TRANSITION 101 Leila Hubbard Lenore Kilgore Jimmy Burleson

TRANSITION 101 Leila Hubbard, Lenore Kilgore, Jimmy Burleson January 2014

Transition is defined as a coordinated set of activities for a student with a disability that: Is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the student with a disability to facilitate the student's movement from school to post-school activities, Including post secondary education, vocational education; must be based on individual student's needs, taking into account the child's strengths, preferences, and interests. What is Transition?

The Bottom Line. . . In order for our students to live productive, meaningful lives we must begin planning for postsecondary success as early as middle school. Our students should be active participants in planning for their future by understanding the types of careers, vocations, secondary school and training opportunities available to them. Everything that we do as special educators is to support our student's post secondary life. . . what we do makes a huge difference in the lives of our students. Essential question: Do we want our students to leave us knowing exactly what their next steps are? How will we make these plans/steps come to life?

Seven Components of Compliance (Refer to Seven Components of Compliance) Invite Student- Think about student lead transition meetings!! Develop Measurable Post Secondary Goals Administer Age Appropriate Transition Assessments Develop Course of Study Transition Services in the IEP Agency Invitations- See resources section of the Transition Assessment Toolkit Add Annual Goals in the IEP

Measurable Post Secondary Goals Employment- What does the student want to do to earn a living and become a productive member of society? How can we prepare him/her for these goals? Are these goals realistic? Post-Secondary/Training- Where will the student acquire the skills to become what he/she wants? How will he/she pay for it? What agencies will assist him/her in meeting this goal? Independent/Supported Living- Is the student capable of living independently as an adult? What skills will he/she need in order to live as independently as possible? Community Involvement- Can the student access the community independently? How will he/she do this? Will he/she drive or use public transportation? What clubs or social groups can they be involved in? What skills will the student need in order to be involved in these activities?

Grade Level Checklists

6 th Grade Transition Assessment/Requirements Learning Styles Assessment' Transition Behavior Scale - TBS-School Version Rating ( if at least 14) If not 14 complete the Pre-vocational Checklist Remember to include assessment information in IEP narratives and present levels of performance

7 th grade Transition Assessment/Requirements Kuder Assessment - access on line at www. planningyourdreams. org Complete Kuder Assessment worksheet Transition Behavior Scale if at least 14 years old and not already completed in 6 th grade Use this information in IEP narratives and for Employment and Post-Secondary goals.

8 th Grade Transition/Assessment Requirements EXPLORE Test - given to all 8 th graders in Fall Complete Kuder Assessement and compare career interest and skills confidence results for a common area Use World of Work Map from EXPLORE Reports to update Present Levels ( Academics - EXPLORE College/Career Readiness ; Transition - Career Interest Include in Transition Data the top two career areas of interest identified on World-of-Work Map Kuder Assessment results can also be included in PLEP. Narrative only COMPLETE THE TRANSITION PROFILE/SPED TRANSITION SNAP SHOT FOR DB COUNSELORS/REGISTRATION

9 th Grade Transition Assessment/Requirements Kuder Assessment ( print report and update summary form) MECA Learning Assessment/Conover Complete Transition Planning Guide Student and Family Interview for the following sections: Add to Transition section of IEP - activities and strategies Community Participation Recreation and Leisure Post-Secondary and Lifelong Learning Transition Planning Needs Assessment Document in EIEP Complete in detail for all 4 years the Course of Study

10 th Grade Transition Assessment/Requirements PLAN test is given to all 10 th graders in the Fall Complete Transition Planning Guide Student and Family Interview for the following sections: Document in EIEP/Transition Services/Activities and Strategies Employment Independent Living Kuder Assessment if not completed in 9 th grade MECA- Learning Assessment Conover Update and Review Transition Planning Needs Assessment Checklist Use the PLAN test results ( World-of-Work Map) to update PLEP and Transition narrative

11 th Grade Transition Assessment/Requirements ACT is given to all 11 th graders Use the ACT scores in PLEP Update and Review Transition Planning Needs Assessment Checklist Kuder Assessment if student's interests have changed Review Transition Planning Guide Student and Family Interview and document in Transition Services Planning MECA learning Assessment/Conover Invite Vocational Rehab to IEP meetings

12 th Grade Transition Assessment/Requirements Kuder Assessment ( if student's interests have changed) Review ACT data and include in PLEP in EIEP Update and Review Transition Planning Needs Assessment Checklist Before graduation, complete the Summary of Performance found under EIEP documents tab Include copy of Summary of Performance in student notebook Invite Vocational Rehab to IEP meeting

General Reminders: Send home Parent and Student Guide to Transition with Invitation to Meeting Complete "Consent to Invite Outside Agency for Transition Services" Link transition goals to learning disability and to specific transition needs ( vocational skills) File all transition assessments, checklists, test scores, career interests, learning style assessments behind red "Transition" tab in notebook

Writing Transition Narratives and Goals Student Scenario: Brandon is a 11 th grader at Dobyns-Bennett High School and is 17 years old. He is a student with autism who is fully included in the regular curriculum except for English and Algebra. He has a great attitude and gives 100% effort every day. He uses a word processor each day to complete his classwork and emails it to his teachers. I. Q. – 81 Broad Reading- 86 Broad Math- 80 Written Language- 69 Working Memory- 77 Brandon’s Kuder Assessment showed the following as career pathway interests: Marketing Research, Legal Services, City Planning, and Consumer Services. His skills confidence pathway results were: Health Informatics, Professional Support Services, Legal Services, Therapeutic Services When interviewed Brandon expressed an interest in becoming a court reporter and attending Tennessee Tech. Center program/Northeast State Community College. EXPLORE: Eng 32%ile Math 14%ile Reading 33 %ile Science 15%ile Given the information above, write an appropriate and measureable goal to address his needs transition needs. Transition Services Goal: Brandon will explore his career interest by visiting a local courthouse and job shadowing a court reporter. He will prepare a list of 5 questions to ask the court reporter in order to better understand the duties associated with the job. Brandon will enroll in the criminal justice elective focus classes during his junior and senior years and maintain at least a C average. ____________________________________________________________________________

Conover Online: MECA The Microcomputer Evaluation of Careers & Academics (MECA) System is an age-appropriate transition, career exploration, career assessment and vocational assessment system related to training, education and employment. The MECA System is comprised of four unique parts, tied together by a comprehensive management system: Interest Indicator Work Samples Learning Assessment Programs Career Planners The management system allows for a seamless program integration from interest testing to the assigning, delivery, benchmarking, tracking, and creating a transition IEP and a Summary of Performance. This eliminates the expensive and time-consuming activities of scoring and reporting results, and frees up the program administrator to help where needed.

MECA

Conover Online: Functional Skills System For some, going on a shopping trip, using basic literacy skills, understanding what to do when seeing a warning sign or transitioning from school to work are very difficult tasks. The Functional Skills System provides easy-to-understand information that allows learners to become more capable of functioning independently in their homes, schools, communities and workplaces by improving the learner’s ability to make appropriate choices. Gaining functional literacy, social, life and work skills allows for freedom and independence. Video Modeling Done Right The entire Functional Skills System is based on the concept of video modeling, where the user watches someone do the desired behavior and then they do it. Using real videos makes for quicker generalization of the concepts being taught, and with a video library of over 4, 500 videos to choose from, there’s something for everyone. Whether the user needs help with basic signs & words, hygiene, grooming, dress, social skills, or even core vocabulary, our system uses real-life video (not cartoons, drawings, animations or symbols) to communicate the concept clearly and effectively.

Functional Skills System:

Questions?