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Developing Quality Transition IEPS February, 2013 Weaving transition assessment throughout the IEP The contents of this handout were developed under a.

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Presentation on theme: "Developing Quality Transition IEPS February, 2013 Weaving transition assessment throughout the IEP The contents of this handout were developed under a."— Presentation transcript:

1 Developing Quality Transition IEPS February, 2013 Weaving transition assessment throughout the IEP The contents of this handout were developed under a grant from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.

2 Team Members- Judy Stirman: Director Linda Tegtmeier: Supervisor Becky Dancer Barb Palmer Katie Oliver Secondary Transition and Student Outcomes 2

3 Meaningful and attainable (well-threaded) Transition IEPs lead to successful student outcomes. Enduring Understanding 3

4 1. Teachers will analyze and summarize all assessment data through a transition lens. 2. Teachers will use assessment data to develop comprehensive courses of study, specific transition services, and strongly linked annual goals that align with students’ post-school goals. Learning Outcomes 4

5 What questions do you have about transition planning and IEP development? Learning Expectations 5

6  How do I analyze all assessment data through a transition lens?  How do I summarize data and document it in the IEP?  How do I weave the transition assessment findings through the post-secondary goals, course of study, transition services and annual goals? Essential Questions 6

7 Transition to Adulthood Student- Centered Transition Planning Family Involvement Curriculum & Instruction Inclusion, Access, Accountability Interagency & Community Service Critical Elements of Transition 7Adapted from Dr. Mary Morningstar’s work with the Transition Coalition Student Involvement Transition Assessment

8 TRANSITION CONTINUUM AwarenessExploration Preparation C areer Placement/Continuing Ed Communication Career clusters ACE Voc Rehab SWAP---- Self Awareness Mentorships Voc Ed Independent Living Centers In school jobs Postsecondary information Work Study (WES) Community Center Board (CCBs) Self- determination Work-based experiences Apprenticeships Postsecondary Ed Self - Advocacy Job shadows Postsecondary Strategies Mental Health Volunteer opportunities Career Assessments Internships SSI Career Speakers Career counseling Area vocational schoolJob Service Service Learning Electives In-depth Work-based experiences Field Trips Clubs ACT Prep College in Colorado Concurrent enrollment Transition Continuum 8

9 Transition Planning 9 PSGs Annual goals Transition Services Course of Study Coordinated Set of Activities

10  Revisions  Significant changes to Question 2  Clarifications  Key points and examples Indicator 13 Compliance Tips 10

11 1. Think about this: What will you implement or change in your transition planning practices as a result of this morning’s information on the changes to Question 2 and overview of Transition Planning? 2. Stand up and find someone you do NOT know Discuss your thoughts with one another. 3. Share with the large group 4. Return to your tables Think-Pair-Share 11

12 “…ongoing process of collecting data on the individual’s needs, preferences, and interests as they relate to the demands of current and future working, educational, living, and personal and social environments. Assessment data serve as the common thread in the transition process and form the basis for defining goals and services to be included in the Individualized Education Program (IEP)” (Sitlington, Neubert, & Leconte, 1997, p ). NSTTAC Indicator 13 FAQ (www.nsttac.org) Transition Assessment 12

13 What is good transition assessment? 13

14 Transition Assessment 14 Transition Assessment aptitude interests/preferences behavior curriculum and instruction achievement observation

15 Transition Assessment Process 15 Transition Assessment Needs StrengthsInterests Preference s Multiple sources of data (viewed through a transition lens) Analysis (through a transition lens) Summary (through a transition lens)

16 The RIOT/ICEL Matrix Assessment and evaluation model for collecting information needed to make decisions. Uses a rubric format: RIOT- review, interview, observe, test ICEL – instruction, curriculum, environment, learner (sometimes we need to look at sources that might impact a student’s performance) (Handout) RIOT/ICEL 16 Adapted from Iowa Area Education Agencies, Special Education Procedures Manual, January 15, 2013.

17 Essential Questions: How do I analyze data through a transition lens? How do I summarize data and document it in the IEP? Analyzing and Summarizing Data 17

18 Analysis of data The process of organizing and thinking about data Identify the gaps in information  Summary of data  A brief, concise statement that creates meaning of the data. Analysis and Summary of Assessment Data 18

19 Transition planning template:  use as a “concept map” for developing your IEP  Handout: Case Study-Tyler  What are some examples of the way assessment data is viewed through the transition lens? Case Study 19

20 1. Think about this: What will you implement or change in your transition assessment practices as a result of this morning’s information- Viewing All Assessment Through a Transition Lens? 2. Pod: Discuss your thoughts with your table group. Make sure that every voice is heard at your table. 3. Share: Each table will share something that will be implemented or changed in their assessment practices. Think – Pod - Share 20

21  Review the transition assessment components of the IEP  Determine how well the assessment data is analyzed and summarized  Identify any a dditional documentation that is needed  Task: Develop a summary statement from your assessment analysis.  Tools: I-13 Compliance Tips, Transition Assessment Documentation Template, I-13 feedback form Guided Practice: Summary 21

22 Essential Question: How do I weave the transition assessment summary through the post-secondary goals, course of study, transition services, and annual goals? Case Study: Tyler Case Study 22

23  Measureable Postsecondary Goals  Course of Study  Transition Services  Annual Goals Transition IEP Components 23

24  A multi-year description of courses and educational experiences that will prepare the student for post- secondary life.  Specific and individualized to the student’s preferences and interests.  Linked to the student’s post-secondary goals.  Should reflect skills rather than just course titles.  Simply stating that the student “will complete graduation requirements” is not sufficient. Course of Study 24

25  “ Coordinated set of activities” leading toward the measurable post-secondary goals (PSGs).  Specific activities/strategies/steps/actions provided by the “community of adults” to help the student achieve his/her post- secondary goals.  Related services must be documented as a transition service and must be linked to the PSGs and/or transition needs.  Must be specific and individualized for the student. Transition Services 25

26  Annual goals state what the student will do or learn within the next year that will move him/her toward achieving his/her PSGS and link to the transition services.  The link to the student’s PSG must direct, specific, and genuine.  It is not enough to simply state that a linkage exists.  Annual goals should link to an academic standard, but a standard is not, by itself, an annual goal.  At least one annual goal must show direct, specific, and genuine linkage to each PSG. Annual Goals 26

27  Practice developing a well-threaded transition IEP using your own assessment data.  Task:  Review and Revise the components of your IEP: PSGs, Annual Goals, Transition Services and Course of Study based on the analysis and summary of assessment data  Tools:  I-13 Compliance Tips  I-13 Feedback Form (8 questions)  RIOT matrix  Blank Transition Planning Template  Transition Assessment Documentation form  Assessment Data Individual/Small group Practice:Transition Components 27

28  Review questions from the beginning of the day.  Identify some “take-aways” from today.  Post-pre survey and certificates Wrap Up 28

29 Linda Tegtmeier, Supervisor Becky Dancer, Senior Consultant Contact Information 29

30 Transition Services Webpage Transition Assessment Module NSTTAC Resources 30


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