developing quality transition ieps
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Developing Quality Transition IEPS. Weaving transition assessment throughout the IEP . - PowerPoint PPT PresentationTRANSCRIPT
Developing Quality Transition IEPS
February, 2013
Weaving transition assessment throughout the IEP
The contents of this handout were developed under a grant from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.
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Team Members-
Judy Stirman: DirectorLinda Tegtmeier: SupervisorBecky DancerBarb PalmerKatie Oliver
Secondary Transition and Student Outcomes
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Meaningful and attainable (well-threaded) Transition IEPs lead to successful student outcomes.
Enduring Understanding
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1. Teachers will analyze and summarize all assessment data through a transition lens.
2. Teachers will use assessment data to develop comprehensive courses of study, specific transition services, and strongly linked annual goals that align with students’ post-school goals.
Learning Outcomes
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What questions do you have about transition planning and IEP development?
Learning Expectations
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How do I analyze all assessment data through a transition lens?
How do I summarize data and document it in the IEP?
How do I weave the transition assessment findings through the post-secondary goals, course of study, transition services and annual goals?
Essential Questions
Transition to
Adulthood
Student-Centered
Transition Planning
Family Involveme
nt
Curriculum &
Instruction
Inclusion, Access,
Accountability
Interagency&
CommunityService
Critical Elements of Transition
7 Adapted from Dr. Mary Morningstar’s work with the Transition Coalition
Student Involveme
nt
Transition Assessme
nt
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TRANSITION CONTINUUMAwareness Exploration Preparation Career Placement/Continuing Ed
Communication Career clusters ACE Voc Rehab ---------SWAP----
Self Awareness Mentorships Voc Ed Independent Living Centers
In school jobs Postsecondary information Work Study (WES) Community Center Board (CCBs)
Self- determination Work-based experiences Apprenticeships Postsecondary Ed
Self - Advocacy Job shadows Postsecondary Strategies Mental Health
Volunteer opportunities Career Assessments Internships SSI
Career Speakers Career counseling Area vocational school Job Service
Service Learning Electives In-depth Work-based experiences
Field Trips Clubs ACT Prep
College in Colorado Concurrent enrollment
Transition Continuum
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Transition Planning
PSGs
Annual goalsTransition Services Course of Study
Transition Assessment
Coordinated Set of Activities
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RevisionsSignificant changes to Question 2
ClarificationsKey points and examples
Indicator 13 Compliance Tips
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1. Think about this: What will you implement or change in your transition planning practices as a result of this morning’s information on the changes to Question 2 and overview of Transition Planning?
2. Stand up and find someone you do NOT know
Discuss your thoughts with one another.
3. Share with the large group
4. Return to your tables
Think-Pair-Share
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“…ongoing process of collecting data on the individual’s needs, preferences, and interests as they relate to the demands of current and future working, educational, living, and personal and social environments. Assessment data serve as the common thread in the transition process and form the basis for defining goals and services to be included in the Individualized Education Program (IEP)” (Sitlington, Neubert, & Leconte, 1997, p. 70-71).
NSTTAC Indicator 13 FAQ (www.nsttac.org)
Transition Assessment
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What is good transition assessment?
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Transition Assessment
Transition
Assessment
aptitude
interests/preferences
behavior
curriculum and
instructionachievement
observation
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Transition Assessment Process
Transition Assessment
Needs
Strengths
Interests Preferenc
esMultiple sources of data
(viewed through a transition lens)
Analysis(through a transition lens)
Summary (through a transition lens)
The RIOT/ICEL MatrixAssessment and evaluation model for collecting
information needed to make decisions.Uses a rubric format:
RIOT- review, interview, observe, testICEL – instruction, curriculum, environment,
learner(sometimes we need to look at sources that might
impact a student’s performance)(Handout)
RIOT/ICEL
16 Adapted from Iowa Area Education Agencies, Special Education Procedures Manual, January 15, 2013.
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Essential Questions:
How do I analyze data through a transition lens?
How do I summarize data and document it in the IEP?
Analyzing and Summarizing Data
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• Analysis of data•The process of organizing and thinking about data• Identify the gaps in information
Summary of dataA brief, concise statement that creates meaning of the data.
Analysis and Summary of Assessment Data
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Transition planning template: use as a “concept map” for developing your IEP
Handout: Case Study-Tyler
What are some examples of the way assessment data is viewed through the transition lens?
Case Study
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1. Think about this: What will you implement or change in your transition assessment practices as a result of this morning’s information- Viewing All Assessment Through a Transition Lens?
2. Pod: Discuss your thoughts with your table group. Make sure that every voice is heard at your table.
3. Share: Each table will share something that will be implemented or changed in their assessment practices.
Think – Pod - Share
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Review the transition assessment components of the IEP
Determine how well the assessment data is analyzed and summarized
Identify any additional documentation that is needed
Task: Develop a summary statement from your assessment analysis. Tools: I-13 Compliance Tips, Transition Assessment Documentation
Template, I-13 feedback form
Guided Practice: Summary
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Essential Question:How do I weave the transition assessment
summary through the post-secondary goals, course of study, transition services, and annual goals?
Case Study: Tyler
Case Study
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Measureable Postsecondary Goals
Course of Study
Transition Services
Annual Goals
Transition IEP Components
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A multi-year description of courses and educational experiences that will prepare the student for post-secondary life.
Specific and individualized to the student’s preferences and interests.
Linked to the student’s post-secondary goals.
Should reflect skills rather than just course titles.
Simply stating that the student “will complete graduation requirements” is not sufficient.
Course of Study
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“Coordinated set of activities” leading toward the measurable post-secondary goals (PSGs).
Specific activities/strategies/steps/actions provided by the “community of adults” to help the student achieve his/her post-secondary goals.
Related services must be documented as a transition service and must be linked to the PSGs and/or transition needs.
Must be specific and individualized for the student.
Transition Services
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Annual goals state what the student will do or learn within the next year that will move him/her toward achieving his/her PSGS and link to the transition services.
The link to the student’s PSG must direct, specific, and genuine.
It is not enough to simply state that a linkage exists.
Annual goals should link to an academic standard, but a standard is not, by itself, an annual goal.
At least one annual goal must show direct, specific, and genuine linkage to each PSG.
Annual Goals
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Practice developing a well-threaded transition IEP using your own assessment data.Task:
Review and Revise the components of your IEP: PSGs, Annual Goals, Transition Services and Course of Study based on the analysis and summary of assessment data
Tools: I-13 Compliance Tips I-13 Feedback Form (8 questions) RIOT matrix Blank Transition Planning Template Transition Assessment Documentation form Assessment Data
Individual/Small group
Practice:Transition Components
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Review questions from the beginning of the day.
Identify some “take-aways” from today.
Post-pre survey and certificates
Wrap Up
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Transition Services Webpagehttp://www.cde.state.co.us/cdesped/Transition.asp
Transition Assessment Modulehttp://www.cde.state.co.us/transitionassessment/index.asp
NSTTAChttp://www.nsttac.org/
Resources