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IEPs & ICAPs
From “No” Where ….To “Know” Where!
Lauren Jones and Tracy ThompsonColorado Community College SystemFall, 2013
IDEA 2004 – The Purpose
(a) The purpose of IDEA is to ensure that all children with disabilities have available to them a free and appropriate public education (FAPE) that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment and independent living. 606(d)(1)(A)
a) Transition services means…a coordinated set of activities for a child
with a disability that(1) Is designed to be within a results-oriented
process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;
Indicator 13 – It’s all About Transition! -Preparation for Life!
"Percent of youth with IEPs aged 16 and above with an IEP that includes appropriate measurable postsecondary goals that are annually updated and based upon an age appropriate transition assessment, transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals, and annual IEP goals related to the student's transition services needs. There also must be evidence that the student was invited to the IEP Team meeting where transition services are to be discussed and evidence that, if appropriate, a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority." (20 U.S.C. 1416(a)(3)(B)
Indicator 13 – It’s all About Transition! -Preparation for Life!
School to community Exploration of
Post-secondary – experiences and activities Vocational Employment opportunities Housing Transportation• Each student’s BIG vision – anything
and everything• Self-advocacy and self-determination• Skill based learning – from goals
Digging Deeper #1
With your team: talk about the following…•What do transition plans look like in your setting?•Who is involved? Do you need to involve anyone else?•Are there areas that you would like to change or improve?
ICAPs9
States use different names – Individualized Learning Plan, Student Success Plan, Individual Graduation Plan, etc.
A process and a document Students define goals and plans for careers
and postsecondary education and use to inform decisions about secondary courses and activities
Beginning in the 9th grade or earlier Required or encouraged for all students Purpose – Personalize learning, develop and
measure college and career readiness
10
The ICAP journey…
Source CDE 2013
Individualized Career and Academic Plan
Senate Bill 09-256 and Colorado State Board of Education Rules 1 CCR 301-81 created standards for Individual Career and Academic Plans (ICAP). The goal of the provisions is to ultimately decrease dropout rates and increase graduation rates by assisting students and their parents in developing and maintaining a personalized postsecondary plan that ensures readiness for postsecondary and workforce success.
Source: CCCS/CDE 2012
Four Components of Colorado’s ICAP
What is a Quality ILP?
A document consisting of a student’s (a) course taking and post-secondary plans aligned to career goals and (b) documentation of the range of college and career readiness skills he/she has developed.
A process that relies on a student’s understanding of the relevance of school courses as well as out-of‐school learning opportunities and provides the student access to career development opportunities that incorporate self-exploration, career exploration, and career planning and management activities.
Source: National Collaborative on Workforce and Disability
Source: National Collaborative on Workforce and Disability
Quality ILP Process Characteristics
15
Youth define career goals and post-secondary plans through regular exposure to activities that build self-exploration and career exploration skills
Youth identify course-taking plans that align to those career goals and select out-of-school learning opportunities that optimize their employability skills
Youth develop the career planning and management skills they need to successfully enter their chosen careers
Engage in ILPs regularly – 2X per week Whole school implementation expands mentoring
and advocacy opportunities by general educator and school counselors
In Colorado….
PWR
Non-TraditionalGender
EquityYOU!
Meaningful
Thoughtful
Intentional
Process
Transition
In your district, what is your level of ICAP implementation?
37%
46%
9%
4%
4%
Who is mainly responsible for implementing ICAPs in your setting?
77%
2%
9%
5%
2%
5%
How are ICAPs being implemented?
ICAPs are embedded into current classroom and counseling curricula and are referred to on a regular basis.
31 7%
ICAPs are being completed through classroom or counseling curricula throughout the school year.
154 35%
Students complete their ICAPs in one or two settings, at a computer or with a few handouts.
138 32%
Elements of ICAP are being completed, but we could be doing more.
74 17%
Students are not completing ICAPs
23 5%
Boulder Valley
Falcon
Montrose
R-5
R-5
Animas High School
Digging Deeper #2
With your team: talk about the following…•What do ICAPs look like in your setting?•Who is involved?•When do they happen?•Are there areas that you would like to know or be involved in?
ILP/IEP Similarities and Differences
28
Aren’t ILPs and IEP Transition Plans the Same?
“Mostly Yes” with respect to documentation
“No” with respect to process
ILP and IEP Transition Plan Documentation
29
IEP Transition Components
Transition IEP
ILP
Annually updated measurable post-secondary goals
Transition assessment
Transition services
Course taking plans
ICAP and Transition IEP Processes
30
Transition IEPs and ILPs are both focused on college and career readiness
Common goal for creating student and family driven planning
Common goal for increasing self-determination skills that expand student power to direct their life course
ICAP focuses on student’s strengths and how to align those strengths with future career goals
ILP is responsive to DCDT call to link disability into national school reform efforts – college and career readiness
Effects Attributed to ICAP Engagement
31
Breaks down silos between special education and school counseling
Increased engagement in transition readiness activities by general educators
Annual student-led parent-teacher conferences using ILPs results in strong student self-advocacy
Increases in students with disabilities graduating with a general education diploma
Increased access to transition assessments Access to ePortfolio systems to manage ILP
document
Self-Determination Characteristics in Relation to ILP Engagement
Youth who are able to:
Identify one or more careers of interestClearly describe plans to pursue the careers of interestConnect career plans to personal interests, skills and valuesIdentify how current courses relate to career planArticulate skill and entry requirements for their careers Engage in additional learning opportunities Describe their needed skills & future development plan
Special Education Officials
“Nothing is more important than a career pathway
for youth with IEPs. The [ILP] provides a clear
path: it is student-led, the family is engaged, and
there are school supports. All of these are critical
planning tools for a successful outcome for a child.
Students must begin to think about the relevance
of the postsecondary outcomes to visions and
planning. The [ILP] is a lever for that.”
Why Should Special Education Buy Into ICAPs?
Student engagement – Regular implementation allows schools and families to be more responsive to changing developmental needs of middle and high school age youth (Eccles and Roeser, 2012)
Linkage to national initiatives creates opportunity for more cross-sector and cross-department collaborations in support of youth with disabilities Access to work-based learning and leadership
development opportunities Bundling resources across sectors to support education
and workforce development needs of youth with disabilities
Access to engaging families in career transition readiness activities
Issues Related to Promoting Career Development Among Students with
Disabilities35
Students with disabilities who were highly motivated to attend school were less ready for post-school transitions.
Educators were less certain on how to support students with disabilities around career concerns.
It is not clear what career development information and experiences students with disabilities are receiving, especially those with significant disabilities.
Digging Deeper #3•In your mind what are the differences/similarities between an ICAP and an IEP?•How confident do you feel in communicating these differences/similarities with your colleagues?•What kind of messaging can you use?•How can an IEP and an ICAP complement one another?•Is there someone you need to talk to about coordinating efforts? What would that look like?
Thanks!
Lauren JonesLauren.Jones@cccs.
edu720-858-2825
Tracy [email protected]
720-858-2323
CCCS - http://www.coloradostateplan.com/counselors.htm
ICAP/CCCS - http://www.coloradostateplan.com/ICAP.htm CDE - http://www.cde.state.co.us/SecondaryInitiatives/ICAP.htm