2. Transition Assessment…Now What? Kennda Miller klmiller@okcps.org

3. Main MenuAssessments Where to locate them. ConversationsWith StudentsWith ParentsGoalsPost-SecondaryAnnual

4. Main Menu Next Assessments ConversationsGoals Self-Determination Employability Life Skills

5. Main Menu Next Where to locate the assessments. ConversationsGoals Zarrow Center Website http://www.ou.edu/education/centers-and-partnerships/zarrow.html?rd=1 Indiana Transition Assessment Matrix http://www.iidc.indiana.edu/styles/iidc/defiles/cclc/transition_matrix/transition_ma trix.html Washington State Life Skill Inventory http://www.dshs.wa.gov/pdf/ms/forms/10_267.pdf

6. Main Menu Next What the assessment websites look like. ConversationsGoals

7. Main Menu Next Assessments Results AIR Self-Determination ConversationsGoals

8. Main Menu Next Assessments Results Career Cluster ConversationsGoals

9. Main Menu Next Assessments Results Life Skills Inventory ConversationsGoals

10. Main Menu Next Conversations AssessmentsGoals It is important to start the conversation about transition early in a child's educational career. Ideally these conversations would begin in elementary school but at the very latest the child's 8 th grade year. Early planning is key!

11. Main Menu Next Conversations with students… AssessmentsGoals When you graduate high school where do you want to live, where do you want to learn(continue education), and where do you want to work. Those three questions are the basis of where to start your conversation about transition. After the transition assessments have been given then talk with the students about the results and how they compare to the three questions that you asked them earlier. Have the students brainstorm ideas with you about how to improve their scores and achieve their yearly and post-secondary transition goals. As the student progresses through high school they should be more in charge of each IEP meeting held so that by the time they are a senior they are running their meeting.

12. Main Menu Next Conversations with parents… AssessmentsGoals By the time many students have reached high school parents have somewhat given up on any dreams that they once had for their child. Conversations about transition and goals can help the parents once again feel hopeful about their child's future.

13. Main Menu Next Goals AssessmentsConversations All transition goals created for a student’s IEP should come from the results of the transition assessments and the conversations had with the student and parents. The following slides will provide formulas for writing “perfect” goals and examples of post-secondary and annual transition goals.

14. Main Menu Next Post-secondary Goals AssessmentsConversations This is where you use the answers from the three questions you asked the student. Where do you want to live? Where do you want to learn? Where do you want to work? NSTTAC Formula for writing post-secondary goals… _____________________ ___________ will _____________ ______________. (After high school) (the student) (behavior) (where & how) (After graduation) (Upon completion of high school)

15. Main Menu Next Post-Secondary goal examples… AssessmentsConversations Upon graduating from high school the student will, live with her parents until she gets a full time teaching job, work at her part time job at the elementary school, and will learn to become a teacher while attending Southwestern Oklahoma State University. After high school the student will, live in her own apartment, work part time as a housekeeper, and learn at the technology center to become a home health aide. Upon completion of high school the student will, live with a roommate in an apartment, work a part time job at a grocery store and learn as an intern delivering mail with a job coach at an office building which is his dream job.

16. Main Menu Next Annual Goals Assessments Conversations NSTTAC Formula for writing transition related goals… Given ___________, __________ will __________ ____________ __________. (condition) (student) (behavior) (criteria) (time frame) (teaching e.g., 3 out by June 13, strategies) of 4 times, before the i.e., direct instruction, 80% next IEP peer tutoring, modeling

17. Main Menu Next Education/Training Goal Examples AssessmentsConversations Given Metro Technology Center information, the student will demonstrate knowledge of the technology centers admission requirements by verbally describing these requirements and identifying admission deadlines with 90% accuracy. Given Dale Rogers Training Center information, the student will demonstrate knowledge of the admission requirements by verbally describing these requirements and identifying admission deadlines with 90% accuracy.

18. Main Menu Next Education/Training Goal Examples AssessmentsConversations Given Project Search information, the student will demonstrate knowledge of Project Search’s admission requirements by verbally describing these requirements and identifying admission deadlines with 90% accuracy. Given information on the student’s chosen university, the student will demonstrate knowledge of the universities admission requirements by writing a time-line of things he needs to complete including deadlines with a 90% accuracy.

19. Main Menu Next Development of Employment Goal Examples AssessmentsConversations After instruction in English class, the student will demonstrate knowledge of how to properly fill out a job application, answer questions at a job interview, and how to dress appropriately for the interview by the end of the job readiness unit. After researching possible programs, the student will write a paragraph to compare and contrast 2 programs at FTTC and include salary, benefits, required educational training, and describe which program is better suited for her strengths and abilities and will lead to a career with 85% accuracy. After researching his/her chosen career, the student will write a paragraph to demonstrate knowledge of the chosen career including benefits, required education/training, salary, and describe how long it will take for them to reach their career goal with 80% accuracy.

20. Main Menu Next Community Participation Goal Examples AssessmentsConversations After instruction in history, the student will identify and describe the process of registering to vote (where, how, what age etc.) at her next annual IEP meeting with 90% accuracy. After instruction, the student will identify and describe the process of how to obtain a drivers permit/license(where, how, what age etc.) at his/her next annual IEP meeting with 90% accuracy. After instruction, the student will make a grocery list, go to the store, find all of the items on their list, and purchase the items 4 out of 5 trials by his/her next annual IEP meeting.

21. Main Menu Next Independent Living Goal Examples AssessmentsConversations After receiving technology instruction to create a PowerPoint, the student will make a PowerPoint to introduce participants, explain the purpose of the meeting, present his/her present level of performance, and describe post-school transition goals and desired course of study at the next IEP meeting with 100% accuracy. Given instruction in financial literacy class, the student will demonstrate the ability to balance a personal household budget to include car payment, fuel, bills, insurance, and monthly expenditures by reconciling a financial account record with 90% accuracy. After instruction the student will be able to safely fix his/her own lunch independently 4 out of 5 trials by his/her next IEP meeting.

22. Main Menu Next Examples of Transition Goal Activities AssessmentsConversations - Completion of voter registration - Instruction concerning voting rights, responsibilities, and how the process works - Completion of sample drivers manual test - Instruction concerning safety, responsibilities, and how the process works - Complete Metro Technology Center application - Complete job applications - Practice job interview skills - Interview someone that goes to Metro Tech - Use OKCIS/internet to research programs - Participate in high school courses that will help his/her with his/her program of choice -Technology Instruction -Student-Led IEP Instruction - Practice balancing a checkbook - Instruction regarding household budgets and banking - Open a checking/savings account

23. Main Menu Next IEP Pages AssessmentsGoals

24. Main Menu Next Credits AssessmentsGoals Zarrow Center http://www.ou.edu/education/centers-and-partnerships/zarrow.html?rd=1 Indiana Transition Assessment Matrix http://www.iidc.indiana.edu/styles/iidc/defiles/cclc/transition_matrix/transition_matrix.html Life Skill Assessment http://www.dshs.wa.gov/pdf/ms/forms/10_267.pdf NSTTAC Post-secondary Goal Formula http://www.nsttac.org/sites/default/files/assets/pdf/David.pdf NSTTAC Annual Transition Goals Formula http://www.nsttac.org/sites/default/files/assets/pdf/I13_Guide/Allison.pdf SEAS https://www.seasweb.net/ Ms. Miller’s 4 th hour science class. Special Education Team at Northwest Classen High School University of Oklahoma Transition Scholars – Cohort 1