Special Education Procedural Compliance SelfAssessment

1
Special Education Procedural Compliance
Self-Assessment Indicator 13

• Examples of Compliance and Effective Practice
  Standards
• To meet indicator 13 requirements
• Final draft 9/22/2008

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
• Corrective Action Planning
• 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.

6
Compliance vs Effective Practice

• What is a compliance standard compared to
  effective practice?

7
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?

9
A Note on the Compliance Examples

• Compliance examples represent the standard
  applied only when completing the Special
  Education Procedural Compliance Self-Assessment.

10
A Note on the Compliance Examples (continued)

• DPI strongly encourages all districts to observe
  effective practice standards when training staff
  and creating individual student transition plans.
  
• IEPs written to the best practice standards
  should meet compliance standards.

11
Federal performance indicator 13 requires
100 compliance statewide

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

12
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)

13
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.

14
Indicator 13Goal 100 Compliance
15
Highest Ranked Errors 2007-08 School Year (71
agencies)

• 41 No Measurable Post Secondary Goals
• 4 No Annual IEP goals linked to
• Measurable Post Secondary Goals
• 4 No Transition services
• 2 No evidence of coordination with other
  agencies
• 14 No evidence that MPSG based on age
  appropriate transition assessments
• 6 No Course of Study

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What Public Agencies (Schools) Must Do for
Indicator 13

• Part of self-assessment
• procedural compliance

17
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)

19
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.

20
Compliance T3a Measurable Postsecondary Goal
or Goals

• Measurable Countable
• Could a future reader of the goal, considering
  the students progress, say with confidence, the
  goal has been met, or, the goal has not been
  met?
• Goals are measurable even though they contain
  words like, intends, plans, or wants.

21
Compliance T3a Measurable Postsecondary Goal
or Goals

• While the words after high school or after
  graduation need not be present, the language of
  goal must make clear the activity will take place
  after high school or after graduation.
• The mere fact a goal appears in the transition
  section of an IEP does not give rise to an
  inference the activity is postsecondary.

22
Compliance T3a Measurable Postsecondary Goal
or Goals

• There must be a minimum of one goal in the area
  of training or education.
• There must be a minimum of one goal in the area
  of employment.
• A single goal statement may encompass both a
  training or education goal, and an employment
  goal.

23
Local District Teacher Responsibility After
Students Exit School

• Responsible for writing measurable post secondary
  goals that encompass both a training or education
  goal, and an employment goal.
• Not held responsible for the choices students
  make, related to the measurable post secondary
  goals, once they exit school.

24
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
25
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 July 22,
  2008.

27
Compliance T3b Annual IEP Goals

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

28
Compliance T3b Annual IEP Goals

• For each postsecondary goal there must be at
  least one annual goal or short term objective
  that will help the student make progress towards
  the stated postsecondary goal.
• A single annual goal or short term objective that
  helps the student make progress in all of the
  postsecondary goals satisfies the compliance
  standard.

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Compliance T3b Annual IEP Goals (continued)

• Assessing the link between annual goals and
  postsecondary should be approached holistically
  and guided by reasonableness.
• Whether the annual goal meets the compliance
  standard for annual goals is not relevant.

30
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.

31
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.

32
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.

33
Compliance T3c Transition Services (continued)

• Yes
• Transition services include, but are not limited
  to instruction, related services, community
  experience, integrated employment including
  supported employment, development of employment
  and other post-school adult living objectives,
  functional vocational evaluations and if
  appropriate, the acquisition of daily living
  skills.

34
Compliance T3c Transition Services

• For each postsecondary goal there must be at
  least one transition service associated with
  meeting the postsecondary goal.
• A single transition service that is associated
  with all the postsecondary goals satisfies the
  compliance standard.

35
Compliance T3c Transition Services (continued )

• Associated with, means focused on improving the
  students academic and functional achievement so
  they can meet their postsecondary goal(s).

36
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.

37
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 July 22,
  2008.

38
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.

39
Compliance T3d Coordination with Other Agencies

• N/A
• There are no transition services listed in the
  IEP likely to be paid for or provided by an
  outside agency, OR
• It is too early to determine if the student will
  need outside agency involvement, OR

40
Compliance T3d Coordination with Other Agencies
(NA continued)

• N/A
• The parent or student (once the student is the
  age of majority) did not consent to invite the
  outside agencies.

41
Compliance T3d Coordination with Other Agencies

• No
• After obtaining consent to invite other agencies
  likely to pay for or provide transition services,
  the agencies were not invited.

42
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

43
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

44
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 July 22,
  2008.

45
Compliance T3e Age-Appropriate Transition
Assessment

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

46
Compliance T3e Age-Appropriate Transition
Assessment

• Other evidence
• Any documentation in the students IEP that an
  assessment of the students needs, strengths,
  preferences, and interests regarding
  postsecondary goals was conducted.
• Acceptable assessments range from formal aptitude
  tests and interest inventories, to discussions
  with the student.

47
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

48
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

49
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 July 22,
  2008.

50
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.

51
Compliance T3f Course of Study

• The overall course of study must align with
  postsecondary goals.
• A direct one to one relationship between
  particular classes and each postsecondary goal is
  not required.

52
Compliance T3f Course of Study (continued )

• Pass all classes is not a course of study that
  satisfies the compliance standard.
• The course of study may be limited to the term of
  the students current IEP

53
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)

54
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

55
Critical Interrelationship

• Quality IEPs
• Indicator 13

Staying in School Indicator 2
Achieving post-school outcomes Indicator
14 Kohler 2007
Graduating Indicator 1
56
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 July 22,
  2008.

57
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.
• Use check list to address T3a-T3f. All six
  elements must be completed and recorded for the
  Special Education Procedural Compliance
  Self-Assessment.
• Complete T-3a. through T-3c. If the answer is
  YES for each item, check YES. If one or more
  of the answers is NO, check NO.
• From DPI form PI-SA-RRC-TRN-001 (New 9-08)

58
Responding to Agency Level Noncompliance

• Corrective Action Plans Related Monitoring
  Activities

59
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)
• Noncompliance must be corrected no later than one
  year.
• Take action to ensure future compliance.
• Share reviews and reports. Error rate greater
  than 20, corrective actions required.
• Corrective action plan required with
  self-assessment report.

60
Indicator 14, Definition

• Percent of youth who had IEPs, are no longer in
  secondary school and who have been
• competitively employed
• enrolled in some type of postsecondary school or
• both
• within one year of leaving high school
• Mary Kampa Indicator 14, post school follow up,
  connecting the data maryk_at_cesa11.k12.wi.us or
  715-416-0609

61
Indicator 14 results

• 65 of youth who have been
• competitively employed
• enrolled in postsecondary school
• or both
• 17 schools involved
• 358 surveys completed
• 2007 report of 2005-06 Exiters

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Indicator 14 Setting Indicator 14 Targets

• During baseline year (2005-06) and 2010-11,
  Indicator 14 results can be flat or even
  decrease, but there must be an increase in
  outcomes in 2010-11 over 2005-06
• Wisconsin Targets
• Each cohort year will be responsible for
  assisting with the annual 0.5 improvement effort
• NPSO recommends small increases (or none if
  baseline data is questionable) as any slippage
  will need to be addresses

63
Resources

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

64
DPI Media Site Presentations Indicator 13

• Check List, Compliance Standards Examples
  (Paul)
• http//media2.wi.gov/DPI/Viewer/?peid33b5ff2a-f0e
  6-456e-9a19-9cf5b8e9c5d1
• Check List, Activities Effective Practice
  (Steve Linda, and Paul,)
• http//media2.wi.gov/DPI/Viewer/?peid1a26ab38-9a3
  f-43ef-8dfa-fd136dd1f6aa

65
Wisconsin Statewide Transition
Initiative

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