2Personal Perspective Think back to a time in your life when you went through a transitional period.What was the goal of transition?What types of things did you do to accomplish the goal?Who helped you during this period of transition?Did certain tasks have to be completed in a timeframe?
3Vision Statement For Kara “ We would like Kara to graduate from high school, go to the local community college, get a job she likes and live on her own”In 4th grade, when Kara was first identified as a student with disabilities, Kara and her parents had the following vision statement for her future:
4What is Transition Planning ? A cooperative partnership involving:Kara and her familySchool and post-school personnelLocal community representativesEmployersFriends and neighbors
5What is Transition Planning ? Planning that will allow Kara to:Choose a living arrangementObtain a careerDevelop independent and community living skills, andAccess postsecondary education ultimately moving from school to the adult world.
6Transition PlanningInvolves thinking past high school into Kara’s post graduate futureShould be individualized for KaraOutlines Kara’s total school experienceShould be Kara driven, not professional drivenIs about Kara’s dreamsIs based on Kara’s abilities and deficienciesIs not an “add-on” activityIs more than just paperwork
7Individuals Involved in the Transition Planning Process Teachers School Counselors VR Evaluators CTE Educators Community Rehabilitation Professionals Students Postsecondary Education Disability Specialists Clinical TherapistsSchool Psychologists Social Workers Employers Job Coaches Transition Coordinators Case Managers Parents Assistive Technology Specialists Related Services Staff
8The Transition Component of the IEP Is developed first- to drive the development of Kara’s IEP goals and objectives and special education services.Is focused on Kara’s long-term postsecondary goals, not short-term instructional objectives.Outlines what is going to be done (transition activities) to help Kara reach her postsecondary goals, indicating who is going to do it (responsible persons) and when it is going to be done (timelines).
9What IsTransition Assessment? Ongoing process that:involves collecting data on Kara’s individual needs, preferences, and interestsrelates to the demands of her current and future working, educational, living, and personal and social environments.serves as the common thread in the transition processforms the basis for defining goals and services to be included in the IEPAdapted from CEC-DCDT, 1997
10Guiding Questions for the Assessment Process Transition assessment is an individualizedprocess designed to answer three broadquestions:Where is Kara presently?2. Where is Kara going?3. How do we get Kara there?Adapted from Colorado DPI, 2005
11Transition Assessment Can Answer Many Questions What are Kara’s preferences, interests, needs, strengths, needs, capabilities and aptitudes?Where does Kara want to work, live and go to school?3. What courses does Kara need to take in high school to achieve her post-school goals?4. What skills does Kara need in order to be independent?5. What postsecondary education/training programs best match Kara’s interests and needs?
12Where Can Transition Assessment(s) be Conducted? Educational SettingsJob Link Centers (One-Stop Workforce Centers)Mental Health Agencies and ClinicsVocational Rehabilitation OfficesCommunity Rehabilitation ProgramsMedical and Therapeutic Testing/Screening ClinicsPrivate Industries and BusinessesCommunity Settings and Home
13Possible Informal Transition Assessment Considerations for Kara Observational style learning assessmentsCurriculum-based assessmentsObservational reportsSituational assessments in all settingsJob try-outsWork samplesTask analysesInterviews and questionnaires (Dream Sheets)Environmental assessments
14Possible Formal Transition Assessment Considerations for Kara Learning Style InventoriesAcademic AchievementIntellectual or Cognitive Functioning AssessmentsAdaptive Behavior ScalesAptitude TestsInterest Inventories
15Formal Transition Assessment Considerations for Kara Quality of Life ScalesSelf-Determination Inventories/ScalesSocial and Behavioral Skills InventoriesJob Readiness ( Work Behavior) AssessmentsTransition Planning InventoriesPersonality ScalesMedical Lab Procedures/Functional Capacity/Motor Skills
16Formal & Informal Transition Assessments completed with Kara Learning Style InventoriesInterest InventoriesSelf-Determination Inventories/ScalesInterviews and questionnaires (Dream Sheets)Observational reports from significant others
17What are Postsecondary Goals? Outcomes that occur after Kara has exited high school and is no longer eligible for services.Must be written for employment, postsecondary education or training and, if appropriate, independent living.Must be measurable (directly observable), not just a “process” of pursuing or moving towards a goal.Should not leave gaps.Should be based on Kara’s preferences, interests, needs and strengths (PINS).
18Measurable Postsecondary Goal Includes a behavior /action that can be observed or measured.Identifies what will occur to indicate goal accomplishment.Indicates when the goal will be completed or accomplished.Allows progress toward the goal to be measured at many point in Kara’s high school career.Results in multiple “evaluators” coming to the same conclusion regarding accomplishment of the goal.Should reflect high but realistic expectations- should be attainable.Should be relevant to Kara’s environment or situation.Should be individualized, clear and concise.Should reflect a “forward movement” approach instead of a “dead end” approach.May initially be less specific, increasing in detail as the student approaches graduation.Mat change from year to year, sometimes slightly, sometime drastically.Should “paint” a visual image of Kara’s desired future
19Postsecondary Goal Questions Where is Kara going to work or how is she going to engage in productive activities after graduation?Where and how is Kara going to continue to learn and/or develop skills after graduation?Where is Kara going to live and what support will be needed?How is Kara going to access adult services?
20Postsecondary Goal Questions How will Kara participate in community activities?What will Kara do for leisure and recreation?What will be Kara’s primary mode of transportation?How will Kara meet her health/medical needs?What type of financial support will Kara need?
21How Do I Write Measurable Postsecondary Goals? The postsecondary goals should be stated in such a way that we could measure the extent to which Kara has been able to achieve what she set out to do.Use results-oriented terms such as “enrolled in”, “work”, “live independently”Use descriptors such as “full-time” and “part-time”Begin with “After high school…”Key upon completion from HS, (advise from the National transition center
22NSTTAC Formula For Writing Postsecondary Goals ____________ _______ will ______ ______(After high school) (The Student) (Behavior) (Where and how)(After graduation)(Upon completion of high school)Time Allotment:1 minuteMaterials:NoneFacilitator’s Notes:“This formula provides guidelines for writing a measurable postsecondary goal.”Read each component of the formula to the audience
23Postsecondary Employment Goals-Changing As Interests Are Narrowed Freshman: Kara will work full-time in a job where she can help others.Sophomore: Kara will work full-time at a local agency/business in an area related to human services.Junior: Kara will work full-time at a local agency/business in an area related to young children or the elderly.Senior: Kara will move from a position as a part-time childcare assistant’s helper to a full-time childcare assistant’s helper at a local daycare.
24Examples of Postsecondary Education or Training Goals Community College: Kara will obtain an A.A. degree in Early Childhood Education at the local community college within 3 years of graduation.Volunteerism: Following graduation from high school, Kara will participate in volunteer work at two community non-profit agencies one or two times a week.
25Examples of Postsecondary Independent Living Goals Immediately after graduation, Kara will live at home with her parents and will move into an apartment with a roommate when financial means are secured.Following graduation, Kara will maintain a vehicle including repairs, registration, insurance and inspections and will use the vehicle in a safe and timely manner to get to and from work and attend college courses.
26Transition Related IEP Goals For each postsecondary goal, theremust be at least one annual goal or goals included in the IEP that will help the student make progress towards the stated postsecondary goal
27The IEP ConnectionThe transition component and the other components of the IEP must have a clear connection.The postsecondary goals should determine the transition activities AND the content of the IEP goals.The IEP should provide the “specifics” of instruction needed to accomplish the transition activities and ultimately the postsecondary goals.IEP goals related to postsecondary goals should be linked to the Future Ready Core.The IEP team should ensure that there are IEP goals that support each of the postsecondary goals.Future Ready Core : including the Occupational Future Ready Core and extended content standards.
28Determining Transition Related IEP Goals What skills and knowledge must Kara attain this year that will be necessary for achieving the identified postsecondary goals?What skills and knowledge does Kara currently have that support her postsecondary goals?Does the IEP goal support the accomplishment of one or more of the postsecondary goals?Is every postsecondary goal supported by at least one IEP goal?How does the IEP goal support the postsecondary goal? Does it increase skills or enhance access?If Kara accomplishes the IEP goal will she be closer to reaching her dreams after graduation?
29NSTTAC Formula For Writing Transition Related IEP Goals Given _________, _________ will _________ ___________ _________condition (student) (behavior) (criteria) (time frame) (teaching strategies) e.g., 3 out of 4 times (by June 13) i.e., direct instruction 80% modeling peer tutoring
30Personal Perspective Think of Kara What factors will influence her future?List one dream and one nightmare for Kara.What non-academic skills will Kara need to achieve the dream and avoid the nightmare?
31Transition Activity/Service Questions What activities must Kara participate in this academic year that are necessary for achieving her identified postsecondary goals?What services and specific instruction are essential this year for Kara to develop skills and knowledge to attain her postsecondary goals?Does Kara need more vocational experiences to achieve a more challenging postsecondary employment and/or postsecondary education/training goal?
32Transition Activities/Services… Outline the steps towards achieving postsecondary goalsAre dynamic and observableShould be developed to support eachpostsecondary goalOccur while Kara is still enrolled in schoolCan occur on school campus, at home or in the community
33Transition Activities/Services… Should be assigned to a wide range of individualsCan be one time events or on-going activitiesCan be services delivered to the student or activities in which the student is involved or a combination of bothForm the link between the postsecondary goals and the IEPProvides the supports to ensure the goals are accomplished
34Possible Transition Activities For Kara in the Area of Instruction Instruction in math skillsInstruction in readingTutoring for college entrance exams
35Possible Transition Activities For Kara in the Area Community Experiences Visiting the community collegeJob shadowing experiences inpostsecondary areasTaking the bus to access job shadowing siteGoing to a bankJob site training
36Possible Transition Activities For Kara in the Area of Employment & Adult Living Skills After school work experienceBegin referral process to Vocational RehabilitationParticipate in on-campus job experience
37Possible Activities For Kara in the Area of Functional Vocational Evaluation Completing a career interest inventoryCompleting a self-determination inventory
38Responsible Person and/or Agency Assign the responsibility for completing the activity:Can be more than one personMay only be Kara and parent(s)May only be the outside agency
39Transition Planning is Simple… Postsecondary GoalsWhat will the student be doing after high school?Transition Services/Activities and IEP Goals/ObjectivesHow is the student going to get there?Although the transition planning process is not actually “simple” it can be summarized quickly by answering the questions indicated above.Responsible Persons and TimelinesWho is going to help the student and whenare things going to be done?N. Aspel 200839
40Transition PointersKara should participate in her IEP meeting as early and as much as possible.Plan early and start asking questions about Kara’s needs in middle school.Help Kara talk about her dreams and goals.All planning should be based on Kara’s preferences, interests, needs and strengths.
41Transition PointersMeasurable postsecondary goals express what Kara wants to do after she leaves high school.Plan, develop and write classes, educational and community experiences that relate to what Kara wants to do after high school.Work on job skills for employment should be included in Kara’s educational program.8. Prepare Kara to know about the supports and services she will need after high school to assist her with her vision.
42Indicator 13 ChecklistIs there an appropriate measurable postsecondarygoal or goals in this area (e.g. employment, postsecondary education, independent living)?Is (are) the postsecondary goal(s) updated annually?Is there evidence that the measurable postsecondary goal(s) were based on an age appropriate transition assessments?4. Are there transition services in the IEP that will reasonably enable the student to meet his or herpostsecondary goal(s)?
43Indicator 13 ChecklistDo the transition services include a course(s)of study that will reasonably enable the student to meet his or her postsecondary goal(s)?6. Is (are) there annual IEP goal(s) related to the student’s transition services needs?7. Is there evidence that the student was invited to the IEP Team meeting where transition services were discussed?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?
44SummaryRemember Transition Planning is: Kara’s vision of what she wants for her future .