LRP Publications, September 2, 2009, Wednesday

LRP Publications

September 2, 2009, Wednesday

Key points:
· All 60 states, territories report 2007-08 data for Indicator 13
· Shift focus from data collection, basic compliance to substantive progress
· Implement improvement activities that yield change at individual, system level

Report: More states meet IDEA compliance criteria for secondary transition planning

States’ efforts to comply with IDEA Indicator 13 are paying off, according to a recent analysis by the National Secondary Transition Technical Assistance Center. The analysis is part of a recent report published by the Technical Assistance Coordination Center that summarizes state activities and efforts to comply with IDEA Part B
and Part C indicators.

Indicator 13 requires states to report data on “the 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 child to meet [his] postsecondary goals.”

All 60 states and territories reported 2007-08 data for Indicator 13. Forty-eight states and territories made progress or remained the same, while 12 states and territories reported slippage. Ultimately, 15 states and territories met the compliance criteria -- an 8.3 percent increase from 2006-07.

Data collection and reporting for Indicator 13 is becoming more routine for states, sources say. As such, it’s a good time to start focusing more on making substantive progress in postsecondary transition planning rather than simply meeting basic compliance standards. To start, initiate proactive internal reviews, tap into federal and state resources, and focus on staff training and accountability.

“One hundred percent reporting is a positive step,” said Amy Szymanski, special education, secondary transition and school improvement consultant for the State Support Team Region 1 in Toledo, Ohio. “It shows us that everyone is speaking the same language [regarding transition planning], and that is encouraging,” she added.

Keep in mind, however, that even though there was a reported increase in the number of states meeting compliance criteria for Indicator 13, there still is a 75 percent noncompliance rate. “We still have a lot of work to do,” Szymanski said.

“While we’re seeing a gradual improvement in the rate of compliance across states over time, compliance is only the first step,” said Nancy Hinkley, transition specialist for the Employment and Disability Institute at the Cornell University School of Industrial and Labor Relations. If you only focus on writing compliant IEPs, you will not make substantive progress. Districts must build sustainable practices and implement quality transition services if they want to see real growth in positive postsecondary outcomes, she said.

Special Ed Connection® related story:
· Lead system, individual change to improve postsecondary planning (Sept. 2)
*For more stories and guidance on this topic, see the IDEA Indicators Roundup.
Learn more about the Sept. 30 audio conference Transition Services in the IEP: Requirements for Post-Secondary
Planning.
Melissa Greenwood covers Section 504 issues for LRP Publications.

September 2, 2009
Copyright 2009© LRP Publications

Lead system, individual change to improve postsecondary planning

States continue to rely on training, professional development and improved data collection to meet IDEA Indicator 13 standards, according to a recent analysis by the National Secondary Transition Technical Assistance Center. The analysis is part of a recent report published by the Technical Assistance Coordination Center that summarizes state efforts to comply with IDEA Part B and Part C indicators.

Data reported under Indicator 13 reflect “the 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 child to meet [his] postsecondary goals.”

Of the 60 states and territories reporting data for 2007-08, 59 included improvement activities. The two most frequently reported activities were “provide training/professional development/technical assistance” and “improve data collection and reporting/examine policies and procedures.” Notably, “collaboration/coordination” showed the biggest increase in use.

“Improvement takes both system and individual change,” said Nancy Hinkley, transition specialist for the Employment and Disability Institute at the Cornell University School of Industrial and Labor Relations. “It may take a district several years of concerted effort to reach quality compliance if transition services have not been a programming focus.”

That’s why it’s important for administrators to be proactive in this area, Hinkley said. Here are some of her top tips to help you get started:

· Know Indicator 13 requirements and how they are measured in your state. NSTTAC’s Indicator 13 Checklist Form A and Form B are great national resources. However, keep in mind that states often use revised versions of the checklist or their own checklist. As such, check with your state education department for guidance on measuring Indicator 13.

· Focus on team-building, communication. Develop collaborative teams that connect schools, postsecondary institutions, employment and community agencies, parents, employers and workforce preparation organizations. Also, establish a district-level collaborative team to provide ongoing leadership, turnkey instruction and coaching. At the school level, set up teams to provide analysis, leadership and guidance regarding policies and procedures. These team members also can help garner buy-in for transition initiatives and carry core messages back
to staff. They are instrumental in training and mentoring school-level peers, Hinkley said.

· Conduct internal reviews of students’ IEPs. Employ your state’s data collection tool or the NSTTAC checklist to conduct the reviews. District team leaders might pull small batches of IEPs from different schools. They then can use the data to build improvement plans that detail individuals’ roles and responsibilities as well as staff development and communication-building activities.

· Train school staff about the essential components of transition planning. Next, build in guided practice. For example, you might ask staff members to evaluate the quality of some of their transition plans under your supervision or the supervision of transition team leaders. Also, set up an accountability system. Peers might check each other’s IEPs against a compliance standards checklist prior to an IEP meeting. Administrators or special education directors also might check IEPs periodically for transition compliance.

· Highlight transition planning best practices, said Amy Szymanski, special education, secondary transition and school improvement consultant for the State Support Team Region 1 in Toledo, Ohio. Recommend staff: 1) bring together a comprehensive IEP team, including representatives from community agencies; 2) start planning by establishing a vision statement that reflects where the student sees himself in the future; 3) use an age-appropriate
functional transition assessment to determine where the student is now; and 4) take a collaborative, student-centered approach to determine what steps he will need to take to achieve his goals.
September 2, 2009
Copyright 2009© LRP Publications