Transition Day 2017
Housekeeping/Reminders New UGG Requirements ● Food tickets: yellow/blue ○ Bathrooms ● Claim forms to Brenda Collins ● Near hallway by classrooms ○ All presentation materials are located on the SCRED website ● under Services → Secondary Transition Transition Work Group ● Building Level Teams ●
Schedule 8:30 - 9:35 Welcome, Overview & Large Group Auditorium Presentation 9:35 - 9:45 BREAK & Move to Groups 9:45 - 10:30 Disability Specific Group Discussion Academic (SLD) - Room B100 Behavior (EBD/ASD) - Room B151 Low Incidence (DCD/ASD) - Room B110 10:35 - 11:25 County Specific Discussions Pine County - Room B100 Chisago County - Room B110 11:30 - 12:00 LUNCH Cafeteria 12:15 - 3:30 Afternoon Sessions Varies
Afternoon Session Offerings Session 1 12:15 - 1:00 Session 2 1:05 - 1:50 Session 3 1:55 - 2:40 Transition Road Map Chisago County Post-Secondary Planning/Applying for VRS 101/Community Resources College B102 B102 B102 TRAX 101 TRAX 101 TRAX + B103 B103 B103 Transition Road Map Pine County Networking Networking B100 B100 B100
Today’s Learning Objectives 1. The State of the State 2. Review basics of compliance in Transition 3. Introduction of new resource 4. Increase understanding of: a. Identifying student needs in Transition b. Linking needs to goals and services in the IEP
1. State of the State - Transition
CIMP Results…...
O MG! LOOK!! SCRED-Wide IEP Results
CIMP Findings - 2017 Rubric Area Average Score Across Buildings Transition PLAAFP 2.9 Post-Secondary Goals 3.9 Courses of Study 3.6 Transition Services 3.8
How can we improve? 1. Maintain (or improve) areas: a. Post-Secondary Goals b. Courses of Study c. Transition Services 2. Work on compliant Transition PLAAFPs
2. Review of Compliance
Resources www.scred.k12.mn.us - → Compliance in Transition Presentation
Kahoot! - Let’s Play
3. New Resource
Covey Habit #2: Begin with the end in mind. “Having the end in mind gives insight: are the steps we take today in the right direction?”
Transition Groups Definition and Checklists Defines possible post-secondary options for students ● WORK IN PROGRESS ● Building level teams project ○ Rollout Spring 2018 or Transition Day 2018 ○
4. How can we improve?
What are you being asked to do? “If a student does not demonstrate a ALL areas of Transition Needs are described need in an area, are updated annually. and linked to the an explanation is disability. provided.”
How do we update annually? Talk with someone next to you and discuss your current practice for annually updating transition information. What process or tools do you use? ● How do you summarize the information? ● How do you document the information in the IEP? ●
How do we identify needs? Talk with someone next to you and discuss how you currently identify transition needs for students. What process or tools do you use? ● How do you make determinations on things like: post-secondary ● goals, graduation planning, whether to include support from outside agencies, etc? What are some common needs students have related to ● transition?
How do we explain if a student does not have a need? There are….. ….no needs…. ...in this area… ...at this time.
A couple things to ponder... need - nēd/ Verb 1 . require (something) because it is essential or very important.
All students have things they need to improve before adulthood.
“Need” from a compliance standpoint Student would “benefit Identified NEED from” Annual IEP Goal Addressed in IEP
Example - I do. ...[student] needs to improve his/her …[student] would benefit from use reading comprehension and of a computer for written work vocabulary skills to gainfully engage more than one page in length. in college entrance testing. Accommodation for computer for Annual IEP goal(s) in reading written work. comprehension and vocabulary.
Example - We do. ...[student] needs to improve his/her …[student] would benefit from ability to maintain attention for increased exploration of careers of periods of time longer than 10 interest to him/her. minutes in order to participate effectively and appropriately in the post-secondary setting.
Example - You do. …[student] needs to improve his/her …[student] would benefit from math skills in order to be successful scheduled breaks to assist with task as cashier at Home Depot. endurance and to maintain focus.
Linking Needs to Goals and Services
What are you being asked to do? “If a student does not demonstrate a ALL areas of Transition Needs are described need in an area, are updated annually. and linked to the an explanation is disability. provided.”
Covey Habit #2: Begin with the end in mind. “Having the end in mind gives insight: are the steps we take today in the right direction?” How do we do this in an IEP?
PLAAFP with a Link to Transition includes... Future goals Present Levels of Performance (including Transition) → NEEDS What are we going to do? Why?
Let’s do one... Student’s strength is s/he is able to write interesting pieces that are engaging to read. Student struggles with writing complex sentences and spelling, especially as sentences require more detail and information to explain a topic. Student’s writing skills will be measured using the CBM writing probe criteria. Student will be given a topic sentence, 30 seconds of think time and 3 minutes to write. Scoring procedures measure correct word sequences. A correct word sequence is two adjacent words, correctly spelled and syntactically and semantically appropriate.
As of [month] [year], Student was able to write a total of 58 total word sequences with an average of 48 correct word sequences in three minutes. Typical 8th grade students are able to write 63 correct word sequences in three minutes. Student is discrepant from his peers in the area of writing. According to the Ten Sigma TRAX survey for Secondary Transition, Student needs to increase his/her ability to follow and write written directions. Student needs to improve his/her written expression to increase his/her ability to write in a manner that others can understand. Student will need to be able to write clearly in order to be successful in the post-secondary setting or when working in a job in the construction industry.
PLAAFP with a Link to Transition includes... Future goals Present Levels of Performance (including Transition) → NEEDS What are we going to do? Why?
Let’s take a look... Future goal ● Work in construction Present Levels of Performance ● Written Expression/Spelling ● Baseline & Method for measurement (including Transition) → NEEDS ● TRAX identified writing as a need also What are we going to do? Why? ● Work on increasing written expression ● Allow student higher level of opportunity in post-secondary options or a construction career and in the academic setting
Let’s try another... Student's strength is that s/he is able to seek help from peers when s/he does not feel stressed or overwhelmed. S/he is also able to give advice to peers when in a small setting. In order to develop Social Skills, Student is being monitored using the social skills probe. **Explains probe & method for data collection.** As of [month] [year], Student scored 32 out of 50 on the social skills probe. Typical peers scored a 50 out of 50. Student is discrepant from his/her peers in the area of social skills. Student needs to increase his/her social skills in order to be successful in the post-secondary setting and the workplace.
Your turn... Future goal Present Levels of Performance (including Transition) → NEEDS What are we going to do? Why?
Remember! What are the requirements for Transition PLAAFPs? ALL areas updated EVERY YEAR ● Use information from “age appropriate assessments” (TRAX, ● student interview, etc.) Identified “NEED” → Annual goal ● Benefit → Addressed in IEP ● Create a link between Post-Secondary Goals, Student ● Needs/Benefits, and Annual Goals If there is no need in a transition area, say so ●
REVIEW - Today’s Learning Objectives 1. The State of the State 2. Review basics of compliance in Transition 3. Introduction of new resource 4. Increase understanding of: a. Identifying student needs in Transition b. Linking needs to goals and services in the IEP
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