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Transcript of Pennsylvania Training and Technical Assistance Network Overview Effective Practices for Secondary...
Pennsylvania Training and Technical Assistance Network
OverviewEffective Practices for Secondary
Transition (EPST)Cohort # 1
PAIU Special Education DirectorsOctober 18, 2013
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.
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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.
Pennsylvania Training and Technical Assistance Network
Background
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• Percent of students, age 16 and above, with IEPs that meet transition requirements– coordinated, measurable, annual IEP
goals, and– transition services that will lead to post-
secondary goals.
State Performance Plan: Indicator 13
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100% Compliance100% Compliance
State Performance Plan: Indicator 13
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Actual Target Data
School Year Actual % Ind. 13 Cohort
05-06 72% N/A
06-07 69% N/A
07-08 75.1% N/A
08-09 Not Reported Cohort #1
09-10 76.1% Cohort #2
10-11 81.4% Cohort #3
11-12 86.6% Cohort #4
12-13 - Cohort #5
13-14 - EPST #1
Indicator 13 Pre/Post Data
Indicator 13 Element Results Prior to Training (%
yes)
Results After
Training(% yes)
Age Appropriate Transition Assessment
39% 89%
Post-Secondary Goal(s) 17% 85%
Student Invited to IEP Meeting 63% 96%
Agency representation 43% 68%
Courses of Study 37% 95%
Transition Services 23% 84%
Measurable annual goals 20% 73%
Pennsylvania Training and Technical Assistance Network
EPST Construct:
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Elements of Effective Transition Programs
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Individualized Process
• Was the bases for the Indicator 13 training in Pennsylvania for the past six years.
• Aligned to the Indicator 13 checklist for IEP and program review.
• Will be utilized as the first part of the Effective Practices Cohort Trainings for the next six years
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Elements of Effective Transition Programs
• Individualized Process– Based on assessment– Utilizes six-step process – Grounded in the general
education curriculum– Builds essential skills
• Academic• Social/interpersonal• Work related• Self advocacy
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A Process for Addressing Transition
Step One: Use assessment to identify the student’s post- secondary desired goals or vision.
Step Two: Describe the student’s Present Levels of Academic Achievement / Functional
Performance (PLAAFP), embedding Assessment data
Step Three: Establish Transition Team partnerships
Step Four: Design a Transition Plan that includes courses of study and Services/Activities (transition grid)
Step Five: Determine Measurable Annual Goals that address skill deficits and lead to post-secondary goals
Step Six: Monitor progress and adjust instruction based on data 12
Elements of Effective Transition Programs
• Partnerships– Parents/families– General education
including CTE– Community including
employers– Agencies– Post-Secondary
Education and Training
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Elements of Effective Transition Programs
• Youth Participation and Engagement– Participating in IEP
process– Developing
•Self-Awareness •Self-Advocacy•Self-Determination
Skills
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Elements of Effective Transition Programs
• Program Structures and Characteristics: the context for secondary transition– Overall skill
development including College and Career Readiness
– Policies and Procedures– Resources– Professional
Development 15
Transition within a Tiered Model - College & Career Readiness for ALL Students
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Tier 3: Intensified Programming for a Few StudentsIntensive, individualized supports for academic, social &interpersonal, self-determination skills.Intensified assessment & planning (e.g., RENEW, Person-Centered Planning)Individualized interventions for dropout preventionIntensified programming for secondary transitionIntensified partnerships including parent, interagency and community
Tier 2: Targeted Programming for Some StudentsAdditional assessment and progress monitoring across domains to meet individual need Supplemental supports for academic, social /interpersonal, self-determination skills.Targeted guidance for dropout prevention: Check & Connect, mentoring, SAPSupplemental assessment & planning for post-secondary outcomes (including transition planning for IEP students); work-based assessment and learningAdditional assessment across domains as needed to meet individual needTargeted supervision and follow-up with community learning opportunitiesAdditional outreach to ensure family engagement
Tier I Programming for ALL StudentsRigor, relevance, engaging instruction with literacy strategies across curriculumClear behavioral expectations taught and reinforcedStrong guidance program for all studentsDropout prevention, e.g., 9th grade academies, Early Warning Systems Screening and ongoing assessment across domainsData-driven decision-making at individual and school levelsEarly and ongoing assessment for developing career and graduation plansCurricular connections to career and educational goals; infusion of CEW standardsConnection with employers and post-secondary education, e.g., job shadowing, volunteering, Families informed & engaged
Adapted from the work of Morningstar (2011) and National Secondary Transition Technical Assistance Center (2011)
Pennsylvania Training and Technical Assistance Network
EPST:What, Who and Why
What is EPST?
Overview webinar & Secondary Transition Program Survey / Interview
Review of IEPs using updates Indicator 13 Checklist and LEA Administration
Regional Training
If there are issues with Indicator 13
requirements
Modified Indicator 13 Training & Support based
in areas of need
When LEA meets Indicator 13
requirements …
If there are not issues with Indicator 13
requirements
Effective Practices Facilitated Self-
Assessment
Training & TA based on 2
areas of need
Customized training plan
developed by each LEA/CTC w/ PaTTAN
and/or IU
What is EPST?
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• As a result of this training series, participants will demonstrate the ability to:– Develop IEPs that include:
• Post-secondary goals that are based upon age appropriate transition assessments
• Clearly written Present Levels of Academic Achievement and Functional Performance
• Meaningful transition services and activities that will help the student to achieve his/her post-secondary goals
• Measurable Annual Goals that address skill deficits and provide for progress monitoring
What is EPST?
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• As a result of this training series, participants will be able to:– Utilize ongoing assessment and progress monitoring
practices
– Implement effective practices that will lead to successful postsecondary outcomes for students age 14-21 in special education.
– Work collaboratively with students, families, education and agency staff in the secondary transition process.
– Foster meaningful youth participation and engagement
What is EPST?
• Each designated entity:– School District or Charter School (LEA)
and related Career and Technical Centers (CTCs)
• will be assigned to one of six professional development cohorts, with only one cohort active per year.
• LEAs will be notified annually of the current year’s cohort assignments.
Who Engages in EPST?
• Based upon the need of LEA/CTC – • Teams include:
– Special Education Administration– General Education Administration– District Transition Coordinator– Career and Technical Education Staff– ALL special education staff responsible for writing IEPs for
students age 14 or older– Other staff responsible for contributing to IEPs/Transition
Programming
• Other recommended team members:– Guidance Counselors– School Psychologists– School Nurse– General Education Teacher(s)
Why EPST?
• IDEA requirements for transition planning
• State Performance Plan (SPP)
• A concerted effort of Pennsylvania Department of Education (PDE), Bureau of Special Education (BSE) to meet federal requirements AND improve outcomes for students with disabilities
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Why EPST?
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Percentage of students whose IEPs met Indicator 13 Requirements: 86.6%
Percentage of students whose IEPs did not meet Indicator 13 Requirements: 13.4%
APR: 2011-2012
Contact Information www.pattan.net
Paula SchmittPaTTAN [email protected] 412-826-6858800-446-5607 ex. 6858
Michael StoehrPaTTAN [email protected] ex. 6864
Commonwealth of PennsylvaniaTom Corbett
Governor
Pennsylvania Department of EducationCarolyn C. Dumaresq, Ed. D.
Secretary
John J. TommasiniDirector
Bureau of Special Education