1. Targeting Transition SEACO Introduction designed by John D. Wessels, Ten Sigma 209 S. 2 nd St., P.O. Box 846 Mankato, MN 56002-0846 507-345-7557 or 800-657-3815 jwessels@tensigma.org

2. Introductory Workshop Agenda 1. Challenges of transition 2. Transition skills defined at four levels 3. Surveys at four levels to assess transition strengths/needs 4. Rubrics that define transition skills in detail 5. Rubrics used to write measureable annual transition goals 6. Rubrics used to collect data 7. Forms used to track multi-year Progress 8. Technology tools enhance success 9. Using the Targeting Transition program

3. Section 1: Challenges of Transition MD/SD Version Targeting Transition

4. Overview of OSEP Indicator 13 Transition Process 1. Identify meaningful postsecondary goals. - education and/or training - employment - independent living (if necessary) 2. Base Postsecondary goals on age-appropriate assessment. 3. Identify measurable annual transition goals to meet postsecondary goals. postsecondary goals. 4. Secure transition services to meet postsecondary goals. 5. Manage outside services (engage adult providers). 6. Develop a course of study (list of classes) to meet postsecondary goals. postsecondary goals.

5. What We Need to Do Questions we must help students answer: What are my postsecondary goals for... What are my postsecondary goals for...... education/training?... employment?... independent living? How will I meet my postsecondary goals? How will I meet my postsecondary goals? What IEP goals would help me reach my goals? What IEP goals would help me reach my goals? What transition services would help me reach my goals? What transition services would help me reach my goals? What courses would help me reach my goals? What courses would help me reach my goals?

6. Rubrics  Clarify expectations  Simplify goal writing  Teach skills clearly  Collect better data Targeting Transition Model Multiple Year Progress Reporting Hard-copy Online Assessment Identify transition strengths and needs Hard-copy Online Post School Goals Training/Education - Employment - Independent Living Comprehensive Transition Skills Research-based Identified for four levels Annual Goal Management  Rubric editing  Goal writing  Data collection Activities Mild and Moderate  Lessons  Interviews  Evaluations  Plans to improve  Real situations

7. MD/SD Version Targeting Transition Section 2: Transition Skills Defined at Four Levels

8. Transition Assessment Four Levels for Four Specific Transition Needs Rubrics for Transition for Higher-Functioning Students Rubrics for Transition for Higher-Functioning Students Rubrics for Transition for Students with Moderate Disabilities Rubrics for Transition for Students with Moderate Disabilities Rubrics for Transition for Autism Spectrum Students Rubrics for Transition for Autism Spectrum Students Rubrics for Transition for Students with Severe Disabilities Rubrics for Transition for Students with Severe Disabilities Moderate Disabilities

9. Types of Transition Skills in Manuals Workplace Skills/Attitudes Workplace Skills/Attitudes controlling emotions controlling emotions making good choices making good choices being personally organized being personally organized Responsibility Responsibility following directions promptly following directions promptly accepting responsibility accepting responsibility following a schedule following a schedule Interacting with Others Interacting with Others interacting in a group setting interacting in a group setting listening listening being friendly being friendly Computer and Internet Computer and Internet using assistive technology manage email programs Basic Academic Skills Basic Academic Skills basic reading, writing, and math money, time, and temperature Habits of Wellness Habits of Wellness grooming/hygiene safety household and kitchen chores Planning for Success Planning for Success advocating for self participating in comm. resources

10. MD/SD Version Targeting Transition Section 3: Surveys at Four Levels to Assess Transition Needs

11. Targeting Transition Surveys Simplify Assessment Process Surveys display all skills on one page. Surveys display all skills on one page. Simple system promotes success. Simple system promotes success. “S” marked for strengths. “S” marked for strengths. “N” marked for needs. “N” marked for needs. Circled N marked for priorities. Circled N marked for priorities. Left blank for “okay”. Left blank for “okay”. Survey results focus discussion and attention. Survey results focus discussion and attention. Teacher keeps a master completed survey to write the IEP. Teacher keeps a master completed survey to write the IEP.

12. Higher- Functioning Survey Survey contains 65 transition skills for students who will live independent adult lives.

13. Moderate Disabilities Survey Survey contains 61 transition skills for students who will live somewhat dependent adult lives.

14. Autism Spectrum Survey Survey contains 63 transition skills for students on the autism spectrum.

15. Severe Disabilities Survey Survey contains 43 transition skills for students who will lead dependent adult lives.

16. Section 4: Rubrics that Define Transition Skills in Detail MD/SD Version Targeting Transition

17. Rubrics Define Each Transition Skill Rubrics… Clarify expectations. Clarify expectations. Simplify IEP goal management. Simplify IEP goal management. Provide the basis of instruction. Provide the basis of instruction. Enhance data collection. Enhance data collection.

18. Example of a Transition Rubric Date Priority Set and Met Scale Major Criteria Rubric Title (Need/Priority) Subcriteria Specific skills Details for objectives Criteria for lessons

19. Higher-Functioning Rubric Sample

20. Moderate Disability Rubric Sample

21. Severe Disability Rubric Sample

22. Autism Spectrum Rubric Sample

23. Section 5: Rubrics Used to Write Annual Transition Goals MD/SD Version Targeting Transition

24. Concept level (learn several skills/tasks under a goal). Appropriate for mild to high-moderate students. Appropriate for mild to high-moderate students. Short-term objectives more appropriate. Short-term objectives more appropriate. Task/Skill level (learn several details of a task or skill). Appropriate for moderate to low-moderate students. Appropriate for moderate to low-moderate students. Benchmark/objectives more appropriate based on student. Benchmark/objectives more appropriate based on student. Detail level (learn to complete a single step of a task). Appropriate for high-severe to mid-severe. Appropriate for high-severe to mid-severe. Benchmarks more appropriate form of defining goals Benchmarks more appropriate form of defining goals Complexity of Goal Writing

25. 1. Doesn’t demonstrate skill regardless of cueing. 2. Dependent setting with multiple cues (whatever it takes). 3. Dependent setting with no more than one cue. 4. Dependent setting with no cueing. 5. Independent setting with no more than one cue. 6. Independent setting with no cueing. Use a Consistent Scoring System

26. Measurable Goal and Objectives Concept Level with Objectives NA Short-Term Objectives: 1.Given five supervised situations with no more than one cue per situation, John will organize his daily schedule 4 out of 5 times. 2.Given five supervised situations with no more than one cue per situation, John will follow his daily schedule 4 out of 5 times. * Major criteria “3” is NA (not applicable) for this student in this situation)—Mark NA Goal: Over 36 weeks, John will increase his ability to keep and follow a schedule from needing multiple cues in a dependent setting to needing no more than one cue in a dependent setting 4 out of 5 times as measured by a teacher check-off sheet. NA

27. Measurable Goal and Objectives Skills/Tasks Level with Objectives Short-Term Objectives: 1.Given five situations and no cueing, John will independently identify when he needs to use the toilet 4 out of 5 times. 2. Given five situations and no cueing, John will independently sit on the toilet correctly 4 out of 5 times. 3. Given five situations and no cueing, John will independently use toilet paper correctly 4 out of 5 times. 4. Given five situations and no cueing, John will independently flush the toilet 4 out of 5 times. Goal: Over 36 weeks, John will increase his ability to use toilet facilities correctly from needing multiple cues in a dependent setting to needing no cues in an independent setting, as measured by a student check-off sheet, monitored by the case manager. NA

28. Measurable Goal and Objectives Skills/Tasks Level with Benchmarks Benchmark One: By November 15, given five dependent situations and no more than three cues, John will use the toilet facilities correctly 4 out of 5 times. Benchmark Two: By February 15, given five dependent situations and no more than one cue, John will use the toilet facilities correctly 4 out of 5 times. Benchmark Three: By May 15, given five dependent situations and no assistance, John will use the toilet facilities correctly 4 out of 5 times. Goal: Over 36 weeks, John will increase his ability to use toilet facilities correctly by identifying he needs to use the toilet, sit on the toilet correctly, use toilet paper correctly, and flush the toilet when finished from needing multiple cues in a dependent setting to needing no assistance in a dependent setting, as measured by a check-off sheet, monitored by the teacher. NA

29. Measurable Goal and Objectives Detail Level with Benchmarks Goal: Over 36 weeks, John will increase his ability to make eye contact when verbal directions are given, from needing multiple cues in dependent settings to needing no cues in independent settings. Benchmarks: 1.By December 1, given five dependent situations where verbal directions are given and whatever cueing is necessary, John will make eye contact 4 out of 5 trials. 2. By February 15, given five dependent situations where verbal directions are given and no more than one cue, John will make eye contact 4 out of 5 trials. 3. By June 1, given five independent situations where verbal directions are given and no cueing, John will make eye contact 4 out of 5 trials.

30. Section 6: Rubrics Used to Collect Data MD/SD Version Targeting Transition

31. Manuals Include Rubrics in Editable Form in RubricMaker Software RubricMaker software includes rubrics for four levels. RubricMaker software includes rubrics for four levels. higher-functioning (mild) higher-functioning (mild) moderate disabilities moderate disabilities severe disabilities severe disabilities autism spectrum autism spectrum Search for rubrics. Search for rubrics. Edit existing rubrics. Edit existing rubrics. Design new rubrics. Design new rubrics.

32. With the RubricMaker Turn Management Rubrics... Into Data Collection Tools Data Collection Management Scale

33. With the RubricMaker Turn Management Rubrics... Management Scale Into Progress Reports Progress Reports

34. Section 7: Forms Used to Track Multi-Year transition Progress MD/SD Version Targeting Transition

35. Targeting Transition Progress Report Student’spostsecondary goals ( PS, EM, HL, RL, and CP) To which PS goal(s) the skill applies. Method used to manage skill (goal, service, course) “Q” progress for IEP goals T C x x x x x x Indicates year in school a skill is a priority.

36. Use a Portfolio System to Collect Multi-Year Progress Use tracking form as a portfolio to keep... Use tracking form as a portfolio to keep...... multi-year transition progress... completed rubrics... transition services info... transition services info... completed surveys... invitations, permissions, etc. Pass the portfolio on to the next transition teacher, provider, or give to the student upon graduation. Pass the portfolio on to the next transition teacher, provider, or give to the student upon graduation.

37. Section 8: Technology Tools Enhance Success MD/SD Version Targeting Transition

38. TRAX Online Transition Planner Electronically Manage Transition Planning Select from four surveys. Select from four surveys. Adapt surveys (add/remove skills). Adapt surveys (add/remove skills). Design own surveys. Design own surveys. Email surveys to transition team. Email surveys to transition team. Automatically score and graph results. Automatically score and graph results. Print IEP team meeting information. Print IEP team meeting information. Print a variety of result views. Print a variety of result views. Print plan summary. Print plan summary. Print selected rubrics. Print selected rubrics. Print progress report. Print progress report.

39. TRAX Online Progress Manager Electronically Manage Data Collection and Progress Edit rubrics. Edit rubrics. Change wording to clarify expectations. Change wording to clarify expectations. Change scales to enhance data collection. Change scales to enhance data collection. Print rubrics in data collection form. Print rubrics in data collection form. Generate measurable goals. Generate measurable goals. Score and graph goal progress. Score and graph goal progress. Track progress over multiple years. Track progress over multiple years.

40. Activities for Transition Available for two levels of transition student. Available for two levels of transition student. For higher-functioning (mild) students. For higher-functioning (mild) students. For students with moderate disabilities (somewhat dependent). For students with moderate disabilities (somewhat dependent). Variety of activities. Variety of activities. Lessons. Lessons. Interviews/observations/practice activities. Interviews/observations/practice activities. Evaluations/planning for improvement. Evaluations/planning for improvement. Authentic tasks (call, write, order, do). Authentic tasks (call, write, order, do). Certificates of strength and accomplishment. Certificates of strength and accomplishment. Activities available in two forms. Activities available in two forms. In a hard copy, seven-volume set. In a hard copy, seven-volume set. Online access. Online access.

41. Section 9: Using the Targeting Transition Program MD/SD Version Targeting Transition

42. Evaluating the Targeting Transition Implementation A. Have you established a multi-year plan for transition? multi-year plan for transition? B. Have you written measurable annual goals to help meet annual goals to help meet postsecondary goals? postsecondary goals? C. Are you managing the acquisition of needed transition acquisition of needed transition skills and services? skills and services? D. Are you tracking progress over multiple years? multiple years? E. Are you writing IEPs that meet the expectations of Indicator 13? the expectations of Indicator 13?

43. Objectives of Training 1. Identify meaningful postsecondary goals. 2. Assess transition strengths and needs. 3. Write effective IEPs. 4. Write meaningful measurable annual goals. 5. Collect meaningful data. 6. Provide needed transition services. 7. Guide students into and/or provide needed courses. 8. Track transition progress over multiple years. 9. Meet the expectations of Indicator 13. 10. Use technology to enhance transition success.

44. Basic Training Breakdown Initial training (one day in classroom setting). Initial training (one day in classroom setting). Targeting Transition material. Targeting Transition material. Using Targeting Transition procedures. Using Targeting Transition procedures. Managing the transition process. Managing the transition process. Meeting Indicator 13 expectations. Meeting Indicator 13 expectations. Advanced training (½ day in computer setting). Advanced training (½ day in computer setting). Review of procedures and materials. Review of procedures and materials. Sharing of efforts, discussion, and questions answered. Sharing of efforts, discussion, and questions answered. Editing rubrics using the RubricMaker. Editing rubrics using the RubricMaker.

45. Basic Training Costs Basic materials ($145 per teacher). Basic materials ($145 per teacher). Choice of Rubrics for Transition manual. Choice of Rubrics for Transition manual. for Higher-Functioning Students for Higher-Functioning Students for Students with Moderate Disabilities for Students with Moderate Disabilities for Students on the Autism Spectrum for Students on the Autism Spectrum for Students with Severe Disabilities for Students with Severe Disabilities Rubrics (all four levels) in editable form on CD. Rubrics (all four levels) in editable form on CD. Basic training costs. Basic training costs. Honorarium ($800 per day for one or two days). Honorarium ($800 per day for one or two days). Actual travel expenses (air/ground, hotel, meals). Actual travel expenses (air/ground, hotel, meals). Optional material/programs. Optional material/programs. Hard copy or online access to Activities for Transition. Hard copy or online access to Activities for Transition. TRAX Online Transition Planner. TRAX Online Transition Planner. TRAX Online Progress Manager (available in fall 2009). TRAX Online Progress Manager (available in fall 2009).

46. Train-Trainers Initial two-day training conducted at selected site. Initial two-day training conducted at selected site. Trainer material. Trainer material. Training PowerPoint material. Training PowerPoint material. All forms digitally in original (editable) and pdf formats. All forms digitally in original (editable) and pdf formats. Pilot access to all Targeting Transition products. Pilot access to all Targeting Transition products. Trainer training costs. Trainer training costs. Initial $500 per participant (minimum 10 or pay expenses). Initial $500 per participant (minimum 10 or pay expenses). Ongoing $250 per participant per year. Ongoing $250 per participant per year. Ongoing updates through online webinars. Ongoing updates through online webinars. Access to updated program and training material. Access to updated program and training material. Membership in trainer network (available in fall 2009). Membership in trainer network (available in fall 2009).

47. Material Costs Rubrics for Transition Manuals and CD-ROM Rubrics for Transition I: for Higher-Functioning Students............. Rubrics for Transition I: for Higher-Functioning Students............. Rubrics for Transition I: for Higher-Functioning Students Rubrics for Transition I: for Higher-Functioning Students —65 skills for students who will live independent lives as adults Rubrics for Transition II: for Students with Moderate Disabilities....... Rubrics for Transition II: for Students with Moderate Disabilities....... Rubrics for Transition II: for Students with Moderate Disabilities Rubrics for Transition II: for Students with Moderate Disabilities —61 skills for students who will live somewhat dependent adult lives Rubrics for Transition III: for Students on the Autism Spectrum........ Rubrics for Transition III: for Students on the Autism Spectrum........ Rubrics for Transition III: for Students Rubrics for Transition III: for Students —63 skills for students on the autism spectrum Rubrics for Transition IV: for Students with Severe Disabilities......... Rubrics for Transition IV: for Students with Severe Disabilities......... Rubrics for Transition IV: for Students with Severe Disabilities Rubrics for Transition IV: for Students with Severe Disabilities —43 skills for students who will live dependent adult lives All four Rubrics for Transition manuals. (Product #451)............... All four Rubrics for Transition manuals. (Product #451)............... Activities for Transition (Hard-copy manuals) for Higher-Functioning (independent) students......................... for Higher-Functioning (independent) students......................... for Students with Moderate Disabilities (somewhat dependent)......... for Students with Moderate Disabilities (somewhat dependent)......... Access to activities for Transition online (Higher-Functioning and Moderate) Single-user for one year....................................... Single-user for one year....................................... Five or more users for one year................................. Five or more users for one year................................. Access to TRAX Online Transition Planner............................. Access to TRAX Online Progress Manager............................. Price $145 ea $520 set $495 set $65 ea $60 ea Varies

48. Options/Recommendations Visit our website: www.tensigma.org/transition. Visit our website: www.tensigma.org/transition.www.tensigma.org/transition Download sample material. Download sample material. Read about the program in more detail. Read about the program in more detail. Download a PowerPoint summary of the program. Download a PowerPoint summary of the program. Contact people familiar with the program. Contact people familiar with the program. Talk to Ten Sigma staff at (800)-657-3815. Talk to Ten Sigma staff at (800)-657-3815. Purchase material. Purchase material. Schedule training by Ten Sigma staff. Schedule training by Ten Sigma staff. Set up a Train-Trainers system. Set up a Train-Trainers system. Develop group plan/pricing. Develop group plan/pricing.