effective transition planning - arksped.k12.ar.us
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Effective Transition Effective Transition PlanningPlanningBonnie BoazBonnie Boaz
Transition ConsultantTransition Consultant
Do your teachers struggle with…
– defining assessments?– implementing assessment plans?– interpreting and applying data?
These are all essential if we are to meet theneeds of our students with disabilities!
Meaningful Training is Available!
• Transition Consultants are available all year long to provide training on transition issues.
You just need to contact them and let them know your needs!
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Training Needs
• Transition Assessment• School to Work Programs• Transition Classes• Person-centered Planning• Self-Determination• Agency Connections• Transition Planning
Transition Assessment• As defined by the Division on Career
Development and Transition– Transition assessment is "the ongoing
process of collecting data on the individual’s strengths, needs, preferences, and interests 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 IEP" (Sitlington, 1996).
A continuous process…
• Transition assessment needs to occur regularly and over a large span of time. It should not be completed all at once prior to an IEP meeting. It is a planned, continuous process of obtaining, organizing and using information to assist students of all ages and their families in making critical transitions throughout the lifespan (Clark, 1998).
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Why conduct transition assessments?
• Several reasons: to develop IEP goals and objectives for the transition component of the IEP, to make instructional programming decisions, and to include information in the present level of performance related to a student’s interests, preferences, and needs.
• In addition, the Indicator 13 of Part B of the State Performance Plans (SPPs), as required by OSEP, stipulates that all students age 16 and up have an IEP based on information from an age appropriate transition assessment.
Why conduct transition assessments?
• Finally, transition assessment is an excellent way to learn about individual students, especially their strengths outside of academics and their career ambitions (Kortering, Sitlington, & Braziel, 2004).
Assessment Results• The results of transition assessments should be used in
making recommendations for instructional strategies, accommodations in instruction, and environments to meet the student’s strengths and needs. The results also should help students make a connection between their individual academic program and their post-school ambitions.
Clark, G. M. (1996). Transition planning assessment for secondary-level students with learning disabilities. Journal of Learning Disabilities, 29, 79-92.Kortering, L., Sitlington, P. & Braziel, P. (2004). The use of vocational assessment and planning as a strategic intervention to help keep youths with emotional or behavioral disorders in school. In Transition of Students with Emotional or Behavior Disorders: Current approaches for positive outcomes. (Ed. Doug Cheney). Arlington, VA: Council for Children with Behavior Disorders and Division on Career Development and Transition.Sitlington, P. L., Neubert, D. A., & LeConte, P. J. (1997). Transition assessment: The position of the Division on Career Development and Transition. Career Development for Exceptional Individuals, 20, 69-79.
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True or False?
• Transition is just an attachment to the IEP—you can do it last.
• Transition activities must relate to post-school outcomes goals.
• All you have to do is change the date at the top of the Transition page and check “no updates needed.”
True or False?
• Activities never have to be changed on the Transition plan.
• Transition should drive the IEP.• Students do not need to attend the IEP
meeting.
True or False?
• Post-school outcomes must be based on age-appropriate transition assessments.
• If students are going to get a job then they don’t need linkages with agencies.
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True or False?
• A completed Transition Service Inventory is all I need to write a Transition Plan.
• If your student doesn’t know what he/she wants to do, a transition plan isn’t necessary.
Guiding Questions• It is important to begin every assessment process with guiding
questions about educational decisions:– Do we understand this student's preferences and interests? – In what ways can the school prepare students for the future? – Is the student making progress toward specific instructional
goals?
• In addition to the above questions, Sitlington & Clark (2001) relate how transition assessment plans should address these additional questions:– What do I already know about this student that would be helpful
in identifying postschool outcomes? – What information do I need to know about this individual to
determine postschool goals? – What methods/sources will provide this information? – How will the assessment data be collected and used in the IEP
process?
Integrating Assessment Data• To ensure better postschool outcomes, assessment
information should be coordinated with adult services providers.
• Results and copies of ongoing assessment should be included in the Summary of Performance that is required during the student’s last year of school.
• Communication with adult service agencies regarding an individuals needs, preferences, and interests of students, is integral in ensuring a high quality adult life for students withdisabilities.
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Assessment Data and the Annual IEP
• Now that transition assessments are a key component of the annual IEP, the results should be included in the present levels of educational performance part of the IEP.
• In preparation for the IEP, schools should provide a student with tools needed to express his or her preferences, interests, and needs both prior to and during the meeting.
Arkansas’ Transition Plan
• Revised in 2005• It’s okay to attach additional Transition
Activities if there is not enough space on the original plan…
Attachment to Transition Plan
• SOP is also a requirement for exiting students in Special Education…
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Indicator 13
• Percent of youth aged 16 and above with an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the child to meet the post-secondary goals. [20 U.S.C. 1416(a)(3)(B)]
Indicator 13 Checklist
• To help states collect data, NSTTAC developed a checklist:– NSTTAC Indicator 13 Checklist: Form A
This single column form is designed to meet the minimum requirements for collecting and reporting data on Indicator 13 of the Part B State Performance Plan and Annual Performance Report. It allows a school, district, or state to review the data for each item simultaneously across all postsecondary goal areas.
Indicator 13 Checklist
– NSTTAC Indicator 13 Checklist: Form B This multiple column form meets the requirements for collecting and reporting data on Indicator 13, allows a school, district, or state to more deeply analyze professional development and program change needs by providing data on each item for each postsecondary goal area.
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Reporting for Indicator 13 in Arkansas
• Data for each district in Arkansas was obtained from the PEEP.
Indicator 13 checklist
• Any district can use the Indicator 13 checklist as a tool for obtaining data.
• Transition Consultants are also available to work with Special Education Supervisors and teachers to use the checklist as a tool.
Upcoming events…
• Self-Determination Trainings• Person-Centered Planning Trainings• Presentations at AR-CEC Fall Conference
in Hot Springs (November 14-16)• 2008 Arkansas Transition Summit in Hot
Springs (February 6-7)
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Please visit our website:
• www.highschoolmatters.com
»You’ll be glad you did!
Secondary TransitionData Management
Indicator 13: Compliance measure reported annually in the State Performance Plan and Annual Performance Report
Measure: Percent of youth aged 16 and up with an IEP that enable them to meet post-secondary goals
Secondary TransitionData Collection and Analysis
Data comes from PEEP in MySped Resource
Reminder: June 30th
(Saturday) deadline for 2006/07 data
PEEP will reopen September 4th –October 1st for corrections
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Secondary TransitionData Collection and Analysis We use what you enter to calculate the percent
Indicator calculation = C ÷ D
Schools with no students 16 or older, enter 0‘s
Target is 100%
Secondary TransitionData Collection Changes
Changes for 2007/08 School Year
PEEP will no longer be used
New field in school age module of APSCN:Date Transition Plan is implemented
Secondary TransitionData Collection Recap
For the 2006/07 school year, verify number of students listed in PEEP is correct
For the 2007/08 school year, enter and verify the implementation date of the secondary transition plan in APSCN
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Least Restrictive Environment
Rhonda BarringerPublic School Program Advisor
Arkansas Department of Education
Focused Monitoring vs. Annual Performance Report
Data will match for 2007/08Private residential facilities have been removed from the Focused Monitoring and the LEA Annual Performance ReportPrivate residential facilities are included in the State Annual Performance ReportData collected through APSCN
Co-Teaching
No time in special education classes Half the time spent in co-taught classrooms count as special education classesIEP must indicate the student is in a co-taught classroom
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Calculating LRE
Change in terminologyCalculationContinuum of Services
Inside regular class 80% or more of the dayInside regular class more than 79% of day and no less than 40% of the dayInside regular class less than 40% of the daySeparate School, Residential facility, Homebound/Hospital, Correctional facilities, Parentally placed in private schools
Example of calculation of LRE
Time inside regular classroom/total time in the school day X 100
5 hours general education/6 hour school day X 100=83%
LRE placement-Inside the regular class 80% or more of the day
LRE Trigger
BenchmarkTrigger valueHow to address in ACSIP
