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Postsecondary Goals, and Assessments for Transition

Postsecondary Goals, and Assessments for Transition. Hou Met Karen Pepkin Education Specialist Region 4 Education Service Center. Agenda. Assessments Postsecondary goals Summary. Transition Assessments. Transition Assessments. Assessing for transition involves a:

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Postsecondary Goals, and Assessments for Transition

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  1. Postsecondary Goals,and Assessments for Transition Hou Met Karen Pepkin Education Specialist Region 4 Education Service Center

  2. Agenda • Assessments • Postsecondary goals • Summary

  3. Transition Assessments

  4. Transition Assessments Assessing for transition involves a: “Planned, continuous process of obtaining, organizing and using information to assist individuals with disabilities of all ages and their families in making all critical transitions in the students’ lives both successful and satisfying.” Assessment for Transition Planning – Gary Clark

  5. The Law and Assessments IDEA 2004 …the IEP must include (1) appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment and where appropriate, independent living skills CFR §300.3

  6. Transition Assessment • Is an ongoing process • Can be formal or informal • Is based on what you need to know about that student • Is Individualized, not generic • Can be simple or complex

  7. A Tale of Two Assessments • Janine is a 17 year old 11th grade student with a learning disability in math. She is sociable and is passing all her courses with accommodations. She is interested in going to college, but has no idea what she wants to do. • Jackson is a 16 year old 9th grade student who is hard of hearing and has Asperger’s Syndrome. His CTE teacher reports that he is technologically talented and Jackson has stated that he wants to work in the computer field. • Should these two students get the same assessment?

  8. What Can We Assess? In General: • Student interests • Student strengths • Student preferences • Functional performance data • Training • Education • Employment • Independent living skills

  9. What Can We Assess? More Specifically: Interests Aptitudes Behavior Self-determination skills Self-advocacy skills • Environment • College readiness • Community awareness • Safety skills • Transportation skills

  10. What About Students with Moderate to Severe Disabilities? • Assess all students • Obtain information from parents and teachers • Look for non-verbal assessments • Consider functional vocational evaluations and task analyses for students in Community Based Vocational Instruction (CBVI) or VAC services

  11. What Else Can Assessments Provide? Assessment results can: • Help student learn more about self (self advocate) • Help student learn more about careers • Help student to choose course of study • Help student develop postsecondary goals

  12. What Else Can Assessments Provide? Assessment results can: • Be used to draft annual goals in IEP • Be used to develop Summary of Performance • Identify linkages/interagency collaboration • Identify need for further transition assessment

  13. What Assessment(s) Would You Recommend? Wendell Wendell is a 17 year-old eleventh-grade student with an orthopedic impairment and a mild learning disability in reading. Wendell’s goal is to work with computers. He enjoys going to the movies, watching the Rockets and the Astros in person and on television, and spending time with his family. Wendell would like to have friends, but does not know how to make them.

  14. What Assessment(s) Would You Recommend? Arielle Arielle is a 15 year old ninth grade student with Down Syndrome. She and her teacher are planning for her IEP meeting. She has a friend who is a sophomore and is working in the school cafeteria for 30 minutes each day as part of her IEP program. Arielle would like to do something like her friend. Her mother would like her to work at the mall someday.

  15. Postsecondary Goals

  16. The Law and Postsecondary Goals IDEA 2004 Beginning not later than the first IEP that is in effect when a child turns 16 or younger if determined appropriate by the IEP committee, and updated annually thereafter… CFR §300.320(b)

  17. The Law and Postsecondary Goals IDEA 2004 …the IEP must include (1) appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment and where appropriate, independent living skills CFR §300.3

  18. The Law and Postsecondary Goals Senate Bill 1788 • Transition plans must be in place by age 14 • SB1788 effective on September 1, 2011

  19. What Is a Postsecondary Goal? A postsecondary goal is “…generally understood to refer to those goals that a child hopes to achieve after leaving secondary school.”

  20. Postsecondary Goals • Students must have a goal in education/training • Students must have a goal in employment • Students can have a goal in independent living skills if appropriate • Goals must be based on data from assessments and other information

  21. Postsecondary Goals Education/Training • Community college • 4-year college/university • Short-term education or employment training programs • Vocational/technical school • On-the-job training • Apprenticeship

  22. Postsecondary Goals Employment • Competitive: Full-time, Part-time, Self-employment • Supported • Sheltered

  23. Postsecondary Goals Independent living • Leisure • Recreation • Home maintenance • Personal care • Community participation • Financial management

  24. How are Postsecondary Goals Written? Must: • Be measurable after graduation from high school • Be based on age-appropriate transition assessments • Contain results-oriented terms

  25. How are Postsecondary Goals Written? Goals must be post high school • Examples: • Upon graduating high school • After graduation from high school • After finishing high school • After high school • After graduation from college

  26. How are Postsecondary Goals Written? Goals must be measurable after high school • Avoid vague terms such as “plans to,” “is considering,” “is interested in,” “hopes to,” etc. • “Upon graduating high school, John will… ” rather than “The student will….” • Use student’s name or first person such as “After graduation I, John will.…”

  27. How are Postsecondary Goals Written? • Goals can be separate or combined • There is no one way to write measurable postsecondary goals • Postsecondary goals should not be the same for all students

  28. Measurable Postsecondary Goals Education/Training • Example • Upon graduation from high school, Jamarreo will enroll in welding courses at Central Piedmont Community College to attain the Entry Level Welding Certificate. • Non-example • Jamarreo will learn about welding. • Examples and Nonexamples for Web-based Indicator 13 Checklist, www.nsttac.org

  29. Measurable Postsecondary Goals Education/Training • Example • The fall after high school, Jodi will enroll in courses (non-degree) at Gaston Community College. • Non-example • After leaving high school, Jodi wants to take some classes. • Examples and Non-examples for Web-based Indicator 13 Checklist, www.nsttac.org

  30. Measurable Postsecondary Goals Education/Training • Example • After graduation, Rolanda will participate in an in-home or center-based program designed to provide habilitative and vocational training with medical and therapeutic supports. • Non-example • After leaving high school, Rolanda’s family plans for her to receive habilitative training through Medicaid Alternatives Program (CAP) Services. www.nsttac.org

  31. Measurable Postsecondary Goals Education/Training • Example • After high school, David will get on-the-job training to become a farmer. • Non-example • David would like to become a farmer.

  32. Measurable Postsecondary Goals Employment • Example • After high school, David will work full time as a farmer. • Non-example • After high school, David is interested in farming.

  33. Measurable Postsecondary Goals Employment • Example • After college, Sally will work full-time as an engineer. • Non-example • After high school, Sally will explore career options in engineering.

  34. Measurable Postsecondary Goals (Combined) Education/Training and Employment Example • Upon graduation from high school, Jamarreo will enroll in welding courses at Central Piedmont Community College to work full-time as a welder.

  35. Measurable Postsecondary Goals (Combined) Education/Training and Employment Example • The fall after high school, Maria will enroll in computer and office management courses (non-degree) at Houston Community College, to work full time in an office.

  36. Measurable Postsecondary Goals (Combined) Education/Training and Employment Example • After high school, David will receive on-the-job training while working full time as a farmer. • After high school, Sally will attend a four-year college with the goal of becoming an engineer.

  37. Measurable Postsecondary Goals Independent Living • After high school, Mary will live with a roommate in an apartment. • After high school, William will live with his brother and take part in community/social and recreational activities. Source: Ed O’Leary (2007)

  38. Measurable Postsecondary Goals (Combined) Education/training, Employment, Independent Living • After completion of school, Wayne will live at home, work at ADAPT, and receive vocational skills training • After high school, Harold will attend community college part-time in photography, and work part-time as a sales clerk. He will live at home with his parents.

  39. What About Students with Severe Disabilities? How can we write goals for postsecondary education/training and employment for students with severe disabilities?

  40. Writing Goals for Students with Severe Disabilities Postsecondary Goals • Should reflect high but realistic expectations • Should reflect a “forward movement” instead of a dead end approach • Can be “mixed” considering the student’s stamina, endurance, and ability level • Can incorporate external supports • May initially be less specific, increasing in detail as the student approaches graduation • May change from year to year, sometimes slightly, sometimes drastically Taken from NSTTAC Teleconference on 9-9-08

  41. Writing Goals for Students with Severe Disabilities University of Oklahoma’s Guiding Questions for Secondary Transition Planning for Youth with Significant Disabilities (Zarrow Center) • Can the young adult express interests? If not, get information from parents and caregivers to develop transition plan. • What are special health care needs? • What are needs/challenges preventing the young adult from working outside the home? • Taken from NSTTAC Teleconference on 9-9-08

  42. Writing Goals for Students with Severe Disabilities - Considerations University of Oklahoma’s Guiding Questions for Secondary Transition, Planning for Youth with Significant Disabilities (Zarrow Center) 4. Who can provide education/training to assist the young adult? 5.What can the young adult accomplish without assistance? 6. What else could the young adult accomplish if assistance were provided by a job coach, habilitation training specialist (HTS), or other caregiver? Taken from NSTTAC Teleconference on 9-9-08

  43. Students with Severe Disabilities Example Lucy is a student with multiple disabilities. She: • Is legally blind • Functions cognitively in the severe range • Has an orthopedic disability that confines her to a wheel chair • After high school Lucy will receive in-home vocational and habilitative training from ABC services including physical and medical supports.

  44. Postsecondary Goal Activity Alex

  45. Postsecondary Goal Activity Jodi

  46. Resources • National Secondary Transition Technical Assistance Center (NSTTAC) • NSTTAC Helps states comply with State Performance Plan Indicator 13 • Website contains resources on every aspect of transition • www.nsttac.org • High School Transition Post School Results Network http://www.transitionintexas.org/site/default.aspx?PageID=1

  47. Karen Pepkin kpepkin@esc4.net 713.744.4470

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