1. Ten Sigma Targeting Transition overview
for
Great Prairie Area Education Agency
Transition Assessment Workshop

2. Summary of Transition IDEA requirement. Special education process.
Questions to consider.
What will this student’s life be like at 25, 30, or 35 years of age?
What is my role in preparing this student for success in life?
How do I balance the responsibilities of graduation and NCLB with transition?
IDEIA Requirement
Begins at age 16.
Goal is to prepare student with skills for greatest possible independent living.
Special Education Process
Goal at highest level of independence.
Assess strengths and needs based on the goal.
Write goals and objectives to meet needs.
Provide specially designed instruction.
Document measurable progress.
Questions to Ponder
How do we develop a multi-year plan that meets both the unique Transition needs of students and the academic requirements placed upon them?
How do we involve students/parents in the process?
How do we determine what Transition skills students need?
How do we include Transition skills in IEP’s?
How do we communicate clearly with the IEP team?
How do we find time to teach Transition skills?
Where do we find materials to teach Transition skills?
How can we document student progress/success?
How can we report student progress/success?
How do we pass Transition info to the next teacher?

3. Rubrics for Transition Manuals
Rubrics for Transition for Higher-Functioning Students
65 skills for students whose goal is independent living.
Rubrics for Transition for Lower-Functioning Students
61 skills for students who may live more dependent adult lives.
Rubrics for Transition for Autism Spectrum Students
63 skills for students whose behavior is on the Autism Spectrum.
Each manual includes:
Research-based set of skills.
Needs assessment survey.
Tracking form (track multi-year progress).
Rubrics that define skills in detail.
Rubrics for Transition I: for Higher-Functioning Students: The Rubrics for Transition I: for Higher-Functioning Students manual is designed for students who have the potential of living relatively independent lives, including living on their own, securing independent employment, accessing community resources on their own.
This manual focuses on skills like: “Working Without Supervision”, Maintaining a Home”, and “Writing Clearly and to the Point”
Terms associated with students in this category include: mild, resource, LD, ED, BD, EBD.
Rubrics for Transition II: for Lower-Functioning Students: The Rubrics for Transition II: for Lower-Functioning Students manual is designed for students who may lead somewhat of a dependent life as an adult.
This manual focuses on skills like: “Working with Limited Supervision”, “Functional Reading”, “Functional Writing”, and basic skills like “Telling Time” and “Temperature”.
Terms associated with students in this category include: self-contained, MR.
Each manual includes a survey to assess student transition needs.
Each manual includes tracking form.
Basis of portfolio (bookends for portfolio).
Used to track multi-year progress.
Each manual includes a rubrics that defines each skill..
Divided into the seven categories.
Numbered to match the progression of the form.

4. Comprehensive Set of Transition Skills
Targeting Transition Overview
Comprehensive Set of Transition Skills

5. Targeting Transition Model
Assessment
Identify needed transition skills
Comprehensive Set of Essential Transition Skills
Tracking
Track progress over multiple years
Rubrics
Clarify expectations
Simplify IEP writing
Teach skills clearly
Document progress
Collect better data
Activities
Lessons
Interviews
Observations
Evaluations
Plans to improve
Real situations
Software
Manage process
Organize annual
goals
Edit rubrics
Pass information
to next teacher
Comprehensive Set of Essential Transition Skills.
Research-based.
Focuses on a wide variety of transition needs.
Needs Survey and Tracking form.
Simple forms.
Require small amount of time.
Help meet IDEA requirements.
Rubrics.
Build consistency.
Common language.
Wording for IEPs.
System for documenting success.
Strategies.
Techniques and ideas for better succeeding at transition.
Ways to save time and meet IDEA requirements.
Activities and Software.
Time savers.
Strategies
Effectively identify transition needs
Involve the student and parents
Use rubrics to organize the transition process
Guide students to acquiring needed skills
Document progress over multiple years

6. Targeting Transition Skill Categories
Basic Success Skills
Workplace Skills and Attitudes
Responsibility
Interacting Well with Others
Adult Success Skills
Computer and Internet Skills
Basic Academic Skills
Habits of Wellness
Planning for Success
Location of skills curriculum: See the manual or handouts for the 1) higher-functioning, 2) lower-functioning, and 3) autism spectrum skills curriculum.

7. Targeting Transition Overview
Identify Needed Transition Skills

8. Identify Needed Transition Skills
Use the survey to organize IEP meetings.
Help the student present his or her interests, strengths, and needs.
Involve the team in a meaningful, but controlled discussion of the student’s future.
What could the student be doing in the future?
What skills are needed to reach that future?
Help the team identify transition priorities for the year based on the discussion.
Review: Review the survey: 1) how it the survey used and 2) the importance of the survey.
Use the survey to . . .
Organize IEP meeting.
Get input from all team members.
Use input to determine student strengths/needs.
Help student present strengths/needs.
Facilitate the identification of goals.
5-30 multi-year goals
2-15 priorities
Conglomerate results.
Mark "S" for strengths and "N" for needs
Circle "N" to indicate priorities

9. Transition Team Survey
Review: Review how the survey is filled out: 1) by team members and 2) by teacher who keeps a “master”.

10. Sample Completed Survey
Sample of a student’s survey where strengths (S), needs (N), and priorities (circled needs).
Look on the completed sample to see how the priorities would be written into Transition Form C.

11. Targeting Transition Overview
Track Progress Over Multiple Years

12. Track Progress Over Multiple Years
Get a big-picture view of student progress.
Track needed skills over multiple years.
Track progress over multiple years.
Track yearly progress.
Track date yearly priorities are set.
Track date yearly priorities are met.
Track under which IEP categories priorities were placed.
Review: Review the importance of tracking student progress over multi-years (help students maximize success, make the long-term process more effective, and meet IDEA requirements). Also, review the procedures for tracking progress over multi-years.

13. Transition Needs Checklist

14. Use Tracking Form as Basis for Student Portfolio
Prepare a student's portfolio.
Attach the two-page tracking form to a file folder.
Print and prepare rubrics for needed skills.
Distribute rubrics to appropriate person’s.
Use portfolio to track student progress.
Collect completed rubrics and place in portfolio.
Summarize progress using the tracking form.
Pass the portfolio on to the next transition teacher.
Prepare a student's portfolio.
Locate a regular file folder.
Put the student's name on the folder.
Locate Transition Needs Checklist (tracking form).
Mark multi-year goals "X" on tracking form.
Mark "Date Set" for annual goals on tracking form.
Mark for which IEP category the goal will focus.
- mark the correct IEP category if goal/objectives will be written
- mark the “course of study” category if no goal/objective will be written
Attach needs checklist to file folder (front and back).
Prepare rubrics to go into portfolio.
Pull rubrics identified as annual goals.
Edit rubrics to meet student needs and expectations.
Put rubrics into portfolio.
Use portfolio to track student progress.
Mark progress and Date Met on the rubrics in the portfolio.
Mark Date Met for completed goals on tracking form.
Pass portfolio on to next transition teacher.
Pass tracking form on to next teacher.
Pass completed rubrics on to next teacher.
Pass other important information on to next teacher.

16. Targeting Transition Overview
Use Rubrics to Structure the Learning of Skills

17. Use Rubrics to Teach Skills
Develop a common language between team members.
Define goals and objectives.
Communicate expectations.
Teach skills.
Evaluate progress.
Document results.
Review: Review rubrics, including 1) the structure of rubrics, 2) the uses of rubrics, and 3) the importance of rubrics in enhancing learning.

18. Analysis of a Rubric Date Goals Scale Set and Met Rubric Title
Major Criteria
Summary: There are five parts of a rubric, including:
Title: Title that describes the whole skill.
The title is centered, at the top of the form, and large..
Major Criteria: The major criteria which defines the skill (title) in more detail. It describes the parts that make up the “whole” skill.
Major criteria is bolded and located flushleft.
Subcriteria: The subcriteria defines the major criteria in detail. It provides the details that are taught (basis of lesson plans
Subcriteria is plain text, with a check blank in front and is located below the major criteria..
Date Goals Set and Met: The section describes the date goals annual goals are set by the IEP team and the date goals are met by the student.
Scale: The scale allows the teacher to document whether certain major criteria are not applicable (NA) and the date that expectations for individual major criteria are met.
Subcriteria
Specific skills
Details for objectives
Criteria for lessons

19. Writing Measurable G/Os Use subcriteria to define objectives in more detail
Goal: John will increase his organizational skills from being organized 20% of the time to being organized 80% of the time as measured by teacher observation and standard grading procedures.
Objectives:
1. John will use strategies for being more effective and efficient by deciding how tasks with be done before beginning, storing tasks for easy retrieval, and finishing one task before beginning another 4 out of 5 times as evaluated by a teacher checklist.
2. John will keep a daily to-do list by making a list of tasks to be completed, prioritizing tasks, marking tasks off as they are completed, and transferring uncompleted tasks to the next day's list with 80% accuracy as measured by the classroom teacher.
Title is the Goal and some major criteria are the objectives: For many skills, the title of the rubric is the goal and only some of the major criteria (bolded items) are the objectives.
Title is the goal: The title becomes the “meat” of the goal. “IEP language” is added to the meat.
Some (appropriate) major criteria are the objectives: Selected major criteria become the “meat” of the objectives. Again, “IEP language” is added to the meat.
Objectives written in complex “by” word form: The objectives are written in complex “by” word form, so that the major criteria is explained in more detail by adding the “by” word and then including one or several subcriteria in the objective.
This method is used by teachers who want or need more detail in their objectives. This method makes the criteria of objectives very specific.

20. Targeting Transition Overview
See that Transition Skills are Learned

21. Seeing that Transition Skills are Learned
Manage the learning of transition skills.
Guide students into appropriate classes.
Guide students into meaningful situations.
Document that skills have been learned.
Teach transition skills when appropriate.
Write skills as transition goals.
Teach skills in time available.
during special education time
during separate transition courses
Review: Review techniques for managing various types of situations, including:
Involve parents in teaching skills.
Have parents teach skills to their students
Have students teach skills to their parents
Guide students into meaningful courses.
Guides students into classes where they can develop skills
Guide students into situations where they can learn skills
Track skills developed in classes and situations
Teach skills in time available.
Focus on a number of important skills as a whole class
Use “teachable moments” to focus on skills
Teach skills as weekly/monthly themes
Teach separate transition courses
Involve whole team in decision
Document data that leads to decision
Select both umbrella skills for the whole group and unique skills for individual students
Get credit for course in core areas if possible, elective credit if not core

22. Targeting Transition Overview
Use Software to Manage the Transition Process

23. Targeting Transition Software
Manage multi-year transition process.
Track skills over multiple years.
Produce progress reports.
Export student information to next teacher.
 Manage transition priorities.
Identify and manage priorities.
Produce goal and objective information.
Manage rubrics.
Edit rubrics to meet student needs.
Print rubrics for priorities.
Manage multi-year transition process.
Print blank and updated survey forms.
Print blank and updated tracking forms.
Track skills as they are identified/mastered.
Export student information to next teacher.
Manage annual goals.
Identify and track annual goal progress.
Produce IEP information (copy/paste into IEPs).
- annual goals (titles of rubrics)
- objectives (major criteria and subcriteria of rubrics)
Select an IEP category for each skill.
Manage rubrics identified as annual goals.
Edit rubrics based on student needs.
Print rubrics for student, parents, and teachers.
Use rubrics as basis of student's portfolio.
Produce current and historical reports.
Print updated survey and tracking form.
Produce progress reports by date goals met.
Produce progress reports by IEP categories.
Print historical reports by skill/IEP category.

24. Targeting Transition Overview
Targeting Transition Activities

25. Use Ten Sigma Activities
Variety of activities.
Lessons.
Interviews/observations/practice activities.
Evaluations/planning for improvement.
Scenarios (real-life challenges).
Performance assessments.
Certificates of strength and accomplishment.
Activities available in two forms.
Via online (Internet) access—part of training material.
In a hard-copy, seven-volume set (HF only).
Purpose: To summarize what is included in the online transition activities.
Activities developed for all transition skills.
Workplace skills and attitudes.
Responsibility.
Interacting with others.
Basic academic skills.
Habits of wellness.
Planning for success.
Computer and Internet skills.
Each goal includes approximately 14 hours of activities.
Lessons.
Interviews/observations/practice activities.
Evaluations/self-evaluations/planning for improvement.
Scenarios (real-life challenges).
Performance assessments.
Certificates of strength and accomplishment.
Available as online activities to download.
Connect to Internet, login to site.
Download units, rubrics, performance assessments.

26. Sample Transition Activity--Interview

27. Sample Transition Activity--Scenario

28. Purchasing/Investigating Options
Their website is :
Download a PowerPoint summary of the program.
Get the addresses of people familiar with the program.
Get information about our material, training, and workshops.
Talk to Ten Sigma staff at (800)
Learn more about the program and material.
Schedule training or workshops.
Purchase material.
Purchase a sample set of manuals and transition activities.
Purchase material in volume. (prices may vary depending on needs $ $500 )