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Checklist Guidance - CHECKLIST FOR MONITORING INDICATOR #13

By Chris Cook,2014-05-06 12:02
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Checklist Guidance - CHECKLIST FOR MONITORING INDICATOR #13

    Texas Education Agency Data Collection for State Performance Plan

    Indicator 13 Student Folder/IEP Review Chart

    (To be used as guidance for Checklist for Measurement of Indicator 13)

    2008-2009

Indicator 13: Percent of youth aged 16 and above with an IEP that includes coordinated, measurable, annual IEP goals and transition services

    that will reasonably enable the student to meet the postsecondary goals.

The IEP includes measurable postsecondary goals. (?300.320)

    Transition Services. Beginning not later than the first IEP to be in effect when the student turns 16, or younger if determined appropriate by the IEP

    Team, and updated annually, thereafter the IEP must include appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training/education, employment, and where appropriate independent living skills (?300.320(b)(1)

    Items Discussion/Notes Sources of Information 1. The IEP includes measurable 1. A measurable postsecondary goal is a statement based on age 1. Interest inventories

    postsecondary goals. appropriate transition assessments that articulates what the student Transition assessments

    would like to achieve after high school taking into account the Other evaluation data

    student’s strengths, preferences and interests. Measurable ARD documentation

    postsecondary goals must be written for training/education and Student/parent information

    employment. When appropriate, postsecondary goals must be

    written for independent living. Measurable means it is countable and

    is an outcome, not a process.

    2. Initial transition services 2. In compliance with IDEA 2004, transition services must be addressed 2. ARD documentation discussion occurs no later than beginning no later than the first IEP to be in effect when the student the first IEP to be in effect turns 16. The following situations should be taken into account which

    when the student turns 16. allow a response of NA: th ? If a student transferred into a district after his/her 16 birthday,

    and the student’s IEP did not include any evidence of transition

    services on this first IEP to be in effect when the student turned

    16; the receiving district will not be out of compliance. When

    completing the folder review for this student, the district will

    indicate “NA” under Item #2.

    ? If a student’s initial placement ARD did not take place until after

    the student turned 16, the district will indicate “NA” under Item #2.

    ? If a student was reported in a previous data collection as out of

    compliance on this item, it is not necessary to report this again.

    The district will indicate “NA” under Item #2.

    ? Texas Education Agency 2007

    Statewide High School Transition Network

    Page 1 of 5

The IEP includes measurable postsecondary goals. (?300.320)

    Transition Services. Beginning not later than the first IEP to be in effect when the student turns 16, or younger if determined appropriate by the IEP Team, and updated annually, thereafter the IEP must include appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training/education, employment, and where appropriate independent living skills (?300.320(b)(1)

    Items Discussion/Notes Sources of Information 3. Age appropriate transition 3. Transition Assessments should be related to: 3. Individual student

    assessments are completed. assessments ? Education/training

     ? Employment

    Interest inventories, aptitude ? Independent living skills, when appropriate tests, interviews, etc. Age appropriate refers to chronological age

    4. Student strengths and needs 4. Student needs should be captured in present level of academic 4. Assessment data, including

    are identified. achievement and functional performance data. age appropriate transition

     assessments

    5. The IEP is reviewed and 5. In order to assure the attainment of postsecondary goals, a review 5. ARD documentation

    updated at least annually. of transition services and IEP goals should take place at least

     annually.

    6. Annual IEP goals facilitate 6. At least one annual goal needs to address postsecondary goals. 6. ARD documentation

    movement toward An annual goal could address multiple goals.

    postsecondary goals.

The IEP includes transition services in the form of coordinated activities (?300.43)

    Transition services means a coordinated set of activities for a student with a disability that

    (1) Is designed within a results-oriented process, that is focused on improving the academic and functional achievement of the student with a

    disability to facilitate the child’s movement from school to post-school activities, and (2) Is based on the individual student’s needs, taking

    into account the student’s strengths, preferences and interests (?300.43)

    Items Discussion/Notes Sources of Information 7. The student is invited to the 7. Notice of ARD meeting

    ARD/IEP meeting.

    8. Student preferences and 8. Either the student attends the ARD meeting and expresses 8. Notice of ARD meeting

    interests are taken into preferences and interests or … ARD documentation

    consideration in the If the student does not attend the ARD meeting, the district must Interest inventory

    development of the IEP. take other steps to ensure the student’s preferences and interests Interviews

     are considered. (?300.321(b)(2)) Student/parent information

    ? Texas Education Agency 2007

    Statewide High School Transition Network

    Page 2 of 5

The IEP includes transition services in the form of coordinated activities (?300.43)

    Transition services means a coordinated set of activities for a student with a disability that

    (2) Is designed within a results-oriented process, that is focused on improving the academic and functional achievement of the student with a

    disability to facilitate the child’s movement from school to post-school activities, and (2) Is based on the individual student’s needs, taking

    into account the student’s strengths, preferences and interests (?300.43)

    Items Discussion/Notes Sources of Information 9. Student needs, taking into 9. Postsecondary goals should reflect student strengths, preferences 9. Interest inventories

    account student strengths, and interests. Transition assessments

    preferences and interests are Other evaluation data

    reflected in identified ARD documentation

    postsecondary goals. Student/parent information

The IEP includes transition services in the form of coordinated activities (?300.43)

    Transition services means a coordinated set of activities for a student with a disability that

    (3) Is designed within a results-oriented process, that is focused on improving the academic and functional achievement of the student with a

    disability to facilitate the child’s movement from school to post-school activities, and (2) Is based on the individual student’s needs, taking

    into account the student’s strengths, preferences and interests (?300.43)

    Items Discussion/Notes Sources of Information 10. Based on student needs, 10. Transition services in the form of coordinated activities: 10. Progress monitoring

    transition services in the form ? Improve academic/functional achievement Report cards

    of coordinated activities include ? Focus on a results-oriented process Review of transition services

    instruction, related services, ? Are specific services that facilitate moving the student ARD documentation

    community experiences, from school to post-school activities

    development of employment/ ? May include transition assessments, instruction, related

    adult living and if appropriate, services, IEP goals and objectives, course of study, PLAFP,

    acquisition of daily living skills parent/student input, and if appropriate agency involvement

    and provision of functional and are clearly linked to the student’s postsecondary goals

    vocational evaluation.

     Note: If response to this item was No, circle all transition services

    areas on the Checklist that were not included in the coordinated set

    of activities. If a statement was made that the service area was not

    needed, then consider it addressed.

    11. The IEP includes a course of 11. Course of study may be a 4-6 year plan which may need to be 11. ARD documentation

    study that support updated as student progresses 4/6 year plan

    postsecondary goals. Personal graduation plan

    ? Texas Education Agency 2007

    Statewide High School Transition Network

    Page 3 of 5

The IEP includes transition services in the form of coordinated activities (?300.43)

    Transition services means a coordinated set of activities for a student with a disability that

    (4) Is designed within a results-oriented process, that is focused on improving the academic and functional achievement of the student with a

    disability to facilitate the child’s movement from school to post-school activities, and (2) Is based on the individual student’s needs, taking

    into account the student’s strengths, preferences and interests (?300.43)

    Items Discussion/Notes Sources of Information 12. With the consent of parents or 12. To the extent appropriate, with the consent of the parents or a child 12. ARD meeting attendance

    adult student, any agency who has reached the age of majority… the public agency must Notice of ARD meeting

    responsible for providing invite a representative of any participating agency that is likely to be Agency documentation

    transition services is invited to responsible for providing or paying for transition services

    the ARD/IEP meeting. (?300.321(b)(3))

    Note: N/A is an acceptable response if it is not appropriate to invite

    an agency or if there is documentation that parent or adult

    student consent was not given.

    13. The ARD committee 13. It is the LEA’s responsibility to ensure that transition services 13. ARD documentation

    reconvenes to develop included in the IEP are provided. (?300.324(c)(1))

    alternative strategies when

    participating agencies failed to Note: N/A is an appropriate response if agency provided services

    provide transition services. and ARD did not need to reconvene for the purpose of

    alternative strategies.

    The IEP meets the requirements This item is a cumulative measure of the thirteen Checklist items listed of Indicator 13. above. If all of the responses were “Y” or “NA,” then the “Yes” is

    chosen. If there is at least one “N” marked, then “No” is the correct

    response.

    ? Texas Education Agency 2007

    Statewide High School Transition Network

    Page 4 of 5

    Quality Analysis

    The following information will assist in the planning of professional development activities at the state, regional and district levels to provide more effective high school transition planning and services for students.

    For each statement, indicate the quality level that best reflects data collected from the student’s folder.

    Q.1. Degree to which yearly Q.1. In determining which quality indicator to select, consider each Q.1. ARD Documentation progress was made toward statement carefully. Pay particular attention to the development of the

    postsecondary goals using course of study and supports needed to be in place to help facilitate

    coordinated set of activities. student’s annual progression toward attainment of postsecondary goals. Q. 2. Student needs, strengths, Q. 2. In determining which quality indicator to select, consider each Q. 2. ARD Documentation preferences, and interests were statement carefully. Needs, strengths, preferences, and interests

    fundamental in the development of should be reflected in postsecondary goals, course of study, transition

    the IEP. services, etc.

    Q. 3. Degree to which student Q. 3. Student participation goes beyond student sitting in the ARD Q. 3. ARD Documentation participated in ARD and meeting. Documentation needs to reflect what the student did within the

    development of IEP. context of the meeting.

The following two statements will help determine state training in the area of higher education connections.

    Q. 4. Materials/information for Q. 4. A response of “Yes” would indicate that there is documentation of Q. 4. ARD Documentation higher education connections were the materials or information shared with the student.

    shared with the student. A response of “No” indicates no documentation was made in this area.

    Q. 5. If response to the previous Q. 5. If response to previous statement is “Yes,” please identify all Q. 5. ARD Documentation statement is “Yes,” please identify documented information shared with the student.

    all materials and/or information that

    were shared with the student.

    (Check all that apply.)

    ? Texas Education Agency 2007

    Statewide High School Transition Network

    Page 5 of 5

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