January 2014 Transition is defined as a coordinated set of activities for a student with a disability that Is designed to be within a resultsoriented process that is focused on improving the academic and functional achievement of the student with a disability to facilitate the students mov ID: 798420
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TRANSITION101
Leila Hubbard, Lenore Kilgore, Jimmy Burleson
January 2014
Slide2Transition is defined as a coordinated set of activities for a student 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 student with a disability to facilitate the student's movement from school to post-school activities, Including post secondary education, vocational education; must be based on individual student's needs, taking into account the child's strengths, preferences, and interests.
What is Transition?
Slide3The Bottom Line...
In order for our students to live productive, meaningful lives we must begin planning for postsecondary success as early as middle school. Our students should be active participants in planning for their future by understanding the types of careers, vocations, secondary school and training opportunities available to them. Everything that we do as special educators is to support our student's post secondary life...what we do makes a huge difference in the lives of our students. Essential question:
Do we want our students to leave us knowing exactly what their next steps are? How will we make these plans/steps come to life?
Slide4Seven Components of Compliance (Refer to Seven Components of Compliance)
Invite Student- Think about student lead transition meetings!!
Develop Measurable Post Secondary Goals
Administer Age Appropriate Transition Assessments
Develop Course of Study
Transition Services in the IEP
Agency Invitations-
See resources section of the Transition Assessment Toolkit
Add Annual Goals in the IEP
Slide5Measurable Post Secondary Goals
Employment-
What does the student want to do to earn a living and become a productive member of society? How can we prepare him/her for these goals? Are these goals realistic?
Post-Secondary/Training-
Where will the student acquire the skills to become what he/she wants? How will he/she pay for it? What agencies will assist him/her in meeting this goal?
Independent/Supported Living- Is the student capable of living independently as an adult? What skills will he/she need in order to live as independently as possible?
Community Involvement- Can the student access the community independently? How will he/she do this? Will he/she drive or use public transportation? What clubs or social groups can they be involved in? What skills will the student need in order to be involved in these activities?
Slide6Grade Level Checklists
Slide76th Grade Transition Assessment/Requirements
Learning Styles Assessment'
Transition Behavior Scale - TBS-School Version Rating ( if at least 14)If not 14 complete the Pre-vocational Checklist
Remember to include assessment information in IEP narratives and present levels of performance
Slide87th grade Transition Assessment/Requirements
Kuder Assessment - access on line at
www.planningyourdreams.orgComplete Kuder Assessment worksheet Transition Behavior Scale if at least 14 years old and not already completed in 6th grade
Use this information in IEP narratives and for Employment and Post-Secondary goals.
Slide98th Grade Transition/Assessment Requirements
EXPLORE Test - given to all 8th graders in Fall
Complete Kuder Assessement and compare career interest and skills confidence results for a common areaUse World of Work Map from EXPLORE Reports to update Present Levels ( Academics - EXPLORE College/Career Readiness ; Transition - Career Interest
Include in Transition Data the top two career areas of interest identified on World-of-Work Map
Kuder Assessment results can also be included in PLEP. Narrative only
COMPLETE THE TRANSITION PROFILE/SPED TRANSITION SNAP SHOT FOR DB COUNSELORS/REGISTRATION
Slide109th Grade Transition Assessment/Requirements
Kuder Assessment ( print report and update summary form)
MECA Learning Assessment/ConoverComplete Transition Planning Guide Student and Family Interview for the following sections: Add to Transition section of IEP - activities and strategies
Community Participation
Recreation and Leisure
Post-Secondary and Lifelong Learning
Transition Planning Needs Assessment
Document in EIEP
Complete in detail for all 4 years the Course of Study
Slide1110th Grade Transition Assessment/Requirements
PLAN test is given to all 10th graders in the Fall
Complete Transition Planning Guide Student and Family Interview for the following sections: Document in EIEP/Transition Services/Activities and Strategies
Employment
Independent Living
Kuder Assessment if not completed in 9th grade
MECA- Learning Assessment Conover
Update and Review Transition Planning Needs Assessment Checklist
Use the PLAN test results ( World-of-Work Map) to update PLEP and Transition narrative
Slide1211th Grade Transition Assessment/Requirements
ACT is given to all 11th graders
Use the ACT scores in PLEPUpdate and Review Transition Planning Needs Assessment ChecklistKuder Assessment if student's interests have changed
Review Transition Planning Guide Student and Family Interview and document in Transition Services Planning
MECA learning Assessment/Conover
Invite Vocational Rehab to IEP meetings
Slide1312th Grade Transition Assessment/Requirements
Kuder Assessment ( if student's interests have changed)
Review ACT data and include in PLEP in EIEPUpdate and Review Transition Planning Needs Assessment Checklist
Before graduation, complete the Summary of Performance found under EIEP documents tab
Include copy of Summary of Performance in student notebook
Invite Vocational Rehab to IEP meeting
Slide14General Reminders:
Send home Parent and Student Guide to Transition with Invitation to Meeting
Complete "Consent to Invite Outside Agency for Transition Services" Link transition goals to learning disability and to specific transition needs ( vocational skills)
File all transition assessments, checklists, test scores, career interests, learning style assessments behind red "Transition" tab in notebook
Slide15Writing Transition Narratives and Goals
Student Scenario:
Brandon is a 11
th
grader at Dobyns-Bennett High School and is 17 years old. He is a student with autism who is fully included in the regular curriculum except for English and Algebra. He has a great attitude and gives 100% effort every day. He uses a word processor each day to complete his classwork and emails it to his teachers.
I.Q. – 81 Broad Reading- 86 Broad Math- 80 Written Language- 69 Working Memory- 77
Brandon’s Kuder Assessment showed the following as career pathway interests:
Marketing Research, Legal Services, City Planning, and Consumer Services.
His skills confidence pathway results were:
Health Informatics, Professional Support Services, Legal Services, Therapeutic Services
When interviewed Brandon expressed an interest in becoming a court reporter and attending Tennessee Tech. Center program/Northeast State Community College.
EXPLORE: Eng 32%ile
Math 14%ile
Reading 33 %ile
Science 15%ile
Given the information above, write an appropriate and measureable goal to address his needs transition needs.
Transition Services Goal
:
Brandon will explore his career interest by visiting a local courthouse and job shadowing a court reporter. He will prepare a list of 5 questions to ask the court reporter in order to better understand the duties associated with the job.
Brandon will enroll in the criminal justice elective focus classes during his junior and senior years and maintain at least a C average .
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Slide16Conover Online: MECA
The
Microcomputer Evaluation of Careers & Academics (MECA) System is an age-appropriate transition, career exploration, career assessment and vocational assessment system related to training, education and employment.
The MECA System is comprised of four unique parts, tied together by a comprehensive management system:
Interest Indicator
Work Samples
Learning Assessment Programs
Career Planners
The management system allows for a seamless program integration from interest testing to the assigning, delivery, benchmarking, tracking, and creating a transition IEP and a Summary of Performance. This eliminates the expensive and time-consuming activities of scoring and reporting results, and frees up the program administrator to help where needed.
Slide17MECA
Slide18Conover Online: Functional Skills System
For some, going on a shopping trip, using basic literacy skills, understanding what to do when seeing a warning sign or transitioning from school to work are very difficult tasks. The Functional Skills System provides easy-to-understand information that allows learners to become more capable of functioning independently in their homes, schools, communities and workplaces by improving the learner’s ability to make appropriate choices. Gaining functional literacy, social, life and work skills allows for freedom and independence.
Video Modeling Done Right
The entire Functional Skills System is based on the concept of video modeling, where the user watches someone do the desired behavior and then they do it. Using real videos makes for quicker generalization of the concepts being taught, and with a video library of over 4,500 videos to choose from, there’s something for everyone. Whether the user needs help with basic signs & words, hygiene, grooming, dress, social skills, or even core vocabulary, our system uses real-life video (not cartoons, drawings, animations or symbols) to communicate the concept clearly and effectively.
Slide19Functional Skills System:
Slide20Questions?