Transition Planning: From Age-Appropriate Assessments to Transition Services

To create a world-class educational system that gives students the knowledge and skills to be successful in college and the workforce, and to flourish as parents and citizens Vision To provide leadership through the development of policy and accountability systems so that all students are prepared to compete in the global community – Bureau of Instructional Support Directors Quarterly Meeting Winter 2016 Vision and Mission of MDE 2

All Students Proficient and Showing Growth in All Assessed Areas Every Student Graduates High School and is Ready for College and Career Every Child Has Access to a High-Quality Early Childhood Program Every School Has Effective Teachers and Leaders Every Community Effectively Using a World-Class Data System to Improve Student Outcomes State Board of Education Goals 5-Year Strategic Plan for – Bureau of Instructional Support Directors Quarterly Meeting Winter

Alignment to Strategic Plan This session on transition will focus on the alignment of the State Board of Education Strategic Plan to ensuring students with disabilities have access to age-appropriate transition assessments and services that will prepare them for postsecondary – Bureau of Instructional Support Directors Quarterly Meeting Winter

The OSE has a teacher listserv available for special education teachers. The purpose of the listserv is to inform special education teachers of upcoming trainings, upcoming webinars, and other resources provided by MDE. Teacher Listserv Directors Quarterly Meeting Winter – Bureau of Instructional Support 5

Teacher – Bureau of Instructional Support Directors Quarterly Meeting Winter

Purpose of transition assessments: Enable students to develop postsecondary goals aligned to their interests and strengths. Assist students in refining and revising their goals throughout secondary school. Inform the LEA of transition services needed to help students prepare for their postsecondary goals. Transition Assessments Directors Quarterly Meeting Winter – Bureau of Instructional Support 7

Age-appropriate assessments provide information about a student’s preferences, strengths, interests, and needs to develop: Postsecondary goals Annual goals Transition services Transition Assessments Directors Quarterly Meeting Winter – Bureau of Instructional Support 8

IDEA recognizes following post-school activities for which transition services may be needed: Postsecondary education Vocational education Integrated, including customized and supported, employment Continuing and adult education Adult services Independent living Community participation Transition Services Directors Quarterly Meeting Winter – Bureau of Instructional Support 9

Assessments measuring education needed after high school support postsecondary goals and transition services in 3 areas: Postsecondary education Vocational education Continuing and adult education Transition Assessments Directors Quarterly Meeting Winter – Bureau of Instructional Support 10

Postsecondary education and vocational education goals align to students’ employment postsecondary goals. Continuing and adult education align to students’ postsecondary goals for employment, independent living, and/or community participation. Transition Assessments Directors Quarterly Meeting Winter – Bureau of Instructional Support 11

Transition assessments lay the foundation for planning what a student will do after high school. Choose assessments that best gather the information needed for the student’s current point in transition planning. Consider the environment into which the student (or his/her family) intends to transition: college, work, group home. Where to begin? Directors Quarterly Meeting Winter – Bureau of Instructional Support 12

Areas addressed by age-appropriate assessments: Vocational Interest and Skills Independent Living Skills Self-Determination Skills Transition Assessments Directors Quarterly Meeting Winter – Bureau of Instructional Support 13

Assessments may be formal or informal. Most assessments will be informal. Transition Assessments Directors Quarterly Meeting Winter – Bureau of Instructional Support FormalInformal iCapParent Survey ASVABStudent Survey TABECareer Interest Vineland AdaptiveCasey Life Skills Woodcock JohnsonPictorial Career Interests 14

Anna is 15 years old and in the 10 th grade. Her ruling is SLD in reading and math. Based on State and district assessments, Anna reads on a 4 th grade level. She can comprehend grade level text when read aloud. Based on the TABE assessment, her math skills are on a 6 th grade level. Anna is working towards an MOD. She is very social, communicates well with her peers and teachers and enjoys working with others. Student Scenario Directors Quarterly Meeting Winter – Bureau of Instructional Support 15

Anna prefers to complete writing assignments on a computer. She had rather work collaboratively than by herself. Anna also loves working with children. On the weekends, she babysits for people in her church. Based on her student survey and career interest inventory, Anna hopes to obtain her driver’s license before next year. She would like to apply for a part- time job at her church’s nursery this year. Student Scenario Directors Quarterly Meeting Winter – Bureau of Instructional Support 16

After high school, Anna would like to work full- time at a child care center. She has also considered working as an aide at a nursing home. Anna plans to live with her parents after high school and eventually have her own apartment. Based on the Transition Assessment and Goal Generator (TAGG), Anna’s strengths are interacting with others and persistence in completing a task. Student Scenario Directors Quarterly Meeting Winter – Bureau of Instructional Support 17

According to the TAGG, Anna’s greatest areas of need are self-advocacy and goal-setting. Anna needs to work on clearly communicating her needs and strengths in formal and informal settings. She also needs to improve her ability to set goals and deadlines (CCR.SL.1). Anna’s inability to advocate for herself and express needs she may have at a workplace may hinder her ability to obtain and sustain competitive employment. Student Scenario Directors Quarterly Meeting Winter – Bureau of Instructional Support 18

What type of goals would you expect to see for Anna? Education/Training? Employment? Independent Living? Postsecondary Goals Directors Quarterly Meeting Winter – Bureau of Instructional Support 19

Education/Training: After high school, Anna will receive on-the-job training to acquire skills required for employment as a child care provider. Employment: After high school, Anna will obtain full-time employment at a child care center. Independent Living: After high school, Anna will maintain her own checking and savings account. Postsecondary Goals Directors Quarterly Meeting Winter – Bureau of Instructional Support 20

Transition services are activities completed during the current school year that allow a student to gain skills and information needed to achieve their postsecondary goals. Services may be completed by school, student, parents, and/or outside agencies. Each postsecondary goal must have at least one correlating transition service. What transition services might benefit Anna? Transition Services Directors Quarterly Meeting Winter – Bureau of Instructional Support 21

Five (5) categories of transition services/activities on the IEP. Instruction Related services Community experiences Development of employment objectives and functional vocational evaluation Acquisition of daily living skills and other post-school adult living objectives Transition Services Directors Quarterly Meeting Winter – Bureau of Instructional Support 22

Possible instructional activities for Anna: Enroll in a child development class. Provide information to Anna and parents about Section 504 and ADA regulations. Research requirements for child care workers and nursing home aides. Enroll in a CPR/First Aid Course. Take driver’s education. Learn and practice goal setting. Transition Services Directors Quarterly Meeting Winter – Bureau of Instructional Support 23

Possible community service activities for Anna: Job shadow child care worker and/or nursing home aide. Visit a bank to learn about requirements of opening and maintaining a checking and savings account. Obtain a driver’s permit. Transition Services Directors Quarterly Meeting Winter – Bureau of Instructional Support 24

Possible employment or functional vocational assessment activities for Anna: Interview one child care worker and one nursing home aide. Complete job application to work in nursery at church. Role play job interviews. Learn to conduct a job search. Transition Services Directors Quarterly Meeting Winter – Bureau of Instructional Support 25

Possible daily living skills activities for Anna: Prepare a monthly budget including car payment, insurance, and maintenance. Learn to write a check and balance a checking account. Learn to read and understand a paycheck. Complete forms related to taxes. Transition Services Directors Quarterly Meeting Winter – Bureau of Instructional Support 26

Components of effective transition planning: Collaboration between student, family, school, vocational rehabilitation agencies, and other relevant adult service providers. Significant involvement and participation of students in developing their own transition goals and plans. IEP Committee must be familiar with and engaged in post-school, and adult services and programs available to students. Evaluating Your Transition Program Directors Quarterly Meeting Winter – Bureau of Instructional Support 27

The single most important service we can provide for our students is to help them set goals for their futures and give them the tools needed to achieve those goals. Well-planned and executed, student-centered, student-driven transition plans encourage students to stay in school. Final Note Directors Quarterly Meeting Winter – Bureau of Instructional Support 28

Stacey Todd Professional Development Coordinator Office of Special Education Contact Information Directors Quarterly Meeting Winter – Bureau of Instructional Support