Transition Services
Teaching and Learning
Special Education
Secondary Programs
Agenda
Understanding the State Performance Plan
Impact of the Performance Indicators
Emphasis on Indicator 13
Transition Planning (Begin with the End)
Development of goals and objectives
Unveiling coordinated activities
Indicator 14 – End Result!!!
State Performance Plan (SPP)
The Individuals with Disabilities Education Act
(IDEA) of 2004 requires each state to develop a
six year performance plan that
• evaluates the state’s efforts to implement the
requirements and purposes of IDEA, and
• illustrates how the state will continuously
improve upon this implementation
The Texas SPP includes five monitoring priorities
and twenty indicators
State Performance Plan (SPP)
In alignment with IDEA 2004, the US Department
of Education Office of Special Education Programs
(OSEP) has identified five monitoring priorities
within the SPP: (1) Free Appropriate Public
Education in the Least Restrictive Environment;
(2) Disproportionality; (3) Child Find; (4)
Effective Transition; and (5) General Supervision.
The SPP contains 20 indicators associated with
these five monitoring priorities:
Indicators
1. Graduation
2. Dropout
3A-C. Adequate Yearly Progress
4A-B. Suspension/Expulsion
5A-C. Educational Environment,
Ages 6-21
6. Educational Environment, Ages
3-5
7A-C. Early Childhood Outcomes
8. Parent Participation
9. Disproportionality in special
education program
10. Disproportionality by specific
disability
11. Child Find
12. Early Childhood Transition
13. Secondary Transition
14. Post-School Outcomes
15. General Supervision
(Monitoring)
16. Complaint Investigation
Timeline
17. Hearing Officer Decision
Timeline
18. Resolution Sessions
19. Mediation
20. State Reporting
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 postsecondary goals.
Measurable Post-secondary Goals
Based on age appropriate transition
assessments.
Must be written for training/education,
employment, and when appropriate
independent living.
Transition Supplement
Instruction
Related Services
Community Participation
Integrated Employment (I - 13)
Postsecondary Education/Training (I - 13)
Post School Adult Living (I - 13)
Daily Living Skills / Transportation
Functional Vocational Evaluation
Adult Services
Interagency Release Form and
Notice of Transfer of Rights
Interagency Release needs to be completed
prior to discussing these options in the
ARD.
Notice of Transfer of Rights needs to be
completed prior to student’s 18th birthday.
PLAAFP
Address prevocational, vocational, CBVE,
and transition competencies.
Consider these competencies in the
development of IEP goals and objectives.
Annual IEP Goals
Coordinated, measurable, and annual
Contain four critical elements: timeframe,
conditions, behavior, and criterion
ARD Page 4: Transition
List specific assessment (drop down menu).
List anticipated course of study – 4/6 plan,
career cruising, course strand matrix, etc.
Coordinated Activities
Graduation Supplement
Graduation Course Options
Assessment Options
Assessment Criteria
Assessment Samples
• TAKS
• TAKS-Modified
Planning a Coherent Course of Study
Course Options: High School
Course Options: High School
TAKS
TAKS
th
10
Grade Math Sample
TAKS-M
AYP Performance Standards
Summary of Performance
Summary of student’s academic achievement and
functional performance.
Assist in the transition from high school to higher
education, training and/or employment.
Help to establish eligibility for reasonable
accommodations and supports in Postsecondary
settings.
Initial start at 11th grade. Required and complete at
12th grade.
Indicator 14
Percent of youth who had IEPs, are no
longer in secondary school and who have
been competitively employed, enrolled in
some type of postsecondary school, or both,
within one year of leaving high school.
Q&A
Gerard Cortez, Transition Services Supervisor:
972-581-4181
Antony Burwell, Itinerant Teacher:
972-581-4774