transition planning: it is all about what your child wants to do!
TRANSCRIPT
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Transition Planning: It is All About What Your Child
Wants to Do!
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Begin with the END in Mind
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Is This How Your Son/Daughter Feels?
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Remember:
“Nothing about me
without me.”
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www.imdetermined.com
VDOE’s Self-Determination Project
•Student Involvement in the IEP•Assessments/Checklists•Literature & Resources•Youth Summit•Family Support•Videos•Lesson Plans
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What Is the Process?
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Transition Process
Results of Age
AppropriateAssessments
Appropriate Measurable
Post Secondary
Goals
Post SecondaryOutcomes
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What Do We Mean by
“Age-appropriate
Transition Assessment”?
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Purpose of Age Appropriate Transition Assessments
• To offer guidance/direction
• To create talking/exploring points
• To define areas of preferences, interests, strengths and needs
• To determine postsecondary goals, annual goals, accommodations, and transition services
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How Will Your Child’s
Interests, Strengths, Needs,
and Preferences Be
Assessed?
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Through an ongoing process
of collecting information on the
student’s strengths, needs,
preferences, and interests… Sitlington, Neubert, Begun,
Lombard, & Leconte (2007)
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Other Areas to Consider for Post School Outcomes
• Self-determination skills• Academic skills
• Communication skills
• Social skills
• Behavior challenges
• Independent and interdependent living skills
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How Will Transition Assessment Information
Be Gathered?
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Step 1: Review pre-existing
information
Step 2: Administer new assessments
related to:
• Interests
• Preferences
• Strengths
• Needs
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Step 3: Determine need for:
• Additional assessments
• Functional vocational evaluation
• Comprehensive assessment is
needed
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What Is Formal Assessment?
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What Is Informal Assessment?
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Now Let’s …
at Some Age Appropriate Transition Assessments.
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Sample Assessments
• TTAP 2 (TEACCH Transition Assessment Profile)
• BRIEF (Behavior Rating Inventory of Executive Function)
• Brigance Life Skills Inventory
• Brigance Employability Inventory
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Sample Assessments
Virginia Career Viewhttp://www.virginiacareerview.org/
SVRP Transition Portfoliohttp://www.rockingham.k12.va.us/rcps_sped/SVRP/
svrp.htm
WATI (Wisconsin Assistive Technology Initiative) Portfolio
WATI.org : Wisconsin Assistive Technology Initiative
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Sample Assessments
Kingdomalitywww.kingdomality.com
A Life 4 Mewww.alife4me.com /
Going to Collegewww.going-to-college.org
Virginia Education Wizardwww.vawizard.org
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Sample Assessments
Transition Portfolio for Students with Severe Disabilitieshttp://www.rockingham.k12.va.us/rcps_sped/transition/portfolio-
SD.htm
Transition Assessment for Students with Significant Disabilities
www.transitioncoalition.org/transition/presentations.php
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Assessment Resources
Virginia Department of Education Assessment Transition Packet
www.vcu.edu/ttac/transition/assessment.shtml
Virginia Dept of Education/Dept of Rehabilitation Career Assessment Resource Manual http://www.jmu.edu/ttac/wm_library/INTRODUCTION_TABLE_OF_CONTENTS.pdf
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Who Can Be Involved in
the Transition
Assessment Process?
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Assessment Participants Might Include…
• Your child (always!)• You• Family members• Friends/neighbors• Faith community• Employment &
transition specialists
• General/Sped educators
• Para-educators• School counselors• School nurses• School
psychologists• Parks and
recreation
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Other Assessment Participants…..
• Vocational evaluators
• Community services representative
• Occupational therapists
• Physical therapists• Job coaches• Employers• Speech/language
therapists• Other related
service providers
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An ongoing process that:
• Assesses strengths and needs across
ALL environments
• Always involves the student
Key Points on Assessment
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What Will You Do with the
Transition Assessment
Information After It Has
Been Collected?
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Transition Process
Results of Age
AppropriateAssessments
Appropriate Measurable
Post Secondary
Goals
Post SecondaryOutcomes
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What Are Appropriate
Measurable
Postsecondary Goals?
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Measurable
Postsecondary Goals
Based upon student’s:
• Strengths
• Preferences
• Interests
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Measurable Postsecondary Goals
• Can be counted (measured)• Lead to outcomes that occur after the
person has left high school• What a student will do (enroll, attend, work)• Not what a student “plans” or “hopes” to doAdapted from NSTTAC 12-06
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Measurable Postsecondary Goal Areas
• Education/Training
• Employment
• Independent living, when appropriate
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Education / Training Goals
Brandi will enroll in college and major in botany after high school completion.
By May 2011, Raven will have earned credits toward certification as a web developer as measured by Virginia’s Post- School Outcomes Survey.
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Employment GoalsIn the future, Sam will work for a collegiate sports team.
Brandi will be employed in a field of work related to botany and horticulture after graduation from college.
After high school completion, Pete will work competitively in the community.
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Independent Living GoalsAfter high school, Brandi will use electronic and non-electronic methods to organize her daily schedule for long term planning, and for prompting and reminders.
After high school completion, Pete will be involved in community activities such as bowling, going to the movies, and walking in the mall.
After high school completion, Sam will keep a budget and track his checking account expenditures using a PDA.
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Independent Living Goals
In the future, Pete will live in a
supported environment.
After high school, Sam will use a PDA to keep track of his work schedule, recreational activities, and appointments.
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• Based upon age appropriate transition assessments
• Related to training, education, employment and where appropriate, independent living skills
Appropriate, Measurable Postsecondary Goals
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Transition Process
Results of Age
AppropriateAssessments
Appropriate Measurable
Post Secondary
Goals
Post SecondaryOutcomes
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Using the IEP
Present Level
ofPerformance Annual
Goals
Transition Services
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Developing the Present Level of Academic
Achievement and Functional
Performance
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The present level of
performance should relate
directly to the other
components of the IEP.
(8VAC20-81-110, p. 67)
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Guidelines for Writing an Appropriate PLoP
1. Reflect student’s post-secondary goals.
2. Summarize current academic and functional
achievement, emphasizing needs that will
impact realization of the student’s
postsecondary goals.
3. Document the use of age-appropriate
transition assessments.
4. Incorporate the student’s voice.
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Postsecondary Employment Goal…
In the future, Sam will work for a collegiate sports team.
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PLoP Reflecting Goal:
. . . Sam became very excited and interested
when his mother stated that she imagined Sam's
"dream" would be obtaining employment with a
collegiate or professional sports team. When
discussion ensued concerning the possibility of
a situational assessment taking place at the UR
sports program, Sam could hardly contain his
excitement and asked someone to read his entire
IEP to him.
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Postsecondary Educational
Goal…
After high school completion, Josh will
enroll in a program of classes at a
culinary school.
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… After high school Josh plans to go to
culinary school to become a chef. He
met with his guidance counselor during
his junior year to research options for
culinary arts training, as well as the
requirements for acceptance….
PLoP Reflecting Goal:
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Postsecondary Independent Living Goal…
After high school completion, Brandi will use
electronic and non-electronic methods to
organize her daily schedule across
environments, for long term planning, and for
prompting and reminders.
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… An assistive technology consult . . . took
place in January. Brandi has begun to utilize a
PDA as well as a planning notebook and
graphic organizers to assist her with prompts
for tasks, organization, and persistence to task
completion across environments. Brandi’s
family feels that they will benefit her at home
and in the community as well as in learning
environments.
PLoP Reflecting Goal:
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Guidelines for Writing an Appropriate PLoP
1. Reflect student’s post-secondary goals.
2. Summarize current academic and functional
achievement, emphasizing needs that will
impact realization of the student’s post-
secondary goals.
3. Document the use of age-appropriate
transition assessments.
4. Incorporate the student’s voice.
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Academic Skills Include:
• Reading/writing
• Mathematics
• Science
• History/Social Science
(adapted from VDOE Sample IEP document, Sept 2005)
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Functional Skills Include:
• Socialization
• Mobility
• Communication
• Behavior
• Personal management
• Self-Determination(VDOE Sample IEP document, Sept 2005)
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Academic PLoP:
Assessment update . . . indicates that
Brandi’s word decoding skills are on the college
level. However, reading comprehension skills are at
the 8th grade level. Brandi is on grade level in
spelling and math skills. Science is an area of
strength as well as special interest for Brandi,
particularly related to botany. Academic work is
generally the area of greatest strength for Brandi.
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Academic PLoP:
Assessment update . . . indicates that
Brandi’s word decoding skills are on the college
level. However, reading comprehension skills
are at the 8th grade level. Brandi is on grade
level in spelling and math skills. Science is an
area of strength as well as special interest for
Brandi, particularly related to botany. Academic
work is generally the area of greatest strength
for Brandi.
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Academic PLoP:
Pete seems to like school. He reads sight
words and can follow simple one step
directions. Pete recognizes that money is used
to purchase items, but has difficulty
understanding the value of money. Pete likes to
use the computer to play games.
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When Sam perceives that his peers are not following the rules, are being rude to others, or are exhibiting inappropriate behavior, he may become upset and try to intervene, even if the situation does not involve him. Sam's instructional assistant has had to verbally help Sam to calm himself, at times having Sam step out of the classroom and away from the upsetting incident. Sam is able to calm down and rejoin the activity fairly quickly with the support of the IA.
Functional PLoP…
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Although Pete can speak words he uses picture/word symbols to assist with his communication intent. Changes in general are difficult for Pete. Using pictures, stories, scripts, and schedules seem to help him cope.
Functional PLoP…
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Guidelines for Writing an Appropriate PLoP
1. Reflect student’s post-secondary goals.
2. Summarize current academic and functional
achievement, emphasizing needs that will
impact realization of the student’s post-
secondary goals.
3. Document the use of age-appropriate
transition assessments.
4. Incorporate the student’s voice.
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Sam's DRS counselor reports that Sam
participated in a job club every other
week. Through interest assessments,
Sam identified horticulture, working on
a train, animal caretaker, and
landscaper as employment interests.
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Brandi was assessed during the past school
year using . . . to identify the skills she
needs to acquire to be able to function in
environments related to employment and
further education. Areas targeted for skills
development include responsibility and self-
discipline, fine motor skills, assistive
technology needed for education and
employment settings, and personal
living/financial management skills.
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Guidelines for Writing an Appropriate PLoP
1. Reflect student’s post-secondary goals.
2. Summarize current academic and functional
achievement, emphasizing needs that will
impact realization of the student’s post-
secondary goals.
3. Document the use of age-appropriate
transition assessments.
4. Incorporate the student’s voice.
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Sam has managed the men's varsity soccer team for the past 3 years at DHS. Sam expressed an interest in managing the varsity football team. With the support of his instructional assistant, he met with the football coach to ask if he could do this in the fall; Sam will begin management of the football team in mid-August.
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Brandi is a client of the Department of Rehabilitative Services and is scheduled for a functional vocational assessment that will also include a driving and life skills assessment She has visited the center with her family and expressed an interest in attending for the assessment opportunities; however she is anxious about the residential component that might be required for the assessments. She has never spent the night away from home.
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Using the IEP
Present Level
ofPerformance Annual
Goals
Transition Services
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How Do Annual Goals Support Progress
Toward Post School Goals/Outcomes?
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Annual Postsecondary
Annual Goal:
What the student will be able to do, relative to postsecondary goals, in a year’s time
Postsecondary Goal:
What the student will be doing after he has left high school
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By April 2010, Sam will participate in at least 3 eight-week situational assessments throughout the school year. Following each vocational experience, Sam will identify a) his successes and challenges in the job, b) what he liked and did not like about the job c) what skills the job required d) skills he currently has and skills he would need to learn to work the job after high school and e) compensation and benefits of the job.
Annual Goal:
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Sam will use his calendar or task checklist to start activities without verbal prompts on an average of 90% of random observations for 9 consecutive weeks.
Annual Goal:
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By May 2010, Brandi will access applications and admission requirements for one community college and one four year college and will complete the application forms.
Annual Goal:
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By February 2010, Pete will make simple purchases using the next dollar strategy with 80%. Pete will increase and use five new functional vocabulary words pertinent to his post secondary goals by the end of each six week grading period.
Annual Goal:
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Using the IEP
Present Level
ofPerformance Annual
Goals
Transition Services
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What Accommodations or Modifications Is Your Child Currently Using?
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Using the IEP
Present Level
ofPerformance Annual
Goals
Transition Services
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Transition Services
• Courses of study
• Activities
• Linkages
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How Will the Course of Study and Quality
Transition Services Be Designed?
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Courses of Study
How will the connection be made?
Classes taken Student’s desired outcomes
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Diploma Options and Assessments
http://www.doe.virginia.gov/instruction/graduation/index.shtml
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• Advanced Studies Diploma
• Standard Diploma
• Modified Standard Diploma
• Special Diploma
• General Achievement Diploma (GAD)
• General Education Development Certificates (GED)
• Certificate of Program Completion
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•Standard Technical
•Advanced Technical
New Diploma Options
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Academic and Career Plan (2011-12)
• Begin in grade 7; completed prior to entering high school
• Reviewed in grades 9 and 11 at a minimum
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How Do We Identify Transition Services?
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• Specialized instruction
• Related services
• Community experiences
• Daily living skills, if appropriate
• Functional Vocational Assessment, if appropriate
• Collaborative services
Transition Services Might Include:
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Linkages• Department of Rehabilitative Service (DRS)
• Community Services Boards (CSB)
• Centers for Independent Living (CIL)
• Parks and Recreation
• Social Security Administration (SSA)
• Community Colleges
• The Arc
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Transition Planning Timeline
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At age 13/14 the student might…
• Take assessments to determine interests/strengths
• Learn about disability
• Begin to advocate for accommodations
• Do chores
• Participate in IEP
• Visit places of employment
• Explore post high school training and education programs
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At age 15/16 the student might…
• Continue assessments to determine interests/strengths
• Actively participate in IEP
• Try out jobs
• Get summer employment, volunteer, situational assessments
• Connect with DRS – more assessments
• Request accommodations
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At age 17/18 the student might…
• Continue assessments to determine interests/strengths
• Lead IEP meeting• Continue working/volunteering/trying out jobs• Continue working with DRS• Plan for further training/education• Self advocate
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At age 19/20 the student might…
• Direct personal assistance services• Coordinate services and supports• Acquire accommodations and supports
needed for employment• Develop a plan for a balanced life
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References
Virginia Department of Education (2008). Secondary transition; Making the grade [PowerPoint slides].
National Secondary Transition Technical Assistance Center (2009). NSTTAC Indicator 13 Checklist: Form B. Retrieved August 4, 2009, Web site: http://www.nsttac.org/tm_materials/Default.aspx
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Life Is Truly a Ride!