Targeting Transition TRAX Software Training for Survey/Planner/Activities

1. Targeting TransitionTRAX Software Training for Survey/Planner/Activities designed by John D. Wessels, Ten Sigma 3320 Mesa Way, Ste A Lawrence, KS 66049 785-830-9900 or 800-657-3815 jwessels@tensigma.org

2. Introductory WorkshopAgenda • Transition Law—Indicator 13 • Anatomy of an Effective Transition Plan • Prepare and Send the Survey to Team • Analyze Survey Results • Develop a Transition Plan • Final Thoughts • Manage TRAX Administrative Tasks

3. Targeting TransitionTRAX Training Section 1: Transition Law—Indicator 13

4. Transition LawMeet Expectations of OSEP Indicator 13 1. Identify measurable Postsecondary Goals. 2. Base goals on age-appropriate assessment. 3. Identify measurable annual goals. 4. Provide transition services. 5. Manage services from outside agencies. 6. Develop a meaningful set of courses the student will take.

5. Targeting TransitionTRAX Training Section 2: Carry Out an Effective Transition Plan. . . . to help students meet Postsecondary Goals

6. Anatomy of an Effective Transition Plan • Determine student’s Postsecondary goals • Training/Education • Employment • Independent Living Identify student’s strengths and areas of need Gather data from a variety of assessments Continue gathering data. Develop a Transition Plan that capitalizes on strengths and addresses needs • See that the Plan is carried out • Schedule activities • Manage tasks • Track progress • Determine how each need will be met • Annual goal • Transition service • Course Make revisions recommended by the team Use Plan to present IEP to IEP team Use Plan to write IEP

7. Use a Variety of Assessments, with Ten Sigma’s Transition Survey the Base Generated Survey Results Online Survey

8. Targeting TransitionFour Skill Sets for Four Types of Transition Needs for Higher-Functioning Students (mild disabilities) for Students with Moderate Disabilities for Students with Severe Disabilities for Students on the Autism Spectrum Each Skill Set includes: • Transition needs survey. • Rubrics that define skills. • Transition Plan. • Yearly Progress report. • Multi-year Progress report.

9. Workplace Skills/Attitudes controlling emotions being organized problem-solving Responsibility arriving promptly and prepared following directions promptly working without supervision Interacting with Others interacting in a group setting working with co-workers taking the perspective of others Computer and Internet using Internet/email managing assistive technology Basic Academic Skills writing clearly and to the point locating information Habits of Wellness grooming/hygiene managing stress Planning for Success advocating for self accessing community resources Kinds of Skills Included in Skill SetsBasic (pre-16) Skills Success (16+) Skills

10. Develop a MeaningfulTransition Plan • Student’s Postsecondary goals. • Student’s strengths. • Student’s most important needs. • Method of meeting priorities. • Annual Goal • Transition Service • Course • Responsibility for priorities. • IEP Categories for Transition Services. • Room to add additional priorities.

11. Transition Plan is an Organizational Tool Plan defines and clarifies where effort will be spent. - What does the student need? - How will we meet his/her needs? - Who responsible for seeing that each need is met? - When should each responsibility be met? Plan organizes the writing of the IEP. - Provides wording for the present level (PLAFP). - Identifies needs that will be met through annual goals. - Identifies needs that will be met through transition services. Plan is presented to IEP team at IEP meeting. - Summarizes what is in IEP. - Focuses discussion at IEP meeting. - Helps solicit commitments from student and parents to contribute.

12. UseTransition Plan at IEP Meetings Use the Plan at IEP meetings to: - Focus discussion - Track changes and commitments made by team members. Note: Some items or commitments may be in the Plan but not in the IEP. x x x x x X X X X X X X X X X X X X

13. Schedule and Track Progress through theYearly Transition ProgressReport Lists priorities for year by method. How each Priority was managed. - responsibility - IEP categories The date each service was started. The date each priority was met.

14. Use theMulti-YearTransition Progress Document priorities for all transition years by skill category. Summarize accomplishments. - by method - by responsibility - by IEP categories for services - by date needs met Provides a comprehensive view of what has been done to help the student reach his/her Postsecondary Goals.

15. Transition Activity Units Activity units available for higher-functioning students (mild disabilities) and students with moderate disabilities. Each unit contains: - Cover page - Table of contents - Rubric for the skill - Overview - Overview activity - 8-10 tasks - Certificates - Strength - Accomplishment

16. 3.0 Targeting TransitionTRAX Training Section 3: Prepare and Send the Survey to IEP Team 3.1 Log into TRAX 3.2 Adapt Surveys 3.3 Send surveys to the IEP Team Through Email

17. 3.1 TRAX LoginGo to: https://trax.tensigma.org/_________ Enter your username could be email address: and Enter your Password—could be reset to: TRAX

18. 3.1 Main “My Cases” Screen • Major Tabs • There will be three or four tabs visible for most teachers: • My Cases • My Profile • Survey Templates • Administration • Select • Survey Templates

19. 3.2 Survey Templates There are three types of survey templates 1. System Templates - Higher-Functioning - Moderate Disability - Severe Disability - Autism Spectrum 2. District Templates 3. User Templates Users can design customized surveys

20. 3.2 Design Customized Survey Templates 1. Develop New Survey - Select New Survey - Enter a survey name - Select the scale - Submit 2. Select Skills - Use +/- signs to drill for groups and skills - Click in boxes - select whole sets - select groups within sets - select individual skills 3. Add own skills - Select a group category - Enter skill name - Click Add

21. 3.3 Preparing to Email Survey to IEP Team • Under My Cases there will be a list of your students. • When you select a student:

22. 3.3 Select an Appropriate Survey The first time you select a student, the New Survey screen will appear. To select a survey for the student, 1. Select the Year 2. Select the Survey 3. Select the Scale 4. Select Private 5. Click on Submit

23. 3.3 Manage “Preparing” Takers To manually enter a new team member, enter: - member’s name - email address - role Click Add To automatically select team members, click on “Select from List.” (see note below.) - Select members you want - Click “Add” Note: For the second year, the previous year’s groups appears in Select from List.

24. 3.3 IEP Team Information You can make adjustments by selecting Action.

25. 3.3 Email Surveys to IEP Team Members Select Send Email Prepare Subject Line Prepare Message Select who will receive the invitation to complete the survey. Click Send

26. 3.3 IEP Team Receives an Emailed Invitation to Complete the Survey Subject: Transition Survey for Emma Davis Message: Takers click on here and that takes them to the survey. Note: You may want to add extra directions for some members.

27. 3.3 IEP Team Clicks on “here” to Open the Survey Clicking on “here” takes them to the survey.

28. 4.0 Targeting Transition TRAX Training Section 4: Analyze Survey Results 4.1 Take the Targeting Transition Survey 4.2 Analyze Results of IEP Team Contribution 4.3 Select Strengths and Priorities (Important Needs) 4.4 Create Initial Transition Plan

29. 4.1 Track Survey Completion by IEP Team This student has five surveys completed for him. Notice the Status column—the student, mother, father, school psychologist, and classroom teacher have all completed the survey.

30. 4.1 Survey Can be Taken Directly If you click on Take Survey, a screen comes up allowing you to: Enter yourself or someone else as a taker

31. 4.1 View of the Online Survey • Whether the survey is taken through email or Take Survey command, the process is the same. • Survey provides: • Student’s name • Directions • Each item with + • Scale where NA (ok or not applicable) is default—speeds taking. • Notes: • Mark as many needs as you want—priorities will be identified in next step. • The scale can be set with a 5-1 Likert scale.

32. 4.1 Intermediate ResultsSelect “Greatest Priorities” • After the taker submits the survey, the results are sorted by need and strength and displayed on an intermediate screen. • The taker can . . . • - go back to the survey and make changes • - select up to “5” skills they feel are priorities • Once the taker is • satisfied, Submit

33. 4.2 View Results When all or most of the team has completed the survey, it is time to analyze the results. To analyze the results, click on the Results tab.

34. 4.2 Analyze the Results The results can be sorted by: - Need - Strength - Greatest Priority - Individual Takers - Selected Priorities - Selected Strengths

35. 4.3 Select Strengths and Priority Needs After analyzing the results, select the student’s Strengths and Important Needs or Priorities These strengths and important needs will be the basis of the Transition Plan.

36. 4.3 View Selected Strengths and Priorities • You can view or print the student’s Selected Strengths and Selected Priorities. • To View: Click on Selected Skills • To Print: click Print while under the Selected Skills tab. • This data provides the basis for generating a Transition Plan and ultimately the IEP (PLAFP, transition services, annual goals.)

37. 4.4 Create an Initial Transition Plan • To create an initial Transition Plan: • 1. Click Save • 2. Click on Create • Transition Plan • When you click on Create Transition Plan, if all members have not completed the survey, a warning will appear. If you want to move • ahead accept the • warning.

38. 5.0 Targeting Transition TRAX Training Section 5: Developing a Transition Plan 5.1 Identify Postsecondary Goals 5.2 Manage Strengths 5.3 Manage Important Needs and Set Priorities 5.4 View and Print Rubrics and Activities 5.5 View and Print Reports

39. 5.1 View of “Initial” Transition Plan • Once the Transition Plan has been created, the plan can be viewed. • From the view: • - Add Postsecondary Goals. • - Edit Strengths. • - Manage student • Priorities. • Print reports. • Print skill rubrics. • Access Activities.

40. 5.1 Identify Postsecondary Goals Click on Postsecondary Goals Tab. Click on Edit to add or edit goals. Enter the student’s Postsecondary Goals. Click Submit.

41. 5.2 Manage Strengths The student’s initial strengths come from the strengths identified in the Targeting Transition Survey. To add or remove strengths, click on the Strengths tab. Add Strengths Remove Strengths

42. 5.3 Manage Priorities: Part OneList of Important Needs • Make a list of important transition needs that will help the student meet his/her Postsecondary Goals. These needs should be supported by some type of assessment. • Some needs on the list: • will become immediate priorities • will become priorities as a result of the IEP meeting • will be on the list but not be priorities • will be removed from the list Additional needs can be added from other assessments and from the IEP meeting. The needs identified by the Targeting Transition Survey provide the basis of the list.

43. 5.3 Start with Needs Identified from the Targeting Transition Survey

44. 5.3 Add Priorities (Important Needs) To add priorities, click on Add Skills. Choose skills from all four Ten Sigma levels: - Click on the + signs until you find the skill(s) you want. - Click in boxes of wanted skills. Add your own skills: - Select the group in which the new skill will be placed. - Enter the skill (need). - Click Add. Whenfinished,Submit.

45. 5.3 Remove Unwanted Needs To remove needs from the list, from Priorities click on Remove Skills. - Highlight the trash can of the skill(s) you want to remove. - Click Submit. Notice that the skill we trashed—Completing Tasks on Time and to Expectations is gone from the list.

46. 5.3 Refined List of Important Needs The refined list of important needs includes: Needs identified from the Targeting Transition Survey Needs from other assessments.

47. 5.4 Defining How Priorities Will Be Met Methods G: Annual Goal S: Transition Service C: Course Responsible Agency Sc: School P: Parents St: Student O: Outside Agencies Service Categories CE: Community Exp. DE: Develop Employment AL: Adult Living Skills DL: Daily Living VE: Vocational Evaluation Date a skill/need is Met

48. 5.4 Defining How Priorities Will Be Met • To assign Methods used to meet needs • From Priorities • - Click Edit above the Method column • From Methods: • - Click in the box in the correct column • G = Goal • A = Service • C = Course • - Click Submit • Rarely is a need met through two different methods in a year.

49. 5.4 Identify Methods Used to Meet Needs All needs start out as unassigned. Some needs are: - Left Unassigned - Annual Goals (G) - Transition Services (S) - Learned through a Course (C)

50. 5.4 Responsible Agency • To assign responsibility for meeting a need • From Priorities: • - Click Edit above the Responsible Agency column • From Responsible A: • - Click in the box in the correct columns • Sc=School • P=Parent • St=Student • O=Other • - Click Submit • Most involvement by parents is generated at the IEP meeting.