Age-Appropriate Transition Assessments & Outcome Oriented Transition Plans

1. Age-Appropriate Transition Assessments & Outcome Oriented Transition Plans Presented By: Karen Harrison & Jennifer Berven www.tnstep.org 1/800-280-7837 Assessment PowerPoint used with permission from EdPro formerly EdExcellence http://edprodevelopment.com/

2. IDEA 2004 Transition Assessment … appropriate measurable postsecondary goals based upon age-appropriate transition assessments related to training, education, employment and independent living skills, where appropriate

3. Transition Assessment An individualized, on-going process that includes meaningful participation by the student and family. It creates a comprehensive portfolio of assessment results as well as summaries of experiences and information from existing records.

4. Transition Assessment The resultant portfolio produces a clear profile of the student’s present levels of academic and functional performances in relationship to the student’s post secondary goals.

5. Transition Assessment • Identifies students strengths, abilities, deficits, preferences, & interests • Establishes present levels of performance, considering all major areas of need related to adult functioning; (a) personal choice & self determination, (b) employment, (c) personal management, (d) academics, recreation/leisure, (e) community access & use, and (f) relationships/social skills • Informs transition planning, including determining appropriate (a) IEP goals & (b) educational experiences.

6. Transition Assessment • Identifies further training needs (Brown-Glover & Wehman, 1996) • Obtains information re work habits, socialization skills, work attitudes and work tolerance (Sarkees & Scott 1985) • Determines accommodations, supports and services needed to attain and maintain post secondary goals • Determines student awareness of career options related to preferences, interests, and skills.

7. Transition Assessment Needed to access certain adult services (e.g., psychological needed for accessing disabilities services in IHEs, determining eligibility for VR services, determining eligibility for DRH/MR services, …..)

8. What assessments have been done for your student around transition? Was Functional Performance considered ?

9. All students requiring Transition Services SHOULD NOT have the exact SAME assessments!

10. State Performance Plan/Annual Performance ReportReport Card DataIndicator 13:Percent of youth aged 16 and above with an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the student to meet the post-secondary goals.Indicator 14:Percent of youth who had IEPs, are no longer in secondary school and who have been competitively employed, enrolled in some type of postsecondary school, or both, within one year of leaving high school. School are responsible for OUTCOMES!

11. What are your student's post secondary goals? Transition Assessments must be based on the students Postsecondary Goals!

12. Transition Is All About… Employment Economic Security Vocational Rehabilitation Work Incentive Programs Apprenticeships Your Own Business Supported Employment School-based Training Non-paid Work Experience Paid Work Experience Community Living Transportation/Travel Training Recreation & Vacations Health and Safety Dignity & Respect Apartment/Home Taking Risks Finances and Banking Passing Driver’s Test What to do in an Emergency Continued Learning Graduation from High School * Regular Diploma *GED *Other Diploma College/504 rights Adult Education Auditing College Courses Technical School Crafts or classes of Interst Having A Say Making Choices Voting Conservatorship / Power of Attorney ADA Rights Asking for help when you need it Self Determination Self-Advocacy Circle of Friends Joining a group or movement

13. JOHN’S VISION Live independently Work Play sports

14. JANE’S VISION Graduate with a regular diploma Go to College Live away from home Work with animals

15. … OPTIONS… Work with animals Play sports Including: DREAMS NEEDS STRENTHS PREFERENCES INTERESTS Live independently Go to College Live away from home Graduate with a diploma Work

16. IDENTIFY THE STUDENT’S STRENGTHS. STEP2 Describe the student’s present levels of educational and vocational performance.

17. John’s strengths: He is good at sports, has many friends, and is a hard worker John’s Present Levels of Educational and Vocational Performance: John does not communicate through speech. His disability is moderate mental retardation. Work Experience: John has never worked before. Recreation and Leisure: John swims for Special Olympics and attends social groups at school and in his community. Independent Living: He needs minimal assistance with his personal care. Community: John needs assistance using public transportation. He has difficulty finding his way around his school and community. Postsecondary Training: No plans for college. .

18. Jane’s Strengths I have good reading and study skills. I am very social and a hard worker. I also manage my money well. Present Levels of Educational and Vocational Performance: I have above average intelligence. My strengths are in visual memory, organization, and problem solving. My learning disabilities are in attention and written language. I need to have a quiet place to work. Work Experience: Jane worked over the summer at the SPCA. She is able to work independently after instructions are given. Recreation and Leisure: Jane is very active in school groups. She has a large group of friends outside of school as well. Independent Living: Jane has daily chores at home and is very responsible in completing them. Postsecondary Training: Jane has taken two classes at the local Junior College.

19. STEP 3 DESIGN A STATEMENT OF TRANSITION SERVICE NEEDS Outline a program for the student’s school including community activities. The course of study may include required, advanced placement, modified, elective, or specially-designed courses. The decisions regarding the course of study should relate to how the student is functioning and what he/she wants after high school. Identify if the course of study leads to a regular diploma or a Special Ed Diploma or Certificate of Attendance STEP 4 DESIGN A STATEMENT OF NEEDED TRANSITION SERVICES This portion of the IEP planning process identifies the transition instruction and service activities, personnel, or resources that can be utilized to help the student achieve his/her postschool goals and dreams .

20. There are five categories of transition services that must be considered by the IEP team: 1. Instruction. 2. Community experience outside the classroom setting. 3. Employment and other postschool adult living objectives. 4. Related services. 5. Linkages. AS NECESSARY: • Daily living skills. 7. Vocational evaluation.

21. STEP 5 DETERMINE ANNUAL GOALS These goals should support the student’s dreams and visions.

22. JOHN’S GOALS AND BENCHMARKS GOAL: By 1/05 John will demonstrate the ability to shop in a grocery store. BENCHMARKS: By 5/04, John will make a grocery list of three items selected from the newspaper ads. By 10/04, John will use the “dollar over method” to estimate the amount of money he will need for his purchase. By 1/05, John will find the items on his grocery list in the store and purchase them independently.

23. JANE’S GOALS AND BENCHMARKS GOAL: By 1/05 I will articulate with 100% accuracy, when asked by my general education teachers, what accommodations I need for my learning disabilities. BENCHMARKS: By 5/07, I will be able to discuss in a small group, my learning disabilities and the accommodations I need with 100% accuracy. By 10/04, I will list my own needed accommodations when requested by my resource teacher with 100% accuracy. By 1/05, I will discuss my disability and needed accommodations at my IEP meeting and with my teachers.

24. JOHN’S TRANSITION PLANNING PROFILE • Career InterestsStrengths Work in music store Good at sports • Computer work Has many friends • Hard worker • Present levels of performance • John’s Present Levels of Educational and Vocational Performance: John does not communicate through speech. His disability is moderate mental retardation. • Work Experience: John has never worked before. • Recreation and Leisure: John swims for Special Olympics and attends social groups at school and in his community. • Independent Living: John needs minimal assistance in his personal care. • Community: John needs assistance using public transportation. He has difficulty finding his way around his school and community. • Postsecondary Training: No plans for college. • Transition Services NeedsNeeded Transition Services • John needs functional skills curriculum and Instruction: John needs a curriculum emphasizing • community-based instruction. daily living, social and community-based instruction • John needs assistance in accessing adult Community: John needs connections to adult • community services and support. community services and opportunities to explore • John needs supported work-based learning activities that reflect his interests on a weekly basis. • experiences. Employment: John needs to participate in at least • John needs opportunities to participate in one on-campus volunteer job per semester. • activities with persons with like interests but Daily Living: John needs practice with daily living • without disabilities. skills at home and school. VISION Work Play sports Live independently

25. John’s Transition Planning Profile (con’t) • John’s Goals and Benchmarks • Goal # 1: By 1/04, John will participate in his high school booster club activities. • Benchmarks: • John will keep a calendar of booster club meetings and events with 100% accuracy. • John will attend at least 80% of the booster club meetings and events. • John will learn the “yells” used at the games with the help of his teacher and peer mentor. • Goal # 2: John will demonstrate the ability to shop in a grocery store. • Benchmarks: • By 5/03, John will make a grocery list of three items using selected newspaper ads. • 2. By 10/03, John will use the “dollar-over method” to estimate the amount of money he will need for the items on his list. • By 1/05, John will find the items on his grocery list in the store and purchase them independently. • Goal # 3: John will have a variety of on-campus work experiences. • Benchmark: • 1. By 1/04, John will have participated in a minimum of three different on-campus work experiences.

26. JANE’S TRANSITION PROFILE • Career InterestsStrengths • Have a job Good reader • Work with animals Good study skills Get a degree Very social • Good with money • Hard worker • Present levels of performance: • Jane’s present levels of educational and Vocational Performance: • I have above average intelligence. My strengths are in visual memory, organization, and problem solving. My learning disabilities are in attention and written language. I need to have a quiet place to work. • Work Experience: Jane worked over the summer at the SPCA. She is able to work independently after instructions are given. • Recreation and Leisure: Jane is active in school groups. She has a large group of friends outside of school as well. • Independent Living: Jane has daily chores at home and is very responsible in completing them. • Community Participation: Jane has a checking account and is responsible for purchasing everything she needs for school and leisure. She is able to balance her check book with assistance each month. • Postsecondary Training: Jane has taken two classes at the Junior College. • TRANSITION SERVICES NEEDSNEEDED TRANSITION SERVICES • I need instruction on study and organizational Instruction: I need to enroll in a study skills • strategies to be successful in my general class and tutoring program for my writing • education classes. • I need instruction on self-advocacy to explain my Community: I need to explore joining a teen • disability and needed accommodations. support group for learning disabilities. • I need career exploration activities. • I need to take college preparation classes. Employment: I need to participate in work experience offered at my high school. VISION Graduate with a diploma Go to college Live independently Work with animals

27. JANE’S TRANSITION PLANNING PROFILE Con’t.) • Jane’s Goals and Benchmarks • Goal # 1: By 1/07, I will articulate with 100% accuracy, when asked by my general education teachers, • the accommodations I need for my writing disability and attention deficit disorder. • Benchmarks: • By 5/09,I will discuss, in small group, my learning disabilities and the accommodations that I need with 100% accuracy. • By 10/06, I will list my own needed accommodations when requested by my resource teacher with 100% accuracy. • By 1/07,I will discuss my disability and accommodations that work for me at my IEP meeting and with my teachers. • Goal # 2: By 1/07, I will apply selected learning strategies related to written communication in my • classes. • Benchmarks: • By 6/04, I will try out several computer-based outlining programs and select one that I would like to use for my written assignments. • By 5/05, I will demonstrate competence in using the program in my resource class rated by my resource teacher on two written assignments. • By 1/06, I will use the writing strategy in my general education classes. • By 1/06, I will maintain a “C” or better in all of my classes. • Goal # 3: I will explore my career interest areas in animal science and veterinary medicine. • Benchmarks: • I will use the career center to research careers in my interest areas and present an oral and written presentation in my resource class. • I will job shadow two people in my career areas of interest. • I will visit the veterinary assistance class offered through ROP and the community college.

28. enter the Transition Assessment Toolkit...

29. Transition Assessment "Toolkit" • Provides school districts with a wide variety of assessment strategies, tools, and approaches in order to individualize the transition assessment. • Must include strategies and tools to assess present levels of functional performance in all areas of need, e.g., personal choice & self determination, vocational, personal management, relationships, recreation/leisure, community access & use, academics.

30. Transition Assessment "Toolkit" • Demonstrates district compliance with IDEA 2004 requirements for age-appropriate transition assessment. • Provides face validity to stakeholders – teachers, parents, student, who can answer the question, “Is it true for this student?”

31. Transition Assessment Toolkit Approaches

32. Transition Assessment Toolkit Approaches (continued)

33. Transition Assessment Toolkit Examples

34. Transition Assessment Toolkit Examples (continued)

35. Visit the EdPro Development, Inc. Website http://edprodevelopment.com At the top of the home page click on “Resources” Click on “Transition & Work-Based Learning” Click on “Tools” Scroll down to navigate page http://edprodevelopment.com/resources/transitions-wbl/tools-5/

36. Transition Assessment Toolkit Navigating the Transition MazeDownload Entire ToolkitToolkit Table of ContentsAssessment of Student Participation in General Education Classrooms (ASPGEC)Circle of SupportCommunication SummaryEmployability Life SkillsFairfax County Transition Resource GuideFrom Here to ThereHealth HistoryHome Community Activities Inventory (HCAI)Home School Inventory (HSINV)Interest InventoryKuderLife Centered Career Education CompetencyMAPS and Transition PlanningMultiple Intelligences Survey (Surfaquarium)Parent Guardian QuestionnairePersonal Futures Plan AgendaPictorial Multiple Intelligences Survey

37. Transition Assessment Toolkit Recreation and LeisureSchool and Community Social Skills RatingSelf-Advocacy Self-Determination ChecklistSituational Vocational AssessmentStudent Profile Transition AssessmentStudent QuestionnaireTN High School Diploma Policy FAQsTN High School Diploma Policy FAQs Related to Students with IEPsTN High School Transition Policy FAQsTOPS Action PlanTOPS Reviewer Reference Form Rev. March 2010TOPS Transition Requirements Checklist RevTransition Planning Profile

38. Vocational Rehabilitation Requires Comprehensive Vocational Assessment WHY ASSESSMENTS ARE NECESSARY PRIORTO EXIT FROM HIGH SCHOOL? ? ? Postsecondary Schools require documentation of a current disability & need for academic adjustment ? ?

39. UNDERSTANDING THE DIFFERENCE BETWEEN APPLICABLE LAWS IS KEY TO SUCCESSFUL TRANSITION FROM HIGH SCHOOL IDEA SECTION 504 Americans with Disabilities Act