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Processes and Practices for Postsecondary Transition Planning

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  1. Processes and Practices for Postsecondary Transition Planning A Focus on Age-Appropriate Transition Assessment Amy Szymanski, M.Ed. Consultant February/March 2011 Presentation

  2. Intended Outcomes • Participants will: • Identify the required components within a compliant Individualized Education Program (IEP) Transition Plan • Age Appropriate Transition Assessment (AATA) • Identify sources of AATA • Give examples of methods for gathering AATA data • Identify features to be in included within the summary of AATA in Section 4 of the IEP • Summarize information gathered from AATA and describe the relevance to a student’s postschool goals

  3. The Purpose of IDEA “To ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living…”

  4. State Performance Plan Links • Increased Graduation Rates for Students with Disabilities (I-1) • Reduction of Dropouts (I-2) • Increased Quality and Effectiveness of the Transition Component (I-13) • Increased Postsecondary Success for Students with Disabilities (I-14)

  5. Ed Resources Ohio Ohio Operating Standards Procedures and Guidance IEP Annotation Secondary Transition Tab

  6. Transition Planning Problem solvewith the student and family: “What does the student plan to doafter graduation?” • Future Planning • Age 14 Statement • Measureable Post School Goals “In relation to these goals,where is the student now?” • AATA “What does the student need to dothis yearand in subsequent years to be“transition ready”by graduation?” • Annual Goals and Services • Course of Study • Transition Services • Linkages to Adult Services

  7. Start Young with Career Development to prepare students to participate in Future Planning This student wanted to be a bank teller, just like her mom

  8. Future Planning • Future planning is the opportunity each and every year to have meaningful discussions with the student and family about the student’s future • Inviting the student to the IEP is one tangible way to promote and facilitate active student participation.

  9. Changes through the Years • The Vision/Future Plan should change through the years • from a school- focused, adult (family) influenced view To an • adult world picture that is primarily directed by the student with support from the IEP team and family

  10. Future Planning Development Tool: “How Are We Doing?” • To help guide the development of the future planning and vision • To encourage families and students to participate in the process • To assure that Future Planning which guides the development of the transition plan are student/family driven

  11. Miguel’s Future Planning Statement Miguel is 16 and plans to attend college and obtain a degree in history or meteorology. He would like to be a college professor in history or a meteorologist (and study global warming). Miguel enjoys perfecting his golf game and communicates with friends via social networking sites. He lives with his mother now, but would like to live in a dorm at college in a private room.

  12. Jeffrey’s Future Plans Jeffrey will live with his parents after high school. His family may consider a supervised living situation in the community for him, eventually. His family sees him being employed in the community doing tasks that make use of his skill with using his hands and his interests in tools, computers and plumbing. He also likes attending sporting events in the community. Jeff would benefit from ongoing adult education in the areas such as daily living skills and sexuality.

  13. Age 14 Requirements • “For each child with a disabilitybeginning at age 14(or younger if determined appropriate by IEP team),the IEP shall includea statement, updated annually, oftransition service needsof the child under the applicable components of the child’s IEP thatfocuses on courses of study(such as participating in advanced placement courses or a vocational education program).” Ohio Operating Standards

  14. IEP Part 4: Age 14Statement • Based on information from Section 1, Future Planning, and Section 3, Profile, and, as appropriate, data and information from Section 6, Present Levels of Academic Achievement and Functional Performance and/or the results of age-appropriate transition assessments (Section 4) IEP Annotation

  15. IEP Part 4: Age 14Statement • Describe in this section the child’s needs related to transition to and through the first years of high school and the course of study. IEP Annotation

  16. IEP Part 4: Age 14StatementQuestions for the IEP Team to Consider -What classes will the child need to prepare for the intended job/career? --Does the child intend to go to college? - Is this child planning to enroll in a career/tech program during high school? -What classes will provide the child with skills needed in order to achieve the child’s post-school goals? -Does the child need accommodations and/or services to support achievement and progress in the child’s course of study? -How do the child’s plans for the future match up with the child’s preferences, interests, needs, and skills? -Are accommodations and services the child currently receives providing opportunities for the child to attain the level of independence needed as an adult? -Does the child know how to: ) describe to others how his or her disability affects his or her learning, working, and living and 2) advocate for appropriate accommodations?

  17. Courses of Study: “Ohio Core” • How do students with disabilities participate in the Ohio Core Curriculum? • How does this affect course of study? • 1st time 9th graders in 2010-11 • Course of study must include how student will complete Core • Consider implications for graduation and diploma • See guidance at keyword search “Core” for specific guidance about options for student participation in Core coursework

  18. Course of Study - CORE For SWD graduating in 2014 & after CORE must be included in transition plan • 3 Options to Meet Graduation Requirements • Required CORE coursework • Opt-out provision for required CORE coursework • Based on IEP goals and objectives

  19. Information from Jeffrey’s Age 14 Statement • Modified general curriculum • Some in general education classroom • Some in resource room (smaller class size) • Life Skills class • Opportunities for paid work experience, in school and in the community 19

  20. Information in Miguel’s Age 14 Transition Statement Miguel will be enrolled in college prep courses, taking the honors level math and science courses. He needs accommodations for taking notes. He needs to continue practicing keyboarding, as a computer might be an appropriate accommodation for him for note taking. His current behavior plan provides "time out" when he gets anxious, but the team is in the process of revising the behavior plan with the idea that he will need ways to cope with his anxiety into adulthood. Time out will not be an appropriate accommodation for college or for future workplaces.

  21. Age 16 Requirements Post-Secondary Goals that are: • Measurable • Based on Age Appropriate Transition Assessment • Team should gather information before the student’s IEP for age 16 Includes: • A goal for Education/Training • A goal for Employment • A goal for Independent Living (for some students) • Need assessment data that indicates a need or no need related to individual student

  22. Age 16 Requirements Results in a ‘coordinated set of activities’: • Connected Annual Goal(s) • Meaningful steps to progress towards Post School goals • Aligned Course of Study • Prepares student to engage in post school education/training/employment/independent living • Supporting Transition Services • Align with the individual student’s post school goal • Reflect experiences, skills, knowledge, etc. . Needed for student to be “transition ready”

  23. Indicator 138 Elements 23

  24. Indicator 13 Checklist

  25. Web-based Examples and NonexamplesIndicator 13 Checklist • The document walks through the 8 items of the Indicator 13 Checklist for 14 different students (ages 16 – 21). • Students with specific learning disabilities: Allison, Jason, John • Student with autism: Alex • Student with emotional behavioral disorder: Jamarreo • Students with intellectual disabilities: Jeremy, Jodi, Lissette, Paulo, Stephanie • Students with severe, complex disabilities: David, Kevin, Lilly, Rolanda

  26. Steps to “The Document” • • Click on Indicator 13 • Click on Training Materials • Click on “the document”, anywhere in blue

  27. The Processes and Practices Transition Planning Tool This tool expands on each element in the Indicator 13 Checklist

  28. Indicator 13Element 1: Measureable Post-School GoalsElement 2: PS Goals Updated Annually 28

  29. Compliance RequirementsIndicator 13 Checklist • ST 1. Is there an appropriatemeasurable postsecondary goalor goals in each area? (note: ST = Secondary Transition)

  30. Postsecondary Goals • “generally understood to refer to those goals that a child hopes to achieve after leaving secondary school (i.e., high school)” (IDEA 2004 Part B Regulations, §300.320(b), discussion of Final Rule p. 46,668) • Post School Goals are NOT the process of pursuing or moving toward the desired outcome.

  31. Indicator 13 - Element 1 Measurable Postsecondary Goals Measurable Postsecondary Goals: • Based on student’s preferences, interests, needs and strengths (PINS) • Informed by and based on data/results of age-appropriate transition assessment • Increases in detail and becomes explicit as student nears graduation • Specific to a type of adult outcome • May or may not change from year to year

  32. Formula for Writing a Postsecondary Goal* _________ _____ will_____ ________ (After high school) Student Behavior Where and How (After graduation) (Upon completion of high school) *Taken from the National Secondary Transition Technical Assistance Center (

  33. Jeffrey’s Post Secondary Goals Education/Training • Goal: Once Jeffrey has completed high school, he will enroll in adult education classes to further his daily living and independence skills. Employment • Goal: After leaving high school, Jeffrey will work in the community with supported or customized employment in a job that makes use of his interests and strengths Independent Living • Goal: Jeffrey will live at home with his parents after he finishes high school until he is eventually able to move into a supervised group home.

  34. Miguel’s Measurable Postsecondary Goals Education and Training Goal: Upon graduation from high school, Miguel will enroll in a four year college Employment Goal: After earning a degree or degrees from a university, Miguel will pursue a career as a college level history professor, or as a meteorologist Independent Living Goal: Miguel will live independently in a private dorm room while attending college

  35. Post School Goals: Accountability • Are schools held accountable for the achievement of Post Schools goals following high school? • NO. Schools are NOT responsible for student attainment of appropriate, measurable post-secondary goals listed in the transition component of the IEP • However, districts are responsible for implementation of specific transition services, behavioral interventions, and progress on annual IEP goals that support the student's future planning. As long as the school has provided the course(s) of study, implemented the annual IEP goals, and delivered the transition services and other services identified in the IEP, it has met its obligation

  36. Students with Significant Disabilities • Students with Significant Disabilities NSTTAC Training Materials • PowerPoint presentation NOTE: Goals are examples NOT compliant exemplars • OK Workgroup Examples

  37. Compliance RequirementsIndicator 13 Checklist • ST 2. Is (are) the postsecondary goal(s)updated annually? (note: ST = Secondary Transition)

  38. Indicator 13 - Element 2 Evidence of Annual Update or Review • Element 2 requires evidence that post secondary goals are updated annually • Does not mean that they change • Possible ways to document update/review: • Notices of an IEP meeting during the previous year • IEP summary notes that indicate discussion and approval of continuation of PS Goals • Updated, more detailed, or revised PS Goals • New information in AATA that aligns with PS Goals

  39. Reflect / Review IEP • Review and reflect on an IEP that you brought to the training • Are the postsecondary goals measureable? • Do the goals meet the criteria described in the Indicator 13 checklist?

  40. Indicator 13Element 3: Age Appropriate Transition Assessment

  41. Compliance Requirements Indicator 13 Checklist • ST 3. Is there evidence that the measurable postsecondary goal(s) were based onage appropriate transition assessment? (Note: ST = Secondary Transition)

  42. The Age Appropriate Transition Assessment Process… …..IS…… …..IS NOT……. • Summarizing and interpreting test results in relation to adult outcomes • Selecting assessment tools, settings and methods to get specific info • Using the same assessment tool or method with all students • Listing the name of tests and test scores in section 4 of IEP • Done once or during a certain time period or grade level • Used only to inform student’s achievement of current IEP annual goals • Only information gathered by special educators in a separate assessment event • Only valid if generated by formal tools and gathered by educational professionals • Ongoing, dynamic and guided by assessment questions • To inform student’s multi-year transition needs in relation to his/her measurable post-school goals • Including students with disabilities in all whole school career-oriented events and activities • Information provided informally by the student, family and others

  43. Implementing the Age Appropriate Transition Assessment Requirements of IDEA 2004 Mary E. Morningstar, Ph.D. Adapted from a presentation by Mary Morningstar 43

  44. Test yourself… FALSE TRUE 1. Transition assessment uses a specific protocol, and it is important to administer it as instructed. FALSE Schools often base the entire assessment process on a pre-established protocol designed by the district and based on a commercial product, and not on the needs of the student (Cohen & Spenciner, 1996). In reality, transition assessments should be developed and individualized with each student in mind. Student participation in developing the types and methods of assessment is the best way to go.

  45. FALSE TRUE 2. Transition assessment is an ongoing process that takes place throughout and across the secondary school years TRUE While transition assessment is often thought of as a once-a-year event completed by one person and occurring over a short period of time to develop the IEP, it is in fact most useful when thought of within a broader context (Cohen and Spenciner, 1996). In order to be effective and meaningful to the student and the school program, the transition assessment process must be ongoing throughout the school year.

  46. FALSE TRUE FALSE While IDEIA REQUIRES that information be gathered starting at age 14, it is important to document what we already know about the student from previous experiences. Much information can be collected related to the student’s learning style, medical background, preferences and interests well before age 14. • Information for the AATA is only information gathered from age 14 and older.

  47. FALSE TRUE 4. Transition assessment is primarily for youth with severe disabilities FALSE Many assessment approaches may be created with one disability population in mind, other assessments are appropriate for all youth. What is most important is for you to familiarize yourself with each assessment measure and determine it’s usefulness to the overall transition process. Don’t assume that a certain instrument or method is not appropriate for a particular student because of his or her label or disability category. Oftentimes, accommodations can be made so that a particular assessment can used effectively to meet the ability level of the student.

  48. FALSE TRUE The purpose of AATA is to provide data that serves as the common thread in the transition process. It is used as the basis for defining measureable post-secondary goals and services aligned with/ or in support of the student’s identified future plans TRUE The information obtained from AATA assists to prioritize educational activities and experiences, assists in progress monitoring and will allow teams to identify gaps in important skill development related to the post-secondary goals.

  49. FALSE TRUE 6. “Age-Appropriate” means Developmental Age. FALSE Age Appropriate refers to CHRONOLOGICAL Age ……. NOT Developmental. AATA should include activities, assessments, content, environments, instruction and/or materials that reflect a student’s chronological age and focus and inform future environments, regardless of the functioning level of the student or the current skill levels

  50. Yvette : 17 year old studentPS Goal: To work for a pet groomer Assessment Info Developmental View • Reads on first grade level • Cries when she is corrected • Enjoys playing with young children / juvenile games • Focus on reading first grade materials/primers • Ignore her cries (do not reinforce with attention) OR Comfort her with hugs and rocking (as one would do a young child) • Play games with her in the classroom such as Candyland 50