Living Without LimitsHelping Your Students Reach

Their Highest Potential

Debra Scruggs & Janis Braue

Objectives

• Define transition.• Define transition assessment.• Identify the appropriate assessment for your

student(s).• Define Functional Curriculum.• Determine appropriate functional curriculum

objectives for your student(s).• Identify appropriate agencies and resources for

your student(s).

“ A Case for Teaching Functional Skills”

Transition and IDEA

Transition services means a coordinated set of activities that

(A) Is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including…

Transition and IDEAContinued

• Post-secondary education• Vocational education• Integrated employment (including supported

employment)• Continuing and adult education• Adult services• Independent living, or• Community participation

Transition and IDEAContinued

B) Is based on the individual child’s needs, taking into account the

• Child’s strengths• Preferences, and• Interests

Why Assess?

• Develop IEP goals• Appropriate programming• Determine present level to include interests,

preferences and needs• Identify strengths• Identify career ambitions• Provide parents with current functioning level

in order to develop a unified plan

Assessment Results

• Establish a baseline of functioning • Help students make a connection between their

academics and daily life skills• Should be ongoing• Should follow the student from elementary to middle

to high school• Justify the appropriateness of a functional curriculum• Provide ongoing documentation that instruction and

learning are taking place

Who Should Assess?

• Parents

• Students

• Teachers

• Others

Which Assessment?

• Select assessment that is most appropriate to student’s needs

• Use multiple evaluations that are ongoing

• Consider the nature of the student’s disability, their post-school ambitions, and community opportunities

Formal Assessments• Checklist of Adaptive Living Skills (CALS) (age 3-21)• Functional Assessment Report • Employability/Life Skills Assessment (age 6-21)• Ansell-Casey Life Skills Assessment (age 8-16)• Brigance• LCCE• Transition Planning Inventory• Rubrics for Transition• Reading Free Vocational Interest Inventory: 2• Wide Range Interest & Opinion Test-R• Career Scope• Career Cruising• Work Keys

Informal Assessments• Learning Style Inventories• Interest Inventories• Observations• Curriculum-based assessments• Situational Assessments• Parent Interviews• Social Histories• Functional Skills Checklists• Informal Assessments for Transition Planning-Clark

Clark, 1996

Task Analysis for Maintaining Work AreaTask Completed Quality CommentsRetrieve assignment

Complete assignment

Return finished completed assignment to station

Return additional materials to proper locations

Clean work area

Retrieve next assignment or request break

1=poor quality (required 3 or more redirections)

2=adequate quality (2 or fewer redirections)

3=good quality (task completed with 1 verbal or visual prompt)

NSTTAC, 2009

Functional Curriculum

“It is not too early for a 9-year-old with a learning disability to begin exploring the wide range of career options. This suggests that teachers must move away from their reliance on ditto sheets, workbooks, television, and blackboard work and instead focus on real-life work experiences, opportunities, visits, and career-oriented field trips.”Paul Wehman, 1998

Relevant Functional Curriculum

“Functional curriculum involves making the skills that are presented interesting and useful. It is not difficult to teach from a workbook or run off ditto sheets; it is, however, more challenging and difficult to individualize every student’s program based on what he or she needs at different age levels and skill levels.”

Paul Wehman, 1998

Functional Curriculums

• Brigance• LCCE• LCCE: Modified Curriculum• Facter• FISH• A Functional Assessment and Curriculum• Syracuse• Murdoch Center Program

Daily Schedules

• Burkett- Vegee Carruth/Rob Dawson

• ECEH-Lora Spain

• Elementary- Patrice Johnson

• Middle-Deborah Nummy/Tracy Diamond

• High-Kristi Shearer

Gone Fishin’ 2009

A Functional Assessment and Curriculum

Functional Academics

Functional Reading Goal EObjective 15 – Page 111

Primary Level• Food storage area including food shelves,

refrigerator and freezer• Take student on four separate trips to school

store or nearby grocery store.• On first three trips, buy only one kind of item

(in terms of place to be stored).

Primary Level Continued

• Allow student to unpack and store items.• Repeat for items to be stored on shelves,

refrigerator and freezer• On the fourth trip, purchase items that need

to be stored in all three areas.• Discuss that some produce and meats need to

be refrigerated and then frozen based on when they will be eaten.

Alabama Extended Standards

R.ES.1.3• Sort picture cards into given categories

• Using picture cards of items purchased at the grocery store, sort the cards into storage/ pantry shelves, refrigerator or freezer.

Intermediate Level

• Discuss storing partially used foods (partial boxes of rice and pasta, mayonnaise, mustard. condiments) as well as storing leftovers.

• Begin work on reading and comprehension of storage and food preparation directions on food packages.

• Make a chart of common words and phrases on food packages that refer to food storage.

Alabama Extended Standards

R.ES.6.3• Use strategies including locating information

in informational and functional materials.

• Determine how to store partially used foods by locating information on food packages.

Secondary Level

• Make flashcards of the abbreviations, words, phrases, numerals, and symbols that are found on food packages (TBSP, Directions, preheat, boil, add, shake well before using, ¾ cup, 350 degrees F).

• Allow the student to prepare a snack using a recipe card.

• Use picture directions for non-readers.

Alabama Extended Standards

R.ES.10.3• Follow directions in textual/informational

materials to produce an outcome.

• Follow directions on a recipe card to produce a snack or a side item.

Microwave S’Mores

• You will Need:• 1 graham cracker split in half• 1 large marshmallow• 4 squares chocolate bar

• Step One - Assemble the S'More in this order: one graham cracker half, chocolate bar, marshmallow, and then top with the second graham cracker half.

• Step Two - Place into a microwavable dish. Microwave for 45 seconds. (This may vary according to your own microwave.) Enjoy!

Picture Recipeshttp://www.bry-backmanor.org/picturerecipes.html

Chex Mix

Chex Mix RecipeIngredients:• 3 cups roasted peanuts • 3 cups raisins • 3 parts oat cereal (such as Cheerios or off-brand

substitute) • 1 cup chocolate chips • 1 cup M&Ms • 1 cup skinny, salted pretzel sticks

• Put all ingredients into a large bowl or container. Mix well with large spoon or your glove-covered hands.

Peanuts

Raisins

Chocolate Chips

Cereal

Pretzels

Family Interventions• Infant and Toddler/Preschool Level – Ask parents to talk with child

about where items stored in the grocery store and at home.

• Primary Level – Ask parents to take child shopping and let him assist in putting up groceries.

• Intermediate Level – Ask parents to involve child in storing leftover foods.

• Secondary Level – Ask parents to allow child to prepare a variety of snacks and parts of meals.

Functional Mathematics –Goal DObjective 2 – Page 284

• Intermediate and Secondary Levels• Give each student their own personal calendar. Each

morning ask the students to look at their calendar and name the day. Discuss the students’ plans and connect those activities to specific days. Indicate the dates of upcoming Special Olympic and CBI events. By using the calendar the students can determine when they need to dress up for certain activities.

• M.ES K.3, M.ES 1.4

Workboxes

• Tasks Galore – ECEH, Preschool & Elementary

• Tasks Galore for the Real World – Middle & High

• Work Boxes – All Ages

SVTA/Dabbs 2008-2009

Transition Services I & IIThree Strands:1. Self-Determination, Self-Advocacy & Leadership2. Personal/Social 3. Postsecondary Goals and Career Development

The Transition Services Curriculum is designed to equip students with the necessary skills to be active participants in their transition process and to attain their postsecondary and community living goals.

“TNT”Training in Transition

• www.auburn.edu/atli• Go to bottom right corner of page and click on

updates• You can register for:1. Transition Process and the IEP2. Assessment for Transition PlanningYou can earn 2 CEU’s for each online training.

Resource Manual

• Transition Assessments

• Functional Curriculum

• Parent Manual

• Agencies

• Resources

Group Homes & Day Programs

Children’s Rehabilitation Service

Sharon Hammer290-4563

Summer Work Program 2008

Commercial Driver’s License

Good Things are Happening

• Scrapbook• HHS Yearbook• CBI’s Handout• AAA Workboxes• SVTA/Dabbs Luncheon with DVD• Job Coaches

Sources Used:• Age Appropriate Transition Guide Assessment – NSTTAC

• A Functional Assessment and Curriculum-Pro-Ed

• Assessment for Transition Planning-Wehman

• Developing Transition Plans-Clark

• Training in Transition –Raybern & Roth

Websites:

• Refer to Resource Manual