EXCEPTIONAL CHILDREN DIVISION Kara’s Story

Personal Perspective Think back to a time in your life when you went through a transitional period. What was the goal of transition? What types of things did you do to accomplish the goal? Who helped you during this period of transition? Did certain tasks have to be completed in a timeframe?

Vision Statement For Kara “ We would like Kara to graduate from high school, go to the local community college, get a job she likes and live on her own” In 4th grade, when Kara was first identified as a student with disabilities, Kara and her parents had the following vision statement for her future:

What is Transition Planning ? A cooperative partnership involving: Kara and her family School and post-school personnel Local community representatives Employers Friends and neighbors

What is Transition Planning ? Planning that will allow Kara to: Choose a living arrangement Obtain a career Develop independent and community living skills, and Access postsecondary education ultimately moving from school to the adult world.

Transition Planning Involves thinking past high school into Kara’s post graduate future Should be individualized for Kara Outlines Kara’s total school experience Should be Kara driven, not professional driven Is about Kara’s dreams Is based on Kara’s abilities and deficiencies Is not an “add-on” activity Is more than just paperwork

Individuals Involved in the Transition Planning Process Teachers School Counselors VR Evaluators CTE Educators Community Rehabilitation Professionals Students Postsecondary Education Disability Specialists Clinical Therapists School Psychologists Social Workers Employers Job Coaches Transition Coordinators Case Managers Parents Assistive Technology Specialists Related Services Staff

The Transition Component of the IEP Is developed first- to drive the development of Kara’s IEP goals and objectives and special education services. Is focused on Kara’s long-term postsecondary goals, not short-term instructional objectives. Outlines what is going to be done (transition activities) to help Kara reach her postsecondary goals, indicating who is going to do it (responsible persons) and when it is going to be done (timelines).

What IsTransition Assessment? Ongoing process that: involves collecting data on Kara’s individual needs, preferences, and interests relates to the demands of her current and future working, educational, living, and personal and social environments. serves as the common thread in the transition process forms the basis for defining goals and services to be included in the IEP Adapted from CEC-DCDT, 1997

Guiding Questions for the Assessment Process Transition assessment is an individualized process designed to answer three broad questions: Where is Kara presently? 2. Where is Kara going? 3. How do we get Kara there? Adapted from Colorado DPI, 2005

Transition Assessment Can Answer Many Questions What are Kara’s preferences, interests, needs, strengths, needs, capabilities and aptitudes? Where does Kara want to work, live and go to school? 3. What courses does Kara need to take in high school to achieve her post-school goals? 4. What skills does Kara need in order to be independent? 5. What postsecondary education/training programs best match Kara’s interests and needs?

Where Can Transition Assessment(s) be Conducted? Educational Settings Job Link Centers (One-Stop Workforce Centers) Mental Health Agencies and Clinics Vocational Rehabilitation Offices Community Rehabilitation Programs Medical and Therapeutic Testing/Screening Clinics Private Industries and Businesses Community Settings and Home

Possible Informal Transition Assessment Considerations for Kara Observational style learning assessments Curriculum-based assessments Observational reports Situational assessments in all settings Job try-outs Work samples Task analyses Interviews and questionnaires (Dream Sheets) Environmental assessments

Possible Formal Transition Assessment Considerations for Kara Learning Style Inventories Academic Achievement Intellectual or Cognitive Functioning Assessments Adaptive Behavior Scales Aptitude Tests Interest Inventories

Formal Transition Assessment Considerations for Kara Quality of Life Scales Self-Determination Inventories/Scales Social and Behavioral Skills Inventories Job Readiness ( Work Behavior) Assessments Transition Planning Inventories Personality Scales Medical Lab Procedures/Functional Capacity/Motor Skills

Formal & Informal Transition Assessments completed with Kara Learning Style Inventories Interest Inventories Self-Determination Inventories/Scales Interviews and questionnaires (Dream Sheets) Observational reports from significant others

What are Postsecondary Goals? Outcomes that occur after Kara has exited high school and is no longer eligible for services. Must be written for employment, postsecondary education or training and, if appropriate, independent living. Must be measurable (directly observable), not just a “process” of pursuing or moving towards a goal. Should not leave gaps. Should be based on Kara’s preferences, interests, needs and strengths (PINS).

Measurable Postsecondary Goal Includes a behavior /action that can be observed or measured. Identifies what will occur to indicate goal accomplishment. Indicates when the goal will be completed or accomplished. Allows progress toward the goal to be measured at many point in Kara’s high school career. Results in multiple “evaluators” coming to the same conclusion regarding accomplishment of the goal. Should reflect high but realistic expectations- should be attainable. Should be relevant to Kara’s environment or situation. Should be individualized, clear and concise. Should reflect a “forward movement” approach instead of a “dead end” approach. May initially be less specific, increasing in detail as the student approaches graduation. Mat change from year to year, sometimes slightly, sometime drastically. Should “paint” a visual image of Kara’s desired future

Postsecondary Goal Questions Where is Kara going to work or how is she going to engage in productive activities after graduation? Where and how is Kara going to continue to learn and/or develop skills after graduation? Where is Kara going to live and what support will be needed? How is Kara going to access adult services?

Postsecondary Goal Questions How will Kara participate in community activities? What will Kara do for leisure and recreation? What will be Kara’s primary mode of transportation? How will Kara meet her health/medical needs? What type of financial support will Kara need?

How Do I Write Measurable Postsecondary Goals? The postsecondary goals should be stated in such a way that we could measure the extent to which Kara has been able to achieve what she set out to do. Use results-oriented terms such as “enrolled in”, “work”, “live independently” Use descriptors such as “full-time” and “part-time” Begin with “After high school…” Key upon completion from HS, (advise from the National transition center

NSTTAC Formula For Writing Postsecondary Goals ____________ _______ will ______ ______ (After high school) (The Student) (Behavior) (Where and how) (After graduation) (Upon completion of high school) Time Allotment: 1 minute Materials: None Facilitator’s Notes: “This formula provides guidelines for writing a measurable postsecondary goal.” Read each component of the formula to the audience

Postsecondary Employment Goals-Changing As Interests Are Narrowed Freshman: Kara will work full-time in a job where she can help others. Sophomore: Kara will work full-time at a local agency/business in an area related to human services. Junior: Kara will work full-time at a local agency/business in an area related to young children or the elderly. Senior: Kara will move from a position as a part-time childcare assistant’s helper to a full-time childcare assistant’s helper at a local daycare.

Examples of Postsecondary Education or Training Goals Community College: Kara will obtain an A.A. degree in Early Childhood Education at the local community college within 3 years of graduation. Volunteerism: Following graduation from high school, Kara will participate in volunteer work at two community non-profit agencies one or two times a week.

Examples of Postsecondary Independent Living Goals Immediately after graduation, Kara will live at home with her parents and will move into an apartment with a roommate when financial means are secured. Following graduation, Kara will maintain a vehicle including repairs, registration, insurance and inspections and will use the vehicle in a safe and timely manner to get to and from work and attend college courses.

Transition Related IEP Goals For each postsecondary goal, there must be at least one annual goal or goals included in the IEP that will help the student make progress towards the stated postsecondary goal

The IEP Connection The transition component and the other components of the IEP must have a clear connection. The postsecondary goals should determine the transition activities AND the content of the IEP goals. The IEP should provide the “specifics” of instruction needed to accomplish the transition activities and ultimately the postsecondary goals. IEP goals related to postsecondary goals should be linked to the Future Ready Core. The IEP team should ensure that there are IEP goals that support each of the postsecondary goals. Future Ready Core : including the Occupational Future Ready Core and extended content standards.

Determining Transition Related IEP Goals What skills and knowledge must Kara attain this year that will be necessary for achieving the identified postsecondary goals? What skills and knowledge does Kara currently have that support her postsecondary goals? Does the IEP goal support the accomplishment of one or more of the postsecondary goals? Is every postsecondary goal supported by at least one IEP goal? How does the IEP goal support the postsecondary goal? Does it increase skills or enhance access? If Kara accomplishes the IEP goal will she be closer to reaching her dreams after graduation?

NSTTAC Formula For Writing Transition Related IEP Goals Given _________, _________ will _________ ___________ _________ condition (student) (behavior) (criteria) (time frame) (teaching strategies) e.g., 3 out of 4 times (by June 13) i.e., direct instruction 80% modeling peer tutoring 

Personal Perspective Think of Kara What factors will influence her future? List one dream and one nightmare for Kara. What non-academic skills will Kara need to achieve the dream and avoid the nightmare?

Transition Activity/Service Questions What activities must Kara participate in this academic year that are necessary for achieving her identified postsecondary goals? What services and specific instruction are essential this year for Kara to develop skills and knowledge to attain her postsecondary goals? Does Kara need more vocational experiences to achieve a more challenging postsecondary employment and/or postsecondary education/training goal?

Transition Activities/Services… Outline the steps towards achieving postsecondary goals Are dynamic and observable Should be developed to support each postsecondary goal Occur while Kara is still enrolled in school Can occur on school campus, at home or in the community

Transition Activities/Services… Should be assigned to a wide range of individuals Can be one time events or on-going activities Can be services delivered to the student or activities in which the student is involved or a combination of both Form the link between the postsecondary goals and the IEP Provides the supports to ensure the goals are accomplished

Possible Transition Activities For Kara in the Area of Instruction Instruction in math skills Instruction in reading Tutoring for college entrance exams

Possible Transition Activities For Kara in the Area Community Experiences Visiting the community college Job shadowing experiences in postsecondary areas Taking the bus to access job shadowing site Going to a bank Job site training

Possible Transition Activities For Kara in the Area of Employment & Adult Living Skills After school work experience Begin referral process to Vocational Rehabilitation Participate in on-campus job experience

Possible Activities For Kara in the Area of Functional Vocational Evaluation Completing a career interest inventory Completing a self-determination inventory

Responsible Person and/or Agency Assign the responsibility for completing the activity: Can be more than one person May only be Kara and parent(s) May only be the outside agency

Transition Planning is Simple… Postsecondary Goals What will the student be doing after high school? Transition Services/Activities and IEP Goals/Objectives How is the student going to get there? Although the transition planning process is not actually “simple” it can be summarized quickly by answering the questions indicated above. Responsible Persons and Timelines Who is going to help the student and when are things going to be done? N. Aspel 2008 39

Transition Pointers Kara should participate in her IEP meeting as early and as much as possible. Plan early and start asking questions about Kara’s needs in middle school. Help Kara talk about her dreams and goals. All planning should be based on Kara’s preferences, interests, needs and strengths.

Transition Pointers Measurable postsecondary goals express what Kara wants to do after she leaves high school. Plan, develop and write classes, educational and community experiences that relate to what Kara wants to do after high school. Work on job skills for employment should be included in Kara’s educational program. 8. Prepare Kara to know about the supports and services she will need after high school to assist her with her vision.

Indicator 13 Checklist Is there an appropriate measurable postsecondary goal or goals in this area (e.g. employment, postsecondary education, independent living)? Is (are) the postsecondary goal(s) updated annually? Is there evidence that the measurable postsecondary goal(s) were based on an age appropriate transition assessments? 4. Are there transition services in the IEP that will reasonably enable the student to meet his or her postsecondary goal(s)?

Indicator 13 Checklist Do the transition services include a course(s)of study that will reasonably enable the student to meet his or her postsecondary goal(s)? 6. Is (are) there annual IEP goal(s) related to the student’s transition services needs? 7. Is there evidence that the student was invited to the IEP Team meeting where transition services were discussed? 8. If appropriate, is there evidence that a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority?

Summary Remember Transition Planning is: Kara’s vision of what she wants for her future .

Questions?