transition planning: it is all about what your child wants to do!

Transition Planning: It is All About What Your Child

Wants to Do!

Begin with the END in Mind

Is This How Your Son/Daughter Feels?

Remember:

“Nothing about me

without me.”

www.imdetermined.com

VDOE’s Self-Determination Project

•Student Involvement in the IEP•Assessments/Checklists•Literature & Resources•Youth Summit•Family Support•Videos•Lesson Plans

What Is the Process?

Transition Process

Results of Age

AppropriateAssessments

Appropriate Measurable

Post Secondary

Goals

Post SecondaryOutcomes

What Do We Mean by

“Age-appropriate

Transition Assessment”?

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

How Will Your Child’s

Interests, Strengths, Needs,

and Preferences Be

Assessed?

Through an ongoing process

of collecting information on the

student’s strengths, needs,

preferences, and interests… Sitlington, Neubert, Begun,

Lombard, & Leconte (2007)

Other Areas to Consider for Post School Outcomes

• Self-determination skills• Academic skills

• Communication skills

• Social skills

• Behavior challenges

• Independent and interdependent living skills

How Will Transition Assessment Information

Be Gathered?

Step 1: Review pre-existing

information

Step 2: Administer new assessments

related to:

• Interests

• Preferences

• Strengths

• Needs

Step 3: Determine need for:

• Additional assessments

• Functional vocational evaluation

• Comprehensive assessment is

needed

What Is Formal Assessment?

What Is Informal Assessment?

Now Let’s …

at Some Age Appropriate Transition Assessments.

Sample Assessments

• TTAP 2 (TEACCH Transition Assessment Profile)

• BRIEF (Behavior Rating Inventory of Executive Function)

• Brigance Life Skills Inventory

• Brigance Employability Inventory

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

Sample Assessments

Kingdomalitywww.kingdomality.com

A Life 4 Mewww.alife4me.com /

Going to Collegewww.going-to-college.org

Virginia Education Wizardwww.vawizard.org

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

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

Who Can Be Involved in

the Transition

Assessment Process?

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

Other Assessment Participants…..

• Vocational evaluators

• Community services representative

• Occupational therapists

• Physical therapists• Job coaches• Employers• Speech/language

therapists• Other related

service providers

An ongoing process that:

• Assesses strengths and needs across

ALL environments

• Always involves the student

Key Points on Assessment

What Will You Do with the

Transition Assessment

Information After It Has

Been Collected?

Transition Process

Results of Age



Post Secondary

Goals


What Are Appropriate

Measurable

Postsecondary Goals?

Measurable

Postsecondary Goals

Based upon student’s:

• Strengths

• Preferences

• Interests

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

Measurable Postsecondary Goal Areas

• Education/Training

• Employment

• Independent living, when appropriate

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.

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.

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.

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.

• Based upon age appropriate transition assessments

• Related to training, education, employment and where appropriate, independent living skills

Appropriate, Measurable Postsecondary Goals

Transition Process

Results of Age



Post Secondary

Goals


Using the IEP

Present Level

ofPerformance Annual

Goals

Transition Services

Developing the Present Level of Academic

Achievement and Functional

Performance

The present level of

performance should relate

directly to the other

components of the IEP.

(8VAC20-81-110, p. 67)

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.

Postsecondary Employment Goal…

In the future, Sam will work for a collegiate sports team.

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.

Postsecondary Educational

Goal…

After high school completion, Josh will

enroll in a program of classes at a

culinary school.

… 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….


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.

… 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.






impact realization of the student’s post-

secondary goals.




Academic Skills Include:

• Reading/writing

• Mathematics

• Science

• History/Social Science

(adapted from VDOE Sample IEP document, Sept 2005)

Functional Skills Include:

• Socialization

• Mobility

• Communication

• Behavior

• Personal management

• Self-Determination(VDOE Sample IEP document, Sept 2005)

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.

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.

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.

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…

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…






secondary goals.




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.

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.






secondary goals.




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.

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.

Using the IEP

Present Level


Goals

Transition Services

How Do Annual Goals Support Progress

Toward Post School Goals/Outcomes?

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

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:

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:

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:

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:

Using the IEP

Present Level


Goals

Transition Services

What Accommodations or Modifications Is Your Child Currently Using?

Using the IEP

Present Level


Goals

Transition Services

Transition Services

• Courses of study

• Activities

• Linkages

How Will the Course of Study and Quality

Transition Services Be Designed?

Courses of Study

How will the connection be made?

Classes taken Student’s desired outcomes

Diploma Options and Assessments

http://www.doe.virginia.gov/instruction/graduation/index.shtml

• Advanced Studies Diploma

• Standard Diploma

• Modified Standard Diploma

• Special Diploma

• General Achievement Diploma (GAD)

• General Education Development Certificates (GED)

• Certificate of Program Completion

•Standard Technical

•Advanced Technical

New Diploma Options

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

How Do We Identify Transition Services?

• Specialized instruction

• Related services

• Community experiences

• Daily living skills, if appropriate

• Functional Vocational Assessment, if appropriate

• Collaborative services

Transition Services Might Include:

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

Transition Planning Timeline

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


• 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


• 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


• Direct personal assistance services• Coordinate services and supports• Acquire accommodations and supports

needed for employment• Develop a plan for a balanced life

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

Life Is Truly a Ride!

transition planning: it is all about what your child wants to do!

Documents

transition assessment

assessment information

informal assessment

training namenow

transition portfoliohttp

training namewww

training namebegin

training namethrough