Audience Roles Expectations Transition means _______________________.

Audience Roles Expectations

Transition means _______________________.

Explore a practical approach to transition Transition Assessment Mandate Identify strategies to assess transition

needs Explore evidenced based best practices Strategies to integrate assessment

information into the IEP Identify tools and resources Q & A

Prepare our Youth to transition from high school prepared for their Adult Roles . . .

Roles Worker Responsible Family Member Productive, Contributing Citizen Life-Long Learner

. . . and to Function in Life Settings:Work, Home, Community, Classroom

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Transition Planning begins with Student Choices

When do we start to help them dream about their future?

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Hope! Confidence! Resources!

Special Education students are twice as likely as their peers to drop out of high school.

The adjudication rate for youth with disabilities is four times higher than for youth without disabilities.

Young adults with disabilities face much higher adult unemployment rates than their peers. They are three times more likely to live in poverty.

Less than 8% of the students with learning disabilities go on to college after high school.

Source: National Longitudinal Study, 2010

Meets the mandate of IDEA AND, More importantly to the student:

Validates readiness / needs to assume adult roles. Drives the IEP at the high school level. Makes the IEP make sense to students, parents. Validates the need to complete the course of study. Has the potential to instills a sense of confidence Motivates student engagement. Increases likelihood of positive outcomes.

Transition is not just a special education challenge.

Students should be prepared for postsecondary options that could lead to a bright future,-but not necessarily a four-year degree.

Job market realities and college-completion patterns demand schools pay more attention to a large swath of students who graduate from high school, but might not earn a four year degree.

Two thirds of the jobs created in the U. S. will require postsecondary education, including occupational certificates and Associate degrees.

56% of students who enroll in four year colleges earn a bachelor’s by their mid 20s.

The average student loan debt incurred for a four year degree is $24,000.

But Don’t Lower Standards for All

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Replaces No Child Left Behind

Increase rigor of coursesAND

Identify and supply academic interventions that help kids access the curriculum.

Students need to prepare for college and careers. - Academic skills, knowledge, dispositions are the same for school and work.

How the common core standards are taught and the inclusion of supports and accommodations are critical for the success of students with disabilities who cannot benefit from general education.

Supports include: Support to meet their unique needs and enable their access

to general education.

IEP includes annual goals aligned with and chosen to facilitate their attainment of grade level academic standards.

Teachers and support personnel who are trained.

Instructional Supports for learning, based on the principles of Universal Design; Instructional Accommodations; Technology

There is work to build accommodations into testing.

Shifting Focus from Access to OutcomesIncreased focus on Transition for ALLCollaboration with General EducationResponse to Intervention (RtI)Using DataUniversal DesignTechnology

Globalization- New competitors Emulate US-Building prosperous middle

class Technological advances Computer to PDA Demographics – US population is aging Economic implications Immigration Changing Values and Attitudes Source: Preparing Students for Their Future, Willard Daggett,

Ed.D

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The careers current students will enter are moving targets. Many existing careers are becoming obsolete; others are emerging; many of their jobs don’t exist yet.

Current Headlines:

“ Ranks of jobless grow” USA Today “ Auto Industry may see labor shortage. New hires need different skills set

different than predecessors” USA Today “Recession Proof Careers Tough to Predict” USA Today “Cost of Education Continues to increase” SacBee “Family struggles with Dad’s Unemployment” AP Unemployment Rate 17.7% Record Searchlight “Free Lancers Create jobs for themselves” SacBee “HP to cut 9.000 jobs in its computing center” SacBee

Hot Job Now: Cloud Developer, RN, Business Intelligence Analyst, Manufacturing Quality Engineer, Search Engine Strategist

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Ability to advocate for themselves Real World Application of Academic Skills Career Decision-Making Skills Job Seeking Skills: Contact, Application, Interview Job Retention Skills / Soft Skills Technical Job Specific Skills Functional Independent Living Skills

Are there other skills sets to add to this list?

Are the current offerings of courses and pathways meeting current and emerging economic and workforce needs?

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The term “transition services” means a coordinated set of activities for a child with a disability that:

Is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities,

including postsecondary education, vocational education, integrated employment (including supported employment); continuing and adult education, adult services, independent living, or community participation;

Is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests; and

Includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, if appropriate, acquisition of daily living skills and functional vocational evaluation.

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Employment: Competitive, Supported, Entrepreneurial Part Time, Full Time Community Experience: Volunteer,

Education / Training: Post secondary Learning

Formal Education: College/University Occupation specific: Occupational Certification, Technical

Training, Apprenticeship, on the job training, Adult Ed. Including On Line course offerings

Non traditional: Community Based Experiences, OJT Independent Living (if appropriate)

Living independently or in supported living Living skills, community access,

Postsecondary goal formula

After high school I will _________________ _____________________ Behavior where/how

Transition is a process, not an IEP

Annual IEP goals that reasonably help students to make progress toward achieving transition goal

Transition Services that focus on improving the academic and functional achievement to facilitate movement from high school to post-school.

Instruction Related services Community Experience

Based on Youth’s strengths, preferences and interests. Role of Assessment

Includes instruction, related services, community experience, development of employment and other post-school living objectives.

Mandates the development of a plan that summarizes skills, strengths, transition readiness, needs.

Daily Living / Home living skills Household and Money Management Transportation Laws and Politics Personal Safety Interpersonal Relationships Self Advocacy

Reference Independent Living Postsecondary Goal Decision Assistance Form

List transition services in the IEP that will reasonably enable the student to meet his/her postsecondary goals.

Include “courses of study” that will reasonably enable the student to meet his or her postsecondary goals.

Annual IEP goals relate to the student transition service needs.

Invite the student to the IEP where transition is discussed.

Evidence that reps. of any participating agencies were invited to the meeting.

Reference the document: Transition in the IEP, the Mandate

Secondary Transition Requirements Indicator #13 IEP Mandates1. Is there an appropriate measurable post-secondary goal or goals that covers education or training, employment, and, as needed, independent living?

2. Is (are) the post-secondary goal(s) updated annually?

3. Is there evidence that the measurable post-secondary goal(s) were based on age appropriate transition assessment?

4. Are there transition services in the IEP that will reasonably enable the student to meet his or her post-secondary goal(s)?

5. Do the transition services include courses of study that will reasonably enable the student to meet his or her post-secondary goal(s)?

6. Is (are) there annual IEP goal(s) related to the student’s transition services needs? 7. Is there evidence that the student was invited to the IEP Team meeting where transition services were discussed?

8. If appropriate, is there evidence that a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority?

Predictors are activities, services that demonstrate correlation with outcomes M represents higher potential than P based on current research.

Interests Aptitude Personality Learning Preferences and

Styles/Accommodations Employment Literacy Skills Talents Work Values / Preferences Experience Physical Factors

Can be formal (standardized, commercial) or informal.

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ConfidenceHigh School, Post-Secondary Education,

Training GoalsTransportationLiving ArrangementsPersonal ManagementLeisure/RecreationHealth / Medical Income / ResourcesDevelopmental AssetsSupport SystemEligibility for servicesResources

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These fa

ctors

indicate

agency in

volvement,

community

experience

s, related

service

s.

The Time Factor: Many students and teachers who focus on preparing for graduation and earning a high school diploma struggle to address transition because of the limited time available. Students who are self directed can be encouraged to take web-based career assessments (surveys, self appraisals, and interest surveys. These need to be followed up with reflection and transition interviews to document goals. Some schools utilize computerized information systems. Others rely on public, free systems. Again, reflection is critical. There is an array of career resources at www.californiacareers.info.

Quality Transition Requires Time

Core Academic Standards

Applied Academic Standards

Life Skills Standards/Curriculum

GoalsHS Diploma

HS Diploma or Certificate

Certificate

Many students and teachers who focus on preparing for graduation and earning a high school diploma struggle to address transition because of the limited time available. Students who are self directed can be encouraged to take web-based career assessments (surveys, self appraisals, and interest surveys. These need to be followed up with reflection and transition interviews to document goals. Some schools utilize computerized information systems. Others rely on public, free systems. Again, reflection is critical. There is an array of career resources at www.californiacareers.info.

School Mapping: Where at your school site/within your district do students receive information that prepares them for life after high school?

Counselors, Career-Technical Education, English, Social Science

Senior Projects, ____________________, __________________________

Parents Teachers Family Members / Friends Peers Counselor Media

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Influence on goals, plans for the future. Advocate Life Coach Support System after high school

Facing TransitionChanging roles / Adult “children”Providing support to navigate transition

systems.

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Long term process beginning in middle school.

Documents student growth, change, maturity

Involves educators, parents, community, business

Need to determine what, why, how to assess

Include assistive technology, universal design, accommodations

The Logical ApproachChoose a career, find out what you have to learn (and major in) to get there.

Mystical ApproachTake general ed courses and wait for a white light to illuminate your career choice.

Cloning ApproachFollow the path of a teacher, friend or relative

Favorite Course ApproachMake a choices based on classes you enjoy – or avoid

Marketable ApproachWhat options will make the most money.

Does the career guidance system we use address these choices?Does it equip students to make self directed plans for their future?

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Career Assessments answer the question

•What career is of interest?

•Should include assessment and experience

•Must be age and grade appropriate.

Barriers with Decision-making

Information: Awareness of choices, definitions, vocabulary

Experience: If I haven’t done it, I probably won’t like it!

Social Influences: Parents, Peers, Perceptions

Decision making style

Confidence

Effort

Focus on their choice & involvement Encourage youth to actively explore options

through career exploration, research, experiences in youth organizations/service-learning

Encourage youth to take classes related to goals

Encourage participation in activities in school & in the community.

Focus youth on their attributes & strengths.

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The Value of a Career Assessment and Guidance

My Interests

What do I like to Do?

My Talents and Skills:

What am I good at?

My Personality

What are my traits?My Preferences

Where do I want to work?

Helps students develop insights

My Learning Style

How do I learn the best?

What careers match my interests, preferences, abilities?

Who is assessed? The Student!

Three essential elements to assessment:

Expressed- Interview / Question Tested- Formal / Informal Demonstrated – Observation / Validation

Formal: Standardized, One Time, Norm referenced (Academic, Achievement, Cognitive, Aptitude testing), limited to evaluators

Informal: Student centered, on-going, can be integrated into a curriculum (rubrics, checklists, portfolios, observations, work samples, situational, rating scales, interviews, work skills (including soft skills), learning styles, personality, preferences, can be completed by students, parents, employers, teacher input)

Formal Assessment Informal Assessment

Standardized (multiple choice)

Given annually-one shot

Norm referenced Narrow measurement

of skill Comparison to others Requires short term

memory Produces anxiety Not a valid predictor

of performance.

Non standardized (e.g. portfolio developed over time)

Ongoing, cumulative Variety of settings Open ended, multiple

options Student centered Student driven-compare

self goals Measures real world

application Formative, summative

measuresSource: VECAP Vocational Evaluation and Career Assessment Professionals Webinar

Assessment data is used to develop transition goals and activities in the IEP.

Value assessment data that is provided by student, family and external partner agencies.

Assessment methods should take into consideration individual characteristics, including cultural, linguistic differences.

Consider need for assistive technology or accommodations that allow students to demonstrate abilities and potential.

Assessment Information Postsecondary Goals

Education/Training

Employment Independent Living

Annual goals

Community Connections

Is it easy for the youth to use? Can they relate to the questions? Is it appropriate for diverse disability groups?

Is it appropriate for the age and grade? Can youth relate to language, questions?

Does it avoid stereotyping career choices? Is it easy to read and understand? Does it assess interests and

aptitudes or reading skills? Does it provide immediate feedback? Does it lead to next steps? Does it provide direction to research,

analysis, reflection, and planning? Does it broaden the options youth are considering? Many youth

with disabilities have one or two stated interests. Youth with disabilities frequently underestimate their potential. Assessments should help them see a wider array of options to consider.

Finally, followed up with reflection. Students need to consider and validate the results and gain personal insight that leads to exploration and planning.

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Answers the Question: What are your life plans after high school – and how can we help you achieve your goals and dreams?

Focus includes •Post-school Employment, Education, Adult Living•Personal Social skills•Resources and Support Systems•Identify “connections” to next environments, agencies, resources

Self Advocacy Skills

Career DevelopmentIncludes teachers, family/support system, Agency reps.

The Youth Focused Transition Cycle

Learn About Self- Interests, Skills,

Personality Investigate/Research/ Explore Career & Education/Training Options

Reflect on Insights Gained

Develop Your Personal Career Plan

Find the Job that is Right for YOU!

Prepare: Learn Skills

Test the Waters: Gain Experience

ADVOCATE FOR

YOURSELF!

The Career Decision Making Cycle Do Your students understand and apply it?

Develop self awareness Become aware of work Begin to plan ahead Begin to match career ideas to self Develop “soft skills” need for success in the

workplace and the classroomAssessment Strategies

Surveys, Pictoral Reviews, Rubrics, Mind Maps

Multiple Intelligences, Learning Styles, Websites:

http://www.collegecareerlifeplanning.com

Refine interests-define course of study See connections between classes and interests Set tentative career goals Explore postsecondary options for

education/training Develop essential skills

Assessment StrategiesStructured Interview, Portfolio, Self

Determination Scale, Worksite evaluations, Self Advocacy skills,

Interest surveys using the Holland Code O’NET Job Descriptors Multiple Intelligences Core Academic Standards

CA Pathways Casey Life Skills Pennsylvania Transition Toolkit

Realistic: Do’er Works with Things Practical, hands-on, physicalWork with hands, tools, equipment Investigative: Thinker

Works with DataAnalytical, Intellectual, Scientific, Observe, read, research

Artistic: Creative Works with ideas, things Creative, original, independent, chaoticDislike structure.

Social: Helper Works with People Cooperative, supportive, help, nurture, heal, counsel, educate heal, educate

Enterprising: Persuader Work with people dataCompete, lead, persuade, sell

Conventional: Organizer Works with dataDetail-oriented, organized

Foundation of all Interest Assessments: The Holland Code

Multiple IntelligencesA key to aptitude, interests

O’NET My Next Move Pennsylvania Transition Toolkit National Collaborative on Workforce

Development-Youth Resources: Essential Skills Document Tools at shastacareerconnections.net

Is it reasonable to expect students to have developed an actionable plan for their future by age 18?

Are we focusing on A System to System Transition or

Helping Youth implement their life plan Do we provide youth with the tools,

information and resources to set goals and be prepared to act on their own plans?

This session will focus on the role assessments play in helping youth develop and act on their plan.

Transition Curriculum Tools Talent Knows NO Limits Real Game, CA