transition assessments in iowa: a preview iowa department of education icn sessions march 7 & 8,...
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Transition Assessments in Iowa: A Preview
Iowa Department of Education
ICN Sessions March 7 & 8, 2007
2
Advisory Committee and Work Group
NAME AEAKaren Larimer 1Ann Lupkes 267Jackie Gray 267Diane Nelsen 8Eric Gettes 9Kathy Dolinaj 10Misty Christiansen 11Sandy Nelson 11
3
Advisory Committee and Work Group
NAME AEAMolly Twohig NWJudy Kay 13Theresa Jozwiak 13Nancy Lindgren 14Kathy Henry 15Virgil Morgan 15Bonnie Peevler 16Melody Raub 16
4
Advisory Committee and Work Group
NAME AEAKirsten McCollaughDMPSDiane Raba DMPSMarsha Mott Voc Rehab.Gary Clark KUPat Sitlington UNILinda Berg DEBarb Guy DEMarty Ikeda DEEric Neessen DE
Iowa’s Commitment to Secondary Transition
Lana Michelson
6
Post-Secondary Participation of Iowa Youth
(1 Year After High School)
Activity 1986 1994 2006
Employed
70% (IEP) 82% (IEP) 89% (IEP)
85% (NoIEP)
Post-secondary
34% (IEP) 60% (IEP) 57% (IEP)
92% (NoIEP)
7
Post-Secondary Participation (1 Year After High School)
Youth who had IEPs were:• More likely to work in assembly,
maintenance and retail jobs• More likely that current job is life-
long goal• Less likely to have medical
insurance• Less likely to have a drivers license
8
HS Preparation: Student Experiences
• Only 29% of all courses offered by a district are employment preparation
• 47% of students with IEPs never take an “awareness” employment level class
• YWD are less likely to talk with a guidance counselor or other adult at school about their plans for the future.
(based on 2005 Senior exit survey results)
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HS Prep: Student Experiences (cont’d)
• Less likely to participate in school clubs, athletic activities, performing groups, school drama, and other school activities.
• Less likely to do any volunteer or community service during the past year.
(based on 2005 Senior exit survey results)
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HS Preparation: Transition Planning
State Weighted Percent of IEPs Addressing Indicator B13
0 10 20 30 40 50 60 70 80 90 100
Services and Supports
Goals that Support PSE
Course of Study
Post-secondary Expectations
Transition Assessments
Preferences and Interests
Indicator 13
Percent
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Besides Being Good for Students the Purpose of IDEA 2004 is:
“. . . designed to meet their unique needs and prepare them for employment, further education, and independent living;”
Overview of Transition Assessments
Barb Guy
13
Purposes of Assessment in IDEA
• Accountability – e.g., alternate assessments, district-
wide
• Eligibility Determination• Development of individualized
education program (IEP)
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IDEA 2004: Content of IEP
“Appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and where appropriate, independent living skills;”
--IDEA 2004
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Transition Planning Trends in Iowa
’99-’00%
’02-’03%
’05-’06*%
Transition Assessments
31 57 19
Living 21 74 25
Learning 47 74 46
Working 49 82 31
Iowa’s Model of Transition Assessments
Where We’re At
Eric Neessen
17
Transition Assessment is an ongoing, coordinated, systematic
process that…
Collects/gathers relevant (appropriate) information/data on a student’s interests, preferences, strengths and needs as they relate to the student’s post secondary expectations for living, learning, and working;
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Transition Assessment is an ongoing, coordinated, systematic
process that…
Begins at least by the year the student turns 14 years of age and continues until the student graduates or ages out;
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Transition Assessment is an ongoing, coordinated, systematic
process that…
Provides data from which to plan and make decisions that assist the student to move to post-secondary activities of living, learning, and working;
20
Transition Assessment is an ongoing, coordinated, systematic
process that…
• Involves input from student, family, school personnel, and other relevant stakeholders such as adult agencies, related services personnel (the IEP team).
The process for assessing an individual’s transition
needs…
requires the IEP team to answer the following six
questions:
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Determining transition needs
1. Does the student have a post -secondary expectation in each of the following areas: living, learning, and working?
– Is there enough information about student/family preferences to loosely identify post-secondary expectations?
– What is needed to be able to identify post-secondary expectations?
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Determining transition needs
2. What are the essential post-secondary skills that any individual needs for these expectations?
24
Determining transition needs
3. What are the student’s current basic skills, attitudes, habits, critical thinking and application skills?
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Determining transition needs
4. What is the discrepancy between the essential skills and the student’s current skills?
26
Determining transition needs
5. What services, supports and activities are needed to address the discrepancies?
27
Determining transition needs
6. How will progress toward these post-secondary expectations be monitored and used to plan and revise the IEP?
Iowa’s Model of Transition Assessments
Where We’re Going
Barb and Eric
29
DE Activities and Supports
• Web resource questions 1 and 3– Identify assessment areas – Provide some assessment materials – Link to other formal assessments– Targeted completion: Fall 2008
• Needs assessment survey (April 1-15th)http://survey.aea267.k12.ia.us/survey/4703/1917/
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DE Activities and Supports
• Professional Development Materials– IEP Documentation Information– Multiple IEP Examples
• Transition Assessment Coach Network• AEA Secondary Services Professional
Development RFP (SPDG) • New IEP/Student Assessment Portfolio
Questions and Feedback
32
Questions?
• Do we have to answer all 6 questions?
Yes. Answering all 6 questions will ensure that the necessary services, supports and activities are identified.
33
Questions?
• Do we have to thoroughly complete all 12 cells in the matrix?
Assessment information must be driven by student need. Therefore, it will look different for every student.By the time the student graduates, enough assessment information should have been gathered to complete all 12 cells.Annually, there must be enough information to demonstrate that the post-secondary has been assessed (or will be assessed through the current IEP).
34
Questions?
Where do I find the assessments? Do I have to buy them?
Use the RIOT approach – much information is available. Formal assessments are not always needed.
35
Questions?
Who at my AEA will be able to help me?
For now, contact the people on the State Committee.
In the future, there will be an established Network.
36
Questions?
When will the web tool be available?
Targeted completion by Fall, 2008.
Some components will be available by Fall, 2007.
37
Questions?
May we PLEASE have draft copies of the Model Assessment, Matrix, and Chart?
Yes. We will make them available when they are finalized.
In the meantime, the PowerPoint from this ICN will be available on the DE website.
38
Questions?
How do I volunteer to help with the development of materials?
Contact Beth Buehler, tell her which activity you are volunteering for:
–Develop sample IEPs–Develop sample student assessments–Develop IEP documentation materials–Be an Assessment Coach–Pilot electronic tools (Web tools)–Design student assessment portfolio
Contact: Beth.buehler@iowa.gov
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Web information
www.iowa.gov/educate
Special Education
Programs and Services
Secondary Transition
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