FAQs about New Transition Plans

DSD Related Services Department1/27/2012

Why?

• For Compliance File Reviews• To align with Rules and Regs and case law• To operate around a more conceptual understanding of

transition (not just procedural)• To make better connections between the transition plan and

the rest of the IEP

You know that UPIPS Thing? (Utah Program Improvement Planning System)

• This Continuous Improvement Monitoring Process is conducted by the Utah State Office of Education (USOE) Special Education Services (SES), as required by the Individuals with Disabilities Education Act (IDEA), Part B. The process is designed to focus resources on improving results for students with disabilities through enhanced partnerships between charter school and district programs, USOE-SES, the Utah Personnel Development Center, parents, and advocates.

• Davis District uses the data from our UPIPS reviews to determine what adjustments need to made to our sped programs in order to best show we are working to meet the needs of our students enrolled in Special Education.

• Most of the recommended changes have already been put into place.

Indicator 13: Transition School to Post School

• Each student with a disability aged 16 and older, or earlier if appropriate, must have in place an IEP that includes appropriate, measurable post-secondary goals that are annually updated and based upon an age-appropriate transition assessment; transition services, including courses of study, that will reasonably enable the student to meet those post-secondary goals; and annual IEP goals related to the student’s transition services needs.

• There also must be evidence that the student was invited to the IEP Team meeting where transition services are to be discussed and evidence that, if appropriate, a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority.

Breaking it Down• 1. Appropriate measurable postsecondary goals that cover education/training, employment,

and as needed, independent living?• 2. Are the postsecondary goals updated annually?• 3. Is there evidence that the measurable postsecondary goals were based on age appropriate

transition assessment?• 4. Are there transition services in the IEP that will reasonably enable the student to meet

his/her postsecondary goals?• 5. Do the transition services include courses of study that will reasonably enable the student

to meet his/her postsecondary goals?• 6. Are there annual IEP goals related to the student's transition service needs?• 7. Is there evidence that the student was invited to the IEP Team meeting where transition

services were discussed?• 8. If appropriate, is there evidence that a representative of any participating agency was

invited to the IEP Team meeting with the prior consent of the parent/student who has reached the age of majority.

SO, WHAT SHOULD WE DO?

The Beginning

• Review of previous plan

• Transition Assessments– Attach to the IEP

Major Change #1

• The Big 4 are now the Big 3–Post-Secondary Education–Employment–Independent Living–Community Experiences

Now a service to support the other

three areas!

Major Change #2

• Each of the Big 3 areas has its own section on the transition plan– Each area follows the same process (same for all three

areas)

The New Process…

1. Fill out the LTMTSA. Except, they are now called “Measureable Post-Secondary

Goals”B. You must fill out Post-Secondary Education and EmploymentC. You only need to fill out Independent Living if it is an area of

need for the student (if it isn’t, just mark “not applicable”)- DATA!

D. My idea now fills in “After leaving school, student will”

The New Process…2. Transition Services = “a coordinated set of activities” (p.135)

A. Examples:a) Instruction/Educationb) Related Servicesc) Community Experiencesd) Career/Employmente) Adult Living/Daily Living Skills

B. Just because we mark these doesn’t mean that we are providing all the services and activities (parents can provide some too). See next slide…

The New Process…

3. Connection to IEP Services- ways that the IEP can provide transition services (the school is providing)

A. GoalsB. ServicesC. Accommodations/ModificationsD. Other

The New Process…

4. Inter-agency linkagesA. Relate to the area they fall underB. Notice the new optionC. Remember to get consent before putting the Agency on the

notice of meeting form.

Still Part of the Process

• Courses of Study– List the classes (in general) they will need to take in upcoming years

• Age of Majority

Major Change #3

• No need for a separate Transition PLAAFP and Goal…– As long as you create a strong link from the transition plan

to a content area PLAAFP/Goal– But, you can still write one if the student needs one

Caution: This does not mean that we are no longer

doing transition goals! It simply means that another

goal can be a transition goal as well.

Strong Links

• Need to be explicit, specific connections• Can be shown through:– IEP connections in the transition plan

• Complete the textboxes to make the connection throughout the IEP

– Naming a PLAAFP/Goal with transition in the title• i.e. “Math/Transition” or “Behavior/Transition”

– Listing “transition” in the services section• i.e. “Math/Transition” - 45 minutes• Or “Math/Reading/Social Skills/Transition” – 135 minutes

Strong Links– In the PLAAFP Statement (needs):

• “In order to…– work as a cook…”– attend college…”– develop the independent living skill of budgeting…”– get along with boss/coworkers…”– fill out a resume…”– read directions for a recipe…”– manage their own health…”– organize their own schedule…”– obtain assistance from adult agencies…”– And so on…

• “Adam needs to…”

Practice Time!

• Practice time- Working with a partner, think of a student one of you have, and fill out the transition plan for them. You only need to do one of the three areas.

Final Thoughts…

• Remember, changes took place in myIDEA on November 19th