Transition Planning

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Transition Planning the IEP Helping Students
Plan for the Future

• Sue Severson, Ed. D.
• Minnesota State University
• severson_at_mnstate.edu
• Jon Enderle, M. S.
• Moorhead Public Schools

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Transition--IDEIA 2004

• Results Oriented Process
• Assessment Implication Identify learners
  desired post school outcomes in all transition
  areas
• based on the individual childs needs, taking
  into account the childs strengths, preferences
  and interests
• Transition Assessment Implications
• Identify needs in transition areas (ESTR ratings)
• Identify strengths in transition areas (ESTR
  ratings)
• Know and understand STUDENT interests and
  preferences and focus on these in the transition
  planning process (ESTR assessment of
  postsecondary outcomes)

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Transition--IDEIA 2004

• Age
• Transition Assessment Implications
• Assessment in evaluation period prior to age 16
• Transition assessment outside of 3-yr evaluation
• Final Performance Summary
• Age-appropriate transition assessment (functional
  performance)
• Academic achievement

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Transition Assessment Model
Elementary
Middle School/Junior High
High School
Postsecondary
Basic Skills Assessment
100
50
Assessment
Transition Assessment/ Career Exploration
0
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Postsecondary Goals (preferences
interests) ESTR Assessment
ASSESS
Course of Study
Present Level Of Educational Performance ESTR
Assessment --------------- Build on strengths,
address needs
Statement of Needed Transition Services
ASSESS
Goals Objectives
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Questions the ESTR Scales Answer

• What are the learners desired future
  outcomes/goals?
• Results oriented process.
• Needs, strengths, preferences and interests.
• What skills does the student possess? (strengths)
• Relative to their goals.
• What skills must the student acquire to achieve
  their goals? (needs)
• What planning issues need to be addressed?
  (needs)

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Transition Planning in the Schools Using the
Enderle-Severson Transition Rating Scales, 4th
Edition

• Historical perspective
• Updated with IDEIA 2004
• Best practices
• Administration of ESTR Scales
• Writing transition into the IEP
• Case studies
• Reliability and validity information
• Self-determination checklist

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ESTR Scales

• ESTR Scales
• ESTR-J-Revised
• Transition specific assessment for students with
  mild disabilities
• Learning disabilities, emotional disorders,
  hearing impairments, visual impairments,
  physical/health disabilities, speech/language
  disorder (mild levels)
• ESTR-J-Revised Parent Form
• ESTR-J form to gather information from parents

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ESTR Scales

• ESTR III
• Transition specific assessment for students with
  more disability
• Cognitive disabilities
• Moderate to severe range
• ESTR III Parent Form
• ESTR II form to gather information from parents

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ESTR-J-Revised Administration

• Respondents
• Parents (gray form)
• Students
• School personnel

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Administration ESTR-J-R

• Rating system
• YesIndependent and Consistent
• No Not performed or performed inconsistently
• Anecdotal comments.

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ESTR J-Revised Scoring

• For each section
• Add up 1 scores and enter number in appropriate
  space on front cover.
• On the front cover
• Once all scores are recorded-
• Determine the percentage for each area.
• Add raw scores for all areas-record as Total
  Performance Score.
• Calculate Total Performance Percentage.

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ESTR-III Administration

• Respondents
• School personnel
• Parents
• Parent form (crème)
• Student

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Rating System

• Rating system
• 2Independent and consistent.
• 1Participates with assistance or is
  inconsistent.
• 0Does not participate at this time.
• Anecdotal comments.

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ESTR III Scoring

• For each section
• Count the number of 2s-enter in appropriate
  space on front cover
• Count the number of 1s-enter in appropriate
  space on front cover
• Items where 0 is indicated are not counted
• On front cover
• Multiply the number of 2 scores by 2
• Multiply the number of 1 scores by 1
• Add TOTALS for 1s and 2s
• Add these scores for Total Performance Score

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What do these scores mean?

• Total Performance Score scores for each
  subscale are reference points.
• ESTR III Score indicates degree of independence
  as well as areas of participation where
  assistance is provided.
• Low score at graduation indicates that support
  systems need to be in place.
• ESTR-J--Scores indicate skill levels and the
  status of planning.

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Postsecondary Outcomes

• Transition is
• A results-oriented process
• Our goal is..
• Postsecondary success
• Our assessment must..
• Identify what the learner want to do after
  exiting school

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Measurable Postsecondary Goals

• Students dreams and aspirations for their
  future.
• Students preferences and interests.
• Looking beyond the diploma.
• Realistic/unrealistic.
• ESTR Worksheets
• Student form.
• Parent form.

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Assessment of Postsecondary Outcomes
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Measurable Postsecondary Goals

• Included in the IEP.
• I statements.
• Coordinated set of Activities that comprise
  transition planning focus on identified future
  outcomes/goals
• Identified by the learner (parent).

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Present Level of PerformanceSitlington, Clark,
and Kolstoe (2000)
The most central and critical use of transition
assessment information is as a component of the
Present Level of Educational Performance in the
students IEP. Transition goals and objectives,
along with official linkages with nonschool
agencies, would come directly from
transition-referenced assessment and the
information in the Present Level of Educational
Performance. The data should have direct
implications for instructional program decisions,
including program design, program placement,
curriculum planning, instructional procedures,
and additional assessment requirements. ( p. 123)
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ESTR-J-Revised Present Level of Performance

• Each item of the scale included in performance
  level.
• Efficient means of organizing information
• Strengths
• Possible areas of concern.
• Include anecdotal comments.

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ESTR III Present Levels of Performance

• Includes every item of the ESTR III along with
  other relevant information (anecdotal comments).
• Organized around the areas of
• 2-Independent and Consistent
• 1-Participates with Assistance or is
  Inconsistent,
• 0-Does Not Participate.

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Computer Assisted Performance Levels

• NEW!!
• Worksheet for transition planning.
• Online entry.
• Purchase of assessment reports.
• Enter information online.
• Report generated in PDF format.

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Assessment Summary Report

• Contents
• Demographic information
• Description of assessment instrument
• Future goals information
• Strengths/needs
• Future goals
• Other information-such as..

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Assessment Report
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Next Steps

• Course of study
• Statement of Needed Transition Services
• Goals and Objectives
• Lesson plans/instruction

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Henrys Future Goals

• Employment
• Im not sure. Some time of skilled job.
• Recreation Leisure
• Identified seventeen types of activities. Home
  Living
• Home Living
• Move away from home at 18. Live in an apartment
  with several roommates in the city or near
  Morningside.
• Community Participation
• Get around by driving my car.
• Post-secondary education
• Attend a two year college.
• All of our planning must focus on these!!!

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Postsecondary Outcomes

• Look at assessment summaries
• Find assessment of postsecondary outcomes
• Write postsecondary outcome statements for each
  transition area
• See examples

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IEP Transition Planning Process

• Assessment
• Course of study
• Statement of Needed Transition Services
• Goals and Objectives
• Lesson plans/instruction

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We dont have to do it all!
Remember!!!!

• Transitional services are the responsibility of
• Special education
• General education
• Related services
• Work experience
• Student
• Parent

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General education provides coursework to address
some transition needs

• Elk River High School
• Careers
• Child Development/Parent-ing
• Computer Applications Computer Keyboard
• Cooking to Learn
• Essential Math
• Exploring Foods

• Independent Living
• Jobs Minnesota Graduates
• Know Your Car
• Lifetime Sports
• Personal Finances
• Occupational Child Care
• Occupational Foods
• Strength Conditioning

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Hawley High School

• Youth In Action
• Family Living
• Living Skills
• Work Experience

• Computer
• Machine Woods
• Natural Res/Livest
• Welding
• Small Engine
• Ag Leadership
• Horticulture
• Natural Resources
• Art
• Accounting

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Course of Study

• The Federal Register of IDEIA, 2004 states
• Beginning not later than the first IEP to be in
  effect when the child turns 16, or younger if
  determined appropriate by the IEP Team, and
  updated annually, thereafter, the IEP must
  include
• (2) The transition services (including courses
  of study) needed to assist the child in reaching
  those goals (300.320 (D)(b)

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Henrys priorities

• Career choices
• Work experience
• Punctuality.
• Learn about myself
• Learn about checking savings accounts

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Assessment Report
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Henrys parents priorities.

• Develop an understanding of what to do in
  emergency situations
• Identify supports in Henrys transition plan
• Nutrition/meal planning

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Assessment Report
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Henrys Transition IEP Needs

• Career choices
• Work experience
• Punctuality.
• Learn about myself
• Learn about checking savings accounts
• Develop an understanding of what to do in
  emergency situations
• Identify supports in Henrys transition plan
• Nutrition/meal planning
• Through team discussion the team decided the rest
  of the needs would not be addressed this year.

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(No Transcript)
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Statement of Needed Transition Services(not
included in IDEIA 2004)

• The IEP must include For each student beginning
  at the age of 16 (or younger, if determined
  appropriate by the IEP team), a statement of
  needed transition services for the student,
  including, if appropriate, a statement of the
  interagency responsibilities or any needed
  linkages. (34 CFR 300.347(b)(2))

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Statement of Needed Transition Services is.

• Long range plan for what the student will do
  during remaining years of high school
• Includes support student receives in high school
  as well as support as well as anticipated
  supports
• Identifies needs, activities, person(s)
  responsible

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(No Transcript)
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Goals Objectives

• Needs addressed through special education
  programming
• Instructional issues
• Identified needs in the performance level

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Assessment Report
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Henrys need Learn about myself

• Goal
• Henry will increase his awareness skills related
  to his knowledge of himself from not being sure
  of his interests and needs to being able to
  identify and explain some interests and needs.
• Objectives
• Henry will write at least three future goals to
  be put into his portfolio as documented by the
  classroom teacher.
• Henry will write an essay describing how his
  disability impacts his employment goals with at
  least 90 accuracy based on the grading rubric as
  evaluated by the SpEd teacher.

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Henrys needpunctuality

• Goal
• Henry will improve his punctuality from not being
  to class and work 50 of the time to 90 of the
  time.
• Objectives
• Henry will track his punctuality using a graph
  and write a paper describing three reasons for
  good punctuality as evaluated by the SpEd
  teacher.
• Henry will identify acceptable and unacceptable
  reasons for tardiness, giving at least 4 examples
  of each as documented by the SpEd teacher.

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Life Centered Career Education Curriculum (LCCE)

• Published by CEC
• Provides a career education framework for
  providing transitional services
• Structured around
• Three curriculum areas
• 22 competencies
• 97 subcompetencies

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LCCE Curriculum Areas

• Daily Living Skills
• Personal-Social Skills
• Occupational Guidance and Preparation

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LCCE Competencies

• Personal finance
• Household
• Personal needs
• Children marriage
• Food
• Clothing
• Citizenship
• Recreation
• Getting around
• Self-awareness
• Self-confidence

• Responsible behavior
• Interpersonal skills
• Achieving independence
• Decision making
• Communicating with others
• Occupational possibilities
• Occupational choices
• Work habits
• Getting employment
• Physical-manual skills