Rubrics for Transition IV: for Rubrics for Transition IV: for Students with Severe Students with Severe

DisabilitiesDisabilitiesbyby

Dr. John D. Wessels, Ph.D., Dr. John D. Wessels, Ph.D., TEN SIGMATEN SIGMA

Presented byPresented by

Sherida Gentry and Marsha HarperSherida Gentry and Marsha Harper

Educational Consultants Educational Consultants

West Ky. Educational CooperativeWest Ky. Educational Cooperative

IntroductionIntroduction

• This manual was designed to assist This manual was designed to assist educators in teaching life and educators in teaching life and employability skills to lower employability skills to lower functioning special education functioning special education students and adults.students and adults.

• These materials can be used in These materials can be used in schools or outside agencies to help schools or outside agencies to help facilitate successful transitions.facilitate successful transitions.

IntroductionIntroduction• Transition planning is a necessary Transition planning is a necessary

component of instruction according to component of instruction according to IDEA for all students no matter their IDEA for all students no matter their eligibility or placement. eligibility or placement. This is the This is the number one priority of secondary number one priority of secondary special education programs.special education programs.

• Teachers often lack the quality Teachers often lack the quality transition curriculum and activities to transition curriculum and activities to meet the individual needs in a wide meet the individual needs in a wide range of transition areas.range of transition areas.

Rubrics for Transition IVRubrics for Transition IVWhat does the manual include?What does the manual include?This manual provides a valuable set of transition tools, This manual provides a valuable set of transition tools,

including:including:1.1. A researched based set of 43 Transition skills in A researched based set of 43 Transition skills in

seven important Transition areas.seven important Transition areas.2.2. Rubrics for each Transition skill that define a Rubrics for each Transition skill that define a

common and consistent language to enhance the common and consistent language to enhance the communication of needs, expectations, progress, communication of needs, expectations, progress, and accomplishmentsand accomplishments

3.3. Forms that assist in managing the Transition Forms that assist in managing the Transition process from the initial identification of students’ process from the initial identification of students’ needs to documentation of student’s long term needs to documentation of student’s long term successsuccess

4.4. Procedures for using rubrics to assist with the IEP-Procedures for using rubrics to assist with the IEP-writing process and managing the Transition writing process and managing the Transition process.process.

43 Skill Transition 43 Skill Transition CurriculumCurriculum

• Workplace Skills and AttitudesWorkplace Skills and Attitudes

• ResponsibilityResponsibility

• Interacting with OthersInteracting with Others

• Technology SkillsTechnology Skills

• Basic Academic SkillsBasic Academic Skills

• Habits of WellnessHabits of Wellness

• Planning for SuccessPlanning for Success

Essential Workplace Skills and Essential Workplace Skills and AttitudesAttitudes

Workplace skills and attitudes are the Workplace skills and attitudes are the intrapersonal skills and attitudes that intrapersonal skills and attitudes that people need to succeed on a daily basis no people need to succeed on a daily basis no matter their setting. These may include:matter their setting. These may include:

• Controlling EmotionsControlling Emotions• Making Good ChoicesMaking Good Choices• Demonstrating Work SkillsDemonstrating Work Skills• Showing Respect for Self and OthersShowing Respect for Self and Others• Accepting Personal OrganizationAccepting Personal Organization• Being Open to LearningBeing Open to Learning• Following Directions in the Workplace or Following Directions in the Workplace or

other environmentsother environments

Essential Skills Related to Essential Skills Related to ResponsibilityResponsibility

Responsibility involves understanding the Responsibility involves understanding the obligations that people have to obligations that people have to themselves, others and society. Those themselves, others and society. Those obligations may include:obligations may include:

• Following DirectionsFollowing Directions• Keeping and Following a Schedule (visual)Keeping and Following a Schedule (visual)• Accepting Responsibility for ActionsAccepting Responsibility for Actions• Accepting ConsequencesAccepting Consequences• Demonstrating Positive Learning BehaviorsDemonstrating Positive Learning Behaviors• Completing Tasks to ExpectationsCompleting Tasks to Expectations• Controlling BehaviorsControlling Behaviors

Essential Skills for Interacting Essential Skills for Interacting with Otherswith Others

Interacting with others involves the Interacting with others involves the ability to participate effectively in ability to participate effectively in group settings. This includes:group settings. This includes:

• Interacting in a Group SettingInteracting in a Group Setting

• ListeningListening

• Promoting Own ideas EffectivelyPromoting Own ideas Effectively

• Being FriendlyBeing Friendly

Essential Skills Related to Essential Skills Related to TechnologyTechnology

• Good technology skills involve the Good technology skills involve the use of technology to enhance our use of technology to enhance our abilities to communicate at a higher abilities to communicate at a higher level.level.

• Using/Managing Assistive TechnologyUsing/Managing Assistive Technology

Essential Basic Academic Essential Basic Academic SkillsSkills

Basic academic skills that are used in Basic academic skills that are used in everyday life that typically may not be everyday life that typically may not be taught past 5taught past 5thth grade might include: grade might include:

• Basic Money SkillsBasic Money Skills• Discussing TemperatureDiscussing Temperature• Understanding TimeUnderstanding Time• Using Measuring Tools for CookingUsing Measuring Tools for Cooking• Basic Reading SkillsBasic Reading Skills• Basic Writing SkillsBasic Writing Skills• Basic Math SkillsBasic Math Skills• Following Written/Picture DirectionsFollowing Written/Picture Directions• Practicing Good CitizenshipPracticing Good Citizenship

Essential Skills Related to Essential Skills Related to Habits Habits of Wellnessof WellnessGood habits of wellness require the kind of skills Good habits of wellness require the kind of skills

that keep one healthy, well, and stress free. that keep one healthy, well, and stress free. These skills may include:These skills may include:

• Practicing Personal Grooming/HygienePracticing Personal Grooming/Hygiene• Practicing Health CarePracticing Health Care• Participating in Leisure ActivitiesParticipating in Leisure Activities• Managing StressManaging Stress• Maintaining Personal FitnessMaintaining Personal Fitness• Maintaining Healthy RelationshipsMaintaining Healthy Relationships• Practicing SafetyPracticing Safety• Being responsible for School SpaceBeing responsible for School Space• Doing Household ChoresDoing Household Chores• Doing Kitchen ChoresDoing Kitchen Chores• Doing Laundry Doing Laundry

Essential Skills for Planning for Essential Skills for Planning for SuccessSuccess

Practical skills that make people more Practical skills that make people more successful in their jobs and their successful in their jobs and their personal living might include:personal living might include:

• Advocating For SelfAdvocating For Self

• Participating in Community ResourcesParticipating in Community Resources

• Setting and Achieving Important GoalsSetting and Achieving Important Goals

• Participating in Employment Participating in Employment OpportunitiesOpportunities

How Rubrics Enhance How Rubrics Enhance LearningLearning

1.1. Clarifies expectationsClarifies expectations2.2. Are the basis for instruction and Are the basis for instruction and

evaluationevaluation3.3. Enhance communication with Enhance communication with

all stakeholdersall stakeholders4.4. Hold students accountable for Hold students accountable for

specific standardsspecific standards

Turning Rubrics Into IEPsTurning Rubrics Into IEPs

•Well designed rubric provide Well designed rubric provide specific information to assist specific information to assist in writing high-quality goals in writing high-quality goals and objectives.and objectives.

Rubrics Define Expectations on Rubrics Define Expectations on Three LevelsThree Levels• Rubric TitleRubric Title-Statement of the -Statement of the overalloverall or or

complete complete skill skill on which the rubric focuses.on which the rubric focuses.• MajorMajor CriteriaCriteria -Major segments of the rubric -Major segments of the rubric

that, when combined, explain the complete that, when combined, explain the complete skill. A rubric generally contains two to six skill. A rubric generally contains two to six major criteria that define the skill of that major criteria that define the skill of that rubric.rubric.

• Sub criteriaSub criteria-Subsections of the rubric that -Subsections of the rubric that describe each major criterion in detail. (The describe each major criterion in detail. (The sub criteria often describe the details or sub criteria often describe the details or specific skills students need to learn to specific skills students need to learn to possess the major criteria-Each major possess the major criteria-Each major criterion generally contains two to six sub criterion generally contains two to six sub criteria that define it which can often be criteria that define it which can often be turned in to criteria for lesson planning. turned in to criteria for lesson planning.

Using Rubric Information to Using Rubric Information to Assist in Writing IEPsAssist in Writing IEPs

• Depending on the needs and abilities of Depending on the needs and abilities of each individual, different parts of a rubric each individual, different parts of a rubric are included in a goal and objectives. are included in a goal and objectives.

• For higher functioning individuals:For higher functioning individuals:– the rubric title is usually written as the annual the rubric title is usually written as the annual

goal goal – the major criteria are written as the objectives,the major criteria are written as the objectives,– and the sub criteria are the details or specific and the sub criteria are the details or specific

skills on which lessons or instruction is focused.skills on which lessons or instruction is focused.

Using Rubric Wording to Write Using Rubric Wording to Write Goals and Objectives for Lower Goals and Objectives for Lower Functioning StudentsFunctioning Students•For lower functioning students:For lower functioning students:

–rubrics are often broken rubrics are often broken down so that a major down so that a major criterion is the annual goal criterion is the annual goal

– the sub criteria are the the sub criteria are the objectives objectives

Using Rubric Information to Using Rubric Information to Assist in Writing Goals Higher Assist in Writing Goals Higher Functioning Students With Functioning Students With Severe DisabilitiesSevere Disabilities• SAMPLE GOAL: John will demonstrate self-

control and self discipline by controlling his behavior with multiple cues in a dependent setting to needing no more than one cue in a dependent setting, as implemented and assessed by regular education teachers, special education teacher, and instructional assistant. A.E. 3.5

• NOTE: The goal for this student centered around the Title of the Rubric and is linked Kentucky’s Academic Expectations

Sample Objectives for JohnSample Objectives for John• Given five dependent situations where John has an Given five dependent situations where John has an

opportunity to control his behavior and no more opportunity to control his behavior and no more than one cue, John will recognize different than one cue, John will recognize different environments for specific behaviors 4 out of 5 environments for specific behaviors 4 out of 5 times as measured by a teacher checklist.times as measured by a teacher checklist.

• Given five dependent situations where John has an Given five dependent situations where John has an opportunity to control his behavior an and no opportunity to control his behavior an and no more than one cue, John will regulate his own more than one cue, John will regulate his own behavior 4 out of 5 times as measured by a behavior 4 out of 5 times as measured by a teacher checklist.teacher checklist.

• Given five dependent situations where John has an Given five dependent situations where John has an opportunity to control his behavior and no more opportunity to control his behavior and no more than one cue, John will use strategies to control than one cue, John will use strategies to control his inappropriate behavior 4 out 5 times as his inappropriate behavior 4 out 5 times as measured by a teacher checklist.measured by a teacher checklist.

• NOTE: The major criteria is used as the basis for NOTE: The major criteria is used as the basis for John’s objectives.John’s objectives.

Using Rubric Information to Using Rubric Information to Assist in Writing Goals Lower Assist in Writing Goals Lower Functioning Students With Functioning Students With Severe DisabilitiesSevere Disabilities• SAMPLE GOAL: SAMPLE GOAL: Bob will demonstrate the

knowledge and skills he needs to remain physically healthy and accept responsibility for his own physical well-being by increasing his ability to communicate unhealthy symptoms from needing multiple cues in a dependent setting to needing no more than one cue in a dependent setting, as implemented and assessed by regular ed. teacher, special ed. teacher and instructional assistant. A.E. 2.31

• NOTE: The major criteria is used as the basis for Bob’s goal.

Sample Objectives for BobSample Objectives for Bob• Given five dependent situations and no Given five dependent situations and no

more than one cue, Bob will communicate more than one cue, Bob will communicate injuries and illnesses using his injuries and illnesses using his communication device, pictures, sign, communication device, pictures, sign, gestures, etc. 4 out of 5 times as measured gestures, etc. 4 out of 5 times as measured by a teacher checklist.by a teacher checklist.

• Given five dependent situations and no Given five dependent situations and no more than one cue, Bob will communicate more than one cue, Bob will communicate the need for help using his communication the need for help using his communication device, pictures, sign, gestures, etc. 4 out 5 device, pictures, sign, gestures, etc. 4 out 5 times as measured by a teacher checklist.times as measured by a teacher checklist.

• NOTE: The sub criteria is used as the basis NOTE: The sub criteria is used as the basis for Bob’s objectives. for Bob’s objectives.

Six Steps To Managing Six Steps To Managing TransitionTransitionStep 1: Establish multi-year and Step 1: Establish multi-year and

annual annual goalsgoalsStep 2: Determine IEP categories for Step 2: Determine IEP categories for

the the annual goals selectedannual goals selectedStep 3: Use rubrics to word IEPs more Step 3: Use rubrics to word IEPs more

meaningfullymeaningfullyStep 4: Use rubrics to manage the Step 4: Use rubrics to manage the

annual annual goal process goal processStep 5: Use rubrics to teach annual Step 5: Use rubrics to teach annual

goalsgoalsStep 6: Develop a portfolio to track Step 6: Develop a portfolio to track

student progressstudent progress

Additional Ten Sigma Additional Ten Sigma Transition ResourcesTransition Resources

• Rubrics For Transition III: for Autism Spectrum Rubrics For Transition III: for Autism Spectrum Students Students A Guide for Managing the Transition A Guide for Managing the Transition from School to the Real World from School to the Real World $145.00 $145.00

• Rubrics For Transition I: for Higher-Functioning Rubrics For Transition I: for Higher-Functioning Students Students A Guide for Managing the Transition A Guide for Managing the Transition from School to the Real World from School to the Real World $145.00 $145.00

• Rubrics For Transition II: for Lower Functioning Rubrics For Transition II: for Lower Functioning Students Students A Guide for Managing the Transition A Guide for Managing the Transition from School to the Real World from School to the Real World $145.00 $145.00

www.tensigma.orgwww.tensigma.org 1-800-657-38151-800-657-3815