These are notes I took in a PATTAN video training.

Age Appropriate Transition Assessments

Age-appropriate transition assessment is an ongoing process of collecting information on the youth’s needs, strengths, preferences, and interests as they relate to measurable post-secondary goals and the annual goals that will help facilitate attainment of post-secondary goals.

Assessment is …

• A process of gathering relevant information to plan, evaluate, or make decisions (academic assessment, transition assessment, career and vocational assessment)

• Information can be gathered from multiple people and places over a period of time.

• Assessment should NOT look the same for all students!

Transition assessment is a process. . . . 

• Identify interests and preferences.

  • Interests: a measure of opinions, attitudes, and preferences

  • Preferences: what the student values and likes

• Set post-secondary goals.

  • Post-Secondary Education and Training

  • Employment

  • Independent Living

• Further assess abilities, aptitudes, and skills.

  • Abilities: Talents or acquired skills

  • Aptitudes: characteristics that inform us of a student’s learning strengths or proficiency in a particular area

Defining Transition Assessment

• What it is:

  • Ongoing and cumulative

  • Individualized

  • Based on student’s strengths, needs, interests, and goals

  • A process that increases student self-awareness

  • Used to develop appropriate post-secondary goals

• What it is NOT:

  • The same for all students

  • Done “once a year”

  • Only completed just before the IEP to fill out the forms

  • Only the responsibility of the special education teacher

Types of Transition Assessments

• Formal assessments typically involve using a standardized procedure, and results can be compared to other students.

• Informal assessments allow assessment of student performance over time. Data can be collected from a variety of individuals (youth, family, educator, agency, employer, etc.)

Information can be gathered . . .

• From the Youth:

  • Formal Assessments

  • Interviews

  • Surveys

  • Web-Based Assessments

  • Questionnaires

  • Direct Observations

  • Transition Checklists

• From the Parent and Team Members:

  • Surveys, interviews, rating scales

  • Person-Centered planning; FBA

  • Formal planning tools

• From Work Sites:

  • Situational assessments

  • Employer observations

  • Job Shadowing

  • Volunteer opportunities

Making Sense of the Data

• No matter how assessment data is obtained …

  • Formal

  • Informal

  • Student as Informant

  • Parent or teacher as informant

  • Observational

  • Team-Based

• Interpret data in the present levels of the IEP

Assessment Drives Transition!

Post-Secondary Goals for Education/Training, Employment, Independent Living

What are Post-Secondary Goals?

• Based on age-appropriate transition assessment (interests and preferences)

• Not the same as IEP measurable annual goals or events occurring in high school

• Statements that reflect what the student plans to do AFTER high school in each of the three areas:

  • Post-Secondary Education/Training

  • Employment

  • Independent Living

Post-Secondary Goals vs. Measurable Annual Goals

• Post-Secondary Goals

  • Updated Annually

  • Based on Assessment data

  • Individualized

  • Written to include:

    • Student name

    • Future goals

  • Does NOT require progress monitoring

  • Address:

    • What type of work do I want to do after high school?

    • What further education do I need to do that type of work (college, training program, etc.)?

    • Where do I want to live after high school?

• Measurable Annual Goals

  • Updated Annually

  • Based on Assessment data

  • Individualized

  • Written to include:

    • Condition

    • Student name

    • Clearly defined behavior

    • Performance criteria

  • Requires progress monitoring

  • Address skill deficits

Documenting Post-Secondary Goals in the IEP

• IEP team must address each post-secondary goal area and document in the IEP

  • Education/Training

  • Employment

  • Independent Living

• Describe post-secondary goals in two places in the IEP:

  • Present Levels (Post-Secondary Transition bullet)

  • Transition Grid

• If a post-secondary goal area is not selected:

  • Present education levels must use data to document why

  • Use a statement such as: “The IEP team has documented that a goal and services for this area is not needed at this time.”

  • Do not write “N/A”, “none”, or leave the goal area blank

Post-Secondary Education/Training Goals: Example Statements

• Bryan plans to attend a two year technical program.

• LeToyia’s goal is to attend a four year college to pursue her interest in working with persons with hearing loss.

• Vicky’s goal is to attend an employment training program for food service.

• Kris plans to attend a nursing school.

• Fred’s goal is to attend a community based habilitation program.

• Ron plans to have on-the-job training.

• Or, The IEP team has documented that a goal and related services/activities for this area are not needed at this time.

Employment Goals: Example Statements

• Jessie has a goal of working in the travel industry.

• Steve plans to seek competitive employment possibly in the trucking industry.

• Andre plans to seek employment in Video Production after graduation from college.

• Cindy has a goal of supported employment, possibly in the area of food service.

• Lee plans to enlist in the Army after high school.

• Mark’s goal is to work with computers after graduation.

Independent Living Goals: Example Statements

• For students who are anticipated to need services:

  • Caroline’s goal is to live independently.

  • Zack’s goal is to live with his family. He will need supports to access community resources.

  • Jill’s goal is to live in a supported apartment, and to access community resources and programs with supports.

• For students who are NOT anticipated to need services (based on data):

  • Jeff’s goal is to live on his own once he has established employment. Based on data, the IEP team has determined that a goal and services for the Independent Living area are not needed at this time.

Red Flags for Independent Living

• Possible indicators that a student may need goals and services for Independent Living area:

  • Behavior and discipline problems

  • Communication issues

  • Difficulty managing materials or assignments

  • Difficulty managing time and/or money

  • Difficulty managing health care needs

  • Teen parenthood

  • Pregnancy

  • Involvement of CYF

  • Substance abuse

  • Mental health

  • Self-determination, monitoring, and advocacy skills

Remember All Post-Secondary Goals

• Must be addressed in all three areas (education/training, employment, and independent living)

• Need to be based on interests, abilities, and preferences

• Need to be updated annually

• Reflects what the student plans to do after the student graduates from high school

Q&A

What should a teacher do if a student has no idea what to do after high school? Do assessments (interest inventories, etc.) that can be matched with career categories.

What if a student has unrealistic goals? Explore job requirements and administer assessments and discuss with the student.

What advice would you give regarding families that are concerned about the impact of benefits? Encourage the family to talk to a benefits counselor. (Western PA - Ahead)

Should the goals remain vague?  Yes, because specific changes could change. (In other words, don’t say, “Bryan will go to Penn State University.”)

What are some non-typical examples of independent living skills? Consider how well the student performs in the high school setting (i.e., organization skills, hygiene skills, social skills, etc.).

The Transition Grid

File Review Question #292

Are the Location, Frequency, Projected Beginning Date, Anticipated Duration, and Person(s)/Agency Responsible for Activity/Service documented appropriately?

• Fill out each box on grid - accurately & completely. 

  • Projected beginning Date and Anticipated Duration must be same as IEP dates for SERVICE, and can be same for ACTIVITY (or time limited, based on when it will begin and how long it will continue).

  • Person(s)/Agency Responsible - recommend listing by title not name. (Make sure to include school staff … don’t just put only parent name.)

• Reference at least one measurable annual goal as a service.

• List at least one activity.

File Review Question #292a

Do transition services include courses of study that will reasonably enable the student to meet his/her post-secondary goal(s)?

• What are Courses of Study?

  • Part of the “coordinated set of activities” that helps student move from high school to identified post-secondary goals

  • Support academic and functional achievement

  • Should promote graduation by meeting district standards

  • Courses should be aligned with post-secondary goals

  • Include “Programs of Study” at Career Tech Centers, whether Exploratory or Laboratory program

  • Courses should be listed by course name in the LEA’s Program of Studies - not “functional curriculum” or “college prep”

  • Course of Study must reflect current year’s courses

File Review Question #292b

Are there transition services in the IEP that will reasonably enable the student to meet his/her post-secondary goal(s)?

• What are Transition Services / Activities?

  • Action steps that support the student’s movement toward post-secondary goal areas

  • Slated to occur during current IEP

  • Each post-secondary goal area must have:

    • At least one SERVICE tied to a Measurable Annual Goal to address skill deficit (e.g., reading, writing, behavior, organization, etc.)

    • At least one ACTIVITY - other activities that help the student reach his/her goal

    • Part of coordinated set of activities

• Example of SERVICES …

  • ADDRESS SKILL DEFICITS & LEAD TO MEASURABLE ANNUAL GOAL & PROGRESS MONITORING

    • Build vocabulary skills

    • Writing conventions

    • Learn to board a bus

    • Comprehend figurative language

    • Initiate peer interaction

    • Improve skills with budgeting, time management, algebraic equations, etc.

    • Follow three-step directions

    • Self advocacy skillsExample ACTIVITIES

  • PROVIDED TO HELP STUDENTS ACHIEVE POST-SECONDARY GOALS, BUT DON’T NEED MEASURABLE ANNUAL GOALS

    • Visit a college or job fair

    • Complete a virtual tour

    • Complete career portfolio

    • Job shadow 4 hours per 9 wks.

    • Meet with guidance counselor to review graduation plan

    • Senior project

    • Group or individual meeting with OVR counselor

    • Support for voter registration

• Examples of ACTIVITIES (Post-Secondary Education/Training)

  • Explore post-secondary programs

  • College fairs

  • “Virtual Tours”

  • Guest speakers

  • College visits

  • Learn about accommodations

  • Contact Disability Services office

  • Information on registration for PSAT, SAT

  • Time management

  • Practice disability disclosure

  • PYLN Toolkit materials

  • Develop list of questions for schools

• Examples of ACTIVITIES (Employment)

  • Career exploration

  • Visit / tour CTC

  • Career portfolio

  • Job fairs

  • Guest speakers

  • Community visits/ field trips

  • Research paper on a career of interest

  • Review employment ads

  • Community service

  • Job shadowing

  • Resume writing

  • Graduation project

  • Group meeting with OVR

  • Explore PaCareer Zone

  • Military visits / Jr. ROTC

  • Work experience

  • Explore Job Accommodations Network

• Examples of ACTIVITIES (Independent Living)

  • Clubs (socialization and participation)

  • Shopping

  • Family and Consumer Science activities

  • Budgeting skills

  • Food preparation

  • Checking listings for apartments

  • Visiting community recreational facilities

  • Open case with agency

  • Obtain bus pass

  • Learning about transportation options

  • Help with voter registration

  • Driver’s Education (if provided at school)

Services and Activities in General Curriculum

• Make use of transition activities that take place as part of:

  • General education courses (resume writing, food preparation, career research, career portfolios)

  • Guidance services

  • Other school activities

• Be sure to list in the transition grid, as appropriate

• Many districts “map out” activities by grade

• Secondary Transition Mapping Guide Example

So What Do I Put in the Grid?

• Which skills will be prioritized as Measurable Annual Goals? Reference each MAG as a service within the grid under one of the post-secondary goals. Each post-secondary goal area must have at least one MAG.

• What other activities will be provided to help student achieve his/her post-secondary goals? List (at minimum) one or more activities under each post-secondary goal area.

Are all of the annual measurable goals supposed to be referenced in the IEP Transition grid?  YES, it is recommended. The MAGs should be leading to the student’s post-secondary goals.

If a student has a lot of goals, can he/she lump them together to reference them as services in the grid? NOT recommended. List them separately.

When a student is not addressing a post-secondary goal, do you leave the grid blank? You need to put a statement in like “The IEP team …” and reference this in present levels. (But you would check NO for MAG box if there is no post-secondary goal.)

MAGs - Measurable Annual Goals

File Review Question #292c

Are the measurable annual goals related to the student’s transition services?

Measurable Annual Goals are:

• Measurable estimates of expected outcomes in an IEP year based on the student’s present levels of academic achievement and functional performance and anticipated rate of learning.

Measurable Annual Goal (MAG)

• For students age 14-21, every measurable annual goal (MAG) and short term objective (STO) supports the student’s post-secondary goals.

• Should …

  • Build skills (identified in NEEDS)

  • Be prioritized: 3-5 goals for most

  • Project student performance at the end of one year of instruction

  • Begin from baseline of skill (present levels)

  • Contain measurable, countable data for progress monitoring.

• What the are NOT:

  • NOT the curriculum objectives or subject area lessons

  • NOT grade averages, test scores, or passing a course

  • NOT the same as post-secondary goals

• Measurable Annual Goals Must Be Skill-Building

  • In order that the student is able to access, participate, and make progress in the general curriculum and the life of the school/community AND progress towards his/her post-secondary goals . . . 

    • A measurable annual goal (and short term objectives) must build skills.

    • And must be an observable measurable behavior.

• SKILLS that might be needed for Secondary Students

  • Organizational skills

  • Social skills

  • Time management skills

  • Communication skills

  • Self help skills

  • Mobility or travel skills

  • Self-determination and Self-advocacy skills

  • Academic skills

• Measurable Annual Goals For Academic Needs

  • Reminders:

    • Goals can come from the PA Core standards

    • Goals are based on the needs identified in the Present Educational Levels

    • Goals must be connected to post-secondary goals

    • www.pdesas.org

• Four required parts - CNBC:

  • Condition

  • Student’s Name

  • Clearly Defined Behavior

  • Performance Criteria

• CONDITION:

  • Describes the situation in which the student will perform the behavior (e.g., accommodations, assistance provided prior to or during assessment)

  • Describes material that will be used to evaluate the learning

  • May describe the setting for evaluation

  • Examples:

    • During lunch breaks on the job …

    • Given picture checklists to follow …

    • Using graphic organizers for writing assignments …

    • Using grade level passages …

    • Given a two-step direction …

    • Given a grocery list and $20 …

    • Using the alarm feature on his cell phone …

• STUDENT NAME

  • Should not be a problem!

  • Caution of using “copy/paste”

    • Names

    • Pronouns (she/he and him/her)

• CLEARLY DEFINED BEHAVIOR

  • Use PA core as the basis but some skills may not be found here

  • Describe the behavior in measurable, observable terms

  • Ask yourself … what will the student actually DO?

    • Examples:

      • Say, print, write, read orally, point to, solve …

    • Non-examples:

      • Understand, know, recognize, behave, comprehend, improve …

• PERFORMANCE CRITERIA

  • 3 Parts of the Performance Criteria:

    • Criterion Level - How well - the level the student must demonstrate for mastery

    • Number of Times Needed to Demonstrate Mastery - How consistently the student needs to perform the skill(s) before it’s considered “mastered”

    • Evaluation Schedule - How frequently the teacher plans to assess the skill … and HOW progress will be monitored

Writing the MAG: Questions

• What do we want the student to actually DO to show that s/he is learning the skill? (may use or paraphrase language from standard, anchor, etc.)

• With what materials, or under what conditions?

• How will we measure the skill?

• How often will we measure it?

• How well must s/he perform the skill?

• How consistently must the skill be performed to demonstrate mastery (endpoint)?

• What other assessments/forms of data will also indicate if s/he is progressing towards the goal?

ALSO SEE …

https://www.pattan.net/assets/PaTTAN/fc/fc2c9e17-098c-4b56-ba90-dcd44e3112a0.pdf