State Performance Plan

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• State Performance Plan
• Indicator B-13

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OSEP State Performance Plan (SPP)

• States must report on 34 indicators
• (20 for Part B and 14 for Part C)
• Two indicators (I - B13 and I - B14) address
  transition
• (Iowa has grouped the indicators into 5
  questions)

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Indicator B-13

• The state performance plan (SPP) is a required
  element of IDEA 2004. In 2005 the Office of
  Special Education Programs (OSEP) changed the
  reporting process for states. States now have to
  provide data and six year improvement plans to
  specific performance indicators for the SPP.
• SPP Indicator B-13 deals with transition planning.

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Indicator B-13 reads

• Percent of youth aged 16 (Iowa law applies to
  age 14) and above with an IEP that includes
  coordinated, measurable, annual IEP goals and
  transition services that will reasonably enable
  the student to meet the post-secondary goals.

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6 Critical Elements to Determine Indicator

1. Student strengths, preferences and interests
2. Age appropriate transition assessments
3. Post-Secondary Expectations (PSE) for living,
   learning and working
4. Course of Study
5. Annual goals
6. Services and supports

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CE1 Preferences and Interests

• Must be the students perception
• Should be at the top of Page B

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Nate is a quiet student but will volunteer
comments when called on. He likes to listen to
music, he considers himself as having a good
sense of humor and he also considers handing in
assignments as a strength. He prefers hands-on
work.
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CE2 Transition Assessment

• Must have an assessment in each area of PSE
  (living, learning, and working) that is
• Informal or formal
• Sufficient to determine students needs for the
  post-secondary area.
• Identifies strengths/needs for that area

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Transition Assessments Requirements

• The assessment information for each area MUST
  include
• Specific data (e.g., percents, skills observed)
• Method/source of the data (e.g., observation,
  interview, assessment name)
• Enough data to determine that the post-secondary
  area has been assessed

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Transition Assessment Examples

• 10 Critical Areas of Need .
• I Have A Plan Iowa (www.ihaveaplaniowa.gov).
• 3. Access Casey Life Skills (www.caseylifeskills.
  org) .
• 4. Student transition interviews.
• 5. Enderle-Severson Transition Rating Scale
  (ESTR).
• 6. Iowa Model for Transition Assessments includes
  many more.
• Situational Assessments .

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Where To Find Transition Assessment Information

• Page B

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Transition Assessments
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Living Assessment- sample
ESTR-J assessment and student and parent
interviews.
It was determined at this time that he has many
of the skills necessary to live independently.
He scored 87 on Home Living. He has 2 areas of
concern (checking/savings and understanding
emergency situations).
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Learning Assessment- sample
Math probes, Jamestown Reader
Mike was assessed using 8th grade level Jamestown
Reader he scored 90 comprehension. Math probes
were given that resulted in a 9.4 grade level.
This information indicates that Mike is on track
to complete community college courses .
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Working Assessment- sample
The Workplace Readiness Rating Scale was
completed as part of a transition assessment.
After completing 3 job sites he obtained an
overall average of 3.6 out of 5. This indicates
that he has scored above average for work
readiness. He should receive supplementary
materials and activities to enhance the areas
scoring less than 3.
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CE3 Post-Secondary Expectations (PSE)

• Must be one for each PSE area
• Living
• Learning
• Working
• EACH PSE must
• Project beyond high school
• Be observable
• Be based on assessment information

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• The Yes or No question after each PSE
• Is living an area of need that will be addressed
  with goals, services, or activities in this IEP?
• For every box checked No make sure there is
  enough information in the IEP to justify that
  there is not a need at this time.
• For every box checked Yes there should be a
  goal, service, or activity aligned for the need.

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Nick will live on his own after graduation. Based
on the data from a life skills assessment (Casey
Life Skills) Nick may have difficulties living on
his own. Yes could be checked and a goal
written to address the area of need that could
enable him to possibly meet his expectation.
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Cassidy will attend college after graduation.
Based on the informal observation (assessment)
that she has had her previous and current courses
modified, this is not in alignment with her post
secondary expectation Yes could be checked
and a possible trial out of the modifications
could be documented on page F.
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Tracy will join the military after she graduates.
Based on Tracys current ASVAB test score (3)
the staffing team has concluded that joining the
military after graduation is unobtainable at this
time due to the 35 minimum requirement. Yes
should be checked and an activity to explore
other possible career choices should be
documented on page F or job shadowing could be
added.
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CE4 Course of Study

• Must
• Project from current IEP to the time student
  leaves high school
• Be based on the individuals needs
• Specify those courses and activities the student
  will need to pursue PSE
• The state of Iowa expects it to also include
• Requirements for graduation
• Current status with regard to requirements
• Target graduation date
• Courses and activities needed to pursue the PSE
  by graduation date

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CE4 Sample 1

• Troy is an eighteen year old senior with 30.5
  credits earned towards the 40 required to meet
  (graduation requirements). He will need to
  successfully complete one credit of Government,
  Economics, and Physical Education and Auto
  mechanics. He will attend the Transition Fair
  during the Spring of 2010. His senior benchmark
  (portfolio) will also be required. (courses and
  activities). Upon successful completion of the
  above mentioned graduation criteria, Troy is on
  target to graduate in May of 2010 (targeted
  graduation date).

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CE5 Measurable Annual Goals

• All Goals Support Pursuit of Post-secondary
  Expectation(s)
• All Goals Meet the Requirements of a Well Written
  Goal
• Meaningful
• Measurable
• able to be monitored
• useful in making decisions.
• If there is no goal for a specific post-secondary
  area (living, learning, working) justification
  must be documented on page B.

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The Goal Must Include

• Time frame In 36 weeks
• Conditions given a fourth grade level passage
• Behavior Tracy will read
• Criterion 100 words per minute with 95
  decoding accuracy

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CE5 Samples

• In 36 weeks, when given a short story at the 4th
  grade level, Mike will respond to comprehension
  questions (learning) with 80 accuracy.
• Beginning in Jan. 2010 and ending in May 2010,
  when exposed to a community setting, Mike will
  demonstrate increased independence in the
  community (living) by completing 15 out of the
  19 skills outlined on the attached checklist.
• 3. Beginning in Jan.2010 and ending in May 2010,
  when given a list of job sites, Mike will job
  shadow 4 jobs of interest (working) completing
  100 of the related questions.

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CE5 Samples

• Beginning in Jan. 2010 and ending May 2010, when
  given work-related instruction, at 2 job sites,
  he will obtain an average rating of 3.0 (out of
  5) using the Workplace Readiness Rating scale.
  (Working)

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CE6 Supports, Services, Activities, Linkages

• Page F
• Descriptive statements of services or supports
• All needs that are not identified with a goal
  should be identified and addressed on page F.
• For every box checked yes review the goals,
  services and activities to make sure that service
  and supports are appropriate and sufficient for
  the duration of the IEP.

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CE 6 Supports, Services, Activities, Linkages

• Must consider
• Post Secondary Expectations
• PLAAFP information
• Course of Study
• Annual Goals

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CE6 Supports, Services, Activities, Linkages

• If there are needs identified on Page B and are
  not addressed by the goals you will need to
  indicate the special education and related
  services on page F of the IEP.
• Should be relevant and supportive to the
  students Post-secondary Expectations.

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(No Transcript)