Secondary Transition Moving Beyond Compliance Transition Task Force - October 2010

Secondary TransitionSecondary TransitionMoving Beyond Compliance

Transition Task Force - October 2010

SessionsSessionsTransition Task Force - October 2010

Session 1 : Transition and the 6 Session 1 : Transition and the 6 Critical ElementsCritical Elements

Transition Definition and ServicesStudent – Directed PlanningCompliance: 6 Critical Elements of

Transition IEPs


Transition BasicsTransition 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.


6 Critical Elements -Indicator 6 Critical Elements -Indicator 1313

1. Student preferences and interests

2. Age appropriate transition assessments

3. Post-secondary expectations for living, learning and working

4. Course of study5. Annual goals6. Services and supports


Critical Element 1Critical Element 1

Strengths, Interests and Preferences

Student must be invited to IEPPreferences and/or Interests as they

relate to post-secondary areasMust be the student’s (in student’s

voice)Should be at top of Page BMay be found in other places on Page B

(or anywhere else in the IEP)


Critical Element 1 - IEP Example

Critical Element 1 Critical Element 1 Transition Task Force - October 2010

DesiredStrengths: 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 peersPreferences: Matt prefers working in small groups, hands-on activities over lecture


Transition Assessment

Must have data in each area of PSE (living, learning, and working) that is:

Informal or formal Sufficient to determine student’s needs for the post-secondary area

Identifies strengths/needs for that area


Critical Element 2 (cont’d)Critical Element 2 (cont’d)

The assessment information for EACH area MUST include:

1. Specific data (e.g., percents, skills observed)

2. Method/source of the data (e.g., observation, interview, assessment name)

3. Enough data to determine that the post-secondary area has been assessed


Transition Assessments (pg. Transition Assessments (pg. 34)34)


Critical Element 2 - IEP Critical Element 2 - IEP ExampleExample

Critical Element 2 - LivingCritical Element 2 - Living


DesiredInformation 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.

Critical Element 2 - LearningCritical Element 2 - Learning


DesiredInformation Source: Special Education/General Education Data (Fall ITED, Spring NWEA), English 11 Teacher and Sp Ed Teacher Input on 4/2/08Results: 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 **

Critical Element 2 - WorkingCritical Element 2 - WorkingTransition Task Force - October 2010

DesiredInformation Source: Choices Program completed during 07-08 school year and updated each semester. Student Interview on 4/3/08.Results: Matt’s 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 he’s 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.

Critical Element 2 - Critical Element 2 - JustificationJustification

DesiredEach 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.


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)



Critical Element 3Critical Element 3Transition Task Force - October 2010

DesiredLiving: 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.


Course of Study

Is subjective Must:

◦ Project from current IEP to time student leaves high school

◦ Be based on the individual’s 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




DesiredRequirements: 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 Matt’s 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***


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




DesiredEach 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**


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.


Critical Element 6 (cont’d)Critical Element 6 (cont’d)

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).




DesiredEach 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.

Questions?Questions?Transition Task Force - October 2010

Session 2Session 2

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


Transition Assessment AreasTransition Assessment AreasTransition Task Force - October 2010

Individual Interests & PreferencesIndividual 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


Basic SkillsBasic 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)


Attitudes, Habits and Self-Attitudes, Habits and Self-AwarenessAwareness

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 one’s strengths and limitations, including awareness of disability. Attitudes, habits, and self-awareness affect performance and functioning in the specific postsecondary area.


Attitudes, Habits and Self-Awareness (con’t)Attitudes, Habits and Self-Awareness (con’t)

Personal Organization Skills Interpersonal Skills / Intrapersonal SkillsStudy/Test-Taking BehaviorsPersonal Learning Characteristics/Learning StylesWork Ethics/ValuesUse of Self Advocacy Skills


Critical Thinking / Application Critical Thinking / Application SkillsSkills

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 AssessmentsTransition Assessments

Making Connections - The process for assessing an individual’s 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 student’s current skills?

Iowa Transition Matrix


Transition IEP Alignment:~ Making Connections ~

Transition AssessmentsResults

Post-secondary

Expectations

Course of Study Other Information

Effect of the Disability

Strengths, Interests & Preferences Goals and Services

Making Connections


Session 3Session 3

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


3-2-1 Activity3-2-1 ActivityTransition Task Force - October 2010

3 Things I Learned

2 Questions that I Have

1 Thing I Can Take Back and Use Tomorrow

Session 3Session 3

Using Transition Assessment Data to Write the IEP◦Who is Responsible?◦Do’s and Don’ts◦Traditional IEP vs. Student-Driven Transition Services◦Application Activity


Student-Directed PlanningStudent-Directed Planning

Promote Choice MakingEncourage Exploration through

Transition AssessmentsRisk TakingProblem SolvingSelf-EsteemGoal Setting and PlanningDisability Awareness

Figure 1.3 – Page 19


Case StudyCase Study

1. What are the student’s areas of strength?2. What needs do you see?3. 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?8. How do we tie this to their post secondary expectations?9. What would be possible services or supports?10.What would their course of study look like?

Talking PointsTalking Points

ResourcesResources

AEA Transition Website◦Transition Basics◦Transition Link

Other Resources



Documents

Secondary Transition Moving Beyond Compliance Transition Task Force - October 2010