Secondary Transition

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Secondary Transition

• Moving Beyond Compliance

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Sessions

• Session 1 Transition and the 6 Critical
  Elements
• Session 2 The Basics on Transition Assessments
• Session 3 Using Transition Assessment Data

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Session 1 Transition and the 6 Critical
Elements

• Transition Definition and Services
• Student Directed Planning
• Compliance 6 Critical Elements of Transition
  IEPs

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Transition Basics

• Percent of youth aged 16 and above with an IEP
  that includes coordinated, measurable, annual IEP
  goals and transition services that will
  reasonably enable the student to meet the
  post-secondary goals
• Age 16 is used for reporting at the federal
  level. Iowa maintains the age of 14 for IEP
  transition components.

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6 Critical Elements -Indicator 13

1. Student preferences and interests
2. Age appropriate transition assessments
3. Post-secondary expectations for living, learning
   and working
4. Course of study
5. Annual goals
6. Services and supports

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Critical Element 1

• Strengths, Interests and Preferences
• Student must be invited to IEP
• Preferences and/or Interests as they relate to
  post-secondary areas
• Must be the students (in students voice)
• Should be at top of Page B
• May be found in other places on Page B (or
  anywhere else in the IEP)

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Critical Element 1 - IEP Example
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Critical Element 1
Desired
Strengths Matt is a hard worker, great respect for students and adults. He gets along well with others and is attentive in class. Interests Matt likes baseball, video games, and hanging out with his peers Preferences Matt prefers working in small groups, hands-on activities over lecture
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Critical Element 2

• Transition Assessment
• Must have data in each area of PSE (living,
  learning, and working) that is
• Informal or formal
• Sufficient to determine students needs for the
  post-secondary area
• Identifies strengths/needs for that area

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Critical Element 2 (contd)

• The assessment information for EACH area MUST
  include
• Specific data (e.g., percents, skills observed)
• Method/source of the data (e.g., observation,
  interview, assessment name)
• Enough data to determine that the post-secondary
  area has been assessed

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Transition Assessments (pg. 34)
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Critical Element 2 - IEP Example
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Critical Element 2 - Living
Desired
Information Source interview with parent and student on 4/3/08 Living Skills Checklist completed by student 3/20/08 Results Strengths from these sources say that Matt has budgeting skills, cooking and domestic living skills. Areas of need are self advocacy and comparison shopping. Matt will need to continue to increase his living skills in order to be successful in post-secondary life and meet his goal of living independently in an apartment after high school.
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Critical Element 2 - Learning
Desired
Information Source Special Education/General Education Data (Fall ITED, Spring NWEA), English 11 Teacher and Sp Ed Teacher Input on 4/2/08 Results ITED math scores at 22. MAP math scores at 207 with norm group average of 245. ITED 10 for reading comprehension, MAP reading score at 178 with norm group average 230. ITED writing scores were at 20 MAP writing scores at 190 with norm group average of 227. Strengths Matt has good study and organizational skills in the classroom setting (teacher input). Matt is a good student and handles the demands of school. His behavior should not interfere with future learning opportunities. Areas of Need Matt comprehends secondary reading materials with 60 accuracy. He will need to have increased comprehension skills for post secondary learning. Matt is able to answer basic math problems using a calculator, but has difficulty without the use of a calculator. Matt writes material with 65 accuracy. He will need to have increased written language skills for post secondary learning. Addresses ALL core areas as well as strengths and areas of need
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Critical Element 2 - Working
Desired
Information Source Choices Program completed during 07-08 school year and updated each semester. Student Interview on 4/3/08. Results Matts career interest cluster is in service occupations with high indicators in those fields where he would be helping others. Strengths Matt is able to follow multiple step directions, can figure out what to do when hes finished with a task, and has good time management skills. Matt has participated in job shadowing days. Area of need Matt would benefit from more vocational exploration opportunities.
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Critical Element 2 - Justification
Desired
Each post-secondary area of living, learning, and working is addressed through goals, services or activities. Example of justification for no goal, service or activity. Assessment information shows that John can cook, complete domestic tasks, budget and manage his checkbook. No living goal, service or activity is needed in this IEP because John has the necessary skills to live independently.
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Critical Element 3

• Post Secondary Expectation (PSE)
• Must be one for each PSE area living, learning,
  working.
• EACH PSE must
• Project beyond high school
• Be observable
• Be consistent with available assessment
  information
• Be located in the appropriate spot on IEP (Based
  on . . . Describe the PSE)

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Critical Element 3 - IEP Example
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Critical Element 3
Desired
Living Matt would like to rent an apartment in the Des Moines area. He would like to live independently with a roommate or significant other. Learning Matt would like to go to Hamilton to study Law Enforcement. Working He would like a career in law enforcement.
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Critical Element 4

• Course of Study
• Is subjective
• Must
• Project from current IEP to time student leaves
  high school
• Be based on the individuals needs
• Specify those courses and activities the student
  will need to pursue PSE
• The state of Iowa expects it to also include
• Requirements for graduation
• Current status with regard to requirements
• Target graduation date
• Courses and activities needed to pursue the PSE
  by graduation date

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Critical Element 4 - IEP Example
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Critical Element 4
Desired
Requirements Matt needs 40 credits to graduate from Moose Lake High School. This needs to include 8 English, 6 math, 4 social studies, 4 science, 4 PE, 1 wellness, and 13 electives. Current Status He currently has 32 credits and is on target to graduate with peers. Graduation Date 05/09 Course of Study He currently needs 8 credits and the following credit classes to graduate 2 English, 2 social studies, 2 math, 1 fine arts, and 1 elective which could include hands-on choices to match Matts interest (e.g. ag, mechanics, industrial arts). In order to develop career interests, he will participate in job shadowing (job skills 2). He will also be referred to IVRS counselor on or before 1st semester of his junior year. include activities
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Critical Element 5

• Annual Goals
• All goals must support pursuit of post-secondary
  expectation(s) (PSEs)
• All goals must meet the requirements of a well
  written goal
• If there are no goals for a specific
  post-secondary area (living, learning, working)
  rationale is supported in the PLAAFP on page B

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Critical Element 5 - IEP Example
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Critical Element 5
Desired
Each goal listed addresses a need listed in the PLAAFP and will assist the student to pursue targeted post secondary expectations. In one school year, when given a 7th grade reading probe, Matt will answer comprehension questions with 80 accuracy for 3 consecutive data days. Matt will need to continue working on reading comprehension skills so that he can be successful in a post-secondary school setting and be able to understand transition related documents. checked boxes need to be consistent throughout IEP
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Critical Element 6

• Services and Supports
• Must consider
• Post-secondary Expectations
• PLAAFP information
• Course of Study
• Annual Goals
• Then determine if services and supports are
  appropriate and sufficient for the duration of
  the IEP.

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Critical Element 6 (contd)

• Look for
• Descriptive statements.
• All identified needs are addressed in IEP.
• For every box checked yes review the goals,
  services and activities to make sure that service
  and supports are appropriate and sufficient for
  the duration of the IEP.
• For every box checked no make sure there is
  enough data in the IEP to justify no need at this
  time (may be a future need).

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Critical Element 6 - IEP Example
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Critical Element 6
Desired
Each service, activity and support marked yes has a narrative description on Page F that clearly indicates the amount of resources to be committed, a description of time allocated, a description of services to provided (not a list), AND there is clarity of services. Specially Designed Instruction Math instruction will be provided to teach basic operations with fractions, decimals, and percentages in a co-taught general education math class. Opportunities for pre-teaching and re-teaching are provided by the special education teacher.
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Questions?
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Session 2

• The Basics on Transition Assessments
• Overview of Assessment and Planning
• Types of Transition Assessments
• Transition Assessment Areas
• Making Connections
• Transition Matrix

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Transition Assessment Areas
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Individual Interests Preferences

• Definition Interests are those things/activities
  that evoke curiosity and preferences are those
  things/activities that are chosen over others.
  Interests and preferences are used to build
  future directions and plan for postsecondary
  expectations.
• Community Living Preferences
• Formal education / Informal education
• Work Style Options / Career Options

Transition Task Force - October 2010
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Basic Skills

• Definition Common foundational skills expected
  of all individuals in the specific postsecondary
  area.
• Home and Community Living Skills
• Literacy/Communication (math, reading, writing)
  skills (computer literacy)
• Core Workplace Skills (general employability)

Transition Task Force - October 2010
35
Attitudes, Habits and Self-Awareness

• Definition Attitudes are opinions or general
  feelings about something. Habits are actions or
  behavior patterns that are regular, repetitive
  and often unconscious. Self-awareness is the
  understanding of ones strengths and limitations,
  including awareness of disability. Attitudes,
  habits, and self-awareness affect performance and
  functioning in the specific postsecondary area.

Transition Task Force - October 2010
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Attitudes, Habits and Self-Awareness (cont)

• Personal Organization Skills
• Interpersonal Skills / Intrapersonal Skills
• Study/Test-Taking Behaviors
• Personal Learning Characteristics/Learning Styles
• Work Ethics/Values
• Use of Self Advocacy Skills

Transition Task Force - October 2010
37
Critical Thinking / Application Skills

• Definition A process of creative thinking for
  getting, analyzing and synthesizing information
  to make decisions and solve problems in each
  postsecondary area.
• Decision-making Skills
• Personal Life Choices
• Application of knowledge to real life (known and
  unpredictable situations)
• Ability to adapt to new tasks/jobs
• Ability to problem solve on the job
• Job specific/technical skills

Transition Task Force - October 2010
38
Transition Assessments

• Making Connections - The process for assessing an
  individuals transition needs simply requires the
  IEP team to answer the following four questions
• Does the student have a postsecondary expectation
  in each one or more of the following areas
  living, learning, and working?
• What are the essential knowledge, habits,
  attitudes, and skills that any individual needs
  for these postsecondary expectations? (Standards
  for postsecondary living, learning, and working).
• What are this student's current attitudes,
  habits, basic skills, critical thinking and
  application skills?
• What is the discrepancy between the essential
  skills and the students current skills?
• Iowa Transition Matrix

Transition Task Force - October 2010
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Making Connections
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Questions?
Transition Task Force - October 2010
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Session 3

• Activity
• Educational Components of Transition IEPs
• Planning Components of Transition
• Post-Secondary Expectations Components

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3-2-1 Activity
3 Things I Learned
2 Questions that I Have
1 Thing I Can Take Back and Use Tomorrow
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Session 3

• Using Transition Assessment Data to Write the IEP
• Who is Responsible?
• Dos and Donts
• Traditional IEP vs. Student-Driven Transition
  Services
• Application Activity

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Student-Directed Planning

• Promote Choice Making
• Encourage Exploration through Transition
  Assessments
• Risk Taking
• Problem Solving
• Self-Esteem
• Goal Setting and Planning
• Disability Awareness
• Figure 1.3 Page 19

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Case Study
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Talking Points

• What are the students areas of strength?
• What needs do you see?
• So what?
• 4. How do you meet all of those needs?
• 5. How do you prioritize these needs?
• 6. What would be a possible goal area?
• 7. How do you justify not needing a goal/service
  for an area?
• How do we tie this to their post secondary
  expectations?
• What would be possible services or supports?
• What would their course of study look like?

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Resources

• AEA Transition Website
• Transition Basics
• Transition Link
• Other Resources

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Questions?
Transition Task Force - October 2010