targeting transition seaco introduction designed by john d. wessels, ten sigma 209 s. 2 nd st., p.o....

Targeting TransitionTargeting TransitionSEACO IntroductionSEACO Introduction

designed bydesigned by

John D. Wessels, Ten SigmaJohn D. Wessels, Ten Sigma

209 S. 2209 S. 2ndnd St., P.O. Box 846 St., P.O. Box 846

Mankato, MN 56002-0846Mankato, MN 56002-0846

507-345-7557 or 800-657-3815507-345-7557 or 800-657-3815

[email protected]@tensigma.org

Introductory WorkshopIntroductory WorkshopAgendaAgenda

1.1. Challenges of transitionChallenges of transition

2.2. Transition skills defined at four levelsTransition skills defined at four levels

3.3. Surveys at four levels to assess transition Surveys at four levels to assess transition strengths/needsstrengths/needs

4.4. Rubrics that define transition skills in detailRubrics that define transition skills in detail

5.5. Rubrics used to write measureable annual transition goalsRubrics used to write measureable annual transition goals

6.6. Rubrics used to collect dataRubrics used to collect data

7.7. Forms used to track multi-year ProgressForms used to track multi-year Progress

8.8. Technology tools enhance successTechnology tools enhance success

9.9. Using the Using the Targeting TransitionTargeting Transition program program

Section 1:Section 1:

Challenges of TransitionChallenges of Transition

MD/SD VersionMD/SD Version

Targeting Transition Targeting Transition

Overview of OSEP Indicator 13 Overview of OSEP Indicator 13 Transition ProcessTransition Process

1. Identify meaningful postsecondary goals.1. Identify meaningful postsecondary goals.- education and/or training- education and/or training- employment- employment- independent living (if necessary)- independent living (if necessary)

2. Base Postsecondary goals on age-appropriate assessment.2. Base Postsecondary goals on age-appropriate assessment.

3. Identify measurable annual transition goals to meet 3. Identify measurable annual transition goals to meet postsecondary goals.postsecondary goals.

4. Secure transition services to meet postsecondary goals.4. Secure transition services to meet postsecondary goals.

5. Manage outside services (engage adult providers).5. Manage outside services (engage adult providers).

6. Develop a course of study (list of classes) to meet 6. Develop a course of study (list of classes) to meet postsecondary goals.postsecondary goals.

What We Need to DoWhat We Need to Do

Questions we must help students answer:Questions we must help students answer:

What are my postsecondary goals for . . .What are my postsecondary goals for . . .. . . education/training?. . . education/training?

. . . employment?. . . employment?

. . . independent living?. . . independent living?

How will I meet my postsecondary goals?How will I meet my postsecondary goals? What IEP goals would help me reach my goals?What IEP goals would help me reach my goals? What transition services would help me reach my What transition services would help me reach my

goals?goals? What courses would help me reach my goals?What courses would help me reach my goals?

Rubrics Clarify expectations Simplify goal writing Teach skills clearly Collect better data

Targeting TransitionTargeting Transition Model Model

Multiple Year Progress Reporting

• Hard-copy• Online

Assessment

Identify transition strengths and needs

• Hard-copy• Online

Post School GoalsTraining/Education - Employment - Independent

Living

ComprehensiveTransition Skills

• Research-based• Identified for four levels

Annual Goal Management

Rubric editing Goal writing Data collection

ActivitiesMild and Moderate Lessons Interviews Evaluations Plans to improve Real situations



Section 2: Section 2:

Transition Skills Defined at Four Transition Skills Defined at Four LevelsLevels

Transition AssessmentTransition AssessmentFour Levels for Four Specific Transition Four Levels for Four Specific Transition

NeedsNeeds

Rubrics for Transition Rubrics for Transition for Higher-Functioning for Higher-Functioning StudentsStudents

Rubrics for Transition Rubrics for Transition for Students with for Students with Moderate DisabilitiesModerate Disabilities

Rubrics for Transition Rubrics for Transition for Autism Spectrum for Autism Spectrum StudentsStudents

Rubrics for Transition Rubrics for Transition for Students with Severe for Students with Severe DisabilitiesDisabilities

Moderate

Disabilities

Types of Transition Skills in ManualsTypes of Transition Skills in Manuals

Workplace Skills/AttitudesWorkplace Skills/Attitudes controlling emotionscontrolling emotions making good choicesmaking good choices being personally organizedbeing personally organized

ResponsibilityResponsibility following directions promptlyfollowing directions promptly accepting responsibilityaccepting responsibility following a schedulefollowing a schedule

Interacting with OthersInteracting with Others interacting in a group settinginteracting in a group setting listeninglistening being friendlybeing friendly

Computer and InternetComputer and Internet using assistive technologyusing assistive technology manage email programsmanage email programs

Basic Academic SkillsBasic Academic Skills basic reading, writing, and mathbasic reading, writing, and math money, time, and temperaturemoney, time, and temperature

Habits of WellnessHabits of Wellness grooming/hygienegrooming/hygiene safetysafety household and kitchen choreshousehold and kitchen chores

Planning for SuccessPlanning for Success advocating for selfadvocating for self participating in comm. resourcesparticipating in comm. resources



Section 3: Section 3:

Surveys at Four Levels to Surveys at Four Levels to Assess Transition NeedsAssess Transition Needs

Targeting TransitionTargeting Transition Surveys Surveys Simplify Assessment ProcessSimplify Assessment Process

Surveys display all skills on one page.Surveys display all skills on one page.

Simple system promotes success.Simple system promotes success. ““S” marked for strengths.S” marked for strengths.

““N” marked for needs.N” marked for needs.

Circled N marked for priorities.Circled N marked for priorities.

Left blank for “okay”.Left blank for “okay”.

Survey results focus discussion and attention.Survey results focus discussion and attention.

Teacher keeps a master completed survey to Teacher keeps a master completed survey to write the IEP.write the IEP.

Higher-Higher-FunctioninFunctioning Surveyg Survey

Survey contains Survey contains 65 transition skills 65 transition skills

for students who will for students who will live independent live independent

adult lives.adult lives.

Moderate Moderate Disabilities Disabilities

SurveySurvey

Survey contains Survey contains 61 transition skills 61 transition skills for students who for students who will live somewhat will live somewhat dependent adult dependent adult

lives.lives.

Autism Autism SpectrumSpectrum

SurveySurvey

Survey contains Survey contains 63 transition skills 63 transition skills for students on the for students on the autism spectrum.autism spectrum.

Severe Severe DisabilitieDisabilitie

s s SurveySurvey

Survey contains Survey contains 43 transition skills 43 transition skills

for students who will for students who will lead dependent lead dependent

adult lives.adult lives.


Rubrics that Define Rubrics that Define Transition Skills in DetailTransition Skills in Detail


Targeting TransitionTargeting Transition

Rubrics Define Each Transition Rubrics Define Each Transition SkillSkill

Rubrics…Rubrics…

Clarify expectations.Clarify expectations.

Simplify IEP goal management.Simplify IEP goal management.

Provide the basis of instruction.Provide the basis of instruction.

Enhance data collection.Enhance data collection.

Example of a Transition RubricExample of a Transition RubricDate PrioritySet and Met

Scale

Major Criteria

Rubric Title(Need/Priority)

Subcriteria

• Specific skills

•Details for objectives

•Criteria for lessons

Hig

her-

Funct

ion

ing

Ru

bri

c Sam

ple

Modera

te D

isabili

ty R

ub

ric

Sam

ple

Severe

Dis

abili

ty R

ubri

c S

am

ple

Auti

sm S

pect

rum

Rub

ric

Sam

ple


Rubrics Used to Write Rubrics Used to Write Annual Transition GoalsAnnual Transition Goals


Targeting TransitionTargeting Transition

Concept level Concept level (learn several skills/tasks under a goal)(learn several skills/tasks under a goal)..

Appropriate for mild to high-moderate students.Appropriate for mild to high-moderate students. Short-term objectives more appropriate.Short-term objectives more appropriate.

Task/Skill level Task/Skill level (learn several details of a task or skill).(learn several details of a task or skill). Appropriate for moderate to low-moderate students.Appropriate for moderate to low-moderate students. Benchmark/objectives more appropriate Benchmark/objectives more appropriate based on studentbased on student..

Detail level Detail level (learn to complete a single step of a task)(learn to complete a single step of a task)..

Appropriate for high-severe to mid-severe.Appropriate for high-severe to mid-severe. Benchmarks more appropriate form of defining goalsBenchmarks more appropriate form of defining goals

Complexity of Goal WritingComplexity of Goal Writing

1. Doesn’t demonstrate skill regardless of cueing.1. Doesn’t demonstrate skill regardless of cueing.

2. Dependent setting with multiple cues 2. Dependent setting with multiple cues (whatever it takes)(whatever it takes)..

3. Dependent setting with no more than one cue.3. Dependent setting with no more than one cue.

4. Dependent setting with no cueing.4. Dependent setting with no cueing.

5. Independent setting with no more than one cue.5. Independent setting with no more than one cue.

6. Independent setting with no cueing.6. Independent setting with no cueing.

Use a Consistent Scoring SystemUse a Consistent Scoring System

Measurable Goal and Objectives Measurable Goal and Objectives Concept Level with ObjectivesConcept Level with Objectives

NA

NA

Short-Term Objectives:1. Given five supervised situations with no

more than one cue per situation, John will organize his daily schedule 4 out of 5 times.

2. Given five supervised situations with no more than one cue per situation, John will follow his daily schedule 4 out of 5 times.

* Major criteria “3” is NA (not applicable) for this student in this situation)—Mark NA

Goal: Over 36 weeks, John will increase his ability to keep and follow a schedule from needing multiple cues in a dependent setting to needing no more than one cue in a dependent setting 4 out of 5 times as measured by a teacher check-off sheet.

NA

Measurable Goal and Objectives Measurable Goal and Objectives Skills/Tasks Level with ObjectivesSkills/Tasks Level with Objectives

Short-Term Objectives:1.Given five situations and no cueing, John

will independently identify when he needs to use the toilet 4 out of 5 times.

2. Given five situations and no cueing, John will independently sit on the toilet correctly 4 out of 5 times.

3. Given five situations and no cueing, John will independently use toilet paper correctly 4 out of 5 times.

4. Given five situations and no cueing, John will independently flush the toilet 4 out of 5 times.

Goal: Over 36 weeks, John will increase his ability to use toilet facilities correctly from needing multiple cues in a dependent setting to needing no cues in an independent setting, as measured by a student check-off sheet, monitored by the case manager.

NA

NA

NA

NA

NA

Measurable Goal and Objectives Measurable Goal and Objectives Skills/Tasks Level with BenchmarksSkills/Tasks Level with Benchmarks

Benchmark One: By November 15, given five dependent situations and no more than three cues, John will use the toilet facilities correctly 4 out of 5 times.

Benchmark Two: By February 15, given five dependent situations and no more than one cue, John will use the toilet facilities correctly 4 out of 5 times.

Benchmark Three: By May 15, given five dependent situations and no assistance,John will use the toilet facilities correctly 4 out of 5 times.

Goal: Over 36 weeks, John will increase his ability to use toilet facilities correctly by identifying he needs to use the toilet, sit on the toilet correctly, use toilet paper correctly, and flush the toilet when finished from needing multiple cues in a dependent setting to needing no assistance in a dependent setting, as measured by a check-off sheet, monitored by the teacher.

NA

NA

NA

NA

NA

Measurable Goal and Objectives Measurable Goal and Objectives Detail Level with BenchmarksDetail Level with Benchmarks

Goal: Goal: Over 36 weeks, John will Over 36 weeks, John will increase his ability to increase his ability to make eye contactmake eye contact when verbal directions are given, from when verbal directions are given, from needing multiple cues in dependent needing multiple cues in dependent settings to needing no cues in settings to needing no cues in independent settings.independent settings.

Benchmarks:

1.By December 1, given five dependent situations where verbal directions are given and whatever cueing is necessary, John will make eye contact 4 out of 5 trials.

2. By February 15, given five dependent situations where verbal directions are given and no more than one cue, John will make eye contact 4 out of 5 trials.

3. By June 1, given five independent situations where verbal directions are given and no cueing, John will make eye contact 4 out of 5 trials.


Rubrics Used to Collect Rubrics Used to Collect DataData



Manuals Include Rubrics inManuals Include Rubrics in Editable Form in Editable Form in RubricMaker RubricMaker

SoftwareSoftware

RubricMaker RubricMaker software software includes rubrics for four includes rubrics for four levels.levels. higher-functioning (mild)higher-functioning (mild) moderate disabilitiesmoderate disabilities severe disabilitiessevere disabilities autism spectrumautism spectrum

Search for rubrics.Search for rubrics. Edit existing rubrics.Edit existing rubrics. Design new rubrics.Design new rubrics.

With the With the RubricMakerRubricMakerTurn Management Turn Management Rubrics . . .Rubrics . . .

Into Data Collection ToolsInto Data Collection Tools

Data Collection

Management Scale

With the With the RubricMakerRubricMakerTurn Management Turn Management Rubrics . . .Rubrics . . .

Management Scale

Into Progress ReportsInto Progress Reports

Progress Reports


Forms Used to Track Multi-Year Forms Used to Track Multi-Year transition Progresstransition Progress



Targ

eti

ng T

ran

siti

on

Targ

eti

ng T

ran

siti

on P

rog

ress

Pro

gre

ss

Report

Report

Student’s Student’s

postsecondary postsecondary

goals (goals (PSPS,, EM, EM, HL, RL, and CP)HL, RL, and CP)

To which PS To which PS

goal(s) the goal(s) the

skill applies.skill applies.

Method used Method used

to manage to manage

skill skill (goal, (goal,

service, course)service, course)

““Q” progress Q” progress

for IEP goalsfor IEP goalsT

C

x

x

x

x

x

x

Indicates Indicates year in year in school a school a skill is a skill is a priority.priority.

Use a Portfolio System toUse a Portfolio System to

Collect Multi-Year ProgressCollect Multi-Year Progress

Use tracking form as a Use tracking form as a portfolio to keep . . .portfolio to keep . . .. . . multi-year transition progress. . . multi-year transition progress. . . completed rubrics. . . completed rubrics

. . . transition services info . . . transition services info . . . completed surveys. . . completed surveys. . . invitations, permissions, etc.. . . invitations, permissions, etc.

Pass the portfolio on Pass the portfolio on to the next transition to the next transition teacher, provider, or teacher, provider, or give to the student give to the student upon graduation.upon graduation.


Technology Tools Enhance Technology Tools Enhance SuccessSuccess



TRAX Online Transition TRAX Online Transition PlannerPlanner

Electronically Manage Transition PlanningElectronically Manage Transition Planning Select from four surveys.Select from four surveys.

Adapt surveys (add/remove skills).Adapt surveys (add/remove skills). Design own surveys.Design own surveys.

Email surveys to transition team.Email surveys to transition team. Automatically score and graph Automatically score and graph

results.results. Print IEP team meeting information.Print IEP team meeting information.

Print a variety of result views.Print a variety of result views. Print plan summary.Print plan summary.

Print selected rubrics.Print selected rubrics. Print progress report.Print progress report.

TRAX Online Progress TRAX Online Progress ManagerManager

Electronically Manage Data Collection and Electronically Manage Data Collection and ProgressProgress

Edit rubrics.Edit rubrics. Change wording to clarify expectations.Change wording to clarify expectations. Change scales to enhance data collection.Change scales to enhance data collection.

Print rubrics in data collection form.Print rubrics in data collection form.

Generate measurable goals.Generate measurable goals.

Score and graph goal progress.Score and graph goal progress.

Track progress over multiple years.Track progress over multiple years.

Activities for TransitionActivities for Transition

Available for two levels of transition student.Available for two levels of transition student. For higher-functioning (mild) students.For higher-functioning (mild) students. For students with moderate disabilities (somewhat For students with moderate disabilities (somewhat

dependent).dependent).

Variety of activities.Variety of activities. Lessons.Lessons. Interviews/observations/practice activities.Interviews/observations/practice activities. Evaluations/planning for improvement.Evaluations/planning for improvement. Authentic tasks (call, write, order, do).Authentic tasks (call, write, order, do). Certificates of strength and accomplishment.Certificates of strength and accomplishment.

Activities available in two forms.Activities available in two forms. In a hard copy, seven-volume set. In a hard copy, seven-volume set. Online access.Online access.


Using the Using the Targeting Targeting TransitionTransition Program Program



Evaluating theEvaluating theTargeting Targeting TransitionTransition

ImplementationImplementation

A. Have you established a A. Have you established a multi-year plan for transition?multi-year plan for transition?

B. Have you written measurableB. Have you written measurable annual goals to help meet annual goals to help meet postsecondary goals?postsecondary goals?

C. Are you managing the C. Are you managing the acquisition of needed transition acquisition of needed transition skills and services?skills and services?

D. Are you tracking progress over D. Are you tracking progress over multiple years?multiple years?

E. Are you writing IEPs that meet E. Are you writing IEPs that meet the expectations of Indicator 13?the expectations of Indicator 13?

Objectives of TrainingObjectives of Training

1.1. Identify meaningful postsecondary goals.Identify meaningful postsecondary goals.

2.2. Assess transition strengths and needs.Assess transition strengths and needs.

3.3. Write effective IEPs.Write effective IEPs.

4.4. Write meaningful measurable annual goals.Write meaningful measurable annual goals.

5.5. Collect meaningful data.Collect meaningful data.

6.6. Provide needed transition services.Provide needed transition services.

7.7. Guide students into and/or provide needed courses.Guide students into and/or provide needed courses.

8.8. Track transition progress over multiple years.Track transition progress over multiple years.

9.9. Meet the expectations of Indicator 13.Meet the expectations of Indicator 13.

10.10.Use technology to enhance transition success.Use technology to enhance transition success.

Basic Training BreakdownBasic Training Breakdown

Initial training (one day in classroom setting).Initial training (one day in classroom setting). Targeting TransitionTargeting Transition material. material. Using Using Targeting TransitionTargeting Transition procedures. procedures. Managing the transition process.Managing the transition process. Meeting Indicator 13 expectations.Meeting Indicator 13 expectations.

Advanced training (½ day in computer setting).Advanced training (½ day in computer setting). Review of procedures and materials.Review of procedures and materials. Sharing of efforts, discussion, and questions Sharing of efforts, discussion, and questions

answered.answered. Editing rubrics using the RubricMaker.Editing rubrics using the RubricMaker.

Basic Training CostsBasic Training Costs

Basic materials ($145 per teacher).Basic materials ($145 per teacher). Choice of Choice of Rubrics for TransitionRubrics for Transition manual. manual.

for Higher-Functioning Studentsfor Higher-Functioning Students for Students with Moderate Disabilities for Students with Moderate Disabilities for Students on the Autism Spectrum for Students on the Autism Spectrum for Students with Severe Disabilities for Students with Severe Disabilities

RubricsRubrics (all four levels) in editable form on CD. (all four levels) in editable form on CD.

Basic training costs.Basic training costs. Honorarium ($800 per day for one or two days).Honorarium ($800 per day for one or two days). Actual travel expenses (air/ground, hotel, meals).Actual travel expenses (air/ground, hotel, meals).

Optional material/programs.Optional material/programs. Hard copy or online access to Hard copy or online access to Activities for Transition.Activities for Transition. TRAX Online Transition Planner TRAX Online Transition Planner .. TRAX Online Progress Manager TRAX Online Progress Manager (available in fall 2009)(available in fall 2009)..

Train-TrainersTrain-Trainers

Initial two-day training conducted at selected site.Initial two-day training conducted at selected site.

Trainer material.Trainer material. Training PowerPoint material.Training PowerPoint material. All forms digitally in original (editable) and pdf formats.All forms digitally in original (editable) and pdf formats. Pilot access to all Pilot access to all Targeting TransitionTargeting Transition products. products.

Trainer training costs.Trainer training costs. Initial $500 per participant Initial $500 per participant (minimum 10 or pay expenses)(minimum 10 or pay expenses).. Ongoing $250 per participant per year.Ongoing $250 per participant per year.

Ongoing updates through online webinars.Ongoing updates through online webinars.Access to updated program and training material.Access to updated program and training material.Membership in trainer network (available in fall 2009).Membership in trainer network (available in fall 2009).

Material CostsMaterial CostsRubrics for Transition Manuals and CD-ROMRubrics for Transition Manuals and CD-ROM Rubrics for Transition I: for Higher-Functioning Students . . . . . . . . . . . . .. . . . . . . . . . . . .

——65 skills for students who will live independent lives as adults65 skills for students who will live independent lives as adults Rubrics for Transition II: for Students with Moderate Disabilities . . . . . . .. . . . . . .

——61 skills for students who will live somewhat dependent adult lives61 skills for students who will live somewhat dependent adult lives Rubrics for Transition III: for Students on the Autism Spectrum on the Autism Spectrum . . . . . . . . . . . . . . . .

——63 skills for students on the autism spectrum63 skills for students on the autism spectrum Rubrics for Transition IV: for Students with Severe Disabilities . . . . . . . . .. . . . . . . . .

——43 skills for students who will live dependent adult lives43 skills for students who will live dependent adult lives All four All four Rubrics for TransitionRubrics for Transition manuals. (Product #451) manuals. (Product #451) . . . . . . . . . . . . . . .. . . . . . . . . . . . . . .

Activities for Transition (Hard-copy manuals)Activities for Transition (Hard-copy manuals) for Higher-Functioning (independent) students for Higher-Functioning (independent) students . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . .

for Students with Moderate Disabilities (somewhat dependent) . . . . . . . . . for Students with Moderate Disabilities (somewhat dependent) . . . . . . . . .

Access to activities for Transition online (Higher-Functioning and Moderate)Access to activities for Transition online (Higher-Functioning and Moderate) Single-user for one year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Single-user for one year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Five or more users for one year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Five or more users for one year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Access to TRAX Online Transition Planner Access to TRAX Online Transition Planner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Access to TRAX Online Progress Manager Access to TRAX Online Progress Manager . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Price

$145 ea

$145 ea

$145 ea

$145 ea

$520 set

$495 set

$495 set

$65 ea

$60 ea

Varies

Varies

Options/RecommendationsOptions/Recommendations

Visit our website: Visit our website: www.tensigma.org/transition.. Download sample material.Download sample material. Read about the program in more detail.Read about the program in more detail. Download a Download a PowerPointPowerPoint summary of the program. summary of the program. Contact people familiar with the program.Contact people familiar with the program.

Talk to Ten Sigma staff at (800)-657-3815.Talk to Ten Sigma staff at (800)-657-3815. Purchase material.Purchase material. Schedule training by Ten Sigma staff.Schedule training by Ten Sigma staff. Set up a Train-Trainers system.Set up a Train-Trainers system. Develop group plan/pricing.Develop group plan/pricing.

targeting transition seaco introduction designed by john d. wessels, ten sigma 209 s. 2 nd st., p.o....

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