Developing Quality Transition IEPS

1. Developing Quality Transition IEPS Weaving transition assessment throughout the IEP The contents of this handout were developed under a grant from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. February, 2013

2. Secondary Transition and Student Outcomes Team Members- Judy Stirman: Director Linda Tegtmeier: Supervisor Becky Dancer Barb Palmer Katie Oliver 2

3. Enduring Understanding Meaningful and attainable (well-threaded) Transition IEPs lead to successful student outcomes. 3

4. Learning Outcomes Teachers will analyze and summarize all assessment data through a transition lens. Teachers will use assessment data to develop comprehensive courses of study, specific transition services, and strongly linked annual goals that align with students’ post-school goals. 4

5. Learning Expectations What questions do you have about transition planning and IEP development? 5

6. Essential Questions How do I analyze all assessment data through a transition lens? How do I summarize data and document it in the IEP? How do I weave the transition assessment findings through the post-secondary goals, course of study, transition services and annual goals? 6

7. Critical Elements of Transition Transition Assessment Student Involvement Adapted from Dr. Mary Morningstar’s workwith the Transition Coalition

8. Transition Continuum TRANSITION CONTINUUM Awareness Exploration Preparation Career Placement/Continuing Ed Communication Career clusters ACEVoc Rehab---------SWAP----Self Awareness Mentorships Voc Ed Independent Living Centers In school jobsPostsecondary information Work Study (WES) Community Center Board (CCBs) Self- determinationWork-based experiences Apprenticeships Postsecondary Ed Self - AdvocacyJob shadows Postsecondary StrategiesMental Health Volunteer opportunities Career Assessments Internships SSI Career SpeakersCareer counseling Area vocational school Job Service Service Learning ElectivesIn-depth Work-based experiences Field Trips ClubsACT Prep College in Colorado Concurrent enrollment 8

9. Transition Planning Transition Assessment Coordinated Set of Activities 9

10. Indicator 13 Compliance Tips • Revisions • Significant changes to Question 2 • Clarifications • Key points and examples 10

11. Think-Pair-Share • Think about this: What will you implement or change in your transition planning practices as a result of this morning’s information on the changes to Question 2 and overview of Transition Planning? • Stand up and find someone you do NOT know Discuss your thoughts with one another. • Share with the large group • Return to your tables 11

12. Transition Assessment “…ongoing process of collecting data on the individual’s needs, preferences, and interests as they relate to the demands of current and future working, educational, living, and personal and social environments. Assessment data serve as the common thread in the transition process and form the basis for defining goals and services to be included in the Individualized Education Program (IEP)” (Sitlington, Neubert, & Leconte, 1997, p. 70-71). NSTTAC Indicator 13 FAQ (www.nsttac.org) 12

13. What is good transition assessment? 13

14. Transition Assessment observation aptitude behavior Transition Assessment interests/preferences curriculum and instruction achievement 14

15. Transition Assessment Process Transition Assessment Strengths Interests Needs Preferences Multiple sources of data (viewed through a transition lens) Analysis (through a transition lens) Summary (through a transition lens) 15

16. RIOT/ICEL The RIOT/ICEL Matrix Assessment and evaluation model for collecting information needed to make decisions. Uses a rubric format: RIOT- review, interview, observe, test ICEL – instruction, curriculum, environment, learner (sometimes we need to look at sources that might impact a student’s performance) (Handout) 16 Adapted from Iowa Area Education Agencies, Special Education Procedures Manual, January 15, 2013.

17. Analyzing and Summarizing Data Essential Questions: How do I analyze data through a transition lens? How do I summarize data and document it in the IEP? 17

18. Analysis and Summary of Assessment Data • Analysis of data • The process of organizing and thinking about data • Identify the gaps in information • Summary of data • A brief, concise statement that creates meaning of the data. 18

19. Case Study Transition planning template: use as a “concept map” for developing your IEP Handout: Case Study-Tyler What are some examples of the way assessment data is viewed through the transition lens? 19

20. Think – Pod - Share • Think about this: What will you implement or change in your transition assessment practices as a result of this morning’s information- Viewing All Assessment Through a Transition Lens? • Pod:Discuss your thoughts with your table group. Make sure that every voice is heard at your table. • Share: Each table will share something that will be implemented or changed in their assessment practices. 20

21. Guided Practice: Summary • Review the transition assessment components of the IEP • Determine how well the assessment data is analyzed and summarized • Identify any additional documentation that is needed • Task: Develop a summary statement from your assessment analysis. • Tools: I-13 Compliance Tips, Transition Assessment Documentation Template, I-13 feedback form 21

22. Case Study Essential Question: How do I weave the transition assessment summary through the post-secondary goals, course of study, transition services, and annual goals? Case Study: Tyler 22

23. Transition IEP Components Measureable Postsecondary Goals Course of Study Transition Services Annual Goals 23

24. Course of Study A multi-year description of courses and educational experiences that will prepare the student for post-secondary life. Specific and individualized to the student’s preferences and interests. Linked to the student’s post-secondary goals. Should reflect skills rather than just course titles. Simply stating that the student “will complete graduation requirements” is not sufficient. 24

25. Transition Services “Coordinated set of activities” leading toward the measurable post-secondary goals (PSGs). Specific activities/strategies/steps/actions provided by the “community of adults” to help the student achieve his/her post-secondary goals. Related services must be documented as a transition service and must be linked to the PSGs and/or transition needs. Must be specific and individualized for the student. 25

26. Annual Goals Annual goals state what the student will do or learn within the next year that will move him/her toward achieving his/her PSGS and link to the transition services. The link to the student’s PSG must direct, specific, and genuine. It is not enough to simply state that a linkage exists. Annual goals should link to an academic standard, but a standard is not, by itself, an annual goal. At least one annual goal must show direct, specific, and genuine linkage to each PSG. 26

27. Individual/Small group Practice:Transition Components • Practice developing a well-threaded transition IEP using your own assessment data. • Task: • Review and Revise the components of your IEP: PSGs, Annual Goals, Transition Services and Course of Study based on the analysis and summary of assessment data • Tools: • I-13 Compliance Tips • I-13 Feedback Form (8 questions) • RIOT matrix • Blank Transition Planning Template • Transition Assessment Documentation form • Assessment Data 27

28. Wrap Up Review questions from the beginning of the day. Identify some “take-aways” from today. Post-pre survey and certificates 28

29. Contact Information Linda Tegtmeier, Supervisor tegtmeier_l@cde.state.co.us 303-866-6703 Becky Dancer, Senior Consultant dancer_b@cde.state.co.us 303-866-6885 29

30. Resources Transition Services Webpage http://www.cde.state.co.us/cdesped/Transition.asp Transition Assessment Module http://www.cde.state.co.us/transitionassessment/index.asp NSTTAC http://www.nsttac.org/ 30