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Transition Planning. Sue Severson, Ed.D. Minnesota State University Moorhead severson@mnstate.edu Jon Enderle, M.S. Moorhead Public Schools. Agenda. Review of transition mandates Transition planning model Transition assessment model Review of ESTR Scales Assessment Summary. IDEIA 2004.

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Transition Planning


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    1. Transition Planning Sue Severson, Ed.D. Minnesota State University Moorhead severson@mnstate.edu Jon Enderle, M.S. Moorhead Public Schools

    2. Agenda • Review of transition mandates • Transition planning model • Transition assessment model • Review of ESTR Scales • Assessment Summary

    3. IDEIA 2004 • Transition services means a coordinated set of activities for a child with a disability that: • Is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including postsecondary education; vocational education; integrated employment (including supported employment); continuing and adult education; adult services; independent living or community participation; and is based on the individual child’s needs, taking into account the child’s strengths, preferences and interests

    4. Beginning not later than the first IEP to be in effect when the child turns 16 and then updated annually thereafter, the IEP must include: Appropriate measurable postsecondary goals based upon age-appropriate transition assessments related to training, education, employment and independent living skill, where appropriate; Transition services needed to assist the child in reaching those goals, including courses of study; and Beginning not later than one year before the child reaches te age of majority under state law, a statement that the child has been informed of the child’s rights under this title, if any, that will transfer to the child on reaching the age of majority. IDEIA 2004

    5. Coordinated Set of Activities • Transitional services happen over time. • Age 14 (or 16) until exit from school • Informally • Day to day activities “transitioin twist” • All players • Formally • Within the IEP • All team members

    6. IDEIA 2004 • Results oriented process • Post-school outcomes • postsecondary education, vocational training, integrated employment (including supported employment, continuing and adult education, adult services, independent living or community participation

    7. Results Orientation • Previous language “outcome oriented” • Planning for student participation in: • Employment, Recreation/leisure, Home living, Community participation, Post-secondary education • Not just focusing on the diploma • Assessment Implication: Identify learner’s desired postschool outcomes in all transition areas

    8. IDEIA Definition • “ based on the individual child’s needs, taking into account the child’sstrengths, preferences and interests” • Transition Assessment Implications: • Identify needs in transition areas • Identify strengths in transition areas • Know and understand STUDENT interests and preferences and focus on these in the transition planning process

    9. Age 16 • Proposed regulations provide IEP teams with the authority to initiate transition planning before age 16 (DCDT) • Earlier planning • Opportunity to connect students to high school course of study to reach goals • Opportunity to initiate services that support students to remain in school • Transition Assessment Implications: • Assessment in evaluation period prior to age 16 • Transition assessment in a outside of 3-yr evaluation

    10. Appropriate Measurable Postsecondary Goals • Based upon age-appropriate transition assessment • Completed as part of the transition planning process • Related to training, education, employment and where appropriate independent living skills • Completed prior to age 16 to ensure appropriate consideration of transition goals and services (DCDT)

    11. Summary of Performance • Final Performance Summary • Include result of transition-focused assessment • Written in a way that will communicate key information to assist student to gain access to an participate in post-secondary education and employment • Clearly indicate student’s postsecondary goals and the progress made toward achieving those goals (DCDT) • To eliminate unnecessary testing & improve interagency linkages, central component should be review of previous disability documentation & functional impact of of the disability • Transition Implication • Contents of the online assessment summary

    12. Transition Assessment Model Elementary Middle School/Junior High High School Postsecondary 100% Basic Skills Assessment 50% Assessment Transition Assessment/ Career Exploration 0%

    13. Transition Assessment & Planning Teaching of skills/knowledge (goals & objectives, general education curriculum) Initial Identification of Needs Transition Planning In-Depth Assessment of Select Areas Linkage to services/supports (activities) Adapted from Transition Planning Inventory, Clark & Patton, 1997. Adapted from Transitin Planning Inventory, Clark & Patton, 1997.

    14. Initial Identification of Needs • ESTR Scales • ESTR-J-Revised • ESTR III • Transition Planning Inventory (TPI)

    15. In Depth Assessment of Select Areas • Brigance Scales • Life skills • Employability skills • LCCE Knowledge & Performance Battery • Teacher made tests

    16. Transition Planning • Linkages and supports • Course of study • Statement of needed transition services • Activities to address needs • Goals and objectives

    17. Postsecondary Goals (preferences & interests) ASSESS Course of Study Present Level Of Educational Performance --------------- Build on strengths, address needs Statement of Needed Transition Services ASSESS Goals & Objectives

    18. Questions Transition Assessment Must Answer • What are the learner’s 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)

    19. 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 • 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 • Transition Planning in the Schools: Using the ESTR Scales

    20. ESTR III • Items reflect the original scale (published in 1991). • 5 transition areas- • Employment, Recreation & Leisure, Home Living, Community Participation, Post Secondary Education • Areas are inclusive of the areas identified in IDEA • Useful when assessing students with more disability.

    21. ESTR-J-Revised • Reduced number of items from ESTR-III. • Same 5 transition areas- • Employment, Recreation & Leisure, Home Living, Community Participation, Post Secondary Education • Areas are inclusive of the areas identified in IDEA • Useful when assessing students with MILD disabilities.

    22. ESTR-III Administration • Respondents • Parent form (crème form) • Rating system • 2=Independent and consistent. • 1=Participates with assistance or is inconsistent. • 0=Does not participate at this time.

    23. ESTR III Scoring • For each section: • Count the number of 2’s-enter in appropriate space on front cover • Count the number of 1’s-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 1’s and 2’s • Add these scores for Total Performance Score

    24. ESTR-J-Revised Administration • Respondents • Parent Form (gray form) • Rating system • Yes=Independent and Consistent • No= Not performed or performed inconsistently.

    25. 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.

    26. 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.

    27. Measurable Postsecondary Goals(Results Oriented Process) • Students’ dreams and aspirations for their future. • Students’ preferences and interests. • Looking beyond the diploma. • Realistic/unrealistic. • ESTR Worksheets • Student form. • Parent form.

    28. 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).

    29. Present Levels of Performance • Summarizes information gathered about students’ skills, and the status of planning issues. • Written into IEP at age 14 (16?). • Comprehensive descriptions of student functioning in each transition area • Detailed information about strengths and needs (ESTR-J)-or- • Activities the learner is participating in with assistance and activities in which the learner is not participating (ESTR III).

    30. Sitlington, 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 student’s 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)

    31. ESTR-J-Revised Present Level of Performance • Each item of the scale should be summarized including other descriptive information. • Efficient means of organizing information: • Strengths • Possible areas of concern.

    32. ESTR III Present Levels of Performance • Addresses every item of the ESTR III along with other relevant information. • Organized around the areas of: • 2-Independent and Consistent • 1-Participates with Assistance or is Inconsistent, • 0-Does Not Participate.

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

    34. Assessment Summary Report • Contents • Demographic information • Description of assessment instrument • Future goals information • Strengths/needs • Future goals • Other information-such as……..

    35. Assessment Report

    36. Next Steps • Course of study • Statement of Needed Transition Services • Goals and Objectives • Lesson plans/instruction