1. Secondary Transition Moving Beyond Compliance Transition Task Force - October 2010

2. Sessions

3. Session 1 : Transition and the 6 Critical Elements Transition Definition and Services Student – Directed Planning Compliance: 6 Critical Elements of Transition IEPs Transition Task Force - October 2010

4. Transition Basics Percent of youth aged 16* and above with an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the student to meet the post- secondary goals *Age 16 is used for reporting at the federal level. Iowa maintains the age of 14 for IEP transition components. Transition Task Force - October 2010

5. 6 Critical Elements -Indicator 13 1. Student preferences and interests 2. Age appropriate transition assessments 3. Post-secondary expectations for living, learning and working 4. Course of study 5. Annual goals 6. Services and supports Transition Task Force - October 2010

6. Critical Element 1 Strengths, Interests and Preferences Student must be invited to IEP Preferences and/or Interests as they relate to post-secondary areas Must be the student’s (in student’s voice) Should be at top of Page B May be found in other places on Page B (or anywhere else in the IEP) Transition Task Force - October 2010

7. Critical Element 1 - IEP Example

8. Critical Element 1 Transition Task Force - October 2010 Desired Strengths: Matt is a hard worker, great respect for students and adults. He gets along well with others and is attentive in class. Interests: Matt likes baseball, video games, and hanging out with his peers Preferences: Matt prefers working in small groups, hands-on activities over lecture

9. Critical Element 2 Transition Assessment Must have data in each area of PSE (living, learning, and working) that is:  Informal or formal  Sufficient to determine student’s needs for the post-secondary area  Identifies strengths/needs for that area Transition Task Force - October 2010

10. Critical Element 2 (cont’d) The assessment information for EACH area MUST include: 1. Specific data (e.g., percents, skills observed) 2. Method/source of the data (e.g., observation, interview, assessment name) 3. Enough data to determine that the post- secondary area has been assessed Transition Task Force - October 2010

11. Transition Assessments (pg. 34) Transition Task Force - October 2010

12. Critical Element 2 - IEP Example

13. Critical Element 2 - Living Transition Task Force - October 2010 Desired Information Source: interview with parent and student on 4/3/08; Living Skills Checklist completed by student 3/20/08 Results: Strengths from these sources say that Matt has budgeting skills, cooking and domestic living skills. Areas of need are self advocacy and comparison shopping. Matt will need to continue to increase his living skills in order to be successful in post-secondary life and meet his goal of living independently in an apartment after high school.

14. Critical Element 2 - Learning Transition Task Force - October 2010 Desired Information Source: Special Education/General Education Data (Fall ITED, Spring NWEA), English 11 Teacher and Sp Ed Teacher Input on 4/2/08 Results: ITED math scores at 22%. MAP math scores at 207 with norm group average of 245. ITED 10% for reading comprehension, MAP reading score at 178 with norm group average 230. ITED writing scores were at 20% MAP writing scores at 190 with norm group average of 227. Strengths: Matt has good study and organizational skills in the classroom setting (teacher input). Matt is a good student and handles the demands of school. His behavior should not interfere with future learning opportunities. Areas of Need: Matt comprehends secondary reading materials with 60% accuracy. He will need to have increased comprehension skills for post secondary learning. Matt is able to answer basic math problems using a calculator, but has difficulty without the use of a calculator. Matt writes material with 65% accuracy. He will need to have increased written language skills for post secondary learning. ** Addresses ALL core areas as well as strengths and areas of need **

15. Critical Element 2 - Working Transition Task Force - October 2010 Desired Information Source: Choices Program completed during 07-08 school year and updated each semester. Student Interview on 4/3/08. Results: Matt’s career interest cluster is in service occupations with high indicators in those fields where he would be helping others. Strengths: Matt is able to follow multiple step directions, can figure out what to do when he’s finished with a task, and has good time management skills. Matt has participated in job shadowing days. Area of need: Matt would benefit from more vocational exploration opportunities.

16. Critical Element 2 - Justification Desired Each post-secondary area of living, learning, and working is addressed through goals, services or activities. Example of justification for no goal, service or activity. Assessment information shows that John can cook, complete domestic tasks, budget and manage his checkbook. No living goal, service or activity is needed in this IEP because John has the necessary skills to live independently.

17. Critical Element 3 Post Secondary Expectation (PSE) Must be one for each PSE area: living, learning, working. EACH PSE must: ◦ Project beyond high school ◦ Be observable ◦ Be consistent with available assessment information ◦ Be located in the appropriate spot on IEP (“Based on... Describe the PSE) Transition Task Force - October 2010

18. Critical Element 3 - IEP Example

19. Critical Element 3 Transition Task Force - October 2010 Desired Living: Matt would like to rent an apartment in the Des Moines area. He would like to live independently with a roommate or significant other. Learning: Matt would like to go to Hamilton to study Law Enforcement. Working: He would like a career in law enforcement.

20. Critical Element 4 Course of Study Is subjective Must: ◦ Project from current IEP to time student leaves high school ◦ Be based on the individual’s needs ◦ Specify those courses and activities the student will need to pursue PSE The state of Iowa expects it to also include: ◦ Requirements for graduation ◦ Current status with regard to requirements ◦ Target graduation date ◦ Courses and activities needed to pursue the PSE by graduation date Transition Task Force - October 2010

21. Critical Element 4 - IEP Example

22. Critical Element 4 Transition Task Force - October 2010 Desired Requirements: Matt needs 40 credits to graduate from Moose Lake High School. This needs to include: 8 English, 6 math, 4 social studies, 4 science, 4 PE, 1 wellness, and 13 electives. Current Status: He currently has 32 credits and is on target to graduate with peers. Graduation Date: 05/09 Course of Study: He currently needs 8 credits and the following credit classes to graduate: 2 English, 2 social studies, 2 math, 1 fine arts, and 1 elective which could include hands-on choices to match Matt’s interest (e.g.: ag, mechanics, industrial arts). In order to develop career interests, he will participate in job shadowing (job skills 2). He will also be referred to IVRS counselor on or before 1 st semester of his junior year. ***include activities***

23. Critical Element 5 Annual Goals All goals must support pursuit of post- secondary expectation(s) (PSEs) All goals must meet the requirements of a well written goal If there are no goals for a specific post- secondary area (living, learning, working) rationale is supported in the PLAAFP on page B Transition Task Force - October 2010

24. Critical Element 5 - IEP Example

25. Critical Element 5 Transition Task Force - October 2010 Desired Each goal listed addresses a need listed in the PLAAFP and will assist the student to pursue targeted post secondary expectations. In one school year, when given a 7 th grade reading probe, Matt will answer comprehension questions with 80% accuracy for 3 consecutive data days. Matt will need to continue working on reading comprehension skills so that he can be successful in a post-secondary school setting and be able to understand transition related documents. **checked boxes need to be consistent throughout IEP**

26. Critical Element 6 Services and Supports Must consider: ◦ Post-secondary Expectations ◦ PLAAFP information ◦ Course of Study ◦ Annual Goals Then determine if services and supports are appropriate and sufficient for the duration of the IEP. Transition Task Force - October 2010

27. Critical Element 6 (cont’d) Look for: Descriptive statements. All identified needs are addressed in IEP. For every box checked ‘yes’ review the goals, services and activities to make sure that service and supports are appropriate and sufficient for the duration of the IEP. For every box checked ‘no’ make sure there is enough data in the IEP to justify no need at this time (may be a future need). Transition Task Force - October 2010

28. Critical Element 6 - IEP Example

29. Critical Element 6 Transition Task Force - October 2010 Desired Each service, activity and support marked “yes” has a narrative description on Page F that clearly indicates the amount of resources to be committed, a description of time allocated, a description of services to provided (not a list), AND there is clarity of services. Specially Designed Instruction: Math instruction will be provided to teach basic operations with fractions, decimals, and percentages in a co-taught general education math class. Opportunities for pre-teaching and re-teaching are provided by the special education teacher.

30. Questions? Transition Task Force - October 2010

31. Session 2 The Basics on Transition Assessments ◦ Overview of Assessment and Planning ◦ Types of Transition Assessments ◦ Transition Assessment Areas ◦ Making Connections ◦ Transition Matrix Transition Task Force - October 2010

32. Transition Assessment Areas Transition Task Force - October 2010

33. Individual Interests & Preferences Definition: Interests are those things/activities that evoke curiosity and preferences are those things/activities that are chosen over others. Interests and preferences are used to build future directions and plan for postsecondary expectations.  Community Living Preferences  Formal education / Informal education  Work Style Options / Career Options Transition Task Force - October 2010

34. Basic Skills Definition: Common foundational skills expected of all individuals in the specific postsecondary area.  Home and Community Living Skills  Literacy/Communication (math, reading, writing) skills (computer literacy)  Core Workplace Skills (general employability) Transition Task Force - October 2010

35. Attitudes, Habits and Self-Awareness Definition: Attitudes are opinions or general feelings about something. Habits are actions or behavior patterns that are regular, repetitive and often unconscious. Self-awareness is the understanding of one’s strengths and limitations, including awareness of disability. Attitudes, habits, and self-awareness affect performance and functioning in the specific postsecondary area. Transition Task Force - October 2010

36. Attitudes, Habits and Self-Awareness (con’t) Personal Organization Skills Interpersonal Skills / Intrapersonal Skills Study/Test-Taking Behaviors Personal Learning Characteristics/Learning Styles Work Ethics/Values Use of Self Advocacy Skills Transition Task Force - October 2010

37. Critical Thinking / Application Skills Definition: A process of creative thinking for getting, analyzing and synthesizing information to make decisions and solve problems in each postsecondary area.  Decision-making Skills  Personal Life Choices  Application of knowledge to real life (known and unpredictable situations)  Ability to adapt to new tasks/jobs  Ability to problem solve on the job  Job specific/technical skills Transition Task Force - October 2010

38. Transition Assessments Making Connections - The process for assessing an individual’s transition needs simply requires the IEP team to answer the following four questions:  Does the student have a postsecondary expectation in each one or more of the following areas: living, learning, and working?  What are the essential knowledge, habits, attitudes, and skills that any individual needs for these postsecondary expectations? (Standards for postsecondary living, learning, and working).  What are this student's current attitudes, habits, basic skills, critical thinking and application skills?  What is the discrepancy between the essential skills and the student’s current skills? Iowa Transition Matrix Transition Task Force - October 2010

39. Transition IEP Alignment: ~ Making Connections ~ Transition Assessments Results Post- secondary Expectations Course of Study Other Information Effect of the Disability Strengths, Interests & Preferences Goals and Services Making Connections

40. Questions? Transition Task Force - October 2010

41. Session 3 Activity ◦ Educational Components of Transition IEPs ◦ Planning Components of Transition ◦ Post-Secondary Expectations Components Transition Task Force - October 2010

42. 3-2-1 Activity Transition Task Force - October 2010 3 Things I Learned 2 Questions that I Have 1 Thing I Can Take Back and Use Tomorrow

43. Session 3 Using Transition Assessment Data to Write the IEP ◦ Who is Responsible? ◦ Do’s and Don’ts ◦ Traditional IEP vs. Student-Driven Transition Services ◦ Application Activity Transition Task Force - October 2010

44. Student-Directed Planning Promote Choice Making Encourage Exploration through Transition Assessments Risk Taking Problem Solving Self-Esteem Goal Setting and Planning Disability Awareness Figure 1.3 – Page 19 Transition Task Force - October 2010

45. Case Study

46. 1.What are the student’s areas of strength? 2.What needs do you see? 3.So what? 4.How do you meet all of those needs? 5.How do you prioritize these needs? 6.What would be a possible goal area? 7.How do you justify not needing a goal/service for an area? 8.How do we tie this to their post secondary expectations? 9.What would be possible services or supports? 10.What would their course of study look like? Talking Points

47. Resources AEA Transition Website ◦ Transition Basics ◦ Transition Link Other Resources Transition Task Force - October 2010

48. Questions?