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Best Practice  Secondary Transition Planning Best Practice  Secondary Transition Planning

Best Practice Secondary Transition Planning - PowerPoint Presentation

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Best Practice Secondary Transition Planning - PPT Presentation

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

Slide2

Objectives

The Transition Planning ProcessAge-Appropriate Transition AssessmentsMeasurable Postsecondary Goals (MPGs)Transition Services & InstructionActivitiesCourses of StudyAligned Annual IEP GoalsQuestions, Comments, Concerns

Slide3

National Technical Assistance Center on Transition. (

n.d.). Quality Transition Planning. Retrieved November 30, 2016, from NTACT: transitionta.org

Transition Planning Process

Slide4

The 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

Slide5

Age-appropriate Transition Assessments

Data to drive informed decisions

Slide6

What age-appropriate transition assessments do you use?

Slide7

Assessment 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

Slide8

List of Assessments in the IEP

What do you know about the student from this information?

Slide9

Transition 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?

Slide10

Interests, Preferences, and Strengths:What’s the difference, anyway?

Slide11

Assessment 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 

Slide12

Best Practice

Slide13

Assessment 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

Slide14

Assessment 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

Slide15

Which 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.

Slide16

Best Practice for Sharing the Information

Slide17

Stuart’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.

Slide18

Measurable Postsecondary Goals

Establishing realistic and achievable expectations

Slide19

Best Practice

for Writing Measurable Postsecondary Goals (MPGs)

“After graduation”“Will” statementSpecificity based on age and assessmentsCareer focusedSequence

Employment

Education/Training

Independent Living

Slide20

Best Practice Sequence

Slide21

Considerations 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.)

Slide22

Employment: 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

Slide23

Help 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

Slide24

STEP 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.

Slide25

TRANSITON ACTIVITIES

Knowledge, skills, & tools

Slide26

Transition Activities

Best Practice Strategies

Multiple activities for each MPG

Accountability

LRE approach

Community, Campus, Classroom

Slide27

LRE 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

Slide28

Activities

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

Slide29

Monitoring 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

Slide30

COURSES OF STUDY

Alignment with MPGs to provide entry level knowledge

This Photo

by Unknown Author is licensed under

CC BY-NC-SA

Slide31

Approach 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/

Slide32

COURSES OF STUDY

Best Practice Strategies

Slide33

MPG 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

Slide34

Approach to Annual IEP Goals

Slide35

Annual 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

Slide36

Annual 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)

Slide37

Using The Best Practice Rubric To Evaluate Transition Plans

Developed by ADE Secondary Transition SpecialistsBased on NTACT best practices and ADE guide steps

Slide38

The Rest of the IEP Requirements

www.azed.gov All Programs> Choose “S”> and look for “Secondary Transition” OR bit.ly/AZsecondarytransition1

Slide39

Best Practice Implementation

Slide40

What’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

Slide41

Contact 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