2. Goose Creek CISD Special Education 2012 - 2013 Districtwide Staff Development Conference February 15, 2013

3. Transition Assessment and Evaluations

4. At the end of this session, the learner will:  Understand the both IDEA & Perkins legal requirements for transition  Understand the need to establish district procedures for transition involving both CTE, SPED, and Guidance & Counseling  Understand his/her role in student transition IEP meetings

5. The mission of the GCCISD Special Education Department is to support the campuses in order to nurture inclusionary environments, enhance student achievement, and maintain compliant special education programs.

7. In the Performance Based Monitoring System (PBMAS), districts are evaluated based upon the performance of students who have the intent to complete a coherent sequence of CTE courses before graduation based upon the student’s four year plan and course enrollment on the last Friday in October.

8. DISTRICT NON- NEGOTIABLES FOR CTE College & Career Planning Academic Integration

9. IT GOES DEEPER THAN FEDERAL LAWS: IT’S ABOUT HELPING OUR STUDENTS SUCCEED.

11. PEIMS (Public Education Information Management System) “0”= Not enrolled in a CTE Course “1”= Enrolled in a random CTE Course “2”=Enrolled in Coherent Sequence of Courses that include 2 or more CTE classes that equal 3 or more credits “3”= Enrolled in Coherent Sequence of Courses that include 2 or more CTE classes that equal 3 or more credits that is aligned with a community college and approved by the state.

12. IDEA IEP not ARD 14 not 16

13. 1. Integrate academics with CTE programs using a coherent sequence of courses 2. Link CTE at the secondary and postsecondary levels. 3. Provide students with strong experience in and understanding of all aspects of an industry. 4. Develop, improve, or expand the use of technology in CTE programs. 5. Provide professional development programs to teachers, faculty, administrators, and career guidance and academic counselors who are involved in integrating CTE programs. 6. Develop and implement evaluations of the CTE programs carried out with funds, including an assessment of how the needs of special populations are being met. 7. Initiate, improve, expand, and modernize quality CTE programs, including relevant technology. 8. Provide services and activities that are of sufficient size, scope, and quality to be effective. 9. Provide activities to prepare special populations for high-skill, high-wage, or high-demand occupations that will lead to self- sufficiency.

14.  Meet IDEA requirements of transition planning  Concepts of formal and informal assessments  Program placement  Entry Level Basic Skills Inventory  Meet IDEA requirements of transition planning  Accommodations and Modifications  Standard Based Evaluations  Comprehensive Program Skills Inventory  Exit Points  Content Standards/Grading

15. The primary purposes of transition assessments are to identify appropriate post-secondary goals related to training, education, and employment as well as a course of study and related services necessary to reach those goals.

16.  Measurable post-secondary goals based upon age-appropriate transition assessments related to training, education, employment, and if appropriate independent living skills.  The transition services and the course of study needed to assist the student to reach those post- secondary goals.

17. After high school graduation, Within 6 months of graduation from high school, etc. …  Education/Training  John will enroll in the general Associates Degree program at ZYX Community College in September 2013.  Joan will attend a two-year community college and gain a qualification in culinary arts.  Karen will complete a one-year course at a cosmetology school.  John will take a course in dog grooming.  Emma will complete a training course as a Certified Nursing Assistant.  Jack will participate in on-the-job training as a painter and decorator.

18. Employment  Thomas will become employed as an apprentice carpenter.  Damien will work for at least one year as a trainee veterinary technician in order to gain relevant employment experience.

19.  Matthew will live in an apartment with friends.  Chris will obtain his drivers license after graduation from high school.  Andrea will shop for groceries independently using a list.  All could be separate or combined.

20.  Beth is considering a career as a photographer.  Beth thinks she might want to work as a photographer's assistant.  Sarah will continue to work in the school store to improve her math skills.

21. Formal  Aptitude test  Interest inventory  Employability skills  Adaptive Behavior Informal  student experiences  Extracurricular activities  Gathering information from school records, students  Family, former employers  Reviews of achievement and behavior in school, medical records, teacher made test

22. 21 NAVIANCENAVIANCE

23. 22 NAVIANCENAVIANCE

24. 23 NAVIANCENAVIANCE

25. 24 NAVIANCENAVIANCE

26. Course Competency Sheets are a good starting point. 1. CTE teachers-ensure they are accurate and up-to-date. 2. SPED staff-access forms online to assist in student decision making.

27. COURSE APPLICATIONS

28. TIPS FOR SCHEDULING STUDENTS

29. COURSE COMPETENCIES

30.  Examples of GCCISD's Entry level basic skills inventory Examples of GCCISD's Entry level basic skills inventory  Career and Technical Education - Texas Essential Knowledge and Skills and Coherent Sequences Career and Technical Education - Texas Essential Knowledge and Skills and Coherent Sequences

31.  Office of Civil Rights Rules  Purpose is to give teachers and students a better chance to discuss courses by identifying the modifications, accommodations, and support services they will need.  Coherent sequence of courses

32. COURSE APPLICATIONS

33.  District Examples District Examples

34. CUSTOMIZED ACHIEVE PLANS

35. SUGGESTED COURSE SEQUENCES

36.  So how again are CTE and Special Education teachers working together to ensure suitable decisions are made?  How are we involved in transition assessments?

37. Special Education and CTE teachers can have discussions prior to the IEP meeting to discuss the CTE programs entry level basic skills inventory and the current level of the student in order to assist the student in becoming successful in the CTE class.

38. What does your Career Cluster PLC need to do to help the transition efforts of special education staff?

40. CONTENT MODIFICATION INSTRUCTIONAL ACCOMMODATION  Modifications are practices and procedures that change the nature of the task or target skill.  Change the amount of TEKS  Provide alternate curriculum _________________ Biology assignment – All students are expected to label a diagram of a pig naming the various systems and naming their functions. Example of Modification – Susan, a student who has modified curriculum, is asked to use printed labels to identify the head, mid-section, and legs of the pig  Accommodations are intended to reduce or even eliminate the effects of a student’s disability but do not reduce learning expectations.  Cue cards for steps process  Change the size or length of an assignment  Give more time for an assignment  Change seating  Change text format (Braille, highlighted text)  Provide note taking assistance  Change the way student is assessed ____________________ Same assignment Example of Accommodation – Victor, a student with a visual impairment, requires the use of large print handouts to complete this task and given preprinted labels. Explanation Examples

41.  a student who receives content modifications in high school will not graduate on the Recommended graduation plan?  There are other additional options besides the Minimum, Recommended and Distinguished Achievement plan that must be considered for every special education student ?

42.  What evaluation accommodations and modifications have been specified in the IEP goals for the students in your class?  Were the accommodations clearly specified from modifications on the IEP?  How successful were you in making those accommodations and modifications?  What barriers were there to your being able to implement those accommodations and modifications?  What steps can you take to eliminate those barriers in the future?

43.  Work in pairs or groups  Each pair/group must have at least one special education teacher and one CTE teacher  Select a CTE class  Select an assignment/activity for that class  List accommodations for the activity  List modifications for the activity

44. Standard-Based Evaluations – students’ achievement is measured against specific skill attainment or concept mastery NOT Norm-referenced – measures relative performance compared to other students

45.  Implementing Performance Assessment in the Classroom Implementing Performance Assessment in the Classroom

47.  Establish clear, relevant, and high expectations for your students  Provide a basis for accountability for both teachers and students  Promote equity because the standards apply equally to all students  Facilitate effective curriculum and instructional strategies  Establish an objective method of evaluation

48. The Comprehensive Program Skills inventory includes all skills and competencies a student must attain in order to successfully complete your program

49.  The Comprehensive Program Skills inventory includes all skills and competencies a student must attain in order to successfully complete your program  Use of the inventory by the IEP committee as a guideline for individual programming allows specific measurable goals for each individual student 

50.  The Comprehensive Program Skills inventory includes all skills and competencies a student must attain in order to successfully complete your program.  Use of the inventory by the IEP committee as a guideline for individual programming allows specific measurable goals for each individual student.  The IEP may not include every standard on the inventory, but students will have to achieve the same level of competency in each included standard in order to complete the goal.  Must represent reasonable exit points, not just a combination of skills.

51.  Exit Points video Exit Points video

52.  Make a list of all possible exit points for your program

53. Texas Education Agency mandates that IPI (Intensive Program of Instruction) be documented in the IEP when any special education/CTE student fails a state assessment. The documentation must include: 1) what remediation the student needs; 2) who will be implementing the remediation; and 3) and the frequency and duration of the service.

54.  Culinary Arts Culinary Arts  Other Competency Profiles Other Competency Profiles  Microsoft Office (Excel) Microsoft Office (Excel)

55. Content Standards Performance Standards Create a Criterion-referenced grading system

56.  Choose two content standards from your program  Establish performance standards for them  Tie these standards to a letter grade