transition planning: it’s all about what your child wants to do!
TRANSCRIPT
Transition Planning: It’s All About What Your Child
Wants to Do!
Let them drive!
Remember:
“Nothing about me
without me.”
Minor and Major Transitions
VDOE’s Self-Determination Project
www.imdetermined.com
•Student Involvement in the IEP•Assessments/Checklists•Literature & Resources•Youth Summit•Family Support•Videos•Lesson Plans
What Is the Process?
Transition Process
Results of Age
AppropriateAssessments
Appropriate Measurable
Post Secondary
Goals
Post SecondaryOutcomes
What Do We Mean by
“Age-appropriate
Transition Assessment”?
Purpose of Age Appropriate Transition Assessments
• To offer guidance/direction
• To create talking/exploring points
• To define areas of preferences, interests, strengths and needs
• To determine postsecondary goals, annual goals, accommodations, and transition services
How Will Your Child’s
Interests, Strengths, Needs,
and Preferences Be
Assessed?
Through an ongoing process
of collecting information on the
student’s strengths, needs,
preferences, and interests… Sitlington, Neubert, Begun,
Lombard, & Leconte (2007)
Other Areas to Consider for Post School Outcomes
• Self-determination skills• Academic skills
• Communication skills
• Social skills
• Behavior challenges
• Independent and interdependent living skills
How Will Transition Assessment Information
Be Gathered?
Step 1: Review pre-existing
information
Step 2: Administer new assessments
related to:
• Interests
• Preferences
• Strengths
• Needs
Step 3: Determine need for:
• Additional assessments
• Functional vocational evaluation
• Comprehensive assessment is
needed
What Is Formal Assessment?
What Is Informal Assessment?
Now Let’s …
at Some Age Appropriate Transition Assessments
Sample Assessments
• TTAP 2 (TEACCH Transition Assessment Profile)
• BRIEF (Behavior Rating Inventory of Executive Function)
• Brigance Life Skills Inventory
• Brigance Employability Inventory
Sample Assessments
Virginia Career Viewhttp://www.virginiacareerview.org/
SVRP Transition Portfolio
http://blogs.rockingham.k12.va.us/svrp/
WATI (Wisconsin Assistive Technology Initiative) Portfolio
WATI.org : Wisconsin Assistive Technology Initiative
Sample Assessments
Kingdomalitywww.kingdomality.com
A Life 4 Mewww.alife4me.com /
Going to Collegewww.going-to-college.org
Virginia Education Wizardwww.vawizard.org
Sample Assessments
Transition Portfolio for Students with Severe Disabilitieshttp://www.rockingham.k12.va.us/rcps_sped/transition/portfolio-SD.htm
Transition Assessment for Students with Significant Disabilities
www.transitioncoalition.org/transition/presentations.php
Who Can Be Involved in
the Transition
Assessment Process?
Assessment Participants Might Include…
• Your child (always!)• You• Family members• Friends/neighbors• Faith community• Employment &
transition specialists
• General/Sped educators
• Para-educators• School counselors• School nurses• School
psychologists• Parks and
recreation
Other Assessment Participants…..
• Vocational evaluators
• Community services representative
• Occupational therapists
• Physical therapists• Job coaches• Employers• Speech/language
therapists• Other related
service providers
An ongoing process that:
• Assesses strengths and needs across
ALL environments
• Always involves the student
Key Points on Assessment
What Will You Do with the
Transition Assessment
Information After It Has
Been Collected?
Transition Process
Results of Age
AppropriateAssessments
Appropriate Measurable
Post Secondary
Goals
Post SecondaryOutcomes
What Are Appropriate
Measurable
Postsecondary Goals?
Annual Postsecondary
Annual Goal:
What the student will be able to do, relative to postsecondary goals, in a year’s time.
Postsecondary Goal:
What the student will be doing after he has left high school.
Measurable Postsecondary Goals
• Can be counted (measured)• Lead to outcomes that occur after the
person has left high school• What a student will do (enroll, attend, work)• Not what a student “plans” or “hopes” to doAdapted from NSTTAC 12-06
Measurable
Postsecondary Goals
Based upon student’s:• Strengths• Preferences• Interests• Age
Measurable Postsecondary Goal Areas
• Education/Training
• Employment
• Independent Living
Education / Training Goals
Brandi will enroll in college and major in botany after high school completion.
By May 2015, Raven will have earned credits toward certification as a web developer as measured by Virginia’s Post- School Outcomes Survey.
Employment GoalsIn the future, Sam will work for a collegiate sports team.
Brandi will be employed in a field of work related to botany and horticulture after graduation from college.
After high school completion, Pete will work competitively in the community.
Independent Living GoalsBy May 2016 Sam will keep a budget and track his checking account expenditures using an electronic device.
By May 2015 Brandi will use electronic and non-electronic methods to organize her daily schedule for long term planning, and for prompting and reminders.
By July 2015 Pete will independently prepare and pack his lunch.
Independent Living Goals
In the future, Pete will live in a supported environment.
After high school, Sam will use an
i-Touch to keep track of his work schedule, recreational activities, and appointments.
Transition Process
Results of Age
AppropriateAssessments
Appropriate Measurable
Post Secondary
Goals
Post SecondaryOutcomes
Now let’s see how this all works together…
Using the IEP
Present Level
ofPerformance Annual
Goals
Transition Services
Developing the Present Level of Academic
Achievement and Functional
Performance
The IEP for each child with a disability shall include:
1. A statement of the child's present levels of academic achievement and functional performance
– including how the child's disability affects the child's involvement and progress in the general curriculum
– disability affects the child's participation in appropriate activities.
(34 CFR 300.320(a)(1))
The IEP for each child with a disability shall include:
– the statement shall be written in objective measurable terms, to the extent possible.
– test scores, if appropriate, shall be self-explanatory or an explanation shall be included.
– the present level of performance shall directly relate to the other components of the IEP.
Guidelines for Writing an Appropriate PLoP
1. Reflect student’s post-secondary goals.
2. Summarize current academic and functional
achievement, emphasizing needs that will
impact realization of the student’s
postsecondary goals.
3. Document the use of age-appropriate
transition assessments.
4. Incorporate the student’s voice.
Postsecondary Employment Goal…
In the future, Sam will work for a collegiate sports team.
PLoP Reflecting Goal:
Sam became very excited and interested when
his mother stated that she imagined Sam's
"dream" would be obtaining employment with a
collegiate or professional sports team. When
discussion ensued concerning the possibility of
a situational assessment taking place at the UR
sports program, Sam could hardly contain his
excitement and asked someone to read his entire
IEP to him.
Postsecondary Educational
Goal…
After high school completion, Josh will
enroll in a program of classes at a
culinary school.
After high school Josh plans to go to
culinary school to become a chef. He
met with his guidance counselor during
his junior year to research options for
culinary arts training, as well as the
requirements for acceptance.
PLoP Reflecting Goal:
Postsecondary Independent Living Goal…
After high school completion, Brandi will use
electronic and non-electronic methods to
organize her daily schedule across
environments, for long term planning, and for
prompting and reminders.
An assistive technology consult occurred in
January. Brandi has begun to utilize an
electronic device as well as a planning
notebook and graphic organizers to assist her
with prompts for tasks, organization, and
persistence to task completion across
environments. Brandi’s family feels that they
will benefit her at home and in the community
as well as in learning environments.
PLoP Reflecting Goal:
Guidelines for Writing an Appropriate PLoP
1. Reflect student’s post-secondary goals.
2. Summarize current academic and functional
achievement, emphasizing needs that will
impact realization of the student’s post-
secondary goals.
3. Document the use of age-appropriate
transition assessments.
4. Incorporate the student’s voice.
Academic Skills Include:
• Reading/writing
• Mathematics
• Science
• History/Social Science
(adapted from VDOE Sample IEP document, Sept 2012)
Functional Skills Include:
• Social competance
• Communication
• Behavior
• Personal management
• Self-Determination(VDOE Sample IEP document, Sept 2012)
Academic PLoP:Brandi’s Assessment Update
• Word decoding skills are on the college level.
• Reading comprehension skills are at the 8th grade level.
• Brandi is on grade level in spelling and math skills.
• Science is an area of strength as well as special interest
for Brandi, particularly related to botany.
• Academic work is generally the area of greatest
strength for Brandi.
Academic PLoP:
Pete’s Assessment Update
• Pete can read sight words and can follow
simple one step directions.
• Pete recognizes that money is used to purchase
items, but has difficulty understanding the
value of money.
• Pete likes to use the computer to play games.
Sam’s Assessment Update• If Sam perceives that his peers are not following the
rules, are being rude to others, or are exhibiting inappropriate behavior, he may become upset and try to intervene. The situation may or may not involve Sam.
• Sam's instructional assistant has had to verbally help Sam to calm himself, at times having Sam step out of the classroom and away from the upsetting incident.
• Sam is able to calm down and rejoin the activity fairly quickly with the support of the IA.
Functional PLoP…
Pete’s Assessment Update• Transitions are difficult for Pete. Pictures,
stories, scripts, and schedules support Pete during transitions.
• Pete has language but uses picture/word symbols to assist with his communication intent.
Functional PLoP…
Guidelines for Writing an Appropriate PLoP
1. Reflect student’s post-secondary goals.
2. Summarize current academic and functional
achievement, emphasizing needs that will
impact realization of the student’s post-
secondary goals.
3. Document the use of age-appropriate
transition assessments.
4. Incorporate the student’s voice.
Sam's DRS counselor reports that Sam
participated in a job club every other
week. Through interest assessments,
Sam identified horticulture, working on
a train, animal caretaker, and
landscaper as employment interests.
• Brandi was assessed during the past school
year using the Brigance Life Skills Inventory
and the Brigance Employability Skills Inventory
to identify the skills needed for employment
and further education.
• Areas targeted for skills development include
responsibility and self-discipline, fine motor
skills, assistive technology needed for
education and employment settings, and
personal living/financial management skills.
Guidelines for Writing an Appropriate PLoP
1. Reflect student’s post-secondary goals.
2. Summarize current academic and functional
achievement, emphasizing needs that will
impact realization of the student’s post-
secondary goals.
3. Document the use of age-appropriate
transition assessments.
4. Incorporate the student’s voice.
Sam has managed the men's varsity soccer team for the past 3 years at DHS. Sam expressed an interest in managing the varsity football team. With the support of his instructional assistant, he met with the football coach to ask if he could do this in the fall; Sam will begin management of the football team in mid-August.
Brandi is a client of the Department of Rehabilitative Services and is scheduled for a functional vocational assessment that will also include a driving and life skills assessment She has visited the center with her family and expressed an interest in attending for the assessment opportunities; however she is anxious about the residential component that might be required for the assessments. She has never spent the night away from home.
Using the IEP
Present Level
ofPerformance Annual
Goals
Transition Services
How Do Annual Goals Support Progress
Toward Post School Goals/Outcomes?
Annual Postsecondary
Annual Goal:
What the student will be able to do, relative to postsecondary goals, in a year’s time.
Postsecondary Goal:
What the student will be doing after he has left high school.
By April 2015, Sam will participate in at least 3 eight-week situational assessments throughout the school year. Following each vocational experience, Sam will identify a) his successes and challenges in the job, b) what he liked and did not like about the job c) what skills the job required d) skills he currently has and skills he would need to learn to work the job after high school and e) compensation and benefits of the job.
Annual Goal:
Sam will use his calendar or task checklist to start activities without verbal prompts on an average of 90% of random observations for 9 consecutive weeks.
Annual Goal:
By May 2014, Brandi will access applications and admission requirements for one community college and one four year college and will complete the application forms.
Annual Goal:
By February 2014, Pete will make simple purchases using the next dollar strategy with 80%. Pete will increase and use five new functional vocabulary words pertinent to his post secondary goals by the end of each six week grading period.
Annual Goal:
Using the IEP
Present Level
ofPerformance Annual
Goals
Transition Services
Diploma Credit Accommodations
• Alternative courses to meet the standard credit requirements
• Modifications to the requirements for locally awarded verified credits
• Additional tests approved by the Board of Education for earning verified credits
• Adjusted cut scores on tests for earning verified credits
Diploma Credit Accommodations
• Allowance of work-based learning experiences through career and technical education (CTE) courses
• Standard Diploma– 22 standard credits and six verified credits
• Modified Standard Diploma– 20 standard credits and 0 verified credits
What Accommodations or Modifications Is Your Child Currently Using?
Using the IEP
Present Level
ofPerformance Annual
Goals
Transition Services
Transition Services
• Courses of Study
• Activities
• Linkages
How Will the Course of Study and Quality
Transition Services Be Designed?
Courses of Study
How will the connection be made?
Classes taken Student’s desired outcomes
Diploma Options and Assessments
http://www.doe.virginia.gov/instruction/graduation/index.shtml
Diploma Options • Students with IEP currently in high school (entering
into 9th grade before 2013)
• Advanced Studies Diploma
• Standard Diploma
• Modified Standard Diploma
• Special Diploma
Diploma Options
• Student with IEP (entering 9th grade beginning in and after 2013)
• Advanced Studies Diploma
• Standard Diploma
• Special Diploma
Academic and Career Plan
Must include but is not limited to:•A program of study for high school graduation and a postsecondary career pathway based on the student's academic and career interests.•A review and update, if necessary, before the student enters the ninth and eleventh grades.•The signatures of the student, student's parent or guardian and school official(s) designated by the principal.
How Do We Identify Transition Services?
• Specialized instruction
• Related services
• Community experiences
• Daily living skills
• Functional Vocational Assessment
• Collaborative services
Transition Services Might Include:
Linkages
• Department of Aging and Rehabilitative Service (DARS)
• Community Services Boards (CSB)• Centers for Independent Living (CIL)• Parks and Recreation• Social Security Administration (SSA)• Community Colleges• The Arc
Transition Planning Timeline
At age 13/14 the student might…
• Take assessments to determine interests/strengths
• Learn about disability
• Begin to advocate for accommodations
• Do chores
• Participate in IEP
• Visit places of employment
• Explore post high school training and education programs
At age 15/16 the student might…
• Continue assessments to determine interests/strengths
• Actively participate in IEP
• Try out jobs
• Get summer employment, volunteer, situational assessments
• Connect with DRS – more assessments
• Request accommodations
At age 17/18 the student might…
• Continue assessments to determine interests/strengths
• Lead IEP meeting• Continue working/volunteering/trying out jobs• Continue working with DRS• Plan for further training/education• Self advocate
At age 19/20 the student might…
• Direct personal assistance services• Coordinate services and supports• Acquire accommodations and supports
needed for employment• Develop a plan for a balanced life
Life Is Truly a Ride!
VDOE Resources
• VDOE Credit Accommodations– http://www.doe.virginia.gov/instruction/graduation/
credit_accommodations.shtml• Substitute Tests
– http://www.doe.virginia.gov/testing/substitute_tests/• VDOE Career and Technical Education
– http://www.doe.virginia.gov/instruction/career_technical/index.shtml
References
Virginia Department of Education (2008). Secondary transition; Making the grade [PowerPoint slides].
National Secondary Transition Technical Assistance Center (2009). NSTTAC Indicator 13 Checklist: Form B. Retrieved April 11,2014, Web site:
http://nsttac.org/content/nsttac-i-13-checklist