Tools for Developing a Comprehensive Transition Plan

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Transcript Tools for Developing a Comprehensive Transition Plan

Presented by:
Christine Suh
Transition Program Administrator
SW SELPA/Green Dot Public Schools
What are words that describe an effective transition
 What are skills that should be addressed in an
effective transition program?
 What are your biggest concerns when addressing
 What do you need to improve the transition services
provided to your students?
Empowers all students with the skills necessary to
achieve their full potential in adult living, through
support and collaboration with families, schools
and communities.
Part 1:
Transition Compliance/Legal Mandates
ITP Process
SW SELPA/Green Dot Public Schools Transition Assessment
Manual/Student Portfolio Components
Part 2:
PD Portal
Assessment/Curriculum Options/Recommendations
Transition Grade Level Benchmarks
Initial Transition Assessment Rating Scale
Community Resource Guide
(At least 2
HS Course of
Meaningful & Realistic
Postsecondary Goals
(Education/Training and
Employment REQUIRED,
Independent Living if
Assessment indicates need)
Age of
(Age 17)
Services to
Support Post
Summary of
Exit IEP
Copy of Current
Content Required for Indicator #13
◦ Is there an appropriate measurable postsecondary goal or goals that
covers education or training, employment, and as needed
independent living?
◦ Is (are) the postsecondary goals updated annually?
◦ Is there evidence that the measurable postsecondary goals were
based on age-appropriate transition assessments?
◦ Are there transition services in the IEP that will reasonably enable
the student to meet his or her postsecondary goals?
◦ Do the transition services include courses of study that will
reasonably enable the student to meet his or her postsecondary
◦ Is(are) there annual goals related to the student’s transition services
◦ Is there evidence that the student was invited to the IEP team
meeting where transition services were discussed?
◦ If appropriate, is there evidence that a representative of any
participating agency was invited to the IEP team meeting with the
prior consent of the parent or student who has reached the age of
New Measurements
◦ A. Percent enrolled in higher education = [(# of youth who
are no longer in secondary school, had IEPs in effect at the
time they left school and were enrolled in higher education
within one year of leaving high school) divided by the (# of
respondent youth who are no longer in secondary school
and had IEPs in effect at the time they left school)] times
 Competitively Employed or Some Other Type of Employment
 All students prior to their 16th birthday must have a
Transition Plan as part of their IEP
 All ITP’s must be developed based on the results of
“age appropriate transition assessments”
All three areas of transition must be assessed:
Education/Training, Employment and Independent Living
 Informal
 Interviews
 Questionnaires
 IE. Learn to Earn, Ca Career Zone Interest
Profiler, SRI scores, San Diego Quick etc.
 Formal
 Commercially made product
 IE. Woodcock Johnson, Brigance, LCCE etc
Each student must have a minimum of two postsecondary goals listed in their IEP: (goals beyond
secondary setting-K-12/transition (22))
One in education/training
IE. Upon completion of school, student will obtain a ______
degree/certificate in the field of______
One in employment
IE. Upon completion of school, student will obtain part/full time
employment in the field of _____
Independent living is required if identified as an area of
need based on assessment
IE. Upon completion of school, student will live in
__________________ with independently/with a
Transition Services
This section identifies the coordinated set of
activities a student participates in that leads to
his/her transition to post school life.
This can include guest speakers, field trips,
workshops, classes at the occupational center,
meetings with counselors, participating on
sports teams, balancing check books,
participating in vocational activities,
participating in CBI
Who can provide services?
 A Teacher
 A Counselor
 Community Based Instruction
 A Vocational Class
 Regional Center
 Etc Etc
 Parents should NOT be made fully responsible for
service provision.
At least 1 annual goal related to transition MUST be
included in the student’s IEP.
◦ Specific transition services DO NOT need to be included in
the ITP/Services page IF there is a SPECIFIC goal targeting
transition included in the IEP.
◦ IE. Academic/Vocational goals are related to transition VS
specific goals involve transition services/activities that will
be addressed for the year.
Each student should have a course of study for high
school that is developed based on their interests,
preferences, and post-secondary
education/training and/or employment goals.
 IE. Student would like to attend a vocational program to
earn a certificate in Music Production. Course of study
should include a music course on or off site in addition to
graduation requirements.
Include most current scores
Class of 2012 Currently exempt
Include all accommodations and continue to have
students attempt to pass the CAHSEE
Students and parents must be notified of the age of
majority on or before the student’s 17th birthday.
 Letter, information about conservatorship and
alternatives to conservatorship should be provided
to parent as well.
Letter available at
Section 11
All students prior to their 16th birthday must have a Transition
Plan as part of their IEP
2 page document that includes the following:
Meaningful & Realistic
Postsecondary Goal
(At least 2-
Education/Training and
Employment that identifies
what student will do beyond the
secondary setting. Independent
Living Required if assessments
identify need)
Services and
Activities to
Support Post
Upon Exiting:
HS Course of
Age of
Summary of
Exit IEP
(Age 17)
Copy of Current
Make sure you have completed the assessments.
Invite both the student and parent (unless the
student is over the age of 18)
Invite or solicit any input from outside agencies
(depending on the student’s desires and
The goal for students with special needs, should
always be to prepare them for post secondary life.
 The IEP/ITP should be tailored to assist them in
meeting their post secondary goals in the areas of
education/training and employment as well as
independent living.
Transition Assessment Manual
 Section I-Transition Legal Requirements and Best Practices and
Assessment Protocal
 Section II-CDE 2007 Legal Requirements and Best Practices Resource
 Section III-High School Transition Grade Level Benchmarks
 Section IV-SW SELPA/Green Dot Public Schools Initial Transition
 Section V-Assessment Documentation and ITP Post Secondary Goal
Writing Tools
 Section VI-Interest, Personality Assessments, and Career Research Sample
 Section VII-Transition Assessment and Curriculum Recommendations
 Section VIII-Transition Terminology and Student’s Guide to the IEP
 Section IX-Contact Information and Online Resources for Transition
 Section X-Parent and or Guardian Transition Resources
 Section XI-Example Forms and Letters
 Section I-Student Information
 Section II-Assessment Documentation and
 Section III-Post Secondary Goals and Transition Profile
 Section IV-Education and/or Training
 Section V-Employment
 Section VI-Daily Independent Living Skills and
Community Experiences
Samples provided in your packets
This section provides summaries of legal
requirements when addressing Transition.
Entire Transition to Adult Living: An Information and
Resource Guide can be found @
◦ Assessment Resources:
 Transition Student Portfolio
 Section 1-Student Information
 Section 2-Assessment Documentation/Assessments
 Section 5-Employment
 Transition Assessment Manual
 Section 4-Initial Transition Assessment
 Rating Scale that includes-Independent Living, Employment, Basic
Academic, Self Advocacy
 Section 7-Assessment/Curriculum Recommendations
 September Transition Lessons
 Separate assessment per/grade level
Can be included as a cover for a student’s transition
The main purpose of these Grade Level Benchmarks
is to assist case carriers and service providers in
developing a structured transition program that
builds upon skills that are acquired at each grade
level. It provides a framework which will assist
stakeholders in providing instruction and services
when students enter high school at the 9th grade.
Includes separate benchmarks for students who have
mild/moderate disabilities as well as severe disabilities.
The grade level and eligibility is identified at the bottom
right of each page. (i.e. 9th-MM or 9th-MS)
Includes benchmarks for:
Independent Living/Community Experiences
Basic Academic Education and/or Training
Self Advocacy
The blank lines in front of each benchmark is for
students/teachers/case carriers to write dates which
indicate when the student has met that particular
 Draw
a star next to 5-10 activities/benchmarks
you already address within your
 Highlight 10 activities/benchmarks you would like
to begin addressing.
Resources for Services/Activities for M/M
Refer to Matrix
PD Portal: for Monthly
Lesson Plans based on these M/M Benchmarks.
 Transition Student Portfolio
◦ Worksheets available for activities
Directly aligned to the High School Transition Grade
Level Benchmarks
 Designed to provide students, parents, teachers and
additional service providers with a rating scale to
rate the level of competency the student possesses
in regards to the benchmarks.
 Each of the stakeholders would receive a copy and complete their
ratings in their designated column.
 All copies would be collected by the student’s case carrier and all
scores would be compiled into one copy and averages would be
 Each benchmark and section would receive an average score (i.e.
9th grade Independent Living and Community Experiences).
 The IEP team would then analyze which benchmarks and/or
sections in which the student received the lowest average scores
and then determine which benchmark(s) would be focused on that
school year. The areas of focus should support the student in
meeting their post secondary goals.
It is recommended that the assessment be completed
for the student’s current and previous grade levels.
(i.e. For an 11th grade level student, the IEP team
should have completed the assessment for 9th, 10th
and 11th grade)
This document also includes separate assessments for
students who have mild/moderate disabilities as well
as students who have moderate/severe disabilities.
The eligibility is identified at the bottom center of
each page. (i.e. M/M or MS).
Think of 1 student you know well….
 Pretend they are in the 9th grade and complete the
assessment for 9th grade.
 Think/Pair/Share-Is this a useful tool?
The TAPS committee researched and piloted various
assessments to provide teachers, services providers,
schools and districts with options for transition
 Recommendations include descriptions of the
assessment tools as well as purchase and contact
 A supplemental document is included that provides
recommendations for assessments for each grade level
beginning at the 9th grade due to the fact that
different assessments are to be administered to
students every year.
TAPS Manual
Model Transition Student Portfolio
Community Resource Guide
1 Page matrix of Essential Standards for M/M
Monthly Grade Level Lesson Plans based on matrix
Thank you! Please complete the evaluation form!
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