Quality Transition Planning: Indicator 13 BIE: Special Ed. Academy Sept. 15, 2011 Tampa, Florida Juan Portley Portley Education Consulting.

Quality Transition Planning:Indicator 13

BIE: Special Ed. AcademySept. 15, 2011Tampa, Florida

Juan PortleyPortley Education Consulting

Outline

Indicator 13 breakdown

Going beyond Indicator 13: Student engagement (academic skills), self-determination skills, etc

Employability Skills

Questions throughout

Elements of Transition-Rich IEPs

Measurable postsecondary goals

Present level of performance – based on age-appropriate assessments

Transition activities and services, including course of study

Annual transition goals

Designated responsibility, including adult agencies

NSTTAC Indicator 13 Checklist

Appropriate measurable postsec. goal in each area?

Is the postsec. goal updated annually?

Evidence of transition assessment?

Transition services to enable student to meet p.s. goal.

Ind. 13 Questions

Transition course of study?

Annual IEP goal related to transition service needs?

Evidence that student was invited to IEP meeting.

If appropriate, evidence that a representative of any agency was invited?

Further Ind. 13 Clarification

Each of the 8 questions include a “Yes”, “No” for each of the three areas:

Postsecondary EducationPostsecondary EmploymentPostsecondary Independent Living

Questions Defining a Measurable Post-School Goal

Is it outcome-oriented?

Can it be counted (by someone)?

Will it occur after the student leaves secondary education?

Are goals for education or training AND employment addressed (for most)?

Independent Living required for more severe.

Measurable Post-School Goals – Ex:

EMPL: After graduation Jeff will work on his family farm growing corn.

EDUC: Upon graduation Janet will attend a community college and study nursing.

IND. LIV: Upon completion of high school, Chris will play soccer in a recreational soccer league at the YMCA.

P.S. Goal Non-Examples

EDUCATION: “Will attend college.”

EMPLOYMENT: “No idea.” or “Take vocational class during senior year.”

Guidance: Include the Who, What, Where and When…

Assessment-Based PLAAFP

What kinds of assessments (informal and formal)?

Are the areas assessed the most important ones for this student, given his/her postschool goals? (individualized!)

Are they age-appropriate?

Are they valid and reliable for the students you are assessing?

Who administers assessments? When? How Often?

How are results shared with students and with the IEP team?

How are results “tracked” over time?

How are results used to develop goals and courses of study, and to determine service needs?

Assessments Found

“Postsecondary Outcomes Survey”

“SOP/IEP Review”

“Student contact/Transcripts”

Directions read: • “Assessments used to determine

the goals.”

Additional Guidance for Transition Assessments

Dr. Jim Martin, University of Oklahoma, stresses at least 4 important areas to assess:

1. Self-determination skills – Self-awareness, Self-advocacy, Self-efficacy, Decision-making, Independent performance, Self-evaluation, Adjustment

2. Career/vocational interests – reading, non-reading tools

3. Basic (overall) transition skills – all relevant adult life domains

4. Functional vocational assessment (when indicated)– much more depthful evaluation for those needing it

Self-Determination Assessment

AIR Self-Determination Assessment• Parent, teacher, and student versions• Available at www.ou.edu/zarrow/sdetermination.html• Cost: free

ChoiceMaker Self-Determination Assessment• Sopris West, Longmont, CO (www.sopriswest.com)• Cost: 25 copies $11.95

ARC Self-Determination Assessment• Univ of Kansas, Beach Center• www.beachcenter.org

- Click on downloads, then select books, manuals, reports - full pubs

• Free

Vocational Interests for Students Who Can Read

Group Interest Inventories• ACT Discover and Explorer Tests

Paper Individual Interest Inventories• COPS • Self-Directed Search

Free On-Line Individual Interest Inventories• http://www.myfuture.com/toolbox/workinterest.html

• Similar to Self-Directed Search, but free• www.ioscar.org• www.careerclusters.org

http://www.careerkey.org/cgi-bin/ck.pl?action=choices

U.S. Dept of Labor O*NET• www.onetcenter.org• Interest profiler, ability profiler

Explore Interest Results

Occupational Outlook Handbook• www.bls.gov/oco/home.htm

www.yesjobsearch.com

Job videos (English or Spanish)• Individuals & Job clusters• http://acinet.org/acinet/videos.asp?

id=27,&nodeid=27

Comprehensive Transition Assessment Tools

Transition Planning Inventory-Revised (TPI-R)• ProEd, Austin Texas (www.proedinc.com)

Scales of Independent Behavior - R• Riverside Publishing

(http://www.riverpub.com)

Informal Assessments for Transition Planning• ProEd, Austin Texas (www.proedinc.com)

Enderle-Severson Transition Rating Form• www.estr.net

Casey Life Skills Assessment• www.caseylifeskills.org

Free Resources for Transition Assessment

www.dws.state.nm.us – Job Seekers >> Career Prospects System Occupational Profiler

U.S. Dept of Labor O*NET• www.onetcenter.org - Interest profiler,

ability profiler

Armed Services Vocational Aptitude Battery (ASVAB)

www.nsttac.org – “Age Appropriate Transition Assessment Guide”

www.dcdt.org – “Age Appropriate Transition Assessment” Fact Sheet

Transition Services and Linkages – Designated Responsibility

Is the student likely to need outside agency services (for a successful transition) during the next year?

For the current year, any evidence in IEP that representatives of any of the following agencies/services were invited to participate in the IEP development?• Postsecondary education, vocational training, or

continuing and adult education• Integrated employment (incl. Supported empl.)• Independent living or community participation

NOTE: Must obtain consent to invite until IEP team member!

Transition Service and Linkages pg.

Instruction: NON-EXAMPLES • “Continued support in math, science….”• “Continue Math/Reading instruction to address

areas of need to prepare for college and career following

college.”

• Ind. Living: NON-EXAMPLES• “Adequate personal care”, Will live in hometown or

would like to live somewhere in the mountains.”, • “Plans independent living and has age appropriate

skills.”

Transition Linkage pg. (cont.)

Employment: NON-EXAMPLES “Currently works at ….”, He has learned….”, “Worked at….”, “Intends to enlist in the army, then attend college to qualify for working game and fish department.” “Develop job skills through cooperative training program to prepare for p.s. life”

Comm. Exp: NON-EXAMPLES“Family will seek to find areas of positive interaction for …”

Transition Linkage pg.

Guidance: Activities and Strategies should

relate to p.s. goal preparation. For example, the instruction section should state more instructional things, like research areas of interest, interview people, register for dual credit, etc.

Example Transition Services/Linkages Page

Activities/Strategies:

INSTRUCTION

Agency/Responsib.

Timelines Documented

Completion or Other

-Teach Jeff the Paraphrasing Strategy-Provide needed modifications and accommodations in core academic classes-Research, identify, & visit at least 3 colleges of interest

-School/special educator teacher

-School/general ed teachers

-Jeff (w/case mgr or transition specialist monitor)

-Sept-Oct. 20011

-20011-13

-Fall 2011

Example Transition Services/Linkages Page

Activities/Strategies:

EMPLOYMENT

Agency/Responsib.

Timelines Documented

Completion or Other

- Research, select, &complete one unpaidand one paid (ifpossible) internships inlaw enforcement areaof choice- Meet with DVRcounselor for eligibilitydetermination &possible collegesupports

-Jeff (case mgr monitors)

-DVR counselor, Jeff, parents (case mgr monitors)

- Fall 2011-Spring 2012

- Winter 2011

Transition Services Includes the Course of Study

Same as (supercedes) the Next Step Plan; typically problematic if a student does BOTH the Next Step Plan and the IEP transition plan

Must name the electives in the plan

Lists courses/other experiences for all the remaining years of high school

Helps to annually document credits earned

Must be individualized and linked to the student’s postschool goal(s)

Example Course of Study (PED IEP form)

School Year

Credits

Earned

Courses Selected

2010-11

5.5 Skills for Success (reading, future planning, personal mgmt)English I, Algebra I, P.E./Girls BasketballPhysical Science, U.S. History

2011-12

English II, Applied Math I, P.E./Girls Basketball, Keyboarding/Computer Literacy, Biology

Concepts/Biology, World Geography 2012-13

English III, Geometry, Girls Basketball, Psychology/SociologySpanish I (1/2 cr.)/Government, Work Study (1/2 cr.)

2013-14

English IV, Algebra II, Culinary Essentials/Sewing, Clothing & Crafts, Public Speaking/Girls BasketballSpanish II (1 cr.), Work-Study (1 cr.)

Annual Transition-Related Goals

What needs to be achieved this year to help the student move toward his/her postsecondary goal(s)?

What does s/he need to learn?

Is the goal measurable?

Is it outcome- rather than process-oriented?

Annual Transition-Related Goals –Examples

Becky will master the skills of “information processing” in COMP 1001 with 95% accuracy, as measured by unit exams and final exam.

Becky will demonstrate basic awareness of computing occupations to the counselor’s satisfaction as measured by an interview.

Becky will identify 3 post-secondary educational programs for computing occupations in her careers class 9-week advisory meeting.

Becky will articulate her accommodation needs in computing environments through her interview with the rehabilitation services counselor.

More Annual Goals Examples

Jana will increase her reading comprehension skill levels from 5.9 to 7.5 grade level equivalents by May 2011, in order to move into post-secondary education as planned, as measured by her scores on the standards-based assessment.

Jana will demonstrate acquisition of spatial concepts and computational skills critical for a field of study and career in visual arts, by passing her Geometry I class with a B or better grade.

By April 2011, Jana will create and apply a process for analyzing her job shadow experiences, her results from transition assessments, and her visits to colleges to determine the most feasible area for planning an internship the following year, as measured by her comprehensive plan.

Evaluate the Transition Files

What’s the student/family vision?

Present levels?

P.S. Goals

Transition Assessments

Trans. Linkages:Are they activities/strategies, present levels, or goals?

Outside agency

Annual Goals

Going Beyond Indicator 13

Compliant paperwork only suffices compliant monitoring requirements.

Program structure:• Work-based Learning• Academic engagement• Transition of all students• Self-determination skills

What the field knows

Students who work during school experience higher levels of postsecondary success:• Higher ed./training• Employment

Student characteristics that matter:• Vocational skills/instruction/experience

• Career interest/aptitude awareness• Career experience• Career assimilation

Non-Academic Skills

• Soft-skills: – Show up to work on time– Take directions– Work well with others– Task engagement

• What aptitudes does a student need for these skills?

• How do schools teach them these skills?

Factors that increase student engagement

Interest

Feeling safe and secure

Level of self-efficacy

Relevance of subject to their lives

Time-on-task

Resources

NSTTAC Indicator 13 Checklist

O’Leary’s TOP’s checklist

NSTTAC’s training materials

Web-based examples and non-examples

www.nsttac.org

www.psocenter.org

www.ndpc-sd.org

http://education.ou.edu/zarrow

Contact information

Juan Portley, Ph.D.Portley Education [email protected]