Secondary Transition and Compliance

1
Secondary Transitionand Compliance

• 2008

2
Objective

• To provide a brief overview of secondary
  transition requirements aligned with Floridas
  2007-2008 Self-Assessment for Exiting II, SPP 13
  - Secondary Transition B (16)
• To provide answers to frequently asked questions
  related to secondary transition requirements

3
Terminology

• The acronym for Secondary Transition (ST) is used
  throughout these training materials to correspond
  with the requirements for ST 1 ST 16 found in
  the Exceptional Student Education Compliance
  Self-Assessment Processes and Procedures Manual,
  2007-08, Bureau of Exceptional Education and
  Student Services, Florida Department of Education
  for Exiting II SPP 13 Secondary Transition B
  (16).

4
ST-1Notice

• The notice to the IEP team meeting included a
  statement that a purpose of the meeting was the
  consideration of postsecondary goals and
  transition services, that the student would be
  invited, and indicated any agency likely to
  provide or pay for services during the current
  year that would be invited.
• (34 CFR 300.322(b)(2) Rule 6A-6.03028(3)(b),
  FAC.)

5
ST-1Notice Ages 14 and 15

• Contents of notice for the IEP meeting must
  indicate that
• a purpose of the meeting will be the development
  of a statement of transition services needs
• the student will be invited to attend

6
ST-1Notice Age 16 or Older

• Contents of notice for the IEP meeting must
• indicate that a purpose of the meeting is the
  consideration of postsecondary goals and
  transition services for the student
• indicate that the student will be invited to
  attend
• identify any other agency that will be invited to
  send a representative to the meeting.

7
ST-1Notice Age 16 or Older

• Only those agencies that may provide or pay for
  needed transition services based on the
  individual students needs must be invited.
  (Consent is required in order for the LEA to
  invite agencies.)
• Others may be invited at parent/district
  discretion.
• The decision as whether to invite a particular
  agency to participate in an IEP meeting is left
  to the LEA and the parent.

8
ST-2Student Invited

• The student was invited to the IEP meeting.
• (34 CFR 300.321(b)(1) Rule 6A-6.03028(4)(h),
  FAC.)
• Salutation on the notice that includes the
  student and the parent
• or
• Separate notice to student indicating that the
  student will be invited to attend

9
ST-3Students Strengths, Preferences, Interests

• The students strengths, preferences, and
  interests were taken into account. If the student
  was unable to attend the meeting, other steps
  were taken to ensure the students preferences
  and interests were considered.
• (34 CFR 300.43 and 300.321(b)(2) Rule
  6A-6.03028(4)(h), FAC.)

10
ST-3Students Strengths, Preferences, Interests

• Strengths, preferences, interests of what the
  student wants in the areas of instruction,
  related services, community experiences,
  employment, and post-school adult living

11
ST-3Students Strengths, Preferences, Interests

• If the student did not attend the meeting,
  evidence of student input through other methods
  (e.g., student or family conferences, interest
  inventories, career exploration activities,
  vocational interest and aptitude inventories,
  situational assessments, and input from other
  personnel associated with the student)

12
ST-3Students Strengths, Preferences, Interests
Documentation

• May be documented in the present levels of
  academic achievement and functional performance
  section(s) of the IEP or may be included as a
  separate item

13
ST-4Students 14 and older

• For students age 14 and older the IEP contains a
  statement of the students desired post-school
  outcome a statement of the students transition
  services needs that focuses on the students
  course of study is incorporated into applicable
  components of the IEP and the IEP team
  considered the need for instruction in the area
  of self-determination.
• (Rule 6A-6.03028(7)(i), FAC.)

14
ST-4Desired Post-School Outcome

• The desired post-school outcome statement is the
  students dream or vision for life after
  graduation and should consider post-school
  activities address
• employment
• postsecondary education
• living arrangements
• community participation
• recreation and leisure
• social relationships

15
ST-4Desired Post-School Outcome

• All components of the Transition IEP should lead
  to and support the desired post-school outcome
  statement.
• This statement is developed through a
  student-centered process and is not the same as
  the measurable postsecondary goal(s), although
  the two should be related.

16
ST-4Transition Services Needs and Course(s)
of Study

• A statement of the students transition service
  needs that focuses on the students course of
  study, such as participation in advance placement
  courses or a career and technical education
  program, is incorporated into the Transition IEP.

17
ST-4Self-Determination

• Consideration of the need for instruction in
  self-determination must be addressed in the
  transition components, through goals, short-term
  objectives, benchmarks, or through services on
  the IEP.

18
What Some Districts are Doing

• Example 1
• Identifying the students priority educational
  need (e.g., self-advocacy skills, goal setting,
  decision making, etc.)
• Developing relevant measurable annual goals in
  the Transition IEP to address the need

19
What Some Districts are Doing

• Example 2
• Adding a line to the Transition IEP to note how
  instruction will be provided and/or information
  disseminated
• Including samples of the students completed
  activities (e.g., Standing Up for Me worksheets)
  in the students portfolio.
• Districts have flexibility in addressing
  self-determination within the Transition IEP.

20
ST-5Diploma Selection

• Beginning in eighth grade, or during the school
  year in which the student turns 14, whichever is
  sooner, the IEP must include a statement of
  whether the student is pursuing a course of study
  leading to a standard diploma or a special
  diploma.
• (Rule 6A-6.03028(7)(h), FAC.)

21
ST-6Person Responsible for Agency Follow-up

• If an agency likely to provide or pay for
  services during the current year is involved, a
  team member or designee was designated as
  responsible for follow-up with the agency and the
  IEP team was reconvened to identify alternative
  strategies if the agency failed to provide
  services as indicated on the IEP.
• (34 CFR 300.324(c)(1) Rule 6A-6.03028(8)(d),
  FAC.)

22
ST-6Person Responsible for Agency Follow-up

• Is there evidence that an IEP team member or
  designee was identified as responsible for
  follow-up?
• Is there evidence that the IEP team was
  reconvened to identify alternative strategies if
  the agency has not provided required services?

23
ST-7Transfer of Rights Informed at age 17

• The Transition IEP for a 17-year-old includes a
  statement that the student has been informed of
  the rights that will transfer at age 18.
• (34 CFR 300.320(c) 34 CFR 300.520(a)(1))
• At least one year prior to the students 18th
  birthday, the student must be informed of the
  rights that will transfer.
• Is there documentation on the IEP that the
  student has been informed?

24
ST-8Transfer of Rights Notice at age 18

• A separate and distinct notice of the transfer of
  rights was provided closer to the time of the
  students 18th birthday.
• (34 CRF 300.320(c), 300.520(a)(1))
• Closer to the time of the students 18th birthday
  there must be a separate and distinct notice to
  the parent and student informing them of the
  transfer of rights.
• Is there documentation/evidence that the student
  and parent were informed of the transfer of
  rights?

25
ST-9Measurable Postsecondary Goal or Goals (Age
16 and older)

• There is a measurable postsecondary goal or goals
  in the designated areas (i.e., education/training
  and employment where appropriate, independent
  living).
• (34 CFR 300.320(b)(1))

26
ST-9Measurable Postsecondary Goal or Goals (Age
16 and older)

• Develop measurable postsecondary goals based on
  age-appropriate transition assessment in the
  following areas
• education or training
• employment
• independent living (as needed).

27
ST-9Education or 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

28
ST-9Education or 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

29
ST-9Employment

• 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

30
ST-9Independent Living (as needed)

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

31
ST-9Measurable 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.

32
ST-9Measurable Postsecondary Goal Examples

• Lisette
• Education or Training
• Within three years of graduation from high
  school, Lisette will complete the non-degree
  program at Montgomery County College (MCC).

33
ST-9Measurable Postsecondary Goal Examples

• Lisette
• Employment
• By January 2009, through the assistance of
  Vocational Rehabilitation (VR) and the staff of
  the non-degree program at MCC, Lisette will
  obtain part-time employment on campus at MCC that
  does not interfere with her programs schedule.

34
ST-9Measurable Postsecondary Goal Examples

• Lisette
• Independent Living
• Within one year of graduation from high school,
  Lisette will utilize public transportation,
  including the public bus and uptown trolley, to
  independently get to and from classes at MCC.

35
Frequently Asked Questions

• Measurable Postsecondary Goals

36
Frequently Asked QuestionsMeasurable
Postsecondary Goals

• How are measurable postsecondary goals different
  than the desired post-school outcome statement?

37
Frequently Asked QuestionsMeasurable
Postsecondary Goals

• The desired post-school outcome statement is not
  the same as the measurable postsecondary goal,
  although the two should be related. The desired
  post-school outcome statement is a vision or
  dream of where the student wants to be
  post-school. It addresses employment,
  postsecondary education, living arrangements,
  community participation, recreation and leisure,
  and social relationships. The measurable
  postsecondary goals must address education or
  training, employment, and where appropriate,
  independent living. Postsecondary goals must be
  measurable, and they must be intended to occur
  after the student graduates from school.

38
Frequently Asked Questions Measurable
Postsecondary Goals

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

39
Frequently Asked Questions Measurable
Postsecondary Goals

• The measurable postsecondary goals should be
  reflected after the desired post-school outcome
  statement. If the districts IEP form does not
  include a specific place to write the measurable
  postsecondary goals, they may be included in the
  area designated for the desired post-school
  outcome statement.

40
Frequently Asked Questions Measurable
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?

41
Frequently Asked Questions Measurable
Postsecondary Goals

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

42
Frequently Asked Questions Measurable
Postsecondary Goals

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

43
Frequently Asked Questions Measurable
Postsecondary Goals

• No. Only measurable annual goals require
  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.

44
Frequently Asked Questions Measurable
Postsecondary Goals

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

45
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.

46
Frequently Asked Questions Measurable
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?

47
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.

48
Frequently Asked Questions Measurable
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 or 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.)

49
Frequently Asked Questions Measurable
Postsecondary Goals

• The measurable postsecondary goal for education
  or 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.

50
ST-10Measurable Postsecondary Goals based on
Age-Appropriate Transition Assessment

• The measurable postsecondary goals were based on
  age-appropriate assessment.
• (34 CFR 300.320(b)(1))

51
ST-10Age-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. Assessment data serve as the
  common thread in the transition process and form
  the basis for defining goals and services to be
  included in the Individualized Education
  Program.
• - Sitlington, Neubert, and Leconte (1997)

52
ST-10Age-Appropriate Transition Assessment

• Age-appropriate means activities, assessments,
  content, environments, instruction, and/or
  materials that reflect a students chronological
  age.
• Age-appropriate assessments may necessitate
  adaptations to their administration for some
  students, so that meaningful data are obtained.
• Adapted from NSTTAC, 2007

53
ST-10Types of Assessment

• Informal
• Curriculum Based/Teacher-Made Tests
• Interest Inventories
• Self-Determination
• Situational
• Questionnaires/Surveys/ Interviews
• Checklists

• Formal
• Florida Comprehensive Assessment Test
• College Entrance Test
• PSAT, SAT, ACT, CPT
• Transition Planning Inventory
• Brigance
• Life Centered Career Education (LCCE)
• Florida Alternate Assessment
• Other norm-referenced

54
ST-10Transition Assessment

• Transition assessment data should
• be obtained over time,
• indicate strengths, preferences and interests,
• consider present and future environments,
• be conducted by way of multiple
  places/sources/persons,
• be sensitive to cultural diversity
• Adapted from NSTTAC, 2007

55
ST-10Transition Assessment

• Review the IEP and other available components of
  the students record to determine if information
  from age-appropriate transition assessments has
  been considered in developing measurable
  postsecondary goals. If so, determine whether the
  information applies to the area in question
  (i.e., education/training employment where
  appropriate, independent living).

56
ST-10Transition Assessment Example

• Lisette (education/training, employment, and
  independent living)
• From the Present Levels of Academic Achievement
  and Functional Performance statement on the IEP
  Based on teacher observation notes,
  community-based task analysis checks, and
  information from the student, her parents, and
  her teachers collected through the Transition
  Planning Inventory and Making Action Plans
  (MAPS), Lisette is a rule-oriented, quiet young
  woman with strong skills and interests in
  employment in the service industry. Lisette
  learns best through observation and practical
  experience due to limited verbal and reading
  skills.

57
ST-10Transition Assessment Example

• Lisette (education/training, employment, and
  independent living)
• Lisette has participated in a curriculum with a
  functional-academic focus in which she has
  demonstrated strengths in independent living
  skills, such as self-care, home management,
  reading for success in the community, and
  community math skills, including time and
  calendar skills. Lisette has expressed an
  interest in and demonstrated success in the
  service industry, particularly in the area of
  food preparation. Lisette indicates that her
  family encourages her to do well in school and in
  her job experiences. Her family expresses
  interest in Lisettes living outside of their
  home as she becomes more financially independent
  after high school.

58
Frequently Asked Questions

• Age-Appropriate Transition Assessment

59
Frequently Asked QuestionsAge-Appropriate
Transition Assessment

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

60
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.

61
Frequently Asked QuestionsAge-Appropriate
Transition Assessment

• Which transition assessments require consent from
  parents?

62
Frequently Asked QuestionsAge-Appropriate
Transition Assessment

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

63
Frequently Asked QuestionsAge Appropriate
Transition Assessment

• What is functional vocational evaluation?

64
Frequently Asked QuestionsAge Appropriate
Transition Assessment

• NSTTAC describes functional vocational evaluation
  as an assessment process that provides
  information about job or career interests,
  aptitudes, and skills. Information may be
  gathered through situational assessment,
  observations or formal measures, and should be
  practical. The IEP team could use this
  information to refine services outlined in the
  IEP.
• Source Storms, J., OLeary, E., Williams,
  J. (2000). As cited in NSTTAC September,
  2007 training materials.

65
ST-11Annual 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)?

66
ST-11Measurable Annual GoalsExamples

• Lisette (education/training)
• Lisette will accurately record her personal
  information, including first and last name, date
  of birth, social security number, street address,
  city, state, zip code, age, and telephone number
  with 100 percent accuracy by April 2008.

67
ST-11Measurable Annual GoalsExamples

• Lisette (employment)
• Given a cell phone with pertinent telephone
  numbers programmed and weekly practice in school
  and community settings, Lisette will successfully
  call her supervisor to communicate important
  messages in five out of five role-play trials in
  school and community settings.

68
ST-11Measurable Annual GoalsExamples

• Lisette (independent living)
• Given travel training situations, Lisette will
  demonstrate sitting quietly and refraining from
  talking to strangers while utilizing public
  transportation at least two times across three
  situations.

69
ST-12Transition 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))

70
ST-12Transition 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)

71
ST-12Transition Services

• Develop a statement of needed transition
  services/activities in each transition services
  activity area or no services needed statement(s)

72
ST-12Transition 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/modi
  fications

73
ST-12Transition Services Example

• Lisette (instruction supports the postsecondary
  education/training and independent living goals)
• Community safety skills instruction, including
  self-defense at the YMCA
• Travel training instruction
• Math instruction related to money usage and
  telling time on a variety of watches and clocks
• Literacy instruction related to sight word
  identification

74
ST-12Transition Services Example

• Lisette (related service supports the
  postsecondary independent living goal)
• Assistive technology services to increase the use
  of voice output device
• Physical therapy to improve independent ambulation

75
ST-12Transition Services Example

• Lisette (daily living skills support the
  postsecondary education/training and independent
  living goals)
• Purchase a monthly bus pass
• Apply safety skills in the community,
  particularly with regard to use of public
  transportation
• Learn to choose a seat near the bus driver
• Learn to use the pull cord to identify upcoming
  stop

76
ST-13Course(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))

77
ST-13Course(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)

78
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?

79
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.

80
ST-14 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))

81
ST-15Consent 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))

82
ST-16SPP 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))

83
ST-16SPP 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!

84
Additional Items of Importance

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

85
Additional Items of Importance

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

86
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)

87
Summary of Performance (SOP)

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

88
Frequently Asked QuestionsSummary of Performance

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

89
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.

90
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 type of
  special diploma, certificate, GED (not under GED
  Exit Option) may re-enter at any time prior to
  their 22nd birthday.

91
Recommended Training

• What Everyone Needs to Know about Addressing
  Transition Services
• Offered as a Train-the-Trainer by the Career
  Development and Transition Project, The
  Transition Center at the University of Florida or
  as a teacher training by local FDLRS Associate
  Centers and/or District Transition Contacts who
  have been trained as trainers
• www.thetransitioncenter.org

92
Recommended Training

• Transition Assessment
• Offered by the Career Development and Transition
  Project, The Transition Center at the University
  of Florida (May be replicated by FDLRS Associate
  Centers or Districts)
• www.thetransitioncenter.org

93
Recommended Training

• PDA-ESE Transition Module
• Offered as a quarterly online course by selected
  FDLRS Associate Centers (NOTE Available through
  all FDLRS Associate Centers during the April 2008
  quarter)
• www.pda-ese.org

94
For additional information contact

• Sheila Gritz, Program Specialist for Transition
• Florida Department of Education, Bureau of
  Exceptional Education and Student Services
• [phone]
• Sheila.Gritz_at_fldoe.org
• www.fldoe.org/ese