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Postsecondary Transition Plan (PTP) Effective Practices
Indicator 13 Compliance 1: Student Invite 2: Measurable Postsecondary Goals 3: Age-Appropriate Transition Assessment 4: Transition Services 5: Coordination of Outside Agencies 6: Course of Study 7: Annual Goals
PTP Application These web browsers will catch mispelled words as you enter infomatio.
District Security Overview District Security Administrator (DSA) Superintendant Director of IT PTP Application Administrator Director of Spec Ed Secretary District Users Roles 1. District User 2. Super User 3. Director/Designee
PTP District Roles Director/Designee Super User District User • has the ability to enter student data, lock completed records, unlock completed records, submit records for DPI review, transfer student records between schools, match WSNs to students • has the ability to enter student data, lock completed records, unlock completed records, submit records for DPI review • has the ability to enter student data, lock completed records.
Indicator 13 Webpage • http: //dpi. wi. gov/sped/spp-transition
1 DPI’s Indicator 13 Webpage 2 3
Parent and Youth Resource • • What is the new PTP application? How will this application be used during an IEP meeting to create a transition plan? Will the completed PTP look the same as the prior transition services form? How can you be an integral part of the transition planning process?
Create a PTP • Create initial student PTP record • Transfer from another district • Student over 14 is initially identified for special education
Finish a PTP • Complete draft records • Complete any records that have not yet been locked
Revise a PTP • Review/Revise: • Midyear with a meeting • Midyear without a meeting • Conduct annual IEP Generates a copy of previously submitted PTP record This option is only available to records that have been locked and submitted to DPI.
Reports • If you need to access a record after locked or submitted
Feedback • Provide DPI with specific details on any errors or complications you experience. Exit PTP application •
Complete prior to the IEP Meeting • Login and search for student • Complete age appropriate transition assessment Invite student Obtain written consent and invite outside agency if appropriate • •
Can’t find the student? • 1 : Widen your search criteria • Then, contact your director/designee st Test District
Step and Question #’s • Important to note that the PTP is an adaptive application - as you answer questions it adapts to how you answer – hence potentially skipping steps/questions
Follow Along • Go to http: //dpi. wi. gov/sped/spp-transition. html
Step 4: Student Invite Test District
Before the Meeting: • Meet with the student to discuss preferences and interests regarding life after high school. • Includes age appropriate transition assessment • Who does the student want involved in the meeting (regular ed. teacher, classmate, counselor, etc. ) • Use the Transition Action Guide (TAG) IEP preparation tips for students
Example of A Student-Directed Invitation Please come to my IEP meeting and share your ideas. Date: Wednesday, October 23 rd Time: 2: 30 p. m. Place: Meeting Room 4 Signed, Your name P. S. If you cannot attend this meeting, please let me know when we can meet to talk about my IEP. Thank you. From "A Student's Guide to the IEP" from NICHCY
A Reminder for Participants Just to Remind You. . . I'm looking forward to seeing you at my IEP meeting. Wednesday, October 23 rd 2: 30 p. m. Meeting Room 4 Signed, Your name
Date: Dear (Student’s Name): You are invited to attend a meeting to review and revise your individualized education program (IEP). Some of the activities of this meeting will be to discuss; 1) your strengths, interests and preferences; 2) the courses, related strategies and transition services that will help you to develop and achieve your goals for the future; and 3) the other agencies that may provide help to you both now and in the future to live a successful adult life. The meeting is scheduled for:
Other Invitation Ideas Invitation emails E-vites (Yahoo is one site that allows users to develop electronic invitations with music) Incorporate school logo or other graphics that are personalized to the student.
Step 6: Obtaining Student Preferences and Interests Test District
Example of Preferences and Interests Statement David indicated that he enjoys working outside and using his hands. He is good at planting his family garden and keeping up with the yard work. David has a part time job with a local landscaper during his summer vacations. David would like to do on the job training after high school in the area of landscaping.
Step 6: Question 9 Learn More
Step 7: Age-Appropriate Transition Assessment Test District
Example of Transition Assessment Results Summary On 8/31/2012, David completed the "Who am I? " Self-Determination questionnaire. David indicated that he enjoys working outside and using his hands. He is good at planting his family garden and keeping up with the yard work. David has a part time job with a local landscaper during his summer vacations. David would like to do on the job training after high school in the area of landscaping. When interviewed, David’s mother shared that he relies on his family to complete tasks such as bathing, dressing, and making simple meals. David is able to read simple sentences but struggles to comprehend directions that involve more than two steps. David is able to read a visual schedule and can follow visual cues when working outside. David can complete simple math problems and understands how to measure up three feet apart using a yardstick.
Step 7: Question 10 Learn More
WSTI Transition Assessment Resource List • A list of free and for-cost assessment tools • • • for different areas of transition. Some are web-based. Assessments listed cover Vocational Assessment, Vocational Exploration, Multiple Intelligences and Learning Styles, and Life Skills NOT all-inclusive--just a sample of what's available.
WI Transition Assessment Guide • Compiled by WSTI and stakeholder groups including • • DVR, DHS, other agencies, and special educators Updated last year to improve usability by teachers Columns in guide lead teachers to compiling a comprehensive assessment
NSTTAC Transition Assessment Toolkit http: //www. nsttac. org/content/age-appropriate-transitionassessment-toolkit • Downloadable guide • Includes examples of assessment for a variety of areas Includes data sheet and task analysis examples Includes timeline for transition assessment • •
Assessment Resources • Opening Doors to Employment ~ Take Stock in Your Skills (p. 15 -21) • Opening Doors to Self-Determination Skills ~ Knowing Yourself (p. 10 -15) ~ Acting on Your Goals (p. 16 -18) ~ My Personal Profile (p. 19 -21) • "Who Am I? " Self-Determination Questionnaire
Step 8: Postsecondary Goal Education/Training
Step 8: Question 11 Learn More
Tips to Remember---Effective Practice • The goals should guide the IEP team in designing a relevant course of study, transition services, annual goals, coordination with agencies, etc. • Discuss further with the student to address postsecondary plans that may not seem "realistic. "
Examples of Education/Training Goals Minimum Compliance: After high school, Hector will attend a 4 -year college or university and earn an undergraduate degree. Enter in the box below additional information, if any, the IEP Team may want to include, Hector will enroll full time in the video game design and development program at UW Stout. Minimum Compliance: After high school, Alice will receive on-the-job training. Enter in the box below additional information, if any, the IEP Team may want to include, Alice’s on-the-job training will include blowing up balloons at the Nelson Family Restaurant.
Step 9: Postsecondary Goal for Employment Test District
PTP: Career Clusters and Pathways • Use this great document to discuss with students • • • which Career Cluster and Pathway fits their future goals. https: //www. wicareerpathways. org/ Career Clusters 101 Module OSEP Letter http: //blogs. edweek. org/edweek/speced/Spitzer. Reznick%20%281%29. pdf DPI Summary http: //sped. dpi. wi. gov/files/sped/pdf/tran-osep-spitzersummary. pdf
Why use WI Career Pathways? https: //www. wicareerpathways. org/ • Connect education and workforce/economic • • • development Transition from high school to adult life High skill, high demand, and high wage careers Emphasize further education Implementation guide and programs of study Career Prep Coordinators
Step 9: Question 12 Learn More
Examples of Employment Goals • After completing or obtaining postsecondary education or training, David will be employed in the field of Agriculture – Plant Systems. Enter in the box below additional information, if any, the IEP team may want included David is interested in selling fertilizer and seeds to farmers. After completing or obtaining postsecondary education or training, Ana will be employed in the field of Art - Painting. • Enter in the box below additional information, if any, the IEP team may want included Ana will start her own small business to sell her paintings. Examples of Postsecondary Measurable Goals Resource
Step 10: Postsecondary Goal Independent Living Test District
Step 10: Question 13 Learn More
Independent Living Goals What are your strategies or guidelines for determining if an independent living goal is needed?
Things to Think About 1. Are the student's goals for independent living the same as nondisabled peers? 2. Does the student require more intervention than a non-disabled peer would to prepare for those independent living goals? If yes, a measurable postsecondary goal is necessary, along with transition services in this area. If no, a measurable postsecondary goal for independent living is not necessary. It is the IEP team’s decision to include a measurable postsecondary goal for independent living.
Step 11: Independent Living Goal Test District
Examples of Independent Living Goals Compliance Example: • After high school, Alice will live in a group home. Effective Practice Example: • After high school, Alice will live in a group home where she will work on increasing her independence preparing for work each day, meal preparation, dressing and personal care skills.
Step 12: Annual Goal(s) Test District
Step 12: Question 15 Learn More
Making the Link • Measurable Postsecondary Goals • Academic and functional skills • Student’s current skill set • Ongoing transition, academic, and behavioral • assessments. Develop annual goals
Relevant Annual Goal Examples • Kate will complete her homework and in-class tasks 4 out of 5 • • times with less than 2 adult prompts per task. Adam will improve his time management skills as evidenced by using his student planner to organize his assignments and after school responsibilities with less than 2 adult prompts per day. Alice will improve her reading comprehension skills as evidenced by reading instructional texts and following directions with 90% accuracy.
NSTTAC Resources http: //www. nsttac. org/content/web-basedexamples-and-nonexamples-sppapr-indicator 13 -checklist-overview
Step 13: Transition Services Test District
Step 13: Question 16 Learn More
Effective Practices in Determining Transition Services • Long range planning • Transition Services Document • Transition Planning Worksheet • School Counselor • WI Career Pathways "My Next Move" button • Responsible Party • Not Applicable
Example of Long Range Planning Category Transition Service School Year Responsible Acquisition of Daily Living Skills Demonstrate ability to communicate personal information 2012 -2013 Student, Family, School Acquisition of Daily Living Skills Prepare and serve foods which require cooking 2013 -2014 Student and Family Acquisition of Daily Living Skills Contact a DHS case manager to placed on the residential service waiting list 2014 -2015 Student, Family, and DHS Acquisition of Daily Living Skills Manage daily time schedule and appointments 2015 -2016 Student, Family, School
Example of Long Range Planning Category Transition Service School Year Responsible Community Experiences Demonstrate ability to safely cross streets including those with traffic lights 2012 -2013 Student, School, and Family Community Experiences Investigate volunteer experiences and participate in one 2013 -2014 Student and Family Community Experiences Obtain a state ID 2014 -2015 Student and Family Community Experiences Identify activities of choice to do with family members or friends 2015 -2016 Student and Family
Examples of Long Range Planning Category Transition Service School Year Responsible Employment and Supported Employment Practice explaining disability and needed accommodations 2012 -2013 Student, Family, and School Employment and Supported Employment Identify work-related strengths and skills 2013 -2014 Student, School, and Family Employment and Supported Employment Complete the online application for DVR and Complete a job shadow experience 2014 -2015 Student, School, DVR Employment and Supported Employment Practice interviewing skills 2015 -2016 Student and School
Examples of Long Range Planning Category Transition Service School Year Responsible Instruction Practice selfadvocacy skills in the school setting 2012 -2013 Student and School Instruction Demonstrate money skills 2013 -2014 Student and School Instruction Enroll in an independent living course 2014 -2015 Student and School Instruction Enroll in a workbased experience 2015 -2016 Student, Family, School, and DVR
Examples of Long Range Planning Category Transition Service School Year Responsible Functional Vocational Evaluation Complete nonverbal picture career interest inventory 2012 -2013 Student and School Functional Vocational Evaluation Team decided this category was not applicable for this school year 2013 -2014 NA Functional Vocational Evaluation Complete an intensive, off-site functional vocational evaluation 2014 -2015 Student, Family, and DVR Functional Vocational Evaluation Produce observable work samples 2015 -2016 Student, School, DVR
Examples of Long Range Planning Category Transition Service School Year Responsible Other Post School Adult Living Objectives Learn about expectations for appropriate behaviors in public 2012 -2013 Student, Family, and School Other Post School Adult Living Objectives Communicate strengths, interests, and preferences 2013 -2014 Student, Family, and School Other Post School Adult Living Objectives Open a bank account and manage finances with supports 2014 -2015 Student and Family Other Post School Adult Living Objectives Register for selective service and learn about public service obligations and opportunities 2015 -2016 Student, Family, and School
Examples of Long Range Planning Category Transition Service School Year Responsible Related Services Team decided this category was not applicable for this school year 2012 -2013 NA Related Services Apply for a mentor through a local, nonprofit agency 2013 -2014 Student and Family Related Services Identify and apply to post school providers of related services and funding services 2014 -2015 Student, Family, and School Related Services Team decided this category was not applicable for this school year 2015 -2016 NA
Step 14: Outside Agencies Test District
Step 14: Question 17 Learn More
Step 16: Yes Test District
Getting to Know Agencies • Updated Transition Action Guide (TAG) • wsti. org/wstidata/resources/tran-adult- services-guide_1348169675. pdf Services search on WSTI website by county (formerly transition resource directory) Community Conversation Entitlement vs Eligibility • • •
Effective Practice when Involving Agencies • Communicate early and often • Learn about eligibility criteria for different agencies Remember to get CONSENT •
Step 17: Course of Study Test District
Step 17: Question Learn More
Coursework Completion System (CWCS) • Subject areas and associated course offering lists • School districts are required to use the CWCS to report data on all courses completed by all students in grades K 4 -12 to DPI • Courses and related codes were derived from the National Center for Education Statistics • The system is intended to assist schools with maintaining information about students' coursework in a format that facilitates the exchange of student records http: //dpi. wi. gov/lbstat/cwcsapp. html
National Career and Technical Education Program of Study Templates Plans of Study Templates can be found in the following areas: Agriculture, Food & Natural Resources Architecture & Construction Arts, Audio/Video Technology & Communications Business, Management & Administration Education & Training Finance Government & Public Administration Health Science Hospitality & Tourism Human Services Information Technology Law, Public Safety, Corrections & Security Manufacturing Marketing Science, Technology, Engineering & Mathematics Transportation, Distribution & Logistics • • • •
Effective Practices in developing a Course of Study • Multi-year planning • Student transcripts • Guidance Counselor • Diploma vs Certificate of Completion http: //sped. dpi. wi. gov/sped_bul 10 -08 • Work study and/or independent living skills coursework • Adapted courses
Example of Multi-Year Planning Course Title School Year American Literature 2012 -2013 Algebra 1 2012 -2013 World History 2012 -2013 Biology 2012 -2013 Physical Education 2012 -2013 Introduction to Art 2012 -2013 US History 2013 -2014 British Literature 2013 -2014 Physical Science 2013 -2014 Geometry 2013 -2014 Personal Finance 2013 -2014 Spanish 1 2013 -2014
Example of Multi-Year Planning Course Title School Year Speech 2014 -2015 Life Skills Math 2014 -2015 Botany 2014 -2015 Social Skills and How to Transition to Adulthood 2014 -2015 Work Experience 1 2014 -2015 US Government 2014 -2015 Physical Education 2015 -2016 Spanish 2 2015 -2016 Intermediate Art - Pottery 2015 -2016 Personal Health and Safety 2015 -2016 Economics 2015 -2016 Work Experience 2 2015 -2016
Step 18: Transfer of Rights Test District
Step 18: Question 21 Learn More
Step 18: Yes Minimum Compliance: "What You Should Know About Wisconsin Law“ Effective Practice: David was given the booklet "What You Should Know About Wisconsin Law. ” A discussion about the rights provided to parents under IDEA explained that these rights are now provided to him as the adult.
Resources for Transfer of Rights • "What You Should Know About Wisconsin Law" http: //www. legalexplorer. com/resources/database/Pub. PDFs/ 54 -ONB 18. pdf All WI State Bar Association printed resources (including guardianship) http: //www. legalexplorer. com/resources/booksearch. asp Booklet from the Civil Rights Division of the Department of Justice www. justice. gov/crt/publications/division_booklet. pdf Special Education Rights for Parents and Children http: //sped. dpi. wi. gov/sped_pcrights • • •
Step 19: Student Exit Year Test District
Step 19: Question 22 Learn More
Step 19: Yes
Summary of Performance • Effective Practice So. P form: http: //www. wsti. org/wstidata/resources/2012 sop% 20 final%20 may%2010_1347297299. doc
Summary of Academic Achievement • Reading, writing, and math • Grade level or test score and description of skills • Summarize academic achievement in terms of • • postsecondary goal Statement of Impact that the disability has on functioning in that academic area Necessary accommodations and modifications
Summary of Functional Performance • General ability and problem-solving • Learning style • Communication • Social skills and behavior • Independent living • Self advocacy skills • Vocational transition • Attention and executive functioning Follow identical process for providing information on these areas.
Recommendations • Accommodations • Adaptive devices • Assistive services • Compensatory strategies • Support services What accommodations, modifications, supports, agency contacts, etc. are recommended for the student at the postsecondary level?
Student Involvement SUMMARY OF PERFORMANCE: STUDENT PERSPECTIVE A. How does your disability affect your schoolwork and school activities (such as grades, relationships, assignments, projects, communication, time on tests, mobility, extra-curricular activities)? B. In the past, what supports have been tried by teachers or by you to help you succeed in school (aids, adaptive equipment, physical accommodations, other services)? C. What assistive technology do you use? How and when is it used? D. Which of these accommodations, assistive technologies, and supports has worked best for you? Why? E. Which of these accommodations, assistive technologies, and supports have not worked? Why not? F. What are your strengths and needs as you leave high school and begin further learning, working and living?
• • • Follow Through With Student Provide a copy of the SOP and review document with student for understanding Release of information required if teacher shares it on behalf of the student Discuss how, when, and why the So. P should be shared (disability disclosure) Attach disability documentation Discuss confidentiality in connection with disclosure Discuss district policy for retaining records
Technical Assistance Contacts WI Department of Public Instruction Wendi Dawson wendi. [email protected] wi. gov 608 -266 -1146 Nancy Fuhrman nancy. [email protected] wi. gov 608 -267 -9243 Wisconsin Statewide Transition Initiative Jen Bourget [email protected] org 262 -787 -9500 ext. 9613 CESA 1, 3, 4 Pam Jenson [email protected] org 608 -921 -1400 CESA 2 Wendi Dawson [email protected] org 608 -266 -1146 CESA 5 Dave Nass [email protected] org 920 -855 -2114 ext. 250 CESA 6, 7, 8 Jen Ledin [email protected] org 715 -682 -2363 ext. 149 CESA 9, 10, 11, 12