Ten Sigma Targeting Transition overview

1. Ten SigmaTargeting Transitionoverview for Great Prairie Area Education Agency Transition Assessment Workshop

2. Summary of Transition • IDEA requirement. • Special education process. • Questions to consider. • What will this student’s life be like at 25, 30, or 35 years of age? • What is my role in preparing this student for success in life? • How do I balance the responsibilities of graduation and NCLB with transition?

3. Rubrics for Transition Manuals • Rubrics for Transition for Higher-Functioning Students • 65 skills for students whose goal is independent living. • Rubrics for Transition for Lower-Functioning Students • 61 skills for students who may live more dependent adult lives. • Rubrics for Transition for Autism Spectrum Students • 63 skills for students whose behavior is on the Autism Spectrum. Each manual includes: • Research-based set of skills. • Needs assessment survey. • Tracking form (track multi-year progress). • Rubrics that define skills in detail.

4. Targeting Transition Overview Comprehensive Set of Transition Skills

5. Tracking Track progress over multiple years Assessment Identify needed transition skills • Rubrics • Clarify expectations • Simplify IEP writing • Teach skills clearly • Document progress • Collect better data • Activities • Lessons • Interviews • Observations • Evaluations • Plans to improve • Real situations • Software • Manage process • Organize annual goals • Edit rubrics • Pass information to next teacher • Strategies • Effectively identify transition needs • Involve the student and parents • Use rubrics to organize the transition process • Guide students to acquiring needed skills • Document progress over multiple years Targeting Transition Model Comprehensive Set of Essential Transition Skills

6. Basic Success Skills Workplace Skills and Attitudes Responsibility Interacting Well with Others Adult Success Skills Computer and Internet Skills Basic Academic Skills Habits of Wellness Planning for Success Targeting TransitionSkill Categories

7. Targeting Transition Overview Identify Needed Transition Skills

8. Identify Needed Transition Skills • Use the survey to organize IEP meetings. • Help the student present his or her interests, strengths, and needs. • Involve the team in a meaningful, but controlled discussion of the student’s future. • What could the student be doing in the future? • What skills are needed to reach that future? • Help the team identify transition priorities for the year based on the discussion.

9. Transition Team Survey

10. Sample Completed Survey

11. Targeting Transition Overview Track Progress Over Multiple Years

12. Track Progress Over Multiple Years Get a big-picture view of student progress. • Track needed skills over multiple years. • Track progress over multiple years. Track yearly progress. • Track date yearly priorities are set. • Track date yearly priorities are met. • Track under which IEP categories priorities were placed.

13. Transition Needs Checklist

14. Use Tracking Formas Basis for Student Portfolio • Prepare a student's portfolio. • Attach the two-page tracking form to a file folder. • Print and prepare rubrics for needed skills. • Distribute rubrics to appropriate person’s. • Use portfolio to track student progress. • Collect completed rubrics and place in portfolio. • Summarize progress using the tracking form. • Pass the portfolio on to the next transition teacher.

16. Targeting Transition Overview Use Rubrics to Structure the Learning of Skills

17. Use Rubrics to Teach Skills Use rubrics to . . . • Develop a common language between team members. • Define goals and objectives. • Communicate expectations. • Teach skills. • Evaluate progress. • Document results.

18. Date Goals Set and Met Scale Rubric Title Major Criteria • Subcriteria • Specific skills • Details for objectives • Criteria for lessons Analysis of a Rubric

19. Objectives: 1. John will use strategies for being more effective and efficient by deciding how tasks with be done before beginning, storing tasks for easy retrieval, and finishing one task before beginning another 4 out of 5 times as evaluated by a teacher checklist. 2. John will keep a daily to-do list by making a list of tasks to be completed, prioritizing tasks, marking tasks off as they are completed, and transferring uncompleted tasks to the next day's list with 80% accuracy as measured by the classroom teacher. Writing Measurable G/OsUse subcriteria to define objectives in more detail Goal: John will increase his organizational skills from being organized 20% of the time to being organized 80% of the time as measured by teacher observation and standard grading procedures.

20. Targeting Transition Overview See that Transition Skills are Learned

21. Seeing thatTransition Skills are Learned • Manage the learning of transition skills. • Guide students into appropriate classes. • Guide students into meaningful situations. • Document that skills have been learned. • Teach transition skills when appropriate. • Write skills as transition goals. • Teach skills in time available. • during special education time • during separate transition courses • Document that skills have been learned.

22. Targeting Transition Overview Use Software to Manage the Transition Process

23. Targeting Transition Software • Manage multi-year transition process. • Track skills over multiple years. • Produce progress reports. • Export student information to next teacher. •  Manage transition priorities. • Identify and manage priorities. • Produce goal and objective information. • Manage rubrics. • Edit rubrics to meet student needs. • Print rubrics for priorities.

24. Targeting Transition Overview Targeting Transition Activities

25. Use Ten Sigma Activities • Variety of activities. • Lessons. • Interviews/observations/practice activities. • Evaluations/planning for improvement. • Scenarios (real-life challenges). • Performance assessments. • Certificates of strength and accomplishment. • Activities available in two forms. • Via online (Internet) access—part of training material. • In a hard-copy, seven-volume set (HF only).

26. Sample Transition Activity--Interview

27. Sample Transition Activity--Scenario

28. Purchasing/Investigating Options • Their website is : www.tensigma.org/transition. • Download a PowerPoint summary of the program. • Get the email addresses of people familiar with the program. • Get information about our material, training, and workshops. • Talk to Ten Sigma staff at (800)-657-3815. • Learn more about the program and material. • Schedule training or workshops. • Purchase material. • Purchase a sample set of manuals and transition activities. • Purchase material in volume. (prices may vary depending on needs $350 - $500 )