Transition Considerations for Administrators
8/3/2017
Transition Considerations for Administrators August 2017
PA Secondary COP Transition Conference Hillary A. Mangis, Ph.D. & Paula Schmitt
Pennsylvania Training and Technical Assistance Network
PaTTAN’s Mission The mission of the Pennsylvania Training and Technical Assistance Network (PaTTAN) is to support the efforts and initiatives of the Bureau of Special Education, and to build the capacity of local educational agencies to serve students who receive special education services.
1
8/3/2017
PDE’s Commitment to Least Restrictive Environment (LRE)
Our goal for each child is to ensure Individualized Education Program (IEP) teams begin with the general education setting with the use of Supplementary Aids and Services before considering a more restrictive environment.
Objectives • Describe the role of the LEA rep in the IEP meeting • Identify tasks to accomplish Before, During and After an IEP meeting • Identify the Who, What, When, Where, Why and How of Secondary transition • Identify compliance considerations related to transition • List effective practices related to transition
2
8/3/2017
IEP Document Have you or your teachers been trained in writing compliant and effective IEPs? Are there checks and balances in place to provide feedback to teachers and ensure that they are writing IEPs that are both compliant and effective?
5
What do you think?
The LEA/Principal needs to be familiar with the concepts and practices of special education including IDEA & PA laws and regulations 6
3
8/3/2017
What do you think?
TRUE
The LEA/Principal needs to beThe familiar with the concepts LEA/ Principal needs to have not only knowledge the educationalof practices of special and ofpractices special education and an overall understanding of IDEA and the PA state law and regulations, but they education including IDEA & must also have a basic understanding of special education history, understanding of current legal PA laws and regulations and ethical standards, and emerging issues in special education. 7
What do you think?
The LEA/Principal must be prepared to lead meetings related to providing services, including transition services, to students with disabilities 8
4
8/3/2017
What do you think?
TRUE
The LEA/Principal must be prepared to lead meetings The LEA/Principal needs to be able to discuss the services and supports for special education, have related to providing services knowledge of student’s rights supported through the procedural safeguards, have a basic to students with and disabilities knowledge of how the student’s disability impacts their performance academically and functionally. 9
What do you think?
The transition coordinator is solely responsible for contributing to the development and implementation of transition-related IEP components 10
5
8/3/2017
What do you think?
FALSE
The LEA/Principal needs to lead theIEPway data It is the team, for including thecollection LEA representative who is responsible for the development and implementation of all components of the IEP, including transition.
11
What do you think?
As per the IDEA regulations, who are the required members of an IEP team?
12
6
8/3/2017
The Required Members of the IEP Team • • • • •
Parent(s) of the student At least one regular education teacher At least one special education teacher Local Education Agency (LEA) Representative* Someone who can interpret the instructional implications of the evaluation results • Other individuals who have knowledge or special expertise regarding the child • Student (who is 13 turning 14 and older) must be invited – they are not “required members” (IDEA 300.321) 13
LEA Representative Roles and Responsibilities
300.321 (a) (4)
Is qualified to provide, or supervise the provision of, specially designed instruction to meet the unique needs of children with disabilities
Is knowledgeable about the general education curriculum
Is knowledgeable about the availability of resources of the public agency 14
7
8/3/2017
Entitlement vs Eligibility School/IDEA
Post-School/ADA and Section 504
13 disability categories entitle to service FAPE School responsibility Accommodations and specially designed instruction (adaptations, modifications, and services) Parent driven
Must meet eligibility criteria, must substantially impact major life activity Nondiscrimination and equal access Individual responsibility to “self-disclose” “Reasonable accommodations” Student driven
Considerations for Administrators (Before, During & After the IEP meeting)
Pennsylvania Training and Technical Assistance Network
8
8/3/2017
Before the IEP Meeting Encourage parental involvement in the IEP from the beginning of the evaluation process Use parent data Follow timelines in order to be in compliance Invite all required members of the IEP team – try to convene at a time when it is mutually agreeable so that parents can be actively engaged. Document 3 attempts in communication. Be sure all information is gathered prior to the IEP meeting, so it can be as efficient as possible. You can have a draft IEP, as long as there isn’t ‘predetermination’. 17
What do you do within your district related to transition BEFORE an IEP meeting? TURN AND TALK
9
8/3/2017
During the IEP Meeting Look at seating arrangements and make introductions. Create the environment where all members feel a part of the group. Acknowledge parent(s) by name, not “mom” or “dad”. It gives dignity and respect to the team meeting to show they are equal partners. Use parent-friendly language that the parent can understand. Do not assume that they know special education lingo and acronyms. Do not use the term “as needed” in the IEP If there is a comment made during the meeting that is 19 ‘out of line’, use a standard answer for reply.
Prevent Power Imbalance • • • • •
Greet parents outside of the conference room Emphasize the focus is on the child Remove power differential Align expectations Know when to pause
20
10
8/3/2017
What is a standard answer? Incorporate an answer that references: Evaluation data The IEP Team The concept of “need” The requirement to provide FAPE (“free, appropriate, public education”)
21
Consensus
Seek consensus with the parent in bite-sized pieces
22
11
8/3/2017
What do you do within your district related to transition DURING an IEP meeting? TURN AND TALK
After the IEP Meeting Check on the implementation of the IEP one to two weeks after the meeting: Teacher Student Parent
24
12
8/3/2017
What do you do within your district related to transition AFTER an IEP meeting?
TURN AND TALK
Resource: Before During and After IEP
13
8/3/2017
A Good Resource for Principals
27
Compliance Considerations Pennsylvania Training and Technical Assistance Network
14
8/3/2017
What is Secondary Transition? “ a coordinated set of activities for a child with a disability that is designed within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s 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.” (IDEA 2004)
What are the components of transition planning? • Can include: instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and if appropriate, acquisition of daily living skills and functional vocational evaluation
15
8/3/2017
What does secondary transition accomplish? • Makes education/training, employment and independent living accessible to students with disabilities
• Helps students/families think about the future and jointly plan with school and supporting agencies
Why Secondary Transition? The National Longitudinal Study-2 (NLTS-2) – • 19% of students with disabilities attended four-year colleges and universities, compared to 40% of students without disabilities.. • 35% of students with disabilities who enter four-year colleges and receive disability services from the college graduate, whereas 55% of students without disabilities graduate. • Students with disabilities continue to demonstrate poorer employment outcomes than do other young adults (e.g., fewer hours per week, lower salaries, reduced benefits). (Newman et al., 2011) •
16
8/3/2017
For Whom Is Secondary Transition Required?
When does planning begin? • Age 14 or sooner if appropriate – During annual IEP – Includes course of study
17
8/3/2017
Who should be involved? • • • • • •
Student Family School staff Personnel from outside agencies CTC staff if appropriate Other
HOW to write a good transition IEP: Good Assessment • Interest inventories • Vocational assessments • Career planning tests • Job shadowing • Mentoring Aptitudes, Interests, Abilities
Agency Involvement • Office of Vocational Rehabilitation • Office of Mental Health/Mental Retardation • Other community agencies that provide support to individuals with disabilities Must be invited if providing a program for transition services
18
8/3/2017
How administrators can support transition: • Provide appropriate training/technical assistance and involve LEA reps • Ensure programmatic/financial resources • Allot time to assess, plan, collaborate with agencies • Ensure access to appropriate assessments and knowledge to interpret data meaningfully • Collaborate with administrative team involved in transition process
Where to get more assistance • • • •
Local Transition Coordinating Councils Local Intermediate Unit PaTTAN Agencies – OVR, DHS, Behavioral Health team members
19
8/3/2017
Transition is the Bridge
THE IEP IS THE STORY
20
8/3/2017
Considerations Guide Sheet
42
21
8/3/2017
Considerations Guide Sheet Section A – What system is in place to ensure that students 14 years and older are being invited to the IEP meeting using the most current invitation (effective July 1, 2015)? Who is monitoring the accuracy of these invitations? – If an agency is not able to participate in the IEP meeting, how can you ensure that the student and family are aware of the services and supports the agency provides? How is this documented in the IEP? 43
Invitation to the IEP
22
8/3/2017
Considerations Guide Sheet Section B – Of the four types of assessment, is there any type that is strong and used on a consistent basis and an area that is weaker and is not being used? – Is ALL assessment data interpreted and utilized in the IEP? – Is there a planful grade level assessment progression utilized in your district at this time?
45
Academic Assessments • Summative – assess progress at the end of a defined period of instruction
• Formative - classroom based formal and informal assessment tools to shape teaching and learning
• Diagnostic – assessments administered prior to instruction, to determine each student's strengths, weaknesses, knowledge, and skills
• Benchmark- designed to assess and provide feedback about how the student is progressing towards demonstrating proficiency on grade level standards
46
23
8/3/2017
Activity Match the example of the assessment to the assessment category:
47
Considerations Guide Sheet Section C – How do you help facilitate discussion to address goals that are unrealistic at the IEP meeting?
48
24
8/3/2017
When students have “unrealistic” goals • Use ongoing assessment, exploration, and experiences to work through “unrealistic” goals • Help students learn about requirements needed for their goals • Further exploration may indicate: – Student who wants to be a veterinarian may actually have interest in a “helping” role. – Student who wants to be a pilot may have an interest in settings near air transport. – Student interested in professional sports career may actually be interested in working with sporting goods.
Considerations Guide Sheet Section D – What activities are already occurring in the general education setting (academic classes, guidance, etc.) that would be appropriate to list in an IEP transition grid for a student with a disability?
50
25
8/3/2017
PA 339- Counseling Plan • • • •
Program Delivery Curriculum Action Plan Organization of postsecondary resources Individualized Academic Career Plan
http://www.education.pa.gov/K12/PACareerStandards/Resources/Pages/339CounselingPlan.aspx#tab-1
Considerations Guide Sheet Section E – After reviewing the goals of your IEP, were there any of the four criteria consistently missing?
52
26
8/3/2017
Measurable Annual Goals Four required parts: 1. Condition 2. Student’s Name 3. Clearly Defined Behavior 4. Performance Criteria
Adapted from Strategies for Writing Better Goals and Short Term Objectives or Benchmarks by Benjamin Lignugaris/Kraft Nancy Marchand-Martella and Ronald Martella Sept/Oct 2001 Teaching Exceptional Children
53
Indicator 13 Compliance Module Series Area of Need
Suggested Module
A. IEP Invitation B. Assessment C. Unrealistic Goals D. Activities E. Measurable Annual Goals *** annually updating postsecondary goals
Module 1 Module 2 Module 3 Module 5 Module 6 *** Module 4
27
8/3/2017
Resources Modules on PaTTAN Website: http://www.pattan.net/category/Educational%20Initiatives/Seco ndary%20Transition/page/Indicator_13_Compliance_Module_ Series.html Secondary Transition: Getting It Right in the IEP Indicator 13 Checklist Secondarytransition.org
Effective Program Considerations Pennsylvania Training and Technical Assistance Network
28
8/3/2017
Evidence Based Predictors (Test et al., 2015) • Career Awareness
• Independent Living Skills
• Community Experiences
• Interagency Collaboration
• High School Diploma Status
• Occupational Courses
• Inclusion in Gen Ed
• Paid Employment/Work Experiences
Evidence Based Predictors Continued • Parent Expectations
• Social Skills
• Parental Involvement
• Student Support
• Program of Study
• Transition Program
• Self-Determination
• Vocational Education • Work Study
29
8/3/2017
Interagency Collaboration Education Health and Human Services
Community Partners
Student
Workforce Development
Parents
Vocational Rehab
Inclusion Students who are included in regular academics are 5x more likely to be enrolled in postsecondary education than peers not taking regular academic courses (Baer et al., 2003)
30
8/3/2017
NTACT Top Resources for Administrators
Contact Information
www.pattan.net
Hillary A. Mangis, Ph.D. [email protected] 412-826-6878 Paula Schmitt [email protected] 412-826-6858
Commonwealth of Pennsylvania Tom Wolf, Governor
31
Transition Considerations for Administrators August 2017
PA Secondary COP Transition Conference Hillary A. Mangis, Ph.D. & Paula Schmitt
Pennsylvania Training and Technical Assistance Network
PaTTAN’s Mission The mission of the Pennsylvania Training and Technical Assistance Network (PaTTAN) is to support the efforts and initiatives of the Bureau of Special Education, and to build the capacity of local educational agencies to serve students who receive special education services.
1
8/3/2017
PDE’s Commitment to Least Restrictive Environment (LRE)
Our goal for each child is to ensure Individualized Education Program (IEP) teams begin with the general education setting with the use of Supplementary Aids and Services before considering a more restrictive environment.
Objectives • Describe the role of the LEA rep in the IEP meeting • Identify tasks to accomplish Before, During and After an IEP meeting • Identify the Who, What, When, Where, Why and How of Secondary transition • Identify compliance considerations related to transition • List effective practices related to transition
2
8/3/2017
IEP Document Have you or your teachers been trained in writing compliant and effective IEPs? Are there checks and balances in place to provide feedback to teachers and ensure that they are writing IEPs that are both compliant and effective?
5
What do you think?
The LEA/Principal needs to be familiar with the concepts and practices of special education including IDEA & PA laws and regulations 6
3
8/3/2017
What do you think?
TRUE
The LEA/Principal needs to beThe familiar with the concepts LEA/ Principal needs to have not only knowledge the educationalof practices of special and ofpractices special education and an overall understanding of IDEA and the PA state law and regulations, but they education including IDEA & must also have a basic understanding of special education history, understanding of current legal PA laws and regulations and ethical standards, and emerging issues in special education. 7
What do you think?
The LEA/Principal must be prepared to lead meetings related to providing services, including transition services, to students with disabilities 8
4
8/3/2017
What do you think?
TRUE
The LEA/Principal must be prepared to lead meetings The LEA/Principal needs to be able to discuss the services and supports for special education, have related to providing services knowledge of student’s rights supported through the procedural safeguards, have a basic to students with and disabilities knowledge of how the student’s disability impacts their performance academically and functionally. 9
What do you think?
The transition coordinator is solely responsible for contributing to the development and implementation of transition-related IEP components 10
5
8/3/2017
What do you think?
FALSE
The LEA/Principal needs to lead theIEPway data It is the team, for including thecollection LEA representative who is responsible for the development and implementation of all components of the IEP, including transition.
11
What do you think?
As per the IDEA regulations, who are the required members of an IEP team?
12
6
8/3/2017
The Required Members of the IEP Team • • • • •
Parent(s) of the student At least one regular education teacher At least one special education teacher Local Education Agency (LEA) Representative* Someone who can interpret the instructional implications of the evaluation results • Other individuals who have knowledge or special expertise regarding the child • Student (who is 13 turning 14 and older) must be invited – they are not “required members” (IDEA 300.321) 13
LEA Representative Roles and Responsibilities
300.321 (a) (4)
Is qualified to provide, or supervise the provision of, specially designed instruction to meet the unique needs of children with disabilities
Is knowledgeable about the general education curriculum
Is knowledgeable about the availability of resources of the public agency 14
7
8/3/2017
Entitlement vs Eligibility School/IDEA
Post-School/ADA and Section 504
13 disability categories entitle to service FAPE School responsibility Accommodations and specially designed instruction (adaptations, modifications, and services) Parent driven
Must meet eligibility criteria, must substantially impact major life activity Nondiscrimination and equal access Individual responsibility to “self-disclose” “Reasonable accommodations” Student driven
Considerations for Administrators (Before, During & After the IEP meeting)
Pennsylvania Training and Technical Assistance Network
8
8/3/2017
Before the IEP Meeting Encourage parental involvement in the IEP from the beginning of the evaluation process Use parent data Follow timelines in order to be in compliance Invite all required members of the IEP team – try to convene at a time when it is mutually agreeable so that parents can be actively engaged. Document 3 attempts in communication. Be sure all information is gathered prior to the IEP meeting, so it can be as efficient as possible. You can have a draft IEP, as long as there isn’t ‘predetermination’. 17
What do you do within your district related to transition BEFORE an IEP meeting? TURN AND TALK
9
8/3/2017
During the IEP Meeting Look at seating arrangements and make introductions. Create the environment where all members feel a part of the group. Acknowledge parent(s) by name, not “mom” or “dad”. It gives dignity and respect to the team meeting to show they are equal partners. Use parent-friendly language that the parent can understand. Do not assume that they know special education lingo and acronyms. Do not use the term “as needed” in the IEP If there is a comment made during the meeting that is 19 ‘out of line’, use a standard answer for reply.
Prevent Power Imbalance • • • • •
Greet parents outside of the conference room Emphasize the focus is on the child Remove power differential Align expectations Know when to pause
20
10
8/3/2017
What is a standard answer? Incorporate an answer that references: Evaluation data The IEP Team The concept of “need” The requirement to provide FAPE (“free, appropriate, public education”)
21
Consensus
Seek consensus with the parent in bite-sized pieces
22
11
8/3/2017
What do you do within your district related to transition DURING an IEP meeting? TURN AND TALK
After the IEP Meeting Check on the implementation of the IEP one to two weeks after the meeting: Teacher Student Parent
24
12
8/3/2017
What do you do within your district related to transition AFTER an IEP meeting?
TURN AND TALK
Resource: Before During and After IEP
13
8/3/2017
A Good Resource for Principals
27
Compliance Considerations Pennsylvania Training and Technical Assistance Network
14
8/3/2017
What is Secondary Transition? “ a coordinated set of activities for a child with a disability that is designed within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s 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.” (IDEA 2004)
What are the components of transition planning? • Can include: instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and if appropriate, acquisition of daily living skills and functional vocational evaluation
15
8/3/2017
What does secondary transition accomplish? • Makes education/training, employment and independent living accessible to students with disabilities
• Helps students/families think about the future and jointly plan with school and supporting agencies
Why Secondary Transition? The National Longitudinal Study-2 (NLTS-2) – • 19% of students with disabilities attended four-year colleges and universities, compared to 40% of students without disabilities.. • 35% of students with disabilities who enter four-year colleges and receive disability services from the college graduate, whereas 55% of students without disabilities graduate. • Students with disabilities continue to demonstrate poorer employment outcomes than do other young adults (e.g., fewer hours per week, lower salaries, reduced benefits). (Newman et al., 2011) •
16
8/3/2017
For Whom Is Secondary Transition Required?
When does planning begin? • Age 14 or sooner if appropriate – During annual IEP – Includes course of study
17
8/3/2017
Who should be involved? • • • • • •
Student Family School staff Personnel from outside agencies CTC staff if appropriate Other
HOW to write a good transition IEP: Good Assessment • Interest inventories • Vocational assessments • Career planning tests • Job shadowing • Mentoring Aptitudes, Interests, Abilities
Agency Involvement • Office of Vocational Rehabilitation • Office of Mental Health/Mental Retardation • Other community agencies that provide support to individuals with disabilities Must be invited if providing a program for transition services
18
8/3/2017
How administrators can support transition: • Provide appropriate training/technical assistance and involve LEA reps • Ensure programmatic/financial resources • Allot time to assess, plan, collaborate with agencies • Ensure access to appropriate assessments and knowledge to interpret data meaningfully • Collaborate with administrative team involved in transition process
Where to get more assistance • • • •
Local Transition Coordinating Councils Local Intermediate Unit PaTTAN Agencies – OVR, DHS, Behavioral Health team members
19
8/3/2017
Transition is the Bridge
THE IEP IS THE STORY
20
8/3/2017
Considerations Guide Sheet
42
21
8/3/2017
Considerations Guide Sheet Section A – What system is in place to ensure that students 14 years and older are being invited to the IEP meeting using the most current invitation (effective July 1, 2015)? Who is monitoring the accuracy of these invitations? – If an agency is not able to participate in the IEP meeting, how can you ensure that the student and family are aware of the services and supports the agency provides? How is this documented in the IEP? 43
Invitation to the IEP
22
8/3/2017
Considerations Guide Sheet Section B – Of the four types of assessment, is there any type that is strong and used on a consistent basis and an area that is weaker and is not being used? – Is ALL assessment data interpreted and utilized in the IEP? – Is there a planful grade level assessment progression utilized in your district at this time?
45
Academic Assessments • Summative – assess progress at the end of a defined period of instruction
• Formative - classroom based formal and informal assessment tools to shape teaching and learning
• Diagnostic – assessments administered prior to instruction, to determine each student's strengths, weaknesses, knowledge, and skills
• Benchmark- designed to assess and provide feedback about how the student is progressing towards demonstrating proficiency on grade level standards
46
23
8/3/2017
Activity Match the example of the assessment to the assessment category:
47
Considerations Guide Sheet Section C – How do you help facilitate discussion to address goals that are unrealistic at the IEP meeting?
48
24
8/3/2017
When students have “unrealistic” goals • Use ongoing assessment, exploration, and experiences to work through “unrealistic” goals • Help students learn about requirements needed for their goals • Further exploration may indicate: – Student who wants to be a veterinarian may actually have interest in a “helping” role. – Student who wants to be a pilot may have an interest in settings near air transport. – Student interested in professional sports career may actually be interested in working with sporting goods.
Considerations Guide Sheet Section D – What activities are already occurring in the general education setting (academic classes, guidance, etc.) that would be appropriate to list in an IEP transition grid for a student with a disability?
50
25
8/3/2017
PA 339- Counseling Plan • • • •
Program Delivery Curriculum Action Plan Organization of postsecondary resources Individualized Academic Career Plan
http://www.education.pa.gov/K12/PACareerStandards/Resources/Pages/339CounselingPlan.aspx#tab-1
Considerations Guide Sheet Section E – After reviewing the goals of your IEP, were there any of the four criteria consistently missing?
52
26
8/3/2017
Measurable Annual Goals Four required parts: 1. Condition 2. Student’s Name 3. Clearly Defined Behavior 4. Performance Criteria
Adapted from Strategies for Writing Better Goals and Short Term Objectives or Benchmarks by Benjamin Lignugaris/Kraft Nancy Marchand-Martella and Ronald Martella Sept/Oct 2001 Teaching Exceptional Children
53
Indicator 13 Compliance Module Series Area of Need
Suggested Module
A. IEP Invitation B. Assessment C. Unrealistic Goals D. Activities E. Measurable Annual Goals *** annually updating postsecondary goals
Module 1 Module 2 Module 3 Module 5 Module 6 *** Module 4
27
8/3/2017
Resources Modules on PaTTAN Website: http://www.pattan.net/category/Educational%20Initiatives/Seco ndary%20Transition/page/Indicator_13_Compliance_Module_ Series.html Secondary Transition: Getting It Right in the IEP Indicator 13 Checklist Secondarytransition.org
Effective Program Considerations Pennsylvania Training and Technical Assistance Network
28
8/3/2017
Evidence Based Predictors (Test et al., 2015) • Career Awareness
• Independent Living Skills
• Community Experiences
• Interagency Collaboration
• High School Diploma Status
• Occupational Courses
• Inclusion in Gen Ed
• Paid Employment/Work Experiences
Evidence Based Predictors Continued • Parent Expectations
• Social Skills
• Parental Involvement
• Student Support
• Program of Study
• Transition Program
• Self-Determination
• Vocational Education • Work Study
29
8/3/2017
Interagency Collaboration Education Health and Human Services
Community Partners
Student
Workforce Development
Parents
Vocational Rehab
Inclusion Students who are included in regular academics are 5x more likely to be enrolled in postsecondary education than peers not taking regular academic courses (Baer et al., 2003)
30
8/3/2017
NTACT Top Resources for Administrators
Contact Information
www.pattan.net
Hillary A. Mangis, Ph.D. [email protected] 412-826-6878 Paula Schmitt [email protected] 412-826-6858
Commonwealth of Pennsylvania Tom Wolf, Governor
31
