developing quality transition ieps

Developing Quality Transition IEPS

February, 2013

Weaving transition assessment throughout the IEP

The contents of this handout were developed under a grant from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.

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Team Members-

Judy Stirman: DirectorLinda Tegtmeier: SupervisorBecky DancerBarb PalmerKatie Oliver

Secondary Transition and Student Outcomes

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Meaningful and attainable (well-threaded) Transition IEPs lead to successful student outcomes.

Enduring Understanding

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1. Teachers will analyze and summarize all assessment data through a transition lens.

2. Teachers will use assessment data to develop comprehensive courses of study, specific transition services, and strongly linked annual goals that align with students’ post-school goals.

Learning Outcomes

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What questions do you have about transition planning and IEP development?

Learning Expectations

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How do I analyze all assessment data through a transition lens?

How do I summarize data and document it in the IEP?

How do I weave the transition assessment findings through the post-secondary goals, course of study, transition services and annual goals?

Essential Questions

Transition to

Adulthood

Student-Centered

Transition Planning

Family Involveme

nt

Curriculum &

Instruction

Inclusion, Access,

Accountability

Interagency&

CommunityService

Critical Elements of Transition

7 Adapted from Dr. Mary Morningstar’s work with the Transition Coalition

Student Involveme

nt

Transition Assessme

nt

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TRANSITION CONTINUUMAwareness Exploration Preparation Career Placement/Continuing Ed

Communication Career clusters ACE Voc Rehab ---------SWAP----

Self Awareness Mentorships Voc Ed Independent Living Centers

In school jobs Postsecondary information Work Study (WES) Community Center Board (CCBs)

Self- determination Work-based experiences Apprenticeships Postsecondary Ed

Self - Advocacy Job shadows Postsecondary Strategies Mental Health

Volunteer opportunities Career Assessments Internships SSI

Career Speakers Career counseling Area vocational school Job Service

Service Learning Electives In-depth Work-based experiences

Field Trips Clubs ACT Prep

College in Colorado Concurrent enrollment

Transition Continuum

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Transition Planning

PSGs

Annual goalsTransition Services Course of Study

Transition Assessment

Coordinated Set of Activities

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RevisionsSignificant changes to Question 2

ClarificationsKey points and examples

Indicator 13 Compliance Tips

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1. Think about this: What will you implement or change in your transition planning practices as a result of this morning’s information on the changes to Question 2 and overview of Transition Planning?

2. Stand up and find someone you do NOT know

Discuss your thoughts with one another.

3. Share with the large group

4. Return to your tables

Think-Pair-Share

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“…ongoing process of collecting data on the individual’s needs, preferences, and interests as they relate to the demands of current and future working, educational, living, and personal and social environments. Assessment data serve as the common thread in the transition process and form the basis for defining goals and services to be included in the Individualized Education Program (IEP)” (Sitlington, Neubert, & Leconte, 1997, p. 70-71).

NSTTAC Indicator 13 FAQ (www.nsttac.org)

Transition Assessment

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What is good transition assessment?

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Transition Assessment

Transition

Assessment

aptitude

interests/preferences

behavior

curriculum and

instructionachievement

observation

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Transition Assessment Process

Transition Assessment

Needs

Strengths

Interests Preferenc

esMultiple sources of data

(viewed through a transition lens)

Analysis(through a transition lens)

Summary (through a transition lens)

The RIOT/ICEL MatrixAssessment and evaluation model for collecting

information needed to make decisions.Uses a rubric format:

RIOT- review, interview, observe, testICEL – instruction, curriculum, environment,

learner(sometimes we need to look at sources that might

impact a student’s performance)(Handout)

RIOT/ICEL

16 Adapted from Iowa Area Education Agencies, Special Education Procedures Manual, January 15, 2013.

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Essential Questions:

How do I analyze data through a transition lens?

How do I summarize data and document it in the IEP?

Analyzing and Summarizing Data

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• Analysis of data•The process of organizing and thinking about data• Identify the gaps in information

Summary of dataA brief, concise statement that creates meaning of the data.

Analysis and Summary of Assessment Data

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Transition planning template: use as a “concept map” for developing your IEP

Handout: Case Study-Tyler

What are some examples of the way assessment data is viewed through the transition lens?

Case Study

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1. Think about this: What will you implement or change in your transition assessment practices as a result of this morning’s information- Viewing All Assessment Through a Transition Lens?

2. Pod: Discuss your thoughts with your table group. Make sure that every voice is heard at your table.

3. Share: Each table will share something that will be implemented or changed in their assessment practices.

Think – Pod - Share

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Review the transition assessment components of the IEP

Determine how well the assessment data is analyzed and summarized

Identify any additional documentation that is needed

Task: Develop a summary statement from your assessment analysis. Tools: I-13 Compliance Tips, Transition Assessment Documentation

Template, I-13 feedback form

Guided Practice: Summary

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Essential Question:How do I weave the transition assessment

summary through the post-secondary goals, course of study, transition services, and annual goals?

Case Study: Tyler

Case Study

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Measureable Postsecondary Goals

Course of Study

Transition Services

Annual Goals

Transition IEP Components

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A multi-year description of courses and educational experiences that will prepare the student for post-secondary life.

Specific and individualized to the student’s preferences and interests.

Linked to the student’s post-secondary goals.

Should reflect skills rather than just course titles.

Simply stating that the student “will complete graduation requirements” is not sufficient.

Course of Study

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“Coordinated set of activities” leading toward the measurable post-secondary goals (PSGs).

Specific activities/strategies/steps/actions provided by the “community of adults” to help the student achieve his/her post-secondary goals.

Related services must be documented as a transition service and must be linked to the PSGs and/or transition needs.

Must be specific and individualized for the student.

Transition Services

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Annual goals state what the student will do or learn within the next year that will move him/her toward achieving his/her PSGS and link to the transition services.

The link to the student’s PSG must direct, specific, and genuine.

It is not enough to simply state that a linkage exists.

Annual goals should link to an academic standard, but a standard is not, by itself, an annual goal.

At least one annual goal must show direct, specific, and genuine linkage to each PSG.

Annual Goals

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Practice developing a well-threaded transition IEP using your own assessment data.Task:

Review and Revise the components of your IEP: PSGs, Annual Goals, Transition Services and Course of Study based on the analysis and summary of assessment data

Tools: I-13 Compliance Tips I-13 Feedback Form (8 questions) RIOT matrix Blank Transition Planning Template Transition Assessment Documentation form Assessment Data

Individual/Small group

Practice:Transition Components

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Review questions from the beginning of the day.

Identify some “take-aways” from today.

Post-pre survey and certificates

Wrap Up

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Linda Tegtmeier, Supervisortegtmeier_l@cde.state.co.us303-866-6703

Becky Dancer, Senior Consultantdancer_b@cde.state.co.us303-866-6885

Contact Information

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Transition Services Webpagehttp://www.cde.state.co.us/cdesped/Transition.asp

Transition Assessment Modulehttp://www.cde.state.co.us/transitionassessment/index.asp

NSTTAChttp://www.nsttac.org/

Resources