1 / 48

Targeting Transition SEACO Introduction

Targeting Transition SEACO Introduction. designed by John D. Wessels, Ten Sigma 209 S. 2 nd St., P.O. Box 846 Mankato, MN 56002-0846 507-345-7557 or 800-657-3815 jwessels@tensigma.org. Introductory Workshop Agenda. Challenges of transition Transition skills defined at four levels

marnie
Download Presentation

Targeting Transition SEACO Introduction

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Targeting TransitionSEACO Introduction designed by John D. Wessels, Ten Sigma 209 S. 2nd St., P.O. Box 846 Mankato, MN 56002-0846 507-345-7557 or 800-657-3815 jwessels@tensigma.org

  2. Introductory WorkshopAgenda • Challenges of transition • Transition skills defined at four levels • Surveys at four levels to assess transition strengths/needs • Rubrics that define transition skills in detail • Rubrics used to write measureable annual transition goals • Rubrics used to collect data • Forms used to track multi-year Progress • Technology tools enhance success • Using the Targeting Transition program

  3. MD/SD VersionTargeting Transition Section 1: Challenges of Transition

  4. Overview of OSEP Indicator 13 Transition Process 1. Identify meaningful postsecondary goals. - education and/or training - employment - independent living (if necessary) 2. Base Postsecondary goals on age-appropriate assessment. 3. Identify measurable annual transition goals to meet postsecondary goals. 4. Secure transition services to meet postsecondary goals. 5. Manage outside services (engage adult providers). 6. Develop a course of study (list of classes) to meet postsecondary goals.

  5. What We Need to Do Questions we must help students answer: • What are my postsecondary goals for . . . . . . education/training? . . . employment? . . . independent living? • How will I meet my postsecondary goals? • What IEP goals would help me reach my goals? • What transition services would help me reach my goals? • What courses would help me reach my goals?

  6. Targeting Transition Model Post School Goals Training/Education - Employment - Independent Living • Assessment • Identify transition strengths and needs • Hard-copy • Online • Multiple Year Progress Reporting • Hard-copy • Online • Comprehensive • Transition Skills • Research-based • Identified for four levels • Activities • Mild and Moderate • Lessons • Interviews • Evaluations • Plans to improve • Real situations • Rubrics • Clarify expectations • Simplify goal writing • Teach skills clearly • Collect better data • Annual Goal • Management • Rubric editing • Goal writing • Data collection

  7. MD/SD VersionTargeting Transition Section 2: Transition Skills Defined at Four Levels

  8. Transition AssessmentFour Levels for Four Specific Transition Needs • Rubrics for Transition for Higher-Functioning Students • Rubrics for Transition for Students with Moderate Disabilities • Rubrics for Transition for Autism Spectrum Students • Rubrics for Transition for Students with Severe Disabilities Moderate Disabilities

  9. Workplace Skills/Attitudes controlling emotions making good choices being personally organized Responsibility following directions promptly accepting responsibility following a schedule Interacting with Others interacting in a group setting listening being friendly Computer and Internet using assistive technology manage email programs Basic Academic Skills basic reading, writing, and math money, time, and temperature Habits of Wellness grooming/hygiene safety household and kitchen chores Planning for Success advocating for self participating in comm. resources Types of Transition Skills in Manuals

  10. MD/SD VersionTargeting Transition Section 3: Surveys at Four Levels to Assess Transition Needs

  11. Targeting Transition Surveys Simplify Assessment Process • Surveys display all skills on one page. • Simple system promotes success. • “S” marked for strengths. • “N” marked for needs. • Circled N marked for priorities. • Left blank for “okay”. • Survey results focus discussion and attention. • Teacher keeps a master completed survey to write the IEP.

  12. Higher-Functioning Survey Survey contains 65 transition skills for students who will live independent adult lives.

  13. Moderate Disabilities Survey Survey contains 61 transition skills for students who will live somewhat dependent adult lives.

  14. Autism SpectrumSurvey Survey contains 63 transition skills for students on the autism spectrum.

  15. Severe Disabilities Survey Survey contains 43 transition skills for students who will lead dependent adult lives.

  16. MD/SD VersionTargeting Transition Section 4: Rubrics that Define Transition Skills in Detail

  17. Rubrics Define Each Transition Skill Rubrics… • Clarify expectations. • Simplify IEP goal management. • Provide the basis of instruction. • Enhance data collection.

  18. Date Priority Set and Met Rubric Title (Need/Priority) Scale Major Criteria • Subcriteria • Specific skills • Details for objectives • Criteria for lessons Example of a Transition Rubric

  19. Higher-Functioning Rubric Sample

  20. Moderate Disability Rubric Sample

  21. Severe Disability Rubric Sample

  22. Autism Spectrum Rubric Sample

  23. MD/SD VersionTargeting Transition Section 5: Rubrics Used to Write Annual Transition Goals

  24. Complexity of Goal Writing Concept level (learn several skills/tasks under a goal). • Appropriate for mild to high-moderate students. • Short-term objectives more appropriate. Task/Skill level (learn several details of a task or skill). • Appropriate for moderate to low-moderate students. • Benchmark/objectives more appropriate based on student. Detail level (learn to complete a single step of a task). • Appropriate for high-severe to mid-severe. • Benchmarks more appropriate form of defining goals

  25. Use a Consistent Scoring System 1. Doesn’t demonstrate skill regardless of cueing. 2. Dependent setting with multiple cues (whatever it takes). 3. Dependent setting with no more than one cue. 4. Dependent setting with no cueing. 5. Independent setting with no more than one cue. 6. Independent setting with no cueing.

  26. Measurable Goal and Objectives Concept Level with Objectives Goal: Over 36 weeks, John will increase his ability to keep and follow a schedule from needing multiple cues in a dependent setting to needing no more than one cue in a dependent setting 4 out of 5 times as measured by a teacher check-off sheet. NA Short-Term Objectives: 1. Given five supervised situations with no more than one cue per situation, John will organize his daily schedule 4 out of 5 times. 2. Given five supervised situations with no more than one cue per situation, John will follow his daily schedule4 out of 5 times. * Major criteria “3” is NA (not applicable) for this student in this situation)—Mark NA NA NA

  27. Measurable Goal and Objectives Skills/Tasks Level with Objectives Goal: Over 36 weeks, John will increase his ability to use toilet facilities correctlyfrom needing multiple cues in a dependent setting to needing no cues in an independent setting, as measured by a student check-off sheet, monitored by the case manager. NA NA Short-Term Objectives: 1.Given five situations and no cueing, John will independently identify when he needs to use the toilet 4 out of 5 times. 2. Given five situations and no cueing, John will independently sit on the toilet correctly 4 out of 5 times. 3. Given five situations and no cueing, John will independently use toilet paper correctly 4 out of 5 times. 4. Given five situations and no cueing, John will independently flush the toilet 4 out of 5 times. NA NA NA

  28. Measurable Goal and Objectives Skills/Tasks Level with Benchmarks Goal: Over 36 weeks, John will increase his ability to use toilet facilities correctly by identifying he needs to use the toilet, sit on the toilet correctly, use toilet paper correctly, and flush the toilet when finishedfrom needing multiple cues in a dependent setting to needing no assistance in a dependent setting, as measured by a check-off sheet, monitored by the teacher. NA NA Benchmark One: By November 15, given five dependent situations and no more than three cues, John will use the toilet facilities correctly 4 out of 5 times. Benchmark Two: By February 15, given five dependent situations and no more than one cue, John will use the toilet facilities correctly 4 out of 5 times. Benchmark Three: By May 15, given five dependent situations and no assistance, John will use the toilet facilities correctly 4 out of 5 times. NA NA NA

  29. Measurable Goal and Objectives Detail Level with Benchmarks Goal: Over 36 weeks, John will increase his ability to make eye contact when verbal directions are given, from needing multiple cues in dependent settings to needing no cues in independent settings. Benchmarks: 1.By December 1, given five dependent situations where verbal directions are given and whatever cueing is necessary, John will make eye contact 4 out of 5 trials. 2. By February 15, given five dependent situations where verbal directions are given and no more than one cue, John will make eye contact 4 out of 5 trials. 3. By June 1, given five independent situations where verbal directions are given and no cueing, John will make eye contact 4 out of 5 trials.

  30. MD/SD VersionTargeting Transition Section 6: Rubrics Used to Collect Data

  31. Manuals Include Rubrics inEditable Form in RubricMaker Software • RubricMaker software includes rubrics for four levels. • higher-functioning (mild) • moderate disabilities • severe disabilities • autism spectrum • Search for rubrics. • Edit existing rubrics. • Design new rubrics.

  32. Management Scale With the RubricMaker Turn Management Rubrics . . . Into Data Collection Tools Data Collection

  33. Progress Reports Management Scale With the RubricMaker Into Progress Reports Turn Management Rubrics . . .

  34. MD/SD VersionTargeting Transition Section 7: Forms Used to Track Multi-Year transition Progress

  35. x x x x x x Targeting Transition Progress Report Student’s postsecondary goals (PS, EM, HL, RL, and CP) To which PS goal(s) the skill applies. Method used to manage skill (goal, service, course) “Q” progress for IEP goals Indicates year in school a skill is a priority. T C

  36. Use a Portfolio System toCollect Multi-Year Progress • Use tracking form as a portfolio to keep . . . . . . multi-year transition progress . . . completed rubrics . . . transition services info . . . completed surveys . . . invitations, permissions, etc. • Pass the portfolio on to the next transition teacher, provider, or give to the student upon graduation.

  37. MD/SD VersionTargeting Transition Section 8: Technology Tools Enhance Success

  38. TRAX Online Transition PlannerElectronically Manage Transition Planning • Select from four surveys. • Adapt surveys (add/remove skills). • Design own surveys. • Email surveys to transition team. • Automatically score and graph results. • Print IEP team meeting information. • Print a variety of result views. • Print plan summary. • Print selected rubrics. • Print progress report.

  39. TRAX Online Progress ManagerElectronically Manage Data Collection and Progress • Edit rubrics. • Change wording to clarify expectations. • Change scales to enhance data collection. • Print rubrics in data collection form. • Generate measurable goals. • Score and graph goal progress. • Track progress over multiple years.

  40. Activities for Transition • Available for two levels of transition student. • For higher-functioning (mild) students. • For students with moderate disabilities (somewhat dependent). • Variety of activities. • Lessons. • Interviews/observations/practice activities. • Evaluations/planning for improvement. • Authentic tasks (call, write, order, do). • Certificates of strength and accomplishment. • Activities available in two forms. • In a hard copy, seven-volume set. • Online access.

  41. MD/SD VersionTargeting Transition Section 9: Using the Targeting Transition Program

  42. Evaluating the Targeting Transition Implementation A. Have you established a multi-year plan for transition? B. Have you written measurable annual goals to help meet postsecondary goals? C. Are you managing the acquisition of needed transition skills and services? D. Are you tracking progress over multiple years? E. Are you writing IEPs that meet the expectations of Indicator 13?

  43. Objectives of Training • Identify meaningful postsecondary goals. • Assess transition strengths and needs. • Write effective IEPs. • Write meaningful measurable annual goals. • Collect meaningful data. • Provide needed transition services. • Guide students into and/or provide needed courses. • Track transition progress over multiple years. • Meet the expectations of Indicator 13. • Use technology to enhance transition success.

  44. Basic Training Breakdown • Initial training (one day in classroom setting). • Targeting Transition material. • Using Targeting Transition procedures. • Managing the transition process. • Meeting Indicator 13 expectations. • Advanced training (½ day in computer setting). • Review of procedures and materials. • Sharing of efforts, discussion, and questions answered. • Editing rubrics using the RubricMaker.

  45. Basic Training Costs • Basic materials ($145 per teacher). • Choice of Rubrics for Transition manual. • for Higher-Functioning Students • for Students with Moderate Disabilities • for Students on the Autism Spectrum • for Students with Severe Disabilities • Rubrics (all four levels) in editable form on CD. • Basic training costs. • Honorarium ($800 per day for one or two days). • Actual travel expenses (air/ground, hotel, meals). • Optional material/programs. • Hard copy or online access to Activities for Transition. • TRAX Online Transition Planner . • TRAX Online Progress Manager (available in fall 2009).

  46. Train-Trainers • Initial two-day training conducted at selected site. • Trainer material. • Training PowerPoint material. • All forms digitally in original (editable) and pdf formats. • Pilot access to all Targeting Transition products. • Trainer training costs. • Initial $500 per participant (minimum 10 or pay expenses). • Ongoing $250 per participant per year. • Ongoing updates through online webinars. • Access to updated program and training material. • Membership in trainer network (available in fall 2009).

  47. Material Costs Price $145 ea $145 ea $145 ea $145 ea $520 set $495 set $495 set $65 ea $60 ea Varies Varies Rubrics for Transition Manuals and CD-ROM • Rubrics for Transition I: for Higher-Functioning Students. . . . . . . . . . . . . —65 skills for students who will live independent lives as adults • Rubrics for Transition II: for Students with Moderate Disabilities. . . . . . . —61 skills for students who will live somewhat dependent adult lives • Rubrics for Transition III: for Students on the Autism Spectrum . . . . . . . . —63 skills for students on the autism spectrum • Rubrics for Transition IV: for Students with Severe Disabilities. . . . . . . . . —43 skills for students who will live dependent adult lives • All four Rubrics for Transition manuals. (Product #451). . . . . . . . . . . . . . . Activities for Transition (Hard-copy manuals) • for Higher-Functioning (independent) students . . . . . . . . . . . . . . . . . . . . . . . . . • for Students with Moderate Disabilities (somewhat dependent) . . . . . . . . . Access to activities for Transition online (Higher-Functioning and Moderate) • Single-user for one year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • Five or more users for one year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Access to TRAX Online Transition Planner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Access to TRAX Online Progress Manager . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

  48. Options/Recommendations • Visit our website: www.tensigma.org/transition. • Download sample material. • Read about the program in more detail. • Download a PowerPoint summary of the program. • Contact people familiar with the program. • Talk to Ten Sigma staff at (800)-657-3815. • Purchase material. • Schedule training by Ten Sigma staff. • Set up a Train-Trainers system. • Develop group plan/pricing.

More Related