Transition Planning 2010-2011

1. Transition Planning 2010-2011 Sandy Macdonald Transition Specialist Working Together for a Successful Tomorrow

2. What is Transition planning? • A results-oriented process • Focused on education and training needed to help students reach their long-term goals • Facilitates the movement from school to post-school activities • Based on the student’s needs; taking into account preferences, strengths, and interests

3. Why is Transition important? • To prepare students for change • To ensure that appropriate steps are being taken • To help students become more self-determined • Understand their disability • Make better, more appropriate choices for themselves • Take ownership of their lives!

4. When do you discuss Transition? • A Transition Plan as part of the IEP must be developed by age 16 or in the 8th grade, whichever comes first. • Major transition points in a child’s life are the moving from one level of school to another (Elementary to Middle, Middle to High , and High to Post-Secondary) • Parents may request to develop a Transition Plan at any age

5. Supporting transition in Middle school • Discuss major deficits that may impact academic options in high school • Match career interests with aptitudes and abilities • Include students in IEP process to increase self-awareness • Review student’s strengths, weaknesses, and accommodations needed to be successful • Encourage participation in school and community events • Begin administering a variety of transition assessments

6. Supporting transition in high school Everything is related to transition! • Connect course selection and diploma track with future goals • Determine a career path and build employment skills • Participate in the entire IEP process • Demonstrate knowledge and communication of strengths, weaknesses and accommodations needed • Understand how their disability impacts different aspects of their life • Participate in extra-curricular activities • Increase responsibilities (making appointments, managing money, independent living skills, etc)

7. Who is Included in Transition Planning? • Student MUST be included • Parents/ Guardians • Teachers: General Ed and Special Ed • Local School Administrators • County Level Support: Coordinators, Instructional Coaches, Related Services personnel • Agencies that may provide services during and/or after high school

8. The Law : IDEA 2004 • Students must attend or the teacher must take steps to ensure student’s preferences and interests are considered when developing the transition plan • Parents should receive notice the student is invited, that this is a transition plan meeting and be informed of any other agencies that are invited • The student should be listed as a participant on the Notice of Meeting

9. The Law: IDEA 2004 • Must include measurable postsecondary goals based on age-appropriate assessments • Education/training and Employment goals are REQUIRED • Independent Living as appropriate (will be needed for low incidence population) • Annual transition goals must address how student will progress towards post-secondary goal

10. What are Post-secondary goals? • Post-secondary refers to AFTER high school • Post-secondary goals should be what the student will do after exiting the secondary school system

11. The IEP • At the beginning of the IEP meeting (after present levels) , the IEP Team will develop the transition plan. This transition plan will serve as a guide to the development of the rest of the IEP. • Remember this should ”drive” the IEP Meeting and assist the student and the IEP Team in identifying the skills and supports needed to reach transition goals.

12. Preparing for the IEP/Transition Meeting • Gather documentation/assessment information • Write a draft of the transition plan, preferably with the student • When you send out the notice of the IEP meeting, be sure to indicate on the form: • that transition will be addressed at the meeting • that the student is invited • Also, be sure to obtain permission for an agency representative to attend if needed.

13. Guiding questions • Where is the student presently? • Where is the student going? • How do we get the student there?

14. Preferences Section Create a snapshot of where the student is “transitionally” speaking. List assessments, preferences, interests, strengths, and course of study. Can list other stuff, too! Purpose &Process of Transition Planning Post-Secondary Goals Annual Goals Identify and set annual Identify who and goals that help the what the student student get closer to wants to be as an the post-secondary adult, including: goal by improving in Education or training, specific areas of need a job in a specific field, & living arrangements throughout the year.

15. Goal of Transition assessment • Help identify..... • interests and preferences for future employment opportunities • strengths and weaknesses • skills/ abilities • Assists students in making realistic, informed decisions • Assists YOU in helping to develop a good, meaningful transition plan!

16. Assessing Transition Needs Formal Transition Assessments Informal Transition Assessments Previous information Standardized Tests • GHSGT • PSAT/SAT • Achievement Testing • CRCT • EOCT’s • Psychological reports • IEP’s/Transition plans from previous schools • School transcripts • Disciplinary records • Transition questionnaires • Checklists • Anecdotal records • Teacher and parents observations • Commercially developed • Assess interests, aptitudes, personality types, work preferences, etc. • Paper, online, or hands-on

17. Informal Assessments • Observing the student in various academic and work experiences • Talking with the student about likes and dislikes • Setting up experiences to allow the student to try something that he/she thinks may be of interest • Can be teacher-made • Typically does not result in a score

18. Examples of formal Assessments • Georgia College 411 • Career Cruising • ASVAB • PAES (Practical Assessment Exploration Program) • TPI (Transition Planning Inventory) • MECA (Microcomputer Evaluation of Careers and Academics) • Differential Aptitude Test • SAM (Skills Assessment Module) • Voc Ties • CAB (Career Assessment Battery) • Learning/Working Styles • Social Skills for Job Success • ONET (Occupational Information Network) • ESTRA (Enderle-Severson Transition Rating Scale)

19. compliance checklist for Transition Plans The following 10 areas will be assessed when the state reviews transition plans: 1- 3. Post-secondary: Education/Training, Employment, Independent Living (if needed) 4. IEP Transition goals (annual goals) to meet PS goals 5. Post-secondary goals that are based on Transition Assessments

20. compliance checklist 6. Transition services that focus on academic/functional skills that facilitate movement to post-school 7. Course of study that will facilitate movement to post-school 8. Student included on Notice of Meeting 9. Agencies invited to the meeting 10. Parent/student consent regarding agencies invited to meeting

21. Georgia DOEcompliance checklist for transition

22. Take a Look at Walton County’s Transition Plan Page 1

23. Top Section • Important!! • Projected Date of Graduation • Initial Transition Program Development • Updates

24. “Preferences...” section

25. Why is this important? • Creates a snapshot of where the student currently is • HAS to be based on transition assessments (good to mention those first!) • Here you HAVE to include strengths, interests, and course of study • what types of classes is the students taking, including his career pathway)s • Good to include age and Grade • Can also include any transition-related information that helps the reader “know” the student • driving?, responsibilities at home, level of independent living skills, community activities, etc., actions the student has already taken toward post-secondary placement, etc.)

26. Example: Preferences Section High School Example (SLD): Zach is a 17 year old 11th grade student on track for a general education diploma. He has not passed the writing part of the GHSGT. According to his transition questionnaire, Zach expresses an interest in cars; specifically in automotive repair. Since this area is a high interest for Zach, he has taken it upon himself to research the parts of automobiles. He likes to play computer/video games at home. He has good attendance at school and is cooperative with others. Zach completed an ONET assessment which indicated possible careers in the following areas: automotive repair technician, automobile mechanic, automobile glass installer, or machine operator. Zach is interested in taking agriculture mechanics next year.

27. Example: Preferences Section Low-incidence Example: Bobby is a 19 year-old student being served in a severe/profound classroom setting. Bobby will graduate in 2014 at the age of 22. He participates in functional academic and communication skills. Bobby’s parents are currently on the Medicaid Waiver waiting list, receiving SSI, and in the process of applying for guardianship. According to the ESTRA Bobby and his parent express an interest in volunteer and day-habilitation work , and working toward more consistent communication. Special education staff note that Bobby would greatly benefit from continued communication skills, and interactions with others.

28. Example: Preferences Section Middle School Example (SLD): Erin is a 14 year old 7th grade student served through the SLD program in a collaborative setting. According to her Transition Questionnaire, she wants to play in the WNBA as an adult. Erin does well in her social studies and language arts classes, but struggles with math and science. Teachers are concerned about her preparedness for next year’s CRCT due to low basic math skills. At home, Erin is responsible for a few chores, but often needs to be reminded. She does not participate in extra-curricular activities. Her strengths include basic reading skills and peer relations.

29. Activity • Examine the “Preferences” section on your example. • Are all the key components there? ** Use your Step By Step Guide to help identify them

30. Is there evidence of a transition assessment? Is there mention of a course of study (current classes and future classes or curriculum)?

31. Let’s see! High School Example (SLD): Zach is a 17 year old 11th grade student on track for a general education diploma. He has not passed the writing part of the GHSGT. According to his transition questionnaire, Zach expresses an interest in cars; specifically in automotive repair. Since this area is a high interest for Zach, he has taken it upon himself to research the parts of automobiles. He likes to play computer/video games at home. He has good attendance at school and is cooperative with others. Zach completed an ONET assessment which indicated possible careers in the following areas: automotive repair technician, automobile mechanic, automobile glass installer, or machine operator. Zach is interested in taking agriculture mechanics next year.

32. Now , let’s look at the transition plan of one of your studEnts! • Examine the preferences section. Do you see anything that needs to be “fixed”? ** Use your Step By Step Guide to help identify all of the key components

33. Check it to see.... Is there evidence of a transition assessment? Is there mention of a course of study (current classes and future classes or curriculum)?

34. post-secondary goals

35. Developing post-secondary goals • What does the student want to do AFTER high school? • Education/Training and Employment goals MUST be included • Independent Living is developed as appropriate – consider a goal if the student will need assistance living independently after high school • Begin goals with: “ After graduation….”

36. Post-secondary goals Key Features: • Written as a goal stating what the student WILL do after leaving high school • Education • What type of education or training will the student be involved in after high school (can even write a specific college or program that the student has in mind) • Employment • What career or career industry will the student pursue after training/college?

37. Post-secondary goals Examples: • Education: • After graduation, Amy will attend college to study graphic design. • After exiting school, Mark will participate in vocational training in a community day-habilitation setting. • Employment • After graduation, Melanie will become employed as a teacher. • After exiting school, Sammy will acquire full-time employment at a local retail business.

38. Now , let’s look at Your transition Plan... • Examine the Post-Secondary Goals section. Do you see anything that needs to be “fixed”? ** Use your Step By Step Guide to help identify all of the key components

39. Can you check these off?? • Does your transition plan have measurable post-secondary goals for: • Education/Training • Employment • Independent Living (if appropriate)

40. Annual Transition Goals

41. What are “annual transition goals”? • Goals that will assist the student in moving closer to reaching their post-secondary goals • 6 sections: • Education and Training • Development of Employment • Community Participation • Adult Living Skills & Post School Options • Related Services • Daily Living Skills

42. Tips for Writing Annual transition goals • Should be developed according to the needs of the student for that particular year • Must be achievable within the current IEP year • Pay attention to goals that are age specific; for example: obtaining a driver’s license or registering to vote • All students must have annual goals in Ed/Training and Development of Employment • However, it is also important to address the other 4 sections!

43. Making goals measureable • A goal is measurable when there is a clearly defined point of mastery that can be identified by any person that reads the IEP (not just the case manager). • DON’T USE words like explore, learn, look into, etc. • They are NOT considered measurable because they are too vague - there is not a clear point where the goal is mastered. • Use verbs such as determine, investigate, research, define, meet with, identify, complete, etc. help to define the point and method of mastery. • Add numbers, specific skills, and/or deadlines to qualify the verbs you use

44. Transition Activities/Services • Steps that help students reach the annual goals (similar to a task analysis) • Don’t have to start with “Student will...” - best to begin with an action verb

45. Persons and Agency Involved • Who will help the student achieve the Transition IEP goal stated? • List all persons who are involved in the achievement of each goal : student, parents, teachers, counselors, agencies, etc.

46. “Date of completion” section • Use this to record the extent to which the student met the previous year’s goal(s). • Write the current date • Write statements describing progress made • This enables you to delete the old goals and write new ones. • Keeps a “running account” of what the student has accomplished.

47. “Date of Completion” • Example: (education section) 3/7/11 – Sandy passed all of her classes this past year and is now a senior. She still needs to pass the social studies section of the graduation test, but is currently getting tutoring after school in that area. Sandy has researched several technical colleges that have animal science programs and is leaning toward attending Gwinnett Tech.

48. “education and training” • Goals in this area are related to a student’s progress in school and course of study • Ask: What does the student need to do during this next year to reach his/her post-secondary goal for Ed/training? • Examples: • Passing classes with a certain proficiency • Taking a certain number of CTAE or specific elective classes • Developing functional academic skills • Taking steps toward getting into post-secondary education/training • Be sure it is measurable- ask yourself “How do I know when they have completed this?”

49. “Education and Training” examples Goals: • Jill will pass all 5 parts of the graduation test • Jill will pass 7 out of 8 classes this next year Activities/Services: 1a. Meet with Graduation Coach to identify interventions available 1b. Attend intervention classes or study sessions 1c. Check out GHSGT study materials from the library 1d. Utilize USATestPrep.com 3 or more times before taking the test 2a. Write class and homework assignments in agenda book daily for each class 2b. Write test and quiz dates in agenda 2c. Create a monthly calendar of all dues dates, tests, quizzes, and projects and place on refrigerator at home

50. activity • Examine your transition plan • Are the “Education and Training” goals written in a measurable manner? • Will they help the student reach his/her post-secondary education goal? • Are the Activities/Services in line with the goals? ** Don’t forget to use your Step By Step Guide and your Transition Reference sheet