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Postsecondary Transition Plan (PTP)
Effective Practices
Indicator 13 Compliance
1: Student Invite 2: Measurable Postsecondary Goals 3: Age-Appropriate Transition Assessment4: Transition Services 5: Coordination of Outside Agencies 6: Course of Study 7: Annual Goals
PTP Application
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District Security Overview
PTP District Roles
Indicator 13 Webpage
•http://dpi.wi.gov/sped/spp-transition
DPI’s Indicator 13 Webpage2
3
WAMS
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?
Career Clusters/Pathways
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 IEPGenerates 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?
•1st: Widen your search criteria•Then, contact your director/designee
Test District
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 23rd Time: 2:30 p.m. Place: Meeting Room 4
Signed,Your nameP.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 IEPmeeting.Wednesday, October 23rd 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: Date: Time: Location: The following individuals will be attending the meeting: _____ School psychologist_____ Learning disabilities/teacher consultant_____ School social worker_____ Special education teacher_____ General education teacher_____ Related services provider_____ Other school personnel: ______________________________________________ Representatives from the following outside agency or agencies: _____________________________________________________________________ Your participation in this meeting is important. Please make arrangements to attend. If you have any questions or would like help in preparing for this meeting, please contact me at (phone). Sincerely, (Name)(Title)
Other Invitation Ideas
Invitation emailsE-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-transition-assessment-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 Letterhttp://blogs.edweek.org/edweek/speced/SpitzerReznick%20%281%29.pdf
DPI Summary http://sped.dpi.wi.gov/files/sped/pdf/tran-osep-spitzer-
summary.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 Postsecondary Measurable Goals Resource
• 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 Employment Goals
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 non-disabled 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-based-examples-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 PlanningCategory Transition
ServiceSchool 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 PlanningCategory Transition
ServiceSchool 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
ServiceSchool 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 PlanningCategory Transition
ServiceSchool Year Responsible
Instruction Practice self-advocacy 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 work-based experience
2015-2016 Student, Family, School, and DVR
Examples of Long Range PlanningCategory Transition
ServiceSchool Year Responsible
Functional Vocational Evaluation
Complete non-verbal 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 PlanningCategory Transition
ServiceSchool 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 PlanningCategory Transition
ServiceSchool 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, non-profit 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) • Opening Doors to Adult Agencies• 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 K4-12 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 TemplatesPlans 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_bul10-08•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 PlanningCourse 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/PubPDFs/54-ONB18.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 Childrenhttp://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 SoP form: http://www.wsti.org/wstidata/resources/2012sop%20final%20may%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 InvolvementSUMMARY 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 SoP should be shared (disability disclosure)
• Attach disability documentation
• Discuss confidentiality in connection with disclosure
• Discuss district policy for retaining records
Questions?
Technical Assistance Contacts
Wendi [email protected]
Pam [email protected] 2
Jen [email protected] ext. 9613CESA 1, 3, 4
Wendi [email protected] 5
Nancy [email protected]
Dave [email protected] ext. 250CESA 6, 7, 8
Jen [email protected] ext. 149CESA 9, 10, 11, 12
WI Department of Public Instruction
Wisconsin Statewide Transition Initiative
