transition: looking at the whole student! · th t d t t 14 f the student turns 14 years of age •...

Transition: Looking at the WHOLE student! student!

PREPARING for the FUTURE!PREPARING for the FUTURE!PREPARING for the FUTURE!PREPARING for the FUTURE!

APREPARING for the FUTURE!Indicator 13 Overview

APREPARING for the FUTURE!Hampton Area School District

October 20, 2009

Preparing Students (our children) for their Future!Future!

• Least Restrictive EnvironmentLeast Restrictive Environment• School Reform

S d d Al d S• Standard Aligned System• PA Career Standards• IDEA• Secondary TransitionSecondary Transition

What is Secondary Transition?

• “a coordinated set of activities for a child with a disability that is designed within a result-with a disability that is designed within a resultoriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school pactivities, including post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living,

” (IDEA 2004)or community participation.” (IDEA 2004)3

New Age Requirement

T i i i b dd d i h • Transition services must be addressed in the IEP of the student in the year in which th t d t t 14 f the student turns 14 years of age

Th IEP d h l h • The IEP team does not have to wait until the student’s approaching 14th birthday year to

d h d ’ d consider the student’s transition needs

Pennsylvania Chapter 14 Regulations July, 2008

4

A Process for Addressing Transition

Step One: Use assessment to identify the student’s post-secondary desired goals or vision. y g

Step Two: Describe the student’s Present Levels of Academic Achievement / Functional Performance (PLAAFP) b dd A d(PLAAFP), embedding Assessment data

Step Three: Establish Transition Team partnerships

Step Four: Design a Transition Plan that includes courses of study and Services/Activities (transition grid)

Step Five: Determine Measurable Annual Goals that address skill deficits and lead to post-secondary goals

St Si M it d dj t i t ti b d Step Six: Monitor progress and adjust instruction based on data 5

Pennsylvania Training and Technical Assistance Network

Use assessment to identify the student’s post-St O student s post-

secondary desired goals or

Step One:

desired goals or vision.

7

Assessment is…

A f h i A process of gathering relevant information to l l k plan, evaluate, or make

decisions (academic i i assessment, transition

assessment, career t ti l

Information can be gathered from assessment, vocational

assessment).

gathered from multiple people

and places over a period of time.

9

Age appropriate transition assessment is needed to:

Identify Set post- Further assess interests and preferences

secondary goals

aptitudes, abilities, skills

Interests – a measure of opinions, attitudes pand preferences

Preferences – what

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the student values and likes

Assessing Interests

Examples: • Bridges Interest Inventory• Transition Survey: Student• Transition Survey: Parent• PA Career ZonePA Career Zone• Keys to Work

11

Age appropriate transition assessment is needed to:

Identify d

Set post- Further assess interests and preferences

secondary goals

aptitudes, abilities, skills

Post-SecondaryEducation/TrainingE lEmploymentIndependent Living

13

Post -Secondary Goals

• Based on information gathered on interests and preferencesand preferences

• Address • Post-Secondary Education/Training• Employment• Independent Living

• Identify where the student will be AFTER high • Identify where the student will be AFTER high school

• NOT intended to describe events that occur IN high school

• NOT the same thing as IEP measurable annual goals

14

Post -Secondary Goals

• Used for planning Course(s) of StudyUsed for planning Course(s) of Study• Used to design Services and Activities• Lead to Measurable Annual Goal(s)ea to easu ab e ua Goa (s)• Link to agencies/community to support

goalsg• Each post-secondary goal area must be

addressed by the IEP teamy• If a post-secondary goal area is not

selected, present education levels should , pdocument why. 15

Sample Post-Secondary Education and Training Goal: Phillip

Postsecondary Education and Training Goal:

Phillip has a goal of enrolling in postsecondary

Measurable Annual Goal

Yes/No

(D iPhillip has a goal of enrolling in postsecondary training in the area of automobile repair or a related field.

(Document in Section V)

Courses of Study :

Service/Activity Location Frequency ProjectedBeginning

AnticipatedDuration

Person(s)/ Agency g g

Dateg y

Responsible

16

Sample Employment Goal: Phillip

Employment Goal: Phillip has a goal of competitive employment in


Yes/Nop g p p ythe area of auto body repair or related field. (Document in

Section V)

Courses of Study :


AnticipatedDuration

Person(s)/ AgencyBeginning

DateDuration Agency

Responsible

17

Sample Independent Living Goal: Phillip

Independent Living goal: The IEP team including Phillip and his parents has


Yes/Noe tea c u g p a s pa e ts as determined that a goal is not needed for Phillip in this area at this time.

(Document in Section V)

Courses of Study :


AnticipatedDuration

Person(s)/ Agency g g

Dateg y

Responsible

18

Phillip’s Present Education Levels: Independent Livingp g

• Phillip is independent in daily living skills, and plans to eventually live on his own once he is earning a living. y g gHe passed his driver’s exam last spring, and drives to his part time job at Pizza Hut. He likes his job, his attendance at work is good, and he reports getting along well with his co-workers and his shift manager. He recently used his earnings to buy a used car which He recently used his earnings to buy a used car, which he enjoys working on. An informal parent survey, as well as the Comprehensive Informal Inventory of well as the Comprehensive Informal Inventory of Knowledge and Skills for Transition, were given by the district, and indicate that Phillip is self sufficient and age appropriate in all areas of independent living.

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Post-Secondary Goals and the Grid

• IEP must address each post-secondary goal area.“N/A” “ ” l bl k • “N/A”, “none” or leaving area blank is not acceptable.

• If a post-secondary goal area is not selected, present education levels should use data to document why.

• If there are discrepancies within the team regarding post-secondary goals, address in present education levels.

• Use ongoing assessment and data to work through “unrealistic” goals.

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Identifying student’s post secondary goals l d f h leads to further assessments…

Identify interests and Set post-

d l

Further assess aptitudes, interests and

preferences secondary goals aptitudes, abilities, skills

Abilities: talents orAbilities: talents or acquired skillsAptitudes: combination of characteristics that helpscharacteristics that helps us know if the student might learn or become proficient in a particular

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p parea

HOW does the team gather information on interests and preferences?p

Formal Assessments

InterviewsSituationalassessments

Interviews SurveysQuestionnaires

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Domains of Assessment that Inform Transition

Assessment is individualized to include as appropriate:• Academic Skills• Academic Skills• Organizational skills• Social SkillsSocial Skills• Dexterity Skills• Communication SkillsCommunication Skills• Self Help Skills• Travel Skills• Mobility Skills• Workplace Values• Self Determination and Self Advocacy Skills

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Types of Assessments that Inform Transition

• Curriculum-Based Assessments

• Information from employersAssessments

• Classroom quizzes comprehension checks,,

p y• Situational Assessment• Information from comprehension checks,,

essays, checklists• Ecological Assessment

student and family members

• Functional Behavioral AssessmentP C d

• Student Survey or Interview

• Person-Centered Planning

• Teacher Questionnaires

• Parent Survey/Interview• Observations

• Teacher Questionnaires• Work Samples

(Home/School/Community)

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Assessments

• Assessments provides learning for your child and you!

• Assessments should address academic, Assessments should address academic, functional, & career related areas

• Academic assessments should reference • Academic assessments should reference post-secondary goalsA b i 14 • Assessments begin at age 14 (younger if appropriate)

• Assessment results should be found in PEL• Assessments should address discrepancies 26

26

Describe the student’s Present Levels of

Academic Achievement / F i l St T / Functional

Performance (PLAAFP)(i i

Step Two:

(incorporating Assessment data)

27

Present Levels of Academic Achievement and Functional Performance (PLAAFP)

• Succinctly describe the studentSuccinctly describe the student

• Directly relate to assessments and evaluation i f iinformation

• Provide information on the student’s rate of progress

• Guide the development of IEP goals and p gobjectives

29

Present Education Levels Must Address: • Present levels of academic performance• Present levels of functional performancef f p f• Present levels related to current post-secondary

transition goals (if student is 14, or younger if d t i d b th IEP t )determined by the IEP team)

• Parental concerns for enhancing the education of the student (if provided by parent to LEA)( p y p )

• How student’s disability affects involvement and progress in general education curriculum

• Strengths• Academic, developmental, and functional needs related to the

student’s disability (IEP Resource Packet)student s disability (IEP Resource Packet)

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Present Levels Must…

• Be data driven (measurable and observable).

P id t ti i t (b li ) f d l t f • Provide a starting point (baseline) for development of measurable annual goals.

• Reference gaps in instructional level vs. grade level Reference gaps in instructional level vs. grade level standards/expectations.

• Reference post-secondary transition goals.

• Be relevant, useful and understandable.

• Incorporate information from all team members.

• Describe effect of disability on performance.• Identify strengths and prioritize needs.• Guide development of other areas of the IEP.

31

Sample Present Education Levels: Phillip

Phillip is an 11th grade student, with a learning disability in reading and written learning disability in reading and written language. He is currently enrolled in the career and technology (CTE) program career and technology (CTE) program for Auto Body Repair, with a half day at the High School where he is fully g yincluded in general education classes. He is on track for graduation with a

l di l b d di i hi regular diploma based on credits in his high school and career and technology programsprograms

32

Sample Present Education Levels: Phillip’s Reading

• Phillip’s reading skills, while improved with intensive interventions, remain below grade level. In previous years he , g p yhas had reading instruction in the LS classroom. Last year, the high school started intensive, smaller group, general education reading/English classes for students who were scoring below reading/English classes for students who were scoring below proficient on the 4Sight Assessments. Phillip’s class is taught jointly by a reading specialist and English teacher. They use

l d d h d ll explicit decoding, comprehension, and writing instruction as well as software-based interventions. In this setting, his oral reading fluency improved from 74 words correct per minute on fourth y p pgrade passages to 105 words correct per minute on 5th grade passages at 105 words (typical rate would be about 150 wcpm). About 70% of decoding errors occur in longer words He has About 70% of decoding errors occur in longer words. He has just begun to use 6th grade passages.

33

Sample Present Education Levels: Phillip’s WritingPh ll ’ E l h h d b h “f l ” H • Phillip’s English teacher describes his writing as “functional.” He uses word processing for longer writing assignments, and with use of the spelling and grammar check, produces short, concise sentences, although without a great deal of variety. Analysis of assignments although without a great deal of variety. Analysis of assignments completed on word processor indicates that his average sentence length is 7.5 words, with 2 or fewer errors of grammar or omission of words per 100 words. He met last year’s goal of improving his writing using word processingusing word processing.

• Analysis of shorter, pencil and paper writing tasks, from three different classes, indicates the following: Phillip typically writes 5-10 word sentences, with average length of 6.6 words. On a typical sequence of , g g yp qfour sentences (approximately 26 words) , he makes on average 1-2 errors of capitalization, end punctuation, grammatical errors of tense or case, or omitting words without realizing it. On the same passage he averages 1 2 spelling errors (usually of longer words rather than he averages 1-2 spelling errors (usually of longer words rather than sight words). When he is reminded to read his passage aloud or to himself, or to use a rubric or spelling guide, he is able to correct about 50% of these errors.

• Phillip needs to improve the quality and accuracy of his writing in order to meet the expectations of a career in auto body or in a post-secondary program. 34

Establish T i i Step Three: Transition

Team

Step Three:

Team Partnershipsp

35

Transition Team Partners

SpecialEducation Career & Tech

Education CommunityRehab.

Providers

Physicians & Specialists Providers

Parent Info. & Training

Centers

ConsumerOrganizationsPsychologist

Psychiatrist

p

YOUTH&

Organizations

WIA Youth

MRWaiver

Independent Living Supports

y g

& FAMILY

MR

MHDisability Support Services

Waiver Programs

Voc. Evaluators & Work Adjustment

Vocational RehabilitationSupport Groups

Behavioral Specialist

GeneralEducationOccupational

TherapistSpeech

Therapist36

IEP Team Participants for Transition Planning

Required Members Other Membersq• Student (Indicator 13

requirement!)• parents/guardians

• SD transition coordinator• psychologist

• parents/guardians• local education agency

representative (LEA)

• guidance counselor• instructional support staff• job coach (if considered)

• general education teacher• special education teacher• career technical education

• job coach (if considered)• employer representative• community/agency

• career-technical education representative (if being considered)

representatives• relatives/friends/advocate

37

Agency Involvement in Transition

• Agency invitation is based on individual needs.Y t d t b li it d l h MH– Younger students may be limited unless have MH-DD supports or foster care , disability-related need (e g epilepsy autism services)need (e.g., epilepsy, autism services).

– OVR may not be involved till 11th or 12th grade.Not all students require agency involvement; e g – Not all students require agency involvement; e.g., student with IEP that only addresses deficits in speech/articulationp

– Agency involvement may vary by region.

• Parent understanding leads to parent consent Parent understanding leads to parent consent. • Document agency invitation on IEP Invite. 38

Documenting Role of Agency or Other Partners

Post‐secondary Education and Training Goal: Measurable Annual GoalAnnual Goal

Yes/No(Document in Section V)

Courses of Study :Courses of Study :


Date

AnticipatedDuration

Person(s)/ Agency

Responsible

39

Word of Caution!

Never commit an agency oran individual for a service or

h h f llactivity without their fullknowledge and participation!knowledge and participation!

40

Design a Transition Plan that Design a Transition Plan that includes:

Courses of Study and Step Four: yServices/Activities

Section III of the IEPEmployment Goal: Measurabl

e Annual Goal Section III of the IEP

“The Transition Grid”Yes/No

(Document in Section

V)

C f St dCourses of Study :

Service/Activity Location

Frequency

Projected

Beginning

Date

AnticipatedDuration

Person(s)/ Agency

Responsible

41

Courses of Study

• Support post-secondary goalsA d d f • A coordinated set of activities

• Focus on improving academic and functional hiachievement

• Facilitate movement from school to post-secondary, by aligning curriculum with identified transition goalsby aligning curriculum with identified transition goals

• Should promote graduation by meeting district standardsstandards

• Needs to reflect current year’s courses• Reminder: List c rses b name n t “f ncti nal • Reminder: List courses by name- not “functional

curriculum” or “college prep”

Transition Services

For each post-secondary goal, there needs to be at p y gleast one of the following:

(a) instruction, (b) related service(s) (b) related service(s), (c) community experience,(d) development of employment and other post-

d d l li i bj i secondary adult living objective, (e) if appropriate, acquisition of daily living skill(s),

or or (f) if appropriate, provision of a functional

vocational evaluation listed in association with ti th t d lmeeting the post-secondary goal

44

Transition Service / Activity

• Action steps – both activities and services• Services include instructional services to

address skill deficits (e.g., reading, iti b h i i ti t ) writing, behavior, organization, etc.),

supported by Measurable Annual Goals• Slated to occur during current IEP• Slated to occur during current IEP• Lead to achievement of post-secondary goal

P t ll t th f 1st t fi l f • Put all together from 1st year to final year of transition planning = coordinated set of activitiesactivities

45

Sample Services… Sample Activities…

…THAT ADDRESS SKILL DEFICITS AND LEAD TO MEASURABLE ANNUAL GOAL

…DO NOT NEED A MEASURABLE ANNUAL

GOALMEASURABLE ANNUAL GOAL & PROGRESS MONITORING

• Developing reading h

GOAL• Visit a college fair• Complete a virtual tourcomprehension

• Travel training• Language therapy to improve

• Complete a virtual tour• Compile list of pros &

cons of working right after • Language therapy to improve

oral communication • Community based instruction

HS• Meet with guidance

counselor to determine • Social skills training• Improving functional math skills:

b d i i h

counselor to determine schedule

• Group meeting with OVR budgeting, measuring to the inch, etc.

counselor46

Services and Activities: PhillipPostsecondary Education and Training Goal:Phillip has a goal of enrolling in postsecondary training in the area of automobile repair or a related field.


Yes/No(Document in Section V)Section V)

Courses of Study: Auto Body Repair Program; English, Algebra II, Chemistry; US History


Date

AnticipatedDuration

Person(s)/ Agency

Responsible

*Continue to improve HS During the Sept. 12, Sept. 11, 2008 LS Teacher, writing and editing skills using self monitoring strategy.

school day 2008 General ed. teachers

*Articulate his needs for HS During the Sept. 12, Sept. 11, 2009 LS Teacher, accommodations in current and postsecondary settings.

school day 2008 General education teachers

C ti t d f HS D i th S t 12 S t 11 2009 LS T h

47

Continue to expand use of materials in digital format in content area classes

HS During the school day

Sept. 12, 2008

Sept. 11, 2009 LS Teacher, General education teachers

DeveloppMeasurable Annual Goals that address Step Five: Goals that address

skill deficits and

p

lead to post-secondary goalssecondary goals

48

Measurable Annual Goals

• Are based in the PA Academic Standards (including Concepts and/or Competencies from the Standards Aligned System) or g y )Assessment Anchor Content Standards.

• Students who take the PSSA-Modified must have IEP goals for academic skills aligned to the have IEP goals for academic skills aligned to the standards.

50

Measurable Annual Goal (MAG)

• IEP goal, covers one yearg y• Addresses skill deficits (identified in

Needs)Needs)• Begins from baseline of skill (present

levels)levels)• Describes skill attainment level (endpoint)• Project student performance at the end of

one year of instruction • Contains measurable, countable data 51

Measurable Annual Goals (MAG)

• Are written to include How Progress Will Be Monitored Are written to include How Progress Will Be Monitored • Lead to visual, countable progress monitoring• NOT curriculum or grade averagesNOT curriculum or grade averages• Addresses skill deficits (identified in Needs) • Begins from baseline of skill (present levels)• Begins from baseline of skill (present levels)• Communicate expectations

3 • Prioritize: 3-5 goals

52

Measurable Annual Goals

Four required parts:Four required parts:

1. Condition

2. Student’s Name

3 Clearly Defined Behavior3. Clearly Defined Behavior

4. Performance Criteria

Adapted from Strategies for Writing Better Goals and Short Term Objectives or Benchmarks by Benjamin Lignugaris/Kraft Nancy Marchand-Martella and Ronald Martella Sept/Oct 2001 Teaching Exceptional Children

53

D ib

Phillip’s Measurable Annual Goal - Writing

MEASURABLE ANNUAL GOALInclude:

Condition, Name, Behavior, and Criteria (R f d IEP f d i i f

Describe HOW the student’s

progress toward meeting this

Describe WHEN periodic

reports on ill

Report of

P(Refer to annotated IEP for description of these components.)

meeting this goal will be measured

progress will be provided to parents

Progress

Given consistent use of a strategy Teacher Quarterly Given consistent use of a strategy (SCOPE*), and spelling guide of his choice, Phillip will review his writing to include 100% correct

Teacher checklist applied to first four sentences of

Quarterly

writing to include 100% correct spelling, punctuation, capitalization, and grammar on 6 out of 6 randomly selected short

randomly selected writing assignments.

out of 6 randomly selected short writing assignments, in content area classes, at the CTE, or on applicationsapplications.1.5.11.F. Edit writing using the conventions of language. 54

Phillip’s Measurable Annual Goal – Decoding

MEASURABLE ANNUAL GOALInclude:

C di i N B h i d C i i

Describe HOW the student’s progress

d i

Describe WHEN periodic reports on

ill bReport of

Condition, Name, Behavior, and Criteria (Refer to annotated IEP for description of these

components.)

toward meeting this goal will be

measured

progress will be provided to parents

Report of Progress

Given explicit instruction on decoding strategies, Philip will identify and apply word

Charting of words correct per

Quarterly

y pp yrecognition skills to read 7th

grade passages at 100 words correct per minute on 2 out of

pminute on oral reading fluencycorrect per minute on 2 out of

3 consecutive weekly trials.

Anchors Addressed: R11 A 1 2

fluency probes

Anchors Addressed: , R11.A.1.2 , R11.A.2.2 . Identify and apply word recognition skills 55

Measurable Annual Goals- Reminders

• Measurable annual goals (MAGs) are written for skill development–– not for activities– not for subjects

• PA Academic Standards/Anchors provide focus pand language for skill development in MAGs

• MAGs must be based on baseline data and are MAGs must be based on baseline data and are realistic

• Need to “see” the student performing the • Need to see the student performing the behavior. 56

Monitor Monitor Progress and Step Six: Progress and

Adjust Step Six:

Instruction Based on Data

57

Phillip: Writing Example

PLAAFP

• Difficulty with spelling, capitalization, grammar, punctuation on short pencil and paper writing assignments.

NEED

• Improve written language by using a consistent strategy for proofreading and self-correcting of errors.

GRID• Continue to improve writing and editing skills using self monitoring

strategy.

Measurable Annual

Goal

• Given consistent use of a strategy (SCOPE*), and spelling check of his choice, Phillip will review his writing to include 100% correct spelling, punctuation, capitalization, and grammar on 6 out of 6 randomly selected short writing assignmentsGoal assignments.

Progress

• LS Teacher will use a brief checklist to review punctuation, capitalization, and grammar to first four sentences of randomly selected ritin assi nments fr m ari s classes

59

Monitoring selected writing assignments from various classes.

Phillip’s Total Errors in Short Writing A iAssignmentsIs Phillip making progress?

6

4

5

2

3 Total Errors

0

1

2

60

0Sept.15 Sept. 22 Sept. 27 Oct. 1 Oct. 7 Oct. 11 Oct. 18 Oct. 24

The Big Picture: Guiding Questions

Ask yourself: Ask yourself: – “What is it that my child actually

wants to do after graduation? wants to do after graduation? – What skills does he/she have right

?now?– What skills does he/she need to

reach personal goals?– Does the IEP address those areas?

61

CONTACT INFORMATION

Susan L GrantSusan L. GrantTransition CoordinatorCareer Development Program SupervisorCareer Development Program SupervisorAllegheny Intermediate Unit

412-394-5966@ i [email protected]

transition: looking at the whole student! · th t d t t 14 f the student turns 14 years of age •...

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