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Processes and Practices for Postsecondary Transition Planning A Focus on Age-Appropriate Transition Assessment Amy Szymanski, M.Ed. Consultant February/March.

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Presentation on theme: "Processes and Practices for Postsecondary Transition Planning A Focus on Age-Appropriate Transition Assessment Amy Szymanski, M.Ed. Consultant February/March."— Presentation transcript:

1 Processes and Practices for Postsecondary Transition Planning A Focus on Age-Appropriate Transition Assessment Amy Szymanski, M.Ed. Consultant February/March 2011 Presentation

2 Intended Outcomes Participants will: – Identify the required components within a compliant Individualized Education Program (IEP) Transition Plan – Age Appropriate Transition Assessment (AATA) Identify sources of AATA Give examples of methods for gathering AATA data Identify features to be in included within the summary of AATA in Section 4 of the IEP Summarize information gathered from AATA and describe the relevance to a students postschool goals

3 The Purpose of IDEA To ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living…

4 State Performance Plan Links Increased Graduation Rates for Students with Disabilities (I-1) Reduction of Dropouts (I-2) Increased Quality and Effectiveness of the Transition Component (I-13) Increased Postsecondary Success for Students with Disabilities (I-14) 4

5 Ed Resources Ohio Ohio Operating Standards Procedures and Guidance IEP Annotation Secondary Transition Tab

6 Transition Planning Problem solve with the student and family: What does the student plan to do after graduation? –Future Planning –Age 14 Statement –Measureable Post School Goals In relation to these goals, where is the student now? –AATA What does the student need to do this year and in subsequent years to be transition ready by graduation? –Annual Goals and Services –Course of Study –Transition Services –Linkages to Adult Services

7 Start Young with Career Development to prepare students to participate in Future Planning This student wanted to be a bank teller, just like her mom

8 8 Future Planning Future planning is the opportunity each and every year to have meaningful discussions with the student and family about the students future Inviting the student to the IEP is one tangible way to promote and facilitate active student participation.

9 Changes through the Years The Vision/Future Plan should change through the years –from a school- focused, adult (family) influenced view To an –adult world picture that is primarily directed by the student with support from the IEP team and family

10 Future Planning Development Tool: How Are We Doing? To help guide the development of the future planning and vision To encourage families and students to participate in the process To assure that Future Planning which guides the development of the transition plan are student/family driven 10

11 Miguels Future Planning Statement Miguel is 16 and plans to attend college and obtain a degree in history or meteorology. He would like to be a college professor in history or a meteorologist (and study global warming). Miguel enjoys perfecting his golf game and communicates with friends via social networking sites. He lives with his mother now, but would like to live in a dorm at college in a private room.

12 12 Jeffreys Future Plans Jeffrey will live with his parents after high school. His family may consider a supervised living situation in the community for him, eventually. His family sees him being employed in the community doing tasks that make use of his skill with using his hands and his interests in tools, computers and plumbing. He also likes attending sporting events in the community. Jeff would benefit from ongoing adult education in the areas such as daily living skills and sexuality.

13 Age 14 Requirements For each child with a disability beginning at age 14 (or younger if determined appropriate by IEP team), the IEP shall include a statement, updated annually, of transition service needs of the child under the applicable components of the childs IEP that focuses on courses of study (such as participating in advanced placement courses or a vocational education program). Ohio Operating Standards

14 IEP Part 4: Age 14 Statement Based on information from Section 1, Future Planning, and Section 3, Profile, and, as appropriate, data and information from Section 6, Present Levels of Academic Achievement and Functional Performance and/or the results of age-appropriate transition assessments (Section 4) IEP Annotation

15 IEP Part 4: Age 14 Statement Describe in this section the childs needs related to transition to and through the first years of high school and the course of study. IEP Annotation

16 IEP Part 4: Age 14 Statement Questions for the IEP Team to Consider -What classes will the child need to prepare for the intended job/career? --Does the child intend to go to college? - Is this child planning to enroll in a career/tech program during high school? -What classes will provide the child with skills needed in order to achieve the childs post-school goals? -Does the child need accommodations and/or services to support achievement and progress in the childs course of study? -How do the childs plans for the future match up with the childs preferences, interests, needs, and skills? -Are accommodations and services the child currently receives providing opportunities for the child to attain the level of independence needed as an adult? -Does the child know how to: ) describe to others how his or her disability affects his or her learning, working, and living and 2) advocate for appropriate accommodations?

17 Courses of Study: Ohio Core How do students with disabilities participate in the Ohio Core Curriculum? How does this affect course of study? 1 st time 9 th graders in 2010-11 Course of study must include how student will complete Core Consider implications for graduation and diploma See guidance at keyword search Core for specific guidance about options for student participation in Core

18 Course of Study - CORE For SWD graduating in 2014 & after CORE must be included in transition plan 3 Options to Meet Graduation Requirements o Required CORE coursework o Opt-out provision for required CORE coursework o Based on IEP goals and objectives

19 19 Information from Jeffreys Age 14 Statement Modified general curriculum Some in general education classroom Some in resource room (smaller class size) Life Skills class Opportunities for paid work experience, in school and in the community

20 20 Information in Miguels Age 14 Transition Statement Miguel will be enrolled in college prep courses, taking the honors level math and science courses. He needs accommodations for taking notes. He needs to continue practicing keyboarding, as a computer might be an appropriate accommodation for him for note taking. His current behavior plan provides "time out" when he gets anxious, but the team is in the process of revising the behavior plan with the idea that he will need ways to cope with his anxiety into adulthood. Time out will not be an appropriate accommodation for college or for future workplaces.

21 Age 16 Requirements Post-Secondary Goals that are: 1.Measurable 2.Based on Age Appropriate Transition Assessment –Team should gather information before the students IEP for age 16 Includes: 1.A goal for Education/Training 2.A goal for Employment 3.A goal for Independent Living (for some students) –Need assessment data that indicates a need or no need related to individual student

22 Age 16 Requirements Results in a coordinated set of activities: Connected Annual Goal(s) –Meaningful steps to progress towards Post School goals Aligned Course of Study –Prepares student to engage in post school education/training/employment/independent living Supporting Transition Services –Align with the individual students post school goal –Reflect experiences, skills, knowledge, etc.. Needed for student to be transition ready

23 Indicator 13 8 Elements 23

24 Indicator 13 Checklist

25 Web-based Examples and Nonexamples Indicator 13 Checklist The document walks through the 8 items of the Indicator 13 Checklist for 14 different students (ages 16 – 21).The document –Students with specific learning disabilities: Allison, Jason, John –Student with autism: Alex –Student with emotional behavioral disorder: Jamarreo –Students with intellectual disabilities: Jeremy, Jodi, Lissette, Paulo, Stephanie –Students with severe, complex disabilities: David, Kevin, Lilly, Rolanda

26 Steps to The Document Click on Indicator 13 Click on Training Materials Click on the document, anywhere in blue

27 The Processes and Practices Transition Planning Tool This tool expands on each element in the Indicator 13 Checklist

28 Indicator 13 Element 1: Measureable Post-School Goals Element 2: PS Goals Updated Annually 28

29 Compliance Requirements Indicator 13 Checklist ST 1. Is there an appropriate measurable postsecondary goal or goals in each area? (note: ST = Secondary Transition)

30 Postsecondary Goals generally understood to refer to those goals that a child hopes to achieve after leaving secondary school (i.e., high school) (IDEA 2004 Part B Regulations, §300.320(b), discussion of Final Rule p. 46,668) Post School Goals are NOT the process of pursuing or moving toward the desired outcome.

31 Indicator 13 - Element 1 Measurable Postsecondary Goals Measurable Postsecondary Goals: Based on students preferences, interests, needs and strengths (PINS) Informed by and based on data/results of age-appropriate transition assessment Increases in detail and becomes explicit as student nears graduation Specific to a type of adult outcome May or may not change from year to year

32 Formula for Writing a Postsecondary Goal* _________ _____ will_____ ________ (After high school) Student Behavior Where and How (After graduation) (Upon completion of high school) *Taken from the National Secondary Transition Technical Assistance Center (

33 33 Jeffreys Post Secondary Goals Education/Training Goal: Once Jeffrey has completed high school, he will enroll in adult education classes to further his daily living and independence skills. Employment Goal: After leaving high school, Jeffrey will work in the community with supported or customized employment in a job that makes use of his interests and strengths Independent Living Goal: Jeffrey will live at home with his parents after he finishes high school until he is eventually able to move into a supervised group home.

34 Miguels Measurable Postsecondary Goals Education and Training Goal: Upon graduation from high school, Miguel will enroll in a four year college Employment Goal: After earning a degree or degrees from a university, Miguel will pursue a career as a college level history professor, or as a meteorologist Independent Living Goal: Miguel will live independently in a private dorm room while attending college

35 Post School Goals: Accountability Are schools held accountable for the achievement of Post Schools goals following high school? –NO. Schools are NOT responsible for student attainment of appropriate, measurable post-secondary goals listed in the transition component of the IEP –However, districts are responsible for implementation of specific transition services, behavioral interventions, and progress on annual IEP goals that support the student's future planning. As long as the school has provided the course(s) of study, implemented the annual IEP goals, and delivered the transition services and other services identified in the IEP, it has met its obligation

36 Students with Significant Disabilities Students with Significant Disabilities NSTTAC Training Materials Students with Significant Disabilities – PowerPoint presentation NOTE: Goals are examples NOT compliant exemplars PowerPoint presentation – OK Workgroup Examples OK Workgroup Examples

37 Compliance Requirements Indicator 13 Checklist ST 2. Is (are) the postsecondary goal(s) updated annually? (note: ST = Secondary Transition)

38 Indicator 13 - Element 2 Evidence of Annual Update or Review Element 2 requires evidence that post secondary goals are updated annually –Does not mean that they change Possible ways to document update/review: –Notices of an IEP meeting during the previous year –IEP summary notes that indicate discussion and approval of continuation of PS Goals –Updated, more detailed, or revised PS Goals –New information in AATA that aligns with PS Goals

39 Reflect / Review IEP Review and reflect on an IEP that you brought to the training –Are the postsecondary goals measureable ? –Do the goals meet the criteria described in the Indicator 13 checklist ?

40 Indicator 13 Element 3: Age Appropriate Transition Assessment 40

41 Compliance Requirements Indicator 13 Checklist ST 3. Is there evidence that the measurable postsecondary goal(s) were based on age appropriate transition assessment? (Note: ST = Secondary Transition) 41

42 42 …..IS…… Selecting assessment tools, settings and methods to get specific info …..IS NOT……. Ongoing, dynamic and guided by assessment questions Summarizing and interpreting test results in relation to adult outcomes Including students with disabilities in all whole school career-oriented events and activities To inform students multi-year transition needs in relation to his/her measurable post-school goals Information provided informally by the student, family and others Using the same assessment tool or method with all students Listing the name of tests and test scores in section 4 of IEP Done once or during a certain time period or grade level Used only to inform students achievement of current IEP annual goals Only information gathered by special educators in a separate assessment event Only valid if generated by formal tools and gathered by educational professionals The Age Appropriate Transition Assessment Process…

43 43 Implementing the Age Appropriate Transition Assessment Requirements of IDEA 2004 Mary E. Morningstar, Ph.D. Adapted from a presentation by Mary Morningstar

44 44 Test yourself… TRUE FALSE 1. Transition assessment uses a specific protocol, and it is important to administer it as instructed. FALSE Schools often base the entire assessment process on a pre- established protocol designed by the district and based on a commercial product, and not on the needs of the student (Cohen & Spenciner, 1996). In reality, transition assessments should be developed and individualized with each student in mind. Student participation in developing the types and methods of assessment is the best way to go.

45 45 TRUE FALSE 2. Transition assessment is an ongoing process that takes place throughout and across the secondary school years TRUE While transition assessment is often thought of as a once-a-year event completed by one person and occurring over a short period of time to develop the IEP, it is in fact most useful when thought of within a broader context (Cohen and Spenciner, 1996). In order to be effective and meaningful to the student and the school program, the transition assessment process must be ongoing throughout the school year.

46 46 3.Information for the AATA is only information gathered from age 14 and older. TRUE FALSE While IDEIA REQUIRES that information be gathered starting at age 14, it is important to document what we already know about the student from previous experiences. Much information can be collected related to the students learning style, medical background, preferences and interests well before age 14.

47 47 TRUE FALSE 4. Transition assessment is primarily for youth with severe disabilities FALSE Many assessment approaches may be created with one disability population in mind, other assessments are appropriate for all youth. What is most important is for you to familiarize yourself with each assessment measure and determine its usefulness to the overall transition process. Dont assume that a certain instrument or method is not appropriate for a particular student because of his or her label or disability category. Oftentimes, accommodations can be made so that a particular assessment can used effectively to meet the ability level of the student.

48 48 5.The purpose of AATA is to provide data that serves as the common thread in the transition process. It is used as the basis for defining measureable post-secondary goals and services aligned with/ or in support of the students identified future plans TRUE The information obtained from AATA assists to prioritize educational activities and experiences, assists in progress monitoring and will allow teams to identify gaps in important skill development related to the post- secondary goals. TRUE FALSE

49 49 TRUE FALSE 6. Age-Appropriate means Developmental Age. FALSE Age Appropriate refers to CHRONOLOGICAL Age ……. NOT Developmental. AATA should include activities, assessments, content, environments, instruction and/or materials that reflect a students chronological age and focus and inform future environments, regardless of the functioning level of the student or the current skill levels

50 50 Yvette : 17 year old student PS Goal: To work for a pet groomer Assessment Info Reads on first grade level Cries when she is corrected Enjoys playing with young children / juvenile games Developmental View Focus on reading first grade materials/primers Ignore her cries (do not reinforce with attention) OR Comfort her with hugs and rocking (as one would do a young child) Play games with her in the classroom such as Candyland

51 51 Yvette : 17 year old student PS Goal: To work for a pet groomer Assessment Info Reads on first grade level Cries when she is corrected Enjoys playing with young children / juvenile games Chronological View What information will she need to be able to read and understand related to pet grooming? Pet name? Owner Name? Allergies? What coping skills will she need when her boss corrects her work? When a customer is unhappy with work? Is there are career opportunity that involves both children and pets?

52 52 TRUE FALSE 7. AATA include only standardized instruments that will render a valid and reliable score FALSE AATA includes formal and informal assessments. Observation, checklists, interviews are very appropriate and often necessary to gain meaningful information. This is especially true for students with low incidence disabilities that may not respond well to formal, standardized instruments. Types of Non-Standardized or Informal Assessments that might be used include: Interviews and Surveys, Behavior Observation Forms, Rating Scales, Situational Assessments, Curriculum Based Assessments, Environmental or Ecological Assessments, Medical Information Person-Centered Planning Procedures

53 53 Quick Talk Current Practices What does transition assessment look like in your district/setting? –Is one person in charge? –How does the team plan assessment activities? –What kind of assessment activities have typically been used? –What happens to the results? –What type of information do you include in the summary of the AATA data on the IEP? –How do you go about parent consent?

54 54 Element 3: What is the Function of AATA Dependent on Future Planning statement to set a direction early as place to start Can include many of the same sources and methods as any student assessment, but context for interpreting the data is different Select assessment methods, settings and tools to answer specific questions about individual students

55 What is the Purpose of AATA? NOT to Direct NOT to Limit options Process to use data and facts to confirm or refute that students post school intentions are a good fit 55

56 But… What if the students goals are unrealistic? What if the student hasnt determined any goals?

57 57

58 58 How To Gather Information 58

59 59 How To Gather Information 59

60 60

61 61 Types of Transition Assessments Formal andInformal

62 62 Formal Transition Assessment To learn about a wide variety of skill levels in various areas (e.g., vocational, academic, social) Published tests: scores that compare students to others A starting point

63 63 Types of Formal Assessments Learning style inventories Academic achievement tests (Woodcock Johnson) Adaptive behavior scales (Vineland) Aptitude tests (Differential Aptitude Test) Interest inventories (Self-Directed Search [Forms E, R, and Explorer]

64 64 Informal Transition Assessments Observing the student in various academic and work experiences Talking with the student about likes and dislikes Setting up experiences to allow the student to try something that that may be of interest Often teacher-made Often does not result in a score

65 65 Types of Informal Assessments Observation: watching or listening to an individuals behavior and recording relevant information Interviews/ Questionnaires: structured or unstructured conversations through question-and- answer format Environmental Analysis: carefully examining the environment in which an activity normally occurs Curriculum based assessments: task-analysis, portfolio assessments, work sample analysis, criterion-referenced tests (Test, Aspel, & Everson, 2006 - Transition Methods for Youth with Disabilities)

66 In Summary Age Appropriate Transition Assessment is: Continuous and dynamic, not an event Planned uniquely for each student Guided by questions that describe what needs to be known about the student Defines any gap between current skills and demands of future endeavors Specific to the context of the students future intentions and environments 66

67 What does AATA on the IEP look like? (Section 4) 1.Name the assessment or type of assessment method 2.List the date(s) or refer to time period in which it was conducted 3.Summarize results relevant to postsecondary goals 4.Synthesize information across assessment results 5.Link the results to postsecondary environments 67

68 Age Appropriate Transition Assessment Information According to the WAIS-R administered on 09/10/09, Jamarreos performance IQ is in the high average range while his Verbal IQ is in the low average range. He also performed in the high average range on the Differential Aptitude Test – Mechanical Comprehension and Spatial Reasoning subtests. These results suggest Jamarreo has potential of meeting his postsecondary goals of being a self-employed welder.

69 Age Appropriate Transition Assessment Information Jamarreo reported to his special education case manager on 3/22/06 during an informal interview that he has worked part time in his uncles metal shop for the past year and is interested in welding as a career. Career Planning Survey completed in 2005 and then the Work Adjustment Inventory completed March, 2009 suggest Jamarreo has strengths in the area of mechanical work and will likely be a serious, dedicated employee.

70 Postsecondary Goal: Employment Upon graduation from high school, Jamarreo will work part-time as a shop helper in his uncles shop to gain experience in the automotive repair industry.

71 Age Appropriate Transition Assessment Information According to the Woodcock Johnson, administered 9/15/05, his academic achievement in reading and written language is below average. His psychological report and placement paperwork has identified Jamarreo has having an emotional and behavioral disorder as well as a specific learning disability in written expression, oral language processing, and reading. With the provision of the testing accommodations identified in Jamarreos IEP (extended time and separate testing location), he demonstrated proficiency on all end of course exams required for 10th and 11th grade. These findings suggest that Jamarreo may need time limited supports after graduation from high school as he transitions into a postsecondary educational setting and employment.

72 Postsecondary Goal: Education and Training Upon graduation from high school, Jamarreo will attend Central Piedmont Community College and participate in the welding industry certificate program meeting the requirements to attain an Entry Level Welding Certificate.

73 Postsecondary Goal: Education & Employment After graduation from Central Piedmont Community College, Jamarreo will obtain a small business license and contract out his services as a welder in his uncles shop.

74 Age Appropriate Transition Assessment Information In an informal interview with his family in preparation for the IEP meeting, mother noted concerns about Jamarreos lack of concern for legal consequences of his behavior. His uncle and mother are pleased that Jamarreo intends on furthering his education and are proud of the skills he has developed thus far.

75 Age Appropriate Transition Assessment Information An audiological report was completed as part of the three year reevaluation. A note from his pediatrician dated 8/15/09 states he continues to require use of a hearing aid and will need assistance with proper maintenance and care.

76 Postsecondary Goal: Independent Living (1) After graduation, Jamarreo will follow the laws of his community, demonstrating an understanding of the need for laws to ensure his and others safety. (2)After graduation, Jamarreo will maintain his hearing equipment by attending annual check ups with audiologist.

77 Resources for AATA Development NSTTAC AATA Tool Kit Quick Book from the Transition Services Liaison Project in SD 1407.pdf 77

78 Resources for AATA Development Career Direction Formula Taken from: How to find Work that Works for People with Asperger Syndrome by Gail Hawkins

79 Career Direction Formula How to find Work that Works for People with Asperger Syndrome - Gail Hawkins Sample Interest List Brain Stretching Chart Job Viability Checklist Slide Adapted from Chris Filler, OCALI 79

80 80 Interest List

81 81 Brain Stretching Untangling yarn in fabric store Detailing team for cars Department Store Removing string from new clothing, rugs, blankets, etc. Packaging Company Gift WrappingStock Area Crafts StoreCleaningArtist

82 82 Viability 1.What Type of Social Skills? 2.Specific Social Understanding and Knowledge? 3.Types and Quality of Communication Skills? 4.Steps in the Task/Job? 5.Ability to Request Help? 6.Type and Level of Fine Motor Skills? 7.….and more…..

83 Reflect / Review IEP Review and reflect on an IEP you brought to the training Does the AATA information: –provide a summary of the students preferences, interests, needs and strengths? –Do assessment tools/methods gather specific info? Are results summarized/interpreted in relation to adult outcomes? Are the questions ongoing and/or dynamic? Can you determine a multi-year focus on transition needs? Is information provided informally by the student, family and others? Can you identify other needed information? –How would you gather that additional information? 83

84 Indicator 13 Element 4: Transition Services Aligned to Outcomes 84

85 Compliance Requirements Indicator 13 Checklist ST 4. Are there transition services in the IEP that will reasonably enable the student to meet his or her postsecondary goal(s)? (Note: ST=Secondary Transition)

86 What are Transition Services? The term transition services is defined as a coordinated set of activities for a student with a disability designed: –To be within a results-oriented process –To improve the academic and functional achievement of the student with a disability –To facilitate 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

87 What are Transition Services? Multiple Types Transition services are based on the individual childs needs, taking into account their strengths, preferences, and interests Transition Services can include, but are not limited to: –Instruction –Related service –Community experience –Development of employment and other post-school adult living objectives, including acquisition of daily living skills (when appropriate) –Functional vocational evaluation Not required that each student receive each type of service

88 Transition Services Transition Services are designed to help make a connection or a link –Not a single isolated activity –Viewed as part of a larger plan to move successfully towards adult outcomes –NOT a Single Service…part of a Multi-Year Plan

89 At Least One Service per Goal Each Post School Goal must have at least one identified and associated transition service The same service can be identified for more than one post school goal

90 Who is the Person or Agency Responsible? School district must assure needed services are available May be provided by other agencies Student or parent can not be listed as person responsible If an agency fails to provide or pay for a planned service, the school must reconvene the IEP meeting and determine another source for or way to provide the needed transition service

91 Possible Transition Services for Jamarreo Work-based instruction with a local welder Instruction related to workplace social behavior Referral to Medicaid for augmentative communication device coverage (i.e., hearing aid) What else??

92 Upon graduation from high school Miguel will enroll in a four year college After earning a degree from a university, Miguel will pursue a career as a college level history professor, or as a meteorologist. Miguel will live independently in a private dorm room while attending college. Transition Area161718 InstructionVerbal prompt to use counting back strategy Fade verbal prompt use iPod picture cue Competent, consistent use of coping strategies Community ExperiencesResearch colleges that provide compatible academic program and dorm facilities Narrow college choices Conduct college visits, including disability services offices Application to college has been submitted Employment ObjectivesJob shadowing in careers of interest (history professor, meteorologist) Summer intern job related to career of interest Gather enough information to make an informed decision between history and math as a major in for bachelor degree Adult Living ObjectivesReview AATA results with Miguel, with emphasis on him understanding his sensory needs Work with Miguel on having him identify strategies to accommodate his needs Advocate for his needs in college and community Linkages with Adult Services Invite mental health counselor to IEP Assist Miguel in making referral to adult mental health provider Complete intake/eligibility with adult system mental health provider Related ServicesSpeech Path to work on turn taking in conversation Assistive Tech for note taking he can use in college Social skill competence Course of StudyCollege prep with honors courses in math and science Be academically prepared to pursue advanced degrees Miguel's Backwards Planning Chart This is what should be accomplished by the time he leaves high school Steps to close the gap

93 93 After leaving high school, Jeffrey will work in the community with supported or customized employment in a job that makes use of his interests and strengths Once Jeffrey has completed high school, he will enroll in adult education classes to further his daily living and independence skills Jeffrey will live at home with his parents after he finishes high school until his is eventually able to move into a supervised group home. Transition Area161718192021 InstructionFunctional Behavior Assessment, BIP Observation of transition in various environments in and out of school Implement cues, prompts, supports interventions with work supervisors ContinueTransition without incident from one activity to another Community Experiences Observational Assessment of skills related to community ex: safety, shopping, etc. Access community setting to practice social and safety skills ContinueExplore potential adult education classes Community Travel assessment Participate in adult service class of choice Enroll in selected adult service classes Employment Objectives Interest Inventories, i.e. Choicemaker Becker Reading Free Job Shadow in areas matching preference and strengths Supervised in school work experiences Job Coach for community job Part-time supported employment in the community Adult Living Objectives ELSA Daily grooming checklist with video game reward Instruct in grooming skills specific to work place Daily hygiene routines following gym class Use Video Modeling re: appearances in various community environments Independent, consistent with hygiene and personal appearance Linkages with Adult Services Invite SSA to IEP meeting Explore waivers Make referral to RSC Application to SSIContinue RSC and DD meetings and updates Meet with Potential adult service providers Waiting list for group home Job coach Related ServicesChoose a communication device or system Speech/AT eval How to use device in structured social environments (SLP/AT Specialist) Instruct in use of device in specific work situations (SLP) Expand instruction use of device in additional work environments Travel TrainingCommunicate with peers and adults at work and home Jeffreys Backward Planning Chart

94 Transition Service and/or AATA Resource Examples Ohio Career Information System Career One Stop O*Net OnLine Drive of Your Life

95 Reflect / Review IEP Review and reflect on an IEP that you brought to the training –Do these services link to the Post School goals in the Transition Plan? –Are there other services that would be more appropriate or additional services that might need to be added?

96 Indicator 13 Element 5: Course of Study Alignment 96

97 Compliance Requirements Indicator 13 Checklist ST 5. Do the transition services include courses of study that will reasonably enable the student to meet his or her postsecondary goal(s)? (note: ST = Secondary Transition)

98 Courses of Study: Ohio Core How do students with disabilities participate in the Ohio Core Curriculum? How does this affect course of study? 1 st time 9 th graders in 2010-11 Course of study must include how student will complete Core Consider implications for graduation and diploma See guidance at keyword search Core for specific guidance about options for student participation in Core

99 Courses of Study: What is It? Multi-Year Focus Descriptions of how the student will be involved in the general curriculum Examples: –Advanced academics = 4-year college preparation –Regular academics = 2-year college or employment preparation –Career and technical = technical school or employment preparation –Applied academics = employment or independent living preparation –Community-based training = preparation for specific environments

100 Courses of Study What is Included? What supports will the student require in order to enroll and participate in the appropriate course(s) of study? Prerequisite courses? Career assessments? Accommodations? Safety issues that need addressed? Hybrid: Individualized Courses of Study? –College Prep with Consumer Education –College Prep with Life Skills Instruction –Applied Academics and Community Based Experiences

101 Course of Study: How to Decide Discuss the following: –What classes will the student need to prepare for his/her intended job or career? –Does the student intend to go to college? –Is the student planning to enroll in a career/tech program while in high school? –Will the student require direct experience and instruction in life skills? –Does the student need authentic experiences in order to learn? –What classes will provide the student with skills needed to achieve post school goals?

102 Course of Study: How to Decide –Does the student need accommodations or services to support achievement and progress in the general curriculum? –Are accommodations and services the student receives now providing the skills the student will need for independence as an adult? –Does the student know how to describe to others how his/his disability affects learning, living and working? –Can the student self-advocate for appropriate adult accommodations?

103 Course of Study: Important Considerations Future Planning and Age 14 Statement should provide helpful information related to the transition service needs that are addressed in the course of study Courses of Study will reflect multiple years and be multi-focus Course of Study for each post school goal may be different

104 Reflect / Review IEP Review and reflect on an IEP that you brought to the training –Does the course of study in your IEP meet the requirements of Indicator 13 Checklist Element 5? –Would you suggest any changes or additions?

105 Indicator 13: Element 6 Annual Goals Aligned to Post School Outcomes 105

106 Compliance Requirements Indicator 13 Checklist ST 6. Is (are) there annual IEP goal(s) related to the students transition services needs? (note: ST = Secondary Transition)

107 107 Linking Annual IEP Goal(s) to Postsecondary Goals Each postsecondary goal must have an associated annual goal(s) –At least one –Designed to assist student to make progress towards the stated postsecondary goal(s)

108 Indicator 13 Element 7: Student Invited to IEP 108

109 Compliance Requirements Indicator 13 Checklist ST 7: Is there evidence that the student was invited to the IEP Team meeting where transition services were discussed?

110 Examples of Evidence Students of any age are required to be invited to IEP meetings where transition is discussed –PR-02 addressed to student –Student signature as attendee on IEP If student does not attend: –District required to take other steps to ensure students interests and preferences are considered For example: AATA information that includes students PINS

111 Indicator 13 Element 8: Agencies Invited to IEP Meetings 111

112 Compliance Requirements Indicator 13 Checklist ST 8. If appropriate, is there evidence that 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? (Note: ST = Secondary Transition)

113 Reflect / Review IEP Use the information provided in this presentation related to agency services and eligibility as you review and reflect on an IEP that you brought to the training –Have agency referrals been made or considered? –Have representatives been invited to the IEP transition meetings Has prior consent been obtained from the parent or student who has reached the age of majority? –Should other agencies be considered?

114 State Support Team Region 1 Postsecondary Transition Resources Amy Szymanski, Consultant 1-800-346-8495 ext. 146 Transition Training Materials

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