INDICATOR #13 “TIPS” SHEET



INDICATOR #13 “TIPS” SHEET

CITATION IA/§200.4(d) (2)(ix)(a): ISSUE - UNDER THE STUDENT’S PRESENT LEVELS OF PERFORMANCE, THE IEP INCLUDES A STATEMENT OF THE STUDENT’S NEEDS, TAKING INTO ACCOUNT THE STUDENT’S STRENGTHS, PREFERENCES AND INTERESTS, AS THEY RELATE TO THE TRANSITION FROM SCHOOL TO POST-SCHOOL ACTIVITIES.

What does this really mean? Within the Present Levels of Performance (PLP), reflect on the student’s measurable post-secondary goal (MPSG) as to how the needed skills, abilities and/or strengths relate to intended outcomes for education/training, employment and independent living. Reflect on the student’s MPSG in as many Present Levels needs statements as appropriate to the student.

Where do I get the information to complete this section? Completing an Age Appropriate Transition Assessment beginning at age 12 and updating the information annually will help with the creation of these statements. Reference assessments in the PLP Evaluation Results, then discuss how the student’s strengths, skills/abilities and/or needs relate to his/her goal and discuss what, in the PLP areas and Transition Needs, skills would need to be developed in order for the student to obtain the MPSGs.

Sources of information can be obtained (but not limited to!) from:

➢ The Student’s voice/input

➢ Transition Assessments

➢ Career Development and Occupational Skills Standards (CDOS)

➢ Annual Guidance Review

➢ New York State Career Plan

➢ Job Coach notes

➢ Employability Profile

➢ Skills learned from work-based learning experiences and skills still needed to obtain

➢ Reflection on the student’s abilities in the Universal Foundation Skills (i.e., time management, problem solving, communication, etc.)

➢ Updates from last year’s Coordinated Set of Activities

➢ Information from outside agencies that are providing transition activities

➢ Reports from Career and Tech (CTE) courses/instructors

➢ General education teachers in content areas that relate to the MPSG

➢ If conducted, results from a Level Two (Functional Vocational Assessment such as what is administered at BOCES) and a Level Three Assessment (sometimes referred to as a Community Based Assessment or Situational Assessment)

➢ Career interest inventories (i.e., careerzone.)

➢ Volunteer experiences

➢ Feedback from related service providers as it relates to the MPSGs

➢ Psychological and educational testing

➢ Performance on local and state assessments

➢ Performance on classroom based curriculum expectations

➢ Parents/family members input.

❖ What if the student does not know what s/he wants to do in the future or appears to have unrealistic plans given his/her strengths and needs? This is developmentally appropriate and not unique to students with disabilities! The student needs career exposure/exploration/ assessment in order to clarify future goals and skill development. There are a variety of transition assessments that should be used to gather information that will assist in the clarification of student skills, needs and goals. Consideration should be given to needs relating to basic workplace behavior, employer expectations, and foundation skills (i.e. ability to read, take supervision, manage their time, etc.).

Sample Statements:

“According to an age appropriate transition assessment (student’s name) states that s/he is interested in becoming a _____________________ upon completion of high school. In order to be successful, s/he will need ______________________ (identify skills needed, high school degree requirement, experiences needed, etc.). (Student’s name) would be successful in this career as he/she is able to _____________________ (identify skill(s)).”

“(Student’s name) has stated that s/he is unaware of what s/he wants to do in the future but has shown an interest in ____________________. In order to plan for the future, (student’s name) will need to explore various options that match his/her interests and strengths. In order to accomplish this, s/he will need to complete an interest inventory. (NOTE: This can then be an activity listed in the Coordinated Set of Activities under the Development of Employment). (Student’s name) ability to _______________(identify skill(s)) will enable him/her to be successful in any career field.”

CITATION IB/§200.4(d) (2)(ix)(b): ISSUE - THE IEP INCLUDES APPROPRIATE MEASURABLE POST-SECONDARY GOALS BASED UPON AGE APPROPRIATE TRANSITION ASSESSMENTS RELATING TO TRAINING, EDUCATION, EMPLOYMENT AND, WHERE APPROPRIATE, INDEPENDENT LIVING SKILLS.

• What does this really mean? Address what the student intends to do AFTER high school and begin these statements with “Student will…”. The statements are specific to individual students.

• Where do I get the information to complete this section? Within the Age Appropriate Transition Assessment ask the student what they are planning for employment, education/training and independent living upon completion of high school.

❖ If the student is uncertain as to what they will pursue in education/training, employment and independent living, use general reference to receiving training and gaining employment in some field.

Sample Statements:

Education/Training:

“(Student’s name) will enroll at ABC University in order to study ___________________.”

“Upon completion of high school, (student’s name) will enroll in a certification program in ___________________________.”

“Upon exiting from high school, (student’s name) will participate in training within a community setting and develop skills in ______________________.”

“(Student’s name) will receive on-the-job training with job coach support in the field of _________________________.”

Employment:

“After college, (student’s name) will be competitively employed as a __________________ OR in the field of __________________.”

“(Student’s name) will be employed as a ___________________________.”

“After graduation from high school, (student’s name) will be employed with support in the area of ________________________.”

“Upon exiting from high school, (student’s name) will pursue employment within a community setting with significant support in the area of ____________________________.”

Independent Living Skills (WHEN APPROPRIATE):

“Upon completion of high school, (student’s name) will live _______________________ (independently, in housing that provides support/supervision, etc.).”

“(Student’s name) will live in a community/residential setting with significant support.”

“(Student’s name) will live independently.”

“(Student’s name) will live with family members.”

CITATION IIA/§200.4(d) (2)(ix)(c): ISSUE - THE IEP INCLUDES A STATEMENT OF THE TRANSITION SERVICE NEEDS OF THE STUDENT THAT FOCUSES ON THE STUDENT’S COURSES OF STUDY SUCH AS PARTICIPATION IN ADVANCED PLACEMENT COURSES OR A VOCATIONAL EDUCATION PROGRAM.

Transition Needs:

• What does this really mean? Identify what transition needs the student has as it relates to their measurable post-secondary goal. What are potential barriers to achieving their post-secondary goals? What skills do they need to develop in order to be as independent as possible or successful in their chosen career field? What activities should the student be engaged in in order to achieve their post-secondary goal? This information should be a restatement of the information regarding the student’s needs identified in the Present Levels of Performance.

• Where do I get the information to complete this statement? The information used to complete this section can be found in the “needs” section of the Present Levels of Performance. These are the student needs that have already been identified as barriers to the student achieving their post-secondary goals.

Sample Statements:

“Currently, (student’s name) is able to do ________________________ (fill in what s/he can do in relation to the skills needed for his/her future goal as specifically as possible) but will need to work on _______________________ (fill in what s/he needs to work on in detail) in order to be successful as a ______________________.”

“The student will need to develop skills in the area of ________________________ in order to be successful in a training program or workplace.”

“As an employee in any career field, the student will need to develop skills in _______________________ (identify skills the student needs to continue to develop as it relates to the disability) in order to be successful in achieving post-secondary goals.”

This can also be a bulleted list of needs relating to transition.

Ex. “In order to be successful in his/her post-secondary goals, (student name) needs to improve their skill in:”

▪ Self-advocacy

▪ Organization

▪ Active Listening

Course(s) of Study:

• What does this really mean? Courses of Study are courses the student could participate in to help a student reach his/her post-secondary goals. Courses of study align the student’s course selection with his/her future plans or suggest courses that the student could enroll in that will provide foundation skills in order to achieve his/her post school goals.

• Where do I get information to know what courses a student can take? The student’s school counselor is an excellent source of information on what courses are available that link to the student’s post-school goal. Career and Technical courses offered at BOCES and electives available within the student’s school also offer a specific course of study. Core curriculum courses (i.e. English/Social Studies/Science/Math) are also courses of study to consider in developing skills to be successful in the student’s post-secondary goal.

Sample Statements:

“(Student’s name) needs to take courses to support needs in the area of ___________________ as well as courses necessary to achieve a high school diploma.”

“(Student’s name) will continue to take Regent’s level classes to gain skills necessary for going to college.”

“In addition to the SDI provided to support the achievement of the Skills and Achievement Commencement Credential, (student’s name) will need to receive instruction in _____________________ (identify skill(s)).”

CITATION IC/§200.4(d) (2)(iii)(a): ISSUE - THE IEP LISTS MEASURABLE ANNUAL GOALS RELATED TO THE STUDENT’S TRANSITION SERVICE NEEDS.

What does this really mean? Annual Goals are based on need area(s) the student exhibits as a result of their disability. Annual Goals are skills that the student will need to continue to develop in order to make a successful transition from school to a post-school setting. Annual Goals are not based on curriculum.

Where do I get information to develop annual goals? Skill based goals are based on information presented about the student’s area of disability/disabilities in the Present Levels of Performance (PLP). Needs identified in the PLP can be addressed as an annual goal, testing accommodation, program/service, and/or an activity in the Coordinated Set of Transition Activities.

What should I write? Annual Goals include the following components:

o Setting or Circumstance (condition)

o Action Verb (what action the student will demonstrate/perform?)

o Skill (skill student needs to develop)

o Evaluative Criteria (how well and over what period of time the student must perform a behavior in order to consider it met?)

o Evaluation Procedure (what is the teacher method to evaluate that the student is learning a skill and measure progress?)

o Evaluation Schedule (how often will the evaluation procedure(s) be used to measure the student’s progress toward mastering the skill?)

Sample Statement:

|ANNUAL GOALS |CRITERIA |METHOD |SCHEDULE |

|Given a task requiring organization of 2 or |In 3 out of 5 trails daily with less than 2|Student checklist and work samples |Weekly |

|more steps, student will verbally identify |verbal prompts | | |

|steps needed to complete the task and will | | | |

|complete the task independently. | | | |

CITATION IIB/§200.4(d) (2)(ix)(d): ISSUE - THE IEP INCLUDES NEEDED ACTIVITIES TO FACILITATE THE STUDENT’S MOVEMENT FROM SCHOOL TO POST-SCHOOL ACTIVITIES, INCLUDING:

✓ INSTRUCTION,

✓ RELATED SERVICES,

✓ COMMUNITY EXPERIENCES,

✓ THE DEVELOPMENT OF EMPLOYMENT AND OTHER POST-SCHOOL ADULT LIVING OBJECTIVES, AND

✓ WHEN APPROPRIATE, ACQUISITION OF DAILY LIVING SKILLS AND PROVISION OF A FUNCTIONAL VOCATIONAL EVALUATION.

What does this really mean? What activities does the school district need to provide a student with a disability that are DIFFERENT from an activity that is provided to all students? Activities are required to address the student’s needs in ALL SIX AREAS (instruction, related services, development of employment and other post-school adult outcomes, community experiences, acquisition of daily living skills and functional vocational evaluation), or a null statement is necessary to identify no needed activities in a given area (possibly related services, community experiences, acquisition of daily living skills, and functional vocational evaluation).

Where do I get information to complete this section? You will obtain this information when you develop the student’s needs as it relates to their transition from school to post-school.

CITATION IIc/§200.4(d) (2)(ix)(e): ISSUE - THE IEP INCLUDES A STATEMENT OF THE RESPONSIBILITIES OF THE SCHOOL DISTRICT AND, WHEN APPLICABLE, PARTICIPATING AGENCIES FOR THE PROVISION OF SUCH SERVICES AND ACTIVITIES THAT PROMOTE MOVEMENT FROM SCHOOL TO POST-SCHOOL OPPORTUNITIES, OR BOTH, BEFORE THE STUDENTS LEAVES THE SCHOOL SETTING.

What does this really mean? In the Coordinated Set of Activities under “School District/Agency Responsible”, identify the name of the school district (i.e. Anywhere Central School District) in each area where an activity is listed. You can also list the job title (i.e. Special Education Teacher, School Counselor, etc.) of the person that has agreed to be responsible for assisting in the completion of that activity. You can never list a parent. If a null statement has been written for the activity, you may write NA.

|Beginning not later than the first IEP to be in effect when the student is age 15 (and at a younger age, if determined appropriate). |

|COORDINATED SET OF TRANSITION ACTIVITIES |

|Needed activities to facilitate the student’s movement from |Service/Activity |School District/ |

|school to | |Agency Responsible |

|post-school activities | | |

|Instruction (REQUIRED) |“With special education support, (student’s name) will learn to |ABC Central School District |

| |highlight and define key vocabulary words in order to improve reading|Special Education Teacher |

| |comprehension.” | |

| | | |

| |“With special education support, (student’s name) will learn to tell | |

| |time on an analog clock.” | |

| | |ABC Central School District/Special Education Teacher |

| |“Student receives special education services to develop | |

| |organizational skills.” | |

| | |ABC Central School District/Special Education Teacher |

| |“Student attends CTE classes in order to learn skills necessary for | |

| |auto mechanics.” |ABC Career and Tech Center/ABC BOCES |

| | |CTE Teacher |

|Related Services |“(Student’s name) receives counseling in order to address behavior |ABC Central School District/School Counselor |

| |outbursts.” | |

|Community Experiences |“(Student’s name) will identify community bus routes and times in |ABC Central School District |

| |order to transport to his/her job at ___________.” |Special Education Teacher |

| | |Transition Specialist, ABC BOCES |

| |“(Student’s name) will explore the local Workforce Development Office| |

| |with support from special education staff. The student will then |ABC Central School District |

| |identify how this office can assist in finding employment.” |Special Education Teacher |

| | | |

| |“Student has no needs at this time.” | |

| | | |

| | | |

| | |NA |

|Development of Employment and Other Post-school Adult Living |“(Student’s name) will have the opportunity to meet with an ACCES-VR |ABC Central School District/Special Education Teacher |

|Objectives |counselor to determine eligibility for services.” |School Counselor |

|(REQUIRED) | | |

| |“In order to improve employability skills, (student’s name) will | |

| |participate in a work-based learning experience. |ABC Central School District |

| | |Special Education Teacher |

| |“Due to reading comprehension difficulties, (student’s name) will |Work-Based Learning Coordinator |

| |complete an interest inventory with support from special education | |

| |staff to identify potential interest areas.” |ABC Central School District |

| | |Special Education Teacher |

| |“Student will review skills necessary to be successful in an |School Counselor |

| |interview.” | |

| | | |

| | | |

| | |Transition Specialist, ABC BOCES |

|Acquisition of Daily Living Skills (if applicable) |“Due to attention issues, (student’s name) will practice selecting |ABC Central School District |

| |clothing appropriate to the daily weather with support from special |Special Education Teacher |

| |education staff.” | |

| | | |

| |“Due to difficulties with gross/fine motor skills, the student will | |

| |learn how to complete self-help tasks with support.” |ABC Central School District |

| | |Special Education Teacher |

| |“No activities necessary at this time.” | |

| | | |

| | |NA |

|Functional Vocational Assessment (if applicable) |“(Student’s name) will participate in a functional vocational |ABC Central School District |

|*This is an assessment in addition to a Level 1 age appropriate |assessment at BOCES in order to identify possible career interest |Special Education Teacher |

|transition assessment |areas.” |Transition Specialist, ABC BOCES |

| | | |

| |“(Student’s name) will participate in a community based assessment | |

| |with XYZ Agency in order to determine the level of support the | |

| |student will need for future employment.” | |

| | |ABC Central School District |

| |“CSE has determined there is no need for a Functional Vocational |Special Education Teacher |

| |Assessment at this time.” |Transition Specialist, ABC BOCES |

| | | |

| | | |

| | | |

| | |NA |

CITATION IIIA/(a) §200.4(d) (4)(i)(c): IF THE PURPOSE OF A CSE MEETING IS TO CONSIDER THE POST-SECONDARY GOALS FOR THE STUDENT AND THE TRANSITION SERVICE NEEDED TO ASSIST THE STUDENT IN REACHING THOSE GOALS, THE SCHOOL DISTRICT INVITES THE STUDENT. IF THE STUDENT DOES NOT ATTEND, THE DISTRICT TAKES STEPS TO ENSURE THAT THE STUDENT’S PREFERENCES AND INTERESTS ARE CONSIDERED.

What does this really mean? There should be a separate letter of invite given and/or sent to the student from the CSE inviting them to their meeting. A copy of this letter must be retained in the student’s cumulative file.

CITATION IIIB/(b) §200.4(d) (4)(i)(c): TO THE EXTENT APPROPRIATE AND WITH PARENTAL CONSENT OR CONSENT OF A STUDENT 18 YEARS OF AGE OR OLDER, THE SCHOOL DISTRICT INVITES A REPRESENTATIVE OF ANY PARTICIPATING AGENCY THAT IS LIKELY TO BE RESPONSIBLE FOR PROVIDING OR PAYING FOR TRANSITION SERVICES. IF AN AGENCY INVITED TO SEND A REPRESENTATIVE TO A MEETING DOES NOT DO SO, THE DISTRICT TAKES STEPS TO INVOLVE THE OTHER AGENCY IN THE PLANNING OF ANY TRANSITION SERVICES.

What does this really mean? Is the student working with an agency that pays for or provides transition services (OPWDD, OMH, ACCES-VR, etc.)?

If yes, there needs to be documented evidence of parental or student consent to invite the agency to the annual review and an invite needs to be sent to the agency. Pertinent information from the agency should be documented in the Present Levels of Performance.

If no, citation does not apply.

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PRESENT LEVELS OF PERFORMANCE

MEAURABLE POST-SECONDARY GOALS SECTION

ANNUAL GOALS

COORDINATED SET OF ACTIVITIES

OTHER CITATIONS

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