WebinarJanuary 10, 2011

Presenters: Sally Hollow Horn, Marilyn Johnson, PhD, & Sue Bement

BIE, Division of Performance and Accountability

Some segments were adapted from Dr. Juan Portley’s presentation on Secondary Transition (2011).

» Transition IEP Findings:• Post School Goals• Documents absent on NASIS. Upload of documents• Transition Services linked to goals» Employability Skills

» Appropriate and measurable postsecondary goal in each area (Training, Education, Employment and Adult Living Skills);

» Postsecondary goal updated annually?

» Evidence of transition assessment?

» Transition services to enable student to meet postsecondary goals.

» Transition course of study?

» Annual IEP goal related to transition service needs?

» Evidence that student was invited to IEP meeting.

» If appropriate, evidence that a representative of any agency was invited?

» Measurable postsecondary goals

» Annual Transition goals

» Present level of performance (academic achievement & functional performance)

» Transition activities and services

» The postsecondary goals must indicate the goals a student expects to pursue after high school graduation.

» Example: I will earn an Associate degree in Construction Trades (Carpentry) from Maricopa Community College.

» Non Example: Shania will research occupations she would like to pursue after graduation during the Career Readiness class.

» Is it outcome-oriented?

» Can it be counted by someone (certificate, # of hours, degree)?

» Will it occur after the student leaves secondary education?

» Do goals include training, education, employment and adult living skills?

» Independent Living skills are required for students with greater challenges (e.g. students with intellectual disability).

» Employment: After graduation, I will work as a construction helper in my uncle’s Construction business.

» Education: Upon graduation, I will start my nursing degree at a community college, then go to the university.

» Independent Living: Upon completion of high school, Jerod will live with his sister and gain competence in accessing public transportation and work related skills.

» What kinds of assessments (informal and formal)?

» Are the areas assessed the most important ones for this student, given his/her post school goals? (individualized!)

» Are they age-appropriate?

» Are they valid and reliable for the students you are assessing?

» Who administers assessments? When? How Often?

» How are results shared with students and with the IEP team?

» How are results “tracked” over time?

» How are results used to develop goals and courses of study, and to determine service needs?

» Armed Services Vocational Aptitude Battery (ASVAB)» www.nsttac.org – “Age Appropriate Transition

Assessment Guide”» www.dcdt.org – “Age Appropriate Transition

Assessment” Fact Sheet» U.S. Dept of Labor O*NET• www.onetcenter.org - Interest profiler, ability profiler

» Workkeys. A system for assessing work skills for varied occupations. www.act.org/workkeys/

» Will the student need outside agency services (for a successful transition) during the next year?

» For the current year, any evidence in IEP that representatives of the following agencies/services were invited to participate in the IEP development?• Postsecondary education, vocational training, or

continuing and adult education• Integrated employment (incl. Supported empl.)• Independent living or community participation

NOTE: Must obtain consent to invite to IEP meeting!

» Postsecondary GoalAfter I graduate from high school, I will earn certification as a pharmacy technician at a community college.

» Transition GoalChelsea will achieve proficiency of 90% on math skills related

to pharmacy technician including: (a) math problems that require 2 or more operations, and (b) calculation of averages, simple ratios, simple proportions using whole number and decimals (www.act.org/workkeys)

Transition ActivityChelsea will volunteer at the local pharmacy to help restock

dispensing items (labels, pill bottles, etc.). Transition Coordinator will assist her in securing clearance for the position.

» Guidance:Activities and Strategies should relate to postsecondary goal preparation. The instruction section should state more instructional things, like research areas of interest, interview people, register for dual credit, etc.

Activities/Strategies:INSTRUCTION

Agency/Responsibility

Timelines Documented

Completion

-Teach Jeff the Paraphrasing Strategy

-School/special educator teacher

-Sept-Oct. 2011

Provide modifications and accommodations in core academic classes

-School/general ed teachers

-2011-13

Research, identify, & visit at least 3 colleges of interest

-Jeff w/case mgr or transition specialist

-Fall 2011

Research, select, & complete one unpaid and one paid internship in law enforcement

-Jeff (case mgr monitors)

- Fall 2011-Spring 2012

Meet with DVR counselor for eligibility determination & possible college supports

DVR counselor, Jeff, parents (case mgr. monitors)

Winter 2011

School Year

Credits

Earned

Courses Selected

2010-11

5.5 Skills for Success (reading, future planning, personal mgmt)English I, Algebra I, P.E./Girls Basketball, Physical Science, U.S. History

2011-12

English II, Applied Math I, P.E./Girls Basketball, Keyboarding/Computer Literacy, Biology

Concepts/Biology, World Geography 2012-13

English III, Geometry, Girls Basketball, Psychology/SociologySpanish I (1/2 cr.)/Government, Work Study (1/2 cr.)

2013-14

English IV, Algebra II, Culinary Essentials/Sewing, Clothing & Crafts, Public Speaking/Girls Basketball, Spanish II (1 cr.), Work-Study (1 cr.)

» Becky will master the skills of “information processing” in COMP 1001 with 95% accuracy, as measured by unit exams and final exam.

» Becky will demonstrate basic awareness of computing occupations to the counselor’s satisfaction as measured by an interview.

» Becky will identify 3 post-secondary educational programs for computing occupations in her careers class 9-week advisory meeting.

» Becky will articulate her accommodation needs in computing environments through her interview with the rehabilitation services counselor.

» Jana will increase her reading comprehension skill levels from 5.9 to 7.5 grade level equivalents by May 2011, in order to move into post-secondary education as planned, as measured by her scores on the standards-based assessment.

» Jana will demonstrate acquisition of spatial concepts and computational skills critical for a field of study and career in visual arts, by passing her Geometry I class with a grade of B or better.

» By April 2011, Jana will create and apply a process for analyzing her job shadow experiences, her results from transition assessments, and her visits to colleges to determine the most feasible area for planning an internship the following year, as measured by her comprehensive plan.

» NSTTAC Indicator 13 Checklist

» O’Leary’s TOP’s checklist

» NSTTAC’s training materials˃ Web-based examples and non-examples

˃ www.nsttac.org

» www.psocenter.org

» www.ndpc-sd.org

» http://www.ou.edu/content/education/centers-and-partnerships/zarrow.html

» Sally Hollow Horn, Education Program Specialist, (505) 563.5276, sarah.hollowhorn@bie.edu

» Marilyn Johnson, PhD, Education Program Specialist, (505) 563.5273, marilyn.johnson@bie.edu

» Sue Bement, Education Program Specialist, (505) 563.5274, sue.bement@bie.edu