Presentation on theme: "Webinar January 10, 2011 Presenters: Sally Hollow Horn, Marilyn Johnson, PhD, & Sue Bement BIE, Division of Performance and Accountability Some segments."— Presentation transcript:
Webinar January 10, 2011 Presenters: Sally Hollow Horn, Marilyn Johnson, PhD, & Sue Bement BIE, Division of Performance and Accountability Some segments were adapted from Dr. Juan Portley’s presentation on Secondary Transition (2011).
» Transition IEP Findings: Post School Goals Documents absent on NASIS. Upload of documents Transition Services linked to goals » Employability Skills
» Appropriate and measurable postsecondary goal in each area (Training, Education, Employment and Adult Living Skills); » Postsecondary goal updated annually? » Evidence of transition assessment? » Transition services to enable student to meet postsecondary goals.
» Transition course of study? » Annual IEP goal related to transition service needs? » Evidence that student was invited to IEP meeting. » If appropriate, evidence that a representative of any agency was invited?
» The postsecondary goals must indicate the goals a student expects to pursue after high school graduation. » Example: I will earn an Associate degree in Construction Trades (Carpentry) from Maricopa Community College. » Non Example: Shania will research occupations she would like to pursue after graduation during the Career Readiness class.
» Is it outcome-oriented? » Can it be counted by someone (certificate, # of hours, degree)? » Will it occur after the student leaves secondary education? » Do goals include training, education, employment and adult living skills? » Independent Living skills are required for students with greater challenges (e.g. students with intellectual disability).
» Employment: After graduation, I will work as a construction helper in my uncle’s Construction business. » Education: Upon graduation, I will start my nursing degree at a community college, then go to the university. » Independent Living: Upon completion of high school, Jerod will live with his sister and gain competence in accessing public transportation and work related skills.
» What kinds of assessments (informal and formal)? » Are the areas assessed the most important ones for this student, given his/her post school goals? (individualized!) » Are they age-appropriate? » Are they valid and reliable for the students you are assessing? » Who administers assessments? When? How Often? » How are results shared with students and with the IEP team? » How are results “tracked” over time? » How are results used to develop goals and courses of study, and to determine service needs?
» Armed Services Vocational Aptitude Battery (ASVAB) » – “Age Appropriate Transition Assessment Guide” » – “Age Appropriate Transition Assessment” Fact Sheet » U.S. Dept of Labor O*NET - Interest profiler, ability profiler » Workkeys. A system for assessing work skills for varied occupations.
» Will the student need outside agency services (for a successful transition) during the next year? » For the current year, any evidence in IEP that representatives of the following agencies/services were invited to participate in the IEP development? Postsecondary education, vocational training, or continuing and adult education Integrated employment (incl. Supported empl.) Independent living or community participation NOTE: Must obtain consent to invite to IEP meeting!
» Postsecondary Goal After I graduate from high school, I will earn certification as a pharmacy technician at a community college. » Transition Goal Chelsea will achieve proficiency of 90% on math skills related to pharmacy technician including: (a) math problems that require 2 or more operations, and (b) calculation of averages, simple ratios, simple proportions using whole number and decimals (www.act.org/workkeys)www.act.org/workkeys Transition Activity Chelsea will volunteer at the local pharmacy to help restock dispensing items (labels, pill bottles, etc.). Transition Coordinator will assist her in securing clearance for the position.
» Guidance: Activities and Strategies should relate to postsecondary goal preparation. The instruction section should state more instructional things, like research areas of interest, interview people, register for dual credit, etc.
Activities/Strategies: INSTRUCTION Agency/ Responsibility TimelinesDocumented Completion -Teach Jeff the Paraphrasing Strategy -School/special educator teacher -Sept-Oct Provide modifications and accommodations in core academic classes -School/general ed teachers Research, identify, & visit at least 3 colleges of interest -Jeff w/case mgr or transition specialist -Fall 2011 Research, select, & complete one unpaid and one paid internship in law enforcement -Jeff (case mgr monitors) - Fall Spring 2012 Meet with DVR counselor for eligibility determination & possible college supports DVR counselor, Jeff, parents (case mgr. monitors) Winter 2011
School Year Credits Earned Courses Selected Skills for Success (reading, future planning, personal mgmt) English I, Algebra I, P.E./Girls Basketball, Physical Science, U.S. History English II, Applied Math I, P.E./Girls Basketball, Keyboarding/Computer Literacy, Biology Concepts/Biology, World Geography English III, Geometry, Girls Basketball, Psychology/Sociology Spanish I (1/2 cr.)/Government, Work Study (1/2 cr.) English IV, Algebra II, Culinary Essentials/Sewing, Clothing & Crafts, Public Speaking/Girls Basketball, Spanish II (1 cr.), Work-Study (1 cr.)
» Becky will master the skills of “information processing” in COMP 1001 with 95% accuracy, as measured by unit exams and final exam. » Becky will demonstrate basic awareness of computing occupations to the counselor’s satisfaction as measured by an interview. » Becky will identify 3 post-secondary educational programs for computing occupations in her careers class 9-week advisory meeting. » Becky will articulate her accommodation needs in computing environments through her interview with the rehabilitation services counselor.
» Jana will increase her reading comprehension skill levels from 5.9 to 7.5 grade level equivalents by May 2011, in order to move into post-secondary education as planned, as measured by her scores on the standards-based assessment. » Jana will demonstrate acquisition of spatial concepts and computational skills critical for a field of study and career in visual arts, by passing her Geometry I class with a grade of B or better. » By April 2011, Jana will create and apply a process for analyzing her job shadow experiences, her results from transition assessments, and her visits to colleges to determine the most feasible area for planning an internship the following year, as measured by her comprehensive plan.