Presented by The Arizona Department of Education Exceptional Student Services Special Projects Unit Secondary Transition Objectives The Transition Planning Process AgeAppropriate Transition Assessments ID: 760040
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Slide1
Best Practice Secondary Transition Planning
Presented by The Arizona Department of Education Exceptional Student Services Special Projects UnitSecondary Transition
Slide2Objectives
The Transition Planning ProcessAge-Appropriate Transition AssessmentsMeasurable Postsecondary Goals (MPGs)Transition Services & InstructionActivitiesCourses of StudyAligned Annual IEP GoalsQuestions, Comments, Concerns
Slide3National Technical Assistance Center on Transition. (
n.d.). Quality Transition Planning. Retrieved November 30, 2016, from NTACT: transitionta.org
Transition Planning Process
Slide4The purpose of STEPS 1 & 2 is to gather the data for the foundation of the transition plan and identify realistic and achievable postsecondary goals.
STEP 2 Measurable Postsecondary GoalsSTEP 1 Age-appropriate Transition Assessments
Slide5Age-appropriate Transition Assessments
Data to drive informed decisions
Slide6What age-appropriate transition assessments do you use?
Slide7Assessment Examples(NOT an exhaustive list)
INFORMAL ASSESSMENTS
Student interviewParent interviewInterest inventoriesPerson-centered planningTeacher reportsRelated services filesNurse’s reportAzCIS portfolio
FORMAL ASSESSMENTS
Achievement testsIntellectual functioning assessmentAdaptive behavior scalesAptitude testsTemperament inventoriesSelf-determination scalesPre-vocational/employability scales
Age-Appropriate Transition Assessments Padlet
Transition Coalition Assessment Reviews
Slide8List of Assessments in the IEP
What do you know about the student from this information?
Slide9Transition assessment is an“…ongoing process of collecting data on the individual’s needs, preferences, interests, and strengths 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)”
DCDT Fast Fact Sheets - DCDT - Division on Career Development and Transition
. (2018).
Community.cec.sped.org
. Retrieved 15 August 2018, from http://community.cec.sped.org/dcdt/publications/fast-facts
What information do you need?
Slide10Interests, Preferences, and Strengths:What’s the difference, anyway?
Slide11Assessment Information Examples
Type of InformationSourceInformationInterestPreferenceStrength AZCIS portfolio Enjoys watching medical showsx Report cardReceived a B or better in all his science courses x Student & Parent ReportUses his smartphone for managing his assignmentsx
Slide12Best Practice
Slide13Assessment Information Examples
Type of InformationMPG AreaSourceInformationInterestPreferenceStrengthEmploymentEducation/TrainingInd. Living AZCIS portfolio Enjoys watching medical showsx xReport cardReceived a B or better in all his science courses x x Student & Parent ReportUses his smartphone for managing his assignmentsx x
Slide14Assessment Info
Stu’s AZCIS portfolio updates identified Retail Graphics Arts as his preferred postsecondary employment goal. Stu’s practice ACCUPLACER results indicate attending a community college, with only remedial math classes needed, is supported. His Football Coach stated that Stu appropriately and successfully created the logo for a letterhead. Uses an app called My Medications that he has downloaded onto his cell phone. He completed the research of the job application process for various department stores Stu and his parents would like Stu to further improve his technology skills to become more independent in managing his medical appointments and routine prescription refills.
Stu identified an interest in attending GCC
Stu identified an interest in attending GCC
Slide15Which MPG does the data support?
Employment
Stu’s AZCIS portfolio updates identified Retail Graphics Arts as his preferred postsecondary employment goal. His Football Coach stated that Stu appropriately and successfully created the logo for a letterhead. He completed the research of the job application process for various department stores
Education
Stu’s practice ACCUPLACER results indicate attending a community college, with only remedial math classes needed, is supported. Stu identified an interest in attending GCC
Independent Living
Uses an app called My Medications that he has downloaded onto his cell phone.
Stu and his parents would like Stu to further improve his technology skills to become more independent in managing his medical appointments and routine prescription refills.
Slide16Best Practice for Sharing the Information
Slide17Stuart’s Assessment Summary
A list may be compliant, but tells you nothing about the student.
A summary is best practice and will offer you insight on the remainder of the transition plan.
Slide18Measurable Postsecondary Goals
Establishing realistic and achievable expectations
Slide19Best Practice
for Writing Measurable Postsecondary Goals (MPGs)
“After graduation”“Will” statementSpecificity based on age and assessmentsCareer focusedSequence
Employment
Education/Training
Independent Living
Slide20Best Practice Sequence
Slide21Considerations for Independent Living Skills
Must be based on interests, preferences, and strengthsInclude when there is a need that will affect the employment and/or education MPGShould be individualized AND increase the student’s independenceShould NOT be civic duties (registering to vote, driver’s license)Should NOT be general (manage budget, live independently, take the bus etc.)
Slide22Employment: After graduation, Stu will work full time as a display designer for Macy’s Department Store. Training/Education: After graduation, Stu will enroll full time at Glendale Community College to obtain an Associate Degree in Graphic Arts. Independent Living: After graduation, Stu will use his preferred technology to independently track his routine insulin prescription refill dates.
MEASURABLE POSTSECONDARY GOALS
Slide23Help Students, Parents Adjust “Unrealistic” Postsecondary Goals
During a transition planning meeting, a student with an intellectual disability expresses interest in becoming a doctor. As much as you don't want to discourage his dreams, you recognize that it's unlikely he will be able to handle the academic rigors of medical school or develop the swift processing skills needed to be a physician. Handle such a delicate situation carefully, sources say.
Instead of shutting down the conversation with, "No, you can't do that," provide students and parents with information on desired career paths so they can see for themselves what it takes to get a particular job.
Invite students and parents to help explore jobs, as well, so that the pressure to research job expectations and requirements doesn't fall entirely on school staff, says special ed director Bernie Miller.
Special Ed Connection, September 22, 2016
Slide24STEP 3 Transition ActivitiesCourses of StudyAligned Annual IEP Goals
The purpose of STEP 3 is to offer students opportunities to further develop skills and increase knowledge that align with their MPGs.
Slide25TRANSITON ACTIVITIES
Knowledge, skills, & tools
Slide26Transition Activities
Best Practice Strategies
Multiple activities for each MPG
Accountability
LRE approach
Community, Campus, Classroom
Slide27LRE Approach to Activities
Community
Off-campusPredictors of Postschool SuccessCommunity ExperiencePaid Work ExperienceReal-world understanding of the work environment
Campus
Includes District ResourcesPredictors of Postschool SuccessCareer AwarenessInclusion in General EducationSelf-Advocacy/ DeterminationConsider “Human Capital”Controlled Environment
Classroom
Within the 4 WallsPredictors of Postschool SuccessOccupational CoursesVocational EducationTarget Assignments to be PurposefulProfessional / Employment Skills
NTACT Predictors of Postschool Success
Slide28Activities
MPG AreaTransition ActivitySupportStart DateCompletion DateEmploymentComplete two displays for his churchStu, parentAugust 2016May 2018EmploymentSet-up 4 merchandise displays for the student store/ bookstore Stu, SchoolAugust 2016May2018Education/TrainingTour GCC to: 1) receive instruction in the use of GCC instructional software, 2) Meet with disability resource center at GCC to learn about the process of applying for accommodationsStu, parentAugust 2017May 2018Education/TrainingTake practice ACCUPLACER using testprepreview.comStu, SchoolAugust 2017May 2018Independent Living & Employment Make a list of current accommodations and accommodations from askjan.org that may apply for Stu at Macy’s. The list is to be placed in his transition portfolioStu, SchoolAugust 2017August 2018Independent LivingAttend the IL presentation at the school Transition Fair presented by Ability 360 (Title of session: “AT and Independence”)Stu, parentAugust 2017May 2018Independent LivingMeet with the Office of Children with Special Healthcare Needs (OCSHCN) and their transition to adulthood & health supportsStu, parent, schoolAugust 2017May 2018
Transition ActivityComplete two displays for his church
Set-up 4 merchandise displays for the student store/ bookstore
Tour GCC to: 1) receive instruction in the use of GCC instructional software, 2) Meet with disability resource center at GCC to learn about the process of applying for accommodations
Take practice ACCUPLACER using testprepreview.com
Make a list of current accommodations and accommodations from askjan.org that may apply for Stu at Macy’s. Stu will place it in his transition portfolio.
Attend the IL presentation at the school Transition Fair presented by Ability 360 (Title of session: “AT and Independence”)
Meet with the Office of Children with Special Healthcare Needs (OCSHCN) to discuss their transition to adulthood & health supports
Slide29Monitoring Alert TA
IEP progress reports for transition-aged students must address the student’s progress toward meeting his or her postsecondary goals, and must also include documentation of the transition services provided to the student during the progress reporting period.
Got Questions?
Please contact your Director to discuss how your school is implementing this monitoring alert.
ESS Specialists
Slide30COURSES OF STUDY
Alignment with MPGs to provide entry level knowledge
This Photo
by Unknown Author is licensed under
CC BY-NC-SA
Slide31Approach to Courses of Study…
COURSE CONTENT
Knowledge or skill set required to accomplish MPG
Career
OneStop
https://www.careeronestop.org/
Test Prep Review
www.testprepreview.comAZCIS https://portal.azcis.intocareers.org/
Slide32COURSES OF STUDY
Best Practice Strategies
Slide33MPG AreaSchool Year: 14-15 School Year: 15-16 School Year: 16-17 School Year: 17-18 EmploymentArt IArt IIArt IIIIntro to PhotoshopEducation/TrainingPre-AlgebraAlgebra IGeometryAlgebra IIIndependent LivingIntro to ComputersComputer Apps IHealth & NutritionSenior Survival ADDITIONAL EDUCATIONAL OPPORTUNITIES Computer courses exposed Stu to the various technologies available that he can consider using when tracking his Rx refills.Due to Stu’s learning disability in math, the math courses will be needed for him to understand advanced mathematical concepts in the community college setting as well as support the required math skills to perform the desired job description.Health & Nutrition course content includes the importance of self-care and the topic of self-regulation, both of which will support the skill set of independently tracking Rx refills. Senior Survival course content includes strategies for improving both problem-solving and self-efficacy, both of which will also support the IL MPG.
COURSES OF STUDY NEEDED TO ASSIST IN REACHING MEASURABLE POSTSECONDARY GOALS
Slide34Approach to Annual IEP Goals
Slide35Annual IEP Skills
AREA OF NEED (Disability)
SKILL FOR ANNUAL GOAL
IN ORDER TO
Employment
Math
Calculate the area
Accurately measure the size of a display space
Education/
Training
Math
Increase his score on the ACCUPLACER basic algebra practice test
Meet the entrance requirements of Glendale Community College
Independent
Living
Organization
Plan and organize assigned tasks using his smartphone
* Learn app that will support him in monitoring his Rx refills
Slide36Annual IEP Goals
36
Annual IEP Goals Measurable Annual Goal:Given direct instruction, Stuart will calculate the area of 10 shapes of varying sizes with a 90% average over 4 consecutive trials by February 2018 in order to accurately measure the size of a display space. His current average over 4 consecutive trials is 75%. (MPG area: Employment)Measurable Annual Goal Given direct instruction and peer tutoring in calculation of percentages, Stuart will increase his score on the ACCUPLACER basic algebra practice test from 60% to an average of 70% over 4 consecutive attempts by February 2018 in order to meet the entrance requirements of Glendale Community College. (MPG area: Education)Measurable Annual GoalGiven direct instruction from the computer teacher, Stuart will plan and organize assigned tasks using his smartphone with 90% accuracy over a 9-week period as measured by teacher report of completed assignments and review of smartphone organizational application. (MPG area: Independent Living Skills)
Slide37Using The Best Practice Rubric To Evaluate Transition Plans
Developed by ADE Secondary Transition SpecialistsBased on NTACT best practices and ADE guide steps
Slide38The Rest of the IEP Requirements
www.azed.gov All Programs> Choose “S”> and look for “Secondary Transition” OR bit.ly/AZsecondarytransition1
Slide39Best Practice Implementation
Slide40What’s your biggest kitchen fail?
What is the most embarrassing thing that happened to you in school?What is your signature dance move?
What’s a holiday that doesn’t exist that you’d like to create?If you were a pair of shoes, what kind would you be?What is the most hilarious childhood memory you can think of?
If you could make a rule for a day and everyone had to follow it, what would it be?
What mythical creature would improve the world the most if it existed?
What is one thing you refuse to share?
If you could only eat one thing for the rest of your life, what would it be?
(2018).
Cdn.mantelligence.com
. Retrieved 3 July 2018, from https://cdn.mantelligence.com/wp-content/uploads/2017/10/FUNNY-QUESTIONS-TO-ASK-1-1.jpg
Slide41Contact Information
Arizona Department of Education
Exceptional Student Services
Special Projects
Secondary Transition
(602) 542-3855
1535 W. Jefferson St., Bin #24
Phoenix, AZ 85007
ESSTransition@azed.gov