s) are no longer
  required, but this is a good practice that
  districts are encouraged to continue.

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Course(s) of Study

• The transition services include course(s) of
  study that focus on improving the academic and
  functional achievement of the student to
  facilitate the students movement from school to
  post-school.
• 34 CFR 300.320(b)(2)

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Course(s) of Study

• Participation in advanced-placement courses
• Participation in courses that provide
  community-based experiences to help the student
  acquire adult living and employment skills
• (e.g., description of instructional program and
  experiences)

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Frequently Asked QuestionsCourse of Study

• Is stating the diploma decision (e.g., the
  student will pursue a standard diploma)
  sufficient in addressing the course of study?

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Frequently Asked QuestionsCourse of Study

• No. A statement of the diploma selection is not
  descriptive of the course of study. The course of
  study statement should describe the students
  course of study, such as participation in
  advanced-placement courses for a student pursuing
  a standard diploma or participation in courses
  that provide community-based experiences to help
  the student acquire adult living and employment
  skills for a student pursuing a special diploma.

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Agency Invited

• If transition services are likely to be provided
  or paid for by another agency, a representative
  of the agency was invited to participate in the
  IEP.
• 34 CFR 300.321(b)(3)

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Consent to Invite

• The district obtained consent from the parent or
  from the student whose rights have transferred
  prior to inviting to the IEP team meeting a
  representative of an agency likely to provide or
  pay for transition services.
• 34 CFR 300.321(b)(3)

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Agency Participation

• To the extent appropriate and with the consent of
  the parents or a student who has reached the age
  of majority, the school district shall invite a
  representative of any participating agency that
  may be responsible for providing or paying for
  transition services
• Parental consent or the consent of the student
  who has reached the age of majority must also be
  obtained before personally identifiable
  information is released to officials of
  participating agencies providing or paying for
  transition services.
• Rule 6A-6.03028(3)(c)8., F.A.C.

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Clarification on Consent

• To invite an agency to an IEP meeting, a
  separate consent must be obtained from the
  parents or a child who has reached the age of
  majority for each IEP Team meeting, conducted in
  accordance with 34 CFR 300.320(b), before a
  public agency can invite a representative of any
  participating agency that is likely to be
  responsible for providing or paying for
  transition services to attend the meeting.
• February 6, 2009, Memorandum and OSEP Letter

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SPP 13

• The IEP includes coordinated, measurable, annual
  IEP goals and transition services that will
  reasonably enable the student to meet the
  postsecondary goals.
• 34 CFR 300.320(b)

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SPP 13

• The culmination of all components of the IEP for
  a student who is 16 years old or older must
  reasonably enable the student to meet his or her
  postsecondary goals!

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Reevaluation and Summary of Performance

• Reevaluation is not required for a student
  before the termination of eligibility due to
  graduation with a standard diploma or exiting
  from school upon reaching the students
  twenty-second (22) birthday.
• The district must provide the student with a
  summary of academic achievement and functional
  performance, which shall include recommendations
  on how to assist the student in meeting the
  postsecondary goals.

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Reevaluation and Summary of Performance

• Graduation from high school with a standard
  diploma constitutes a change of placement and
  requires prior written notice.
• Does not require reevaluation
• Not a change in eligibility
• Not dismissal from program

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Reevaluation and Summary of Performance

• Summary of Performance (SOP)
• Academic achievement and functional performance
• Recommendations on how to assist the student in
  meeting postsecondary goals

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Summary of Performance (SOP)

• Required for students exiting school with a
  Standard Diploma or aging out of program
• Recommended practice for all students exiting
  school (e.g., Special Diploma prior to age 22)

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Summary of Performance (SOP)

• Education/Training/Employment/Independent Living
• Describes
• Accommodation needs
• Assistive technology needs
• Support needs
• Academic and functional performance summary
• Transition assessments
• Report cards, grades, etc.

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Frequently Asked QuestionsSummary of Performance

• Are districts required to hold an exiting IEP
  meeting for students who are near graduation?

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Frequently Asked QuestionsSummary of Performance

• No. However, districts must complete a Summary of
  Performance (SOP) for students whose eligibility
  terminates due to graduation with a standard
  diploma or exceeding the age of eligibility.
• The Nationally Ratified Summary of Performance
  template suggests that the SOP is most useful
  when linked with the IEP process and the student
  has the opportunity to actively participate in
  the development of this document.

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Free and Appropriate Public Education (FAPE)

• Students age 18 through 21 who have not received
  a standard diploma may continue until their 22nd
  birthday, or at the discretion of the school
  district, through the semester or the end of the
  school year in which they turn 22.
• Students who have exited school with any
  credential other than a standard diploma may
  re-enter at any time prior to their 22nd
  birthday.

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For additional information contact

• Sheila Gritz, Program Specialist for Transition
• Team Leader Indicators 13 and 14
• Florida Department of Education
• Bureau of Exceptional Education and Student
  Services
• [phone]
• Sheila.Gritz_at_fldoe.org
• www.fldoe.org/ese
• 
  
  Last updated September 2012

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Florida Education The Next GenerationDRAFT
Questions?

• March 13, 2008
• Version 1.0