Transcript Transition Tool Kit Training 2009:

Transition Tool Kit Training
Refresher 2011-2012
Saint Paul
Public Schools
Transition Planning:
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Begin with the End in mind and look
at the whole child!
Secondary Transition is NOT a
service added on at the end of a
student’s high school career.
Secondary Transition planning is the focus
of the IEP/IIIP being addressed during
grade 9 and is inclusive of addressing
both academic and functional skills.
If an 8th grader is due for a re-evaluation, asses
transition, but include needs in your regular IEP
format. Otherwise, asses transition in grade 9, can
be a stand alone eval if needed.
Transition Planning Process:
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Age Appropriate Transition Assessments
Present Level of Academic Achievement
and Functional Performance (PLAAFP)
Measurable Postsecondary Goal
Transition Services: Course of study
Annual Goals/Objectives
Age of Majority
Summary of Performance
Age Appropriate Assessments Yield:
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Provides baseline data for where a
child’s strength and skills are
current.
Identifies where the student will
require transition planning.
Identifies areas where additional
information may need to be
collected.
Assessments
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Must use at least 2 assessment
tools
One must be formal (Enderle, TPI,
Transition Brigance…)
Any informal
Family/Parent Involvement in the
Assessment Process:
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Parents can become familiar with community
agencies and their respective responsibilities and
encourage school staff to work together.
Parents can participate in the development of the
student’s transition plan that identifies employment,
living, social, recreational, and transportation
options at least three to five years prior to the
child’s graduation.
Parents can engage with their child at home to
promote work and social skills.
Summarizing, Reporting, and
Documenting Assessment Data:
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The results of secondary transition
assessments should be used in making
recommendations for instructional
strategies, instructional
accommodations, and environments to
meet the student’s strengths and needs.
The results should also assist students in
making connections between their
individual academic program and their
measurable postsecondary goals.
Present Level of Academic
Achievement and Functional
Performance: (PLAAFP)
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Still addressing the 5 areas, but they are
broken down into 3.
Requires a comprehensive assessment to
make good PLAAFP statements and goals
and objectives.
Foundation of the IEP is developed from
the students present levels of academic
achievement and functional performance.
PLAAFP Should Answer:
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Where are the student’s strengths and interests?
What are the student’s unique needs that result
from his or her disability?
What transition needs of the student must be
addressed to prepare the student for living,
learning, and working in the community as an
adult?
The PLAAFP must describe how the student’s
disability affects his/her involvement in the
general ed curriculum.
PLAAFP:
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The Present Levels should include a
summary of data collected from
progress reports from the last IEP
as well as from other sources, such
as teacher reports, classroom
assessments, district-wide
assessments, parent information
community-based checklists,
agency evaluations, etc.
PLAAFP:
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Each area of educational need
identified in the PLAAFP must be
addressed in the required
component of the IEP:
Annual goals,
 Supplementary aids/services/supports
 Special education programs and services,
and secondary transition services.
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Measurable Post Secondary Goals:
Dream Goals
Postsecondary Goals:
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Postsecondary goals are those goals that
a student hopes to achieve after leaving
secondary school.
Those postsecondary goals will drive the
rest of the IEP since the purpose of the
IEP is to prepare the student for further
education, employment, and where
appropriate, independent living.
IEP MUST HAVE
Measurable Postsecondary Goals
WHICH ADDRESSES:
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A. Measurable Postsecondary
Goals:
 Post
Secondary Education & Training:
 Employment:
 Independent Living (where
appropriate, and may include
recreation and leisure, community
participation and home living):
Measurable Postsecondary Goal
Areas:
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Education or Training:
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Employment:
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Specific independent living skills training, vocational training
program, adult day training program, apprenticeship, on-thejob training, job corps, 4 year college or university, technical
college, community college, or military.
Paid (competitive, integrated, supported); unpaid
employment (volunteer, in a training capacity); military; etc
Independent Living,
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(Where appropriate):
Home living, community participation, recreation,
transportation, etc.
****NOTE: Avoid using “I will” statements.
How do I write measurable postsecondary goals?
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Begin with AFTER high school
Use results-oriented terms such as
enrolled in, work, and live
independently
Use descriptors such as full time
and part time
A. Measurable Postsecondary
Goals: (examples)
Post Secondary Education and Training:
- After graduation from high school, Megan will attend
Dakota Technical College as a part time student.
Employment:
- After graduation from high school,Megan will
continue working in jobs that involve animals.
Independent Living:
- After graduation from high school,Megan will join
the YMCA to access recreational services.
- After graduation from high school, Megan will live in
a group home in the community with support.
- After graduation from high school, Megan will
access community services using Metro Mobility
* Site Tool Kit
Transition Services
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IDEA ‘04 requires, transition
services (including courses of study)
needed to assist the child in
reaching their (postsecondary)
goals.
Course of Study:
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The courses of study that are taken,
are those courses that are to be
taken and may include regular,
career and technical, advance
placement, and modified or
specially designed instruction,
as well as other educational
experiences such as work-based
learning.
Course of Study:
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The courses of study should show a
direct relationship between the
student’s educational experience in
high school and the student’s
measurable postsecondary goals
and gradation requirements
See page 34 of Tool Kit for an example
of how this should be written
Courses of Study
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As an IEP team, determine what instruction and
educational experiences will assist the student to
prepare for the transition from secondary
education to post-school life.
Focus on:
Linkage with the present levels of academic
achievement and functional performance.
How educational program (courses) can be
planned and relate directly to the student’s
measurable postsecondary goals.
Activities: “Coordinated”
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Designed within a results oriented process
Focus on improving the academic and functional
achievement of the child
Facilitate movement from school to post-school
activities
Includes instruction, related services, community
experiences, development of employment and other
post-school objectives and when appropriate
functional vocational evaluation
Look at IEP
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List activities for transition services in
the second column that are needed
to assist the student in accomplishing
his or her post-secondary goals
An activity can be done in
collaboration with other participating
agencies, including the student and
family, and may not require
specialized instruction
Look at IEP (continued)
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In the last column, list the participating
agency(ies) who will provide transition
services as described
As required, if a participating agency,
other than a school, fails to provide the
transition services described in the IEP,
the school must reconvene the IEP team
to identify alternative strategies to meet
those goals
Please refer to page 37 in Tool Kit
Instruction
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These activities can be formal or informal
imparting of knowledge or skill, such as:
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Visit College campuses and meet with student
support services
Learn about and practice social skills
Apply for and take ACT (with accommodations
if appropriate)
Learn about employability skills and schedule a
work experience
Instruction: (continued)
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Instruction continued
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Specific courses (e.g. advanced
placement)
Career and Technical Education
Specific General and/or Special
Education courses
Other Instruction to learn a particular
skill (problem solving, public
transportation, budgeting, use of
technical device
Community Experiences
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After school jobs
Use of public library
Community recreation activities
Practice regarding bus schedule
Preparing for driver’s permit and
road test
Money management
Employment/Other Post-School
Adult Living Objectives
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Participation in work experience
program
Assistance with completing
employment applications, resumes,
etc.
Practice interviewing skills
Travel training
Functional Vocational Assessment:
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IEP must indicate if the student will
need a functional vocational
assessment as a transition service
or activity.
Check with your work coordinator
for the process.
Use if appropriate, NOT REQUIRED.
**Very important for the DCD population
Measurable Annual Goals, With
Benchmarks or Short-Term Objectives:
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Measurable annual academic and
functional goals drive the services in the
IEP.
For transition age students, the
measurable postsecondary goals will
drive the annual goals and objectives.
The measurable academic and functional
goals should meet all of the student’s
needs that result from his or her
disability.
“SMART” Goal Setting:
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Specific
Measurable
Attainable
Results driven (i.e. student
achievement
Timebound
Objectives need to include:
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An observable student behavior,
The condition under which the behavior is to
occur,
A measurable indicator to determine progress,
Evaluation procedures-the methods and
procedures used to measure student’s progress
toward meeting annual goal and each short-term
objective,
Schedule-how often a review of the student’s
progress will occur.
*Please refer to page 38 and 39 in the Tool
Kit
Example of a Goal:
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Mike will increase his use of social
skills and self-determination
behaviors from a level of not asking
for assistance to a level of using
specific techniques for appropriate
verbalizing feedback to adults and
peers by June 2010.
Example of an Objective:
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Given instruction in a 5-step self
determination strategy and
scenarios for using the steps, Mike
will verbalize the steps to be used
for each scenario with his instructor
with 100% accuracy in 4 out of 5
opportunities as measured by
weekly class observation by the first
periodic review.
Summary of Performance:
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When eligibility terminates due to
diploma or age the school must
provide a summary of the child’s
academic achievement and
functional performance.
It must include recommendations
on how to assist the child in
meeting the child’s postsecondary
goals.
Outside Agencies:
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Outside agencies or vendors may provide
some of the transition services.
School is still responsible for ensuring
services are provided as required by the
IEP.
If agency or vendor fails to provide the
services described in the IEP, the school
must reconvene the IEP Team to identify
alternative strategies to meet the
transition objectives set out in the IEP.
Please refer to the list of agencies
attached in Tool Kit
Tool Kit Materials:
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Took Kit has many helpful
transitional ideas, websites and
resources for you to use to help
writing your transitional goals and
objectives.
Questions???
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Contact information:
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[email protected]