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This training was developed by the Project 10: Transition Education Network, a special project funded by the Florida Department of Education, Division of Public Schools, Bureau of Exceptional Education and Student Services, through federal assistance under the Individuals with Disabilities Education Act (IDEA), Part B.
DRAFT
Using Transition Assessment
Data to Write Measurable
Postsecondary Goals
DRAFT
Objectives
After this presentation, participants will be able to:
Describe the importance of transition assessment
Identify various types of transition assessment
Utilize information/data gathered from transition
assessments for transition planning and in writing
measurable annual and postsecondary goals
3
DRAFT
“All Florida students deserve to graduate high school
with knowledge and skills they need to succeed in
college, careers and life” (Florida Department of Education, Florida Standards)
Schools should focus on quality transition planning, not
solely obligatory compliance, in order to support
students with disabilities in transitioning successfully to
adulthood.
Positive Student Outcomes for All
4
Basic Requirements for
Secondary Transition
5DRAFT
DRAFT
“Percent of youth with IEPs aged 16 and above with
an IEP that includes appropriate measurable
postsecondary goals that are annually updated and
based upon an age appropriate transition
assessment, transition services, including courses of
study, that will reasonably enable the student to meet
those postsecondary goals, and annual IEP goals
related to the student’s transition services needs.”
(20 U.S.C. 1416(a)(3)(B))
Definition of State Performance
Plan (SPP) Indicator 13
6
DRAFT
“…an ongoing process of collecting
information on the student’s strengths, needs,
preferences, and interests as they relate to the
demands of current and future living, learning,
and working environments”(Sitlington, Neubert, Begun, Lombard, & Leconte, 2007, p. 2)
Definition of
Transition Assessment
7
DRAFT
Age-appropriate means activities, assessments, content, environments, instruction and/or materials that reflect a student’s chronological age.
Age-appropriate assessments may necessitate adaptations to their administration for some students so that meaningful data are obtained.
Note: Transition assessment should take Universal Design for Learning (UDL) principles into account.
(NSTTAC, 2009)
Definition of “Age-Appropriate”
Transition Assessment
DRAFT
Florida Statute 1003.5716
(1) To ensure quality planning for a successful transition of a student with a disability to postsecondary education and career opportunities, an IEP team shall begin the process of, and develop an IEP for, identifying the need for transition services before the student with a disability attains the age of 14 years in order for his or her postsecondary goals and career goals to be identified and in place when he/she attains the age of 16 years. This process must include, but is not limited to:
9
DRAFT
Florida Statute 1003.5716
(1)(a) Consideration of the student’s need for instruction in the
area of self-determination and self-advocacy to assist the
student’s active and effective participation in an IEP meeting
Question: What is the difference between self-determination
and self-advocacy?
Question: How will a student’s need for instruction in self-
determination and self-advocacy be determined?
10
11
Assessing students strengths, preferences, and interests
Considering the need for instruction in self-determination and self-advocacy
Setting measurable postsecondary education and career goals
Selecting the type of standard diploma and identifying a course of study, including digital tools and industry certifications
Identifying transition services needs
2014 Changes in Transition
Planning
DRAFT
12
Steps in Quality Transition
Planning
(National Technical Assistance Center on Transition [NTACT], n.d.)
Transition Assessment
13
14
DRAFT
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)
Purpose for Conducting
Transition Assessments
15
DRAFT
Transition planning may be used to:
Develop postsecondary goals; related transition services and
annual goals and objectives for the IEP
Make instructional programming decisions
Include information in the present level of performance
related to a student’s interests, preferences, and needs
Learn about individual strengths outside of academics and
career ambitions
Help students learn about themselves so as to better prepare
them for taking an active role in their career development
Purpose for Conducting
Transition Assessments
16
DRAFT 17
Begin transition assessments as early as possible,
including elementary school (kindergarten)
Develop Assessment Timeline
Incorporate universal design to ensure student has
access to assessments that are age appropriate
Share results with families
Transition Assessment Key Points
1. Interests
2. Preferences
3. Cognitive development
and academic
achievement
4. Adaptive behaviors
5. Interpersonal relationship
skills
6. Emotional development
and mental health
7. Employability and
vocational skills
8. Community participation
Transition Assessment
FrameworkEight assessment areas that are considered minimum
requirements for academic and functional transition assessment
18
(Sitlington & Clark, 2007)
DRAFT
Sitlington, Neubert and Leconte (1997) make the following recommendations for transition assessment:
Assess in environments that resemble real education, training, employment or community environments
Use methods that are appropriate for the learning characteristics of the individual, including cultural and linguistic differences
Ensure that assessment information is current, valid or verified and relevant to transition
Important Points
19DRAFT
Produce outcomes that contribute to ongoing
development, planning and implementation of “next
steps”
Synthesize and interpret data to students with
disabilities, their families and the transition team
Document data in a format that can be used to facilitate
transition planning
Incorporate assistive technology or accommodations as
needed
(Sitlington, Neubert, & Leconte, 1997)
20
Also Consider
DRAFT
Formal (norm referenced)
College Entrance Test
PSAT, SAT, ACT, CPT
Transition Planning Inventory
Brigance
Life Centered Education (LCE)
Statewide Standardized
Assessments (i.e. FSAA, EOC,
FSA)
Types of Assessment
Informal
Curriculum-Based/
Teacher-Made Tests
Interest Inventories
Self-Determination
Situational
Questionnaires/Surveys/
Interviews/Observations
Checklists
21DRAFT
DRAFT
Formal Assessments
• Documentation on individual student’s IEP
• Established accommodations
• Request prior to testing
Informal Assessments
• Documentation on individual student’s IEP
• No set accommodations
• Implemented on demand
Assessment Accommodations
22
What transition assessments
are you, or your school/district,
currently using?
23
Over time multiple individuals may gather a student’s
transition assessment data.
To ensure effective and linked communication it is
recommended to develop an “assessment map”.
Creates a general timeline for conducting the various
assessments
Avoids unnecessary duplication of assessments
Links information from one grade to another, including
elementary to middle school and middle to high school
Transition Assessment
Roadmap
24
(LRP Publication, 2015)
DRAFT
DRAFT
MyCareerShines(Replaces CHOICES)
25
Florida is implementing a new comprehensive education
and career planning system to help students and adults
prepare a plan to achieve their education and career
goals.
www.FloridaShines.org
Website features online tools and resources customized
specifically for Florida for students, elementary through
postsecondary education and adults
DRAFT
Transition assessments will provide practical information to assist in all facets of transition planning and IEP development.
Age-appropriate transition assessment must be used to develop students’ measurable postsecondary goals.
• Annual goals must be in alignment with students’ postsecondary goals
• Supports and services should be determined based on what is needed to help students achieve their postsecondary goals
Using Transition Assessment
Information in IEP Development
26
DRAFT
The results of transition assessments should be used in
making recommendations for instructional strategies,
accommodations in instruction and environments to meet
the student’s strengths and needs. The results also should
help students make a connection between their individual
academic program and their post-school ambition.
(NSTTAC, 2013)
Using Transition Assessment
Results in IEP Development
27
DRAFT
Data Captured through Transition
Assessment
Academic and functional performance
Strengths, needs, preferences, and interests:
• Training
• Education
• Employment
• Independent living
• Self-Determination
28
DRAFT 29
Invited ?
Students are required to be invited to attend their IEP meetings for the IEP which will be in effect at age 14 and future years.
“If the student does not attend the IEP meeting, the public agency shall take other steps to ensure that the student’s preferences and interests are considered.”
34 CFR (Sec. 300.344(b)(2))
Question: How are you obtaining a student’s authentic input in the transition IEP process if they are unable to attend a meeting?
r 13
Ensuring Student Input
DRAFT
Checking for Understanding
30
True False Statement
1. Transition assessment is a one time event.
2. Transition data should Indicate strengths,
preferences and interests of the student.
3. Transition assessment only considers present
environments
DRAFT
Checking for Understanding
31
True False Statement
4. Transition assessment results must be used in
the development of measurable postsecondary
goals and other components of the IEP
5. Only one person can gather transition information
6. Staff should be sensitive to cultural diversity when
choosing transition assessments
Measurable
Postsecondary Goals
32
33
(2)(c) Beginning no later than age 16, the IEP must
include
Measurable long-term postsecondary education and
career goals based on age-appropriate transition
assessments related to:
Florida Statute 1003.5716
Training
Education
Employment/Career
Independent living, if appropriate
Transition services
Courses of study to assist these goals
DRAFT
DRAFT
A measurable postsecondary goal may address more than one of the designated areas and must meet the following requirements:
It must be measurable; you must be able to “count it” or observe it
It must be intended to occur after the student leavesschool
It must be reviewed annually, but may be updated during the year if needed.
Measurable Postsecondary Goals
34
DRAFT
Process for Writing a
Postsecondary Goal
(NSTTAC, 2013)
will
By (date), student name behavior/
action
where and how
35
DRAFT 36
1. Employment: Within six months of graduating from high
school Freddy will be employed at least 20 hours per
week in a sporting goods store with the support of a job
coach and assistive technology.
2. Career: Within five years of graduating from high school
Freddy will meet his career goal of working on a
commercial fishing boat.
Postsecondary Goals:
Employment and Career
DRAFT 37
1. Within three months of graduation from high school,
Franklin will participate in an in-home or hospital based
program designed to provide vocational training with
medical and therapeutic supports.
2. Within one month of graduating from high school, Tury
will enroll in the Massage Therapy Program at Miami
Dade College.
Postsecondary Goal(s):
Education/Training
DRAFT 38
1. Within one year of graduation from high school, Carly will use public transportation to travel to work and social activities.
2. By September 2020, Lisa will continue living with her parents and participate in her daily care routines to the greatest extent possible. She will participate in one to two age-appropriate community-based activities per week in horticulture, socialization with young adults, animals, and/or music.
Postsecondary Goal:
Independent Living
It is important to note that there is no requirement for
reporting progress on measurable postsecondary goals. If
the student is making adequate yearly progress toward
attaining their measurable annual goals and other transition
services within the IEP, then the student should be making
progress toward attaining his or her measurable
postsecondary goals.
In addition, if there is a change in course of study or shift in
interest which impacts the postsecondary goal(s), the IEP
should be updated.
Documenting
Progress
DRAFT
DRAFT
Developing Quality IEPs: A Guide for
Instructional Personnel and Families
http://www.fldoe.org/academics/exce
ptional-student-edu/beess-
resources/presentations-
pubs/index.stml
Annual Goals
Writing Objectives
Online modules for registered users of
CPALMS (http://www.cpalms.org)
Resources for Writing Annual
Goals and Objectives
40
41
Developing and Facilitating Quality IEPs: Transition Planning
Florida Diagnostic and Learning Resources Systems FDLRS Administration Project
DRAFT
Questions and
Thank You!Questions, concerns, or
recommendations?
Thank you for your attendance and
input today!
42
Florida Department of Education, Bureau of Exceptional Education and Student Services. (2015).
Accommodations for Florida's statewide student assessments, Tallahassee, FL. Retrieved from
http://www.fldoe.org/core/fileparse.php/7690/urlt/statewideassessmentaccommodations.pdf
Florida Department of Education, Bureau of Exceptional Education and Student Services. (2015).
Developing quality individual educational plans: A guide for instructional personnel and families,
Tallahassee, FL. Retrieved from http://www.fldoe.org/core/fileparse.php/7690/urlt/0070122-qualityieps.pdf
Florida Department of Education, Bureau of Exceptional Education and Student Services. (2015).
Exceptional Student Education Compliance Manual 2016-17.
http://www.fldoe.org/core/fileparse.php/7673/urlt/ESEComManual1617.pdf
Florida Department of Education, Bureau of Instructional Support and Community Services. (2002).
Designing Lessons for the Diverse Classroom, Chapter 2: Writing the Objective, Tallahassee, FL.
Retrieved from http://www.fldoe.org/core/fileparse.php/7690/urlt/0070084-4dclessn.pdf
Florida Department of Education, Division of Career and Adult Education (2012). Career cruiser,
Tallahassee, FL. Retrieved from http://www.fldoe.org/core/fileparse.php/5243/urlt/0047242-cruiser.pdf
Florida Department of Education (n.d.). Florida standards. Retrieved from
http://www.fldoe.org/academics/standards/florida-standards/
References
43DRAFT
LRP Publications. (2015, July 16). 4 assessment tips to propel students toward post-school success [email
newsletter]. Palm Beach Gardens, FL.
National Secondary Transition Technical Assistance Center (NSTTAC) (2013). Age appropriate transition
assessment toolkit third edition. University of North Carolina at Charlotte, A. R. Walker, L. J. Kortering, C.
H. Fowler, D. Rowe, & L. Bethune. Retrieved from
http://www.transitionta.org/sites/default/files/transitionplanning/TransitionAssessmentToolkit.pdf
National Technical Assistance Center on Transition (NTACT). Transition planning: Indicator 13, Charlotte, NC.
Retrieved from http://www.transitionta.org/transitionplanning
Noonan, P., Morningstar, M.E., & Clark, G. (2009). Transition assessment: The big picture. [Online Training
Module]. Lawrence, KS: University of Kansas, Department of Special Education. Retrieved from:
http://www.transitioncoalition.org
Project 10: Transition Education Network. (2014). Career development: Resources for school professionals,
St. Petersburg, FL. Retrieved from http://www.project10.info/CareerDevelopment.php
Project 10: Transition Education Network. (2012). Transition wheel spoke: Transition assessment, St.
Petersburg, FL. Retrieved from
http://project10.info/TransitionWheel.php?PageCategory=Transition%20Wheel
References
44DRAFT
Sitlington, P. L., & Clark, G. M. (2007). The transition assessment process and IDEIA 2004. Assessment for
Effective Intervention, 32(3), 133–142.
Sitlington, P. L., Neubert, D. A., Begun, W., Lombard, R., & Leconte, P. (2007). Assess for success: A
practitioner’s handbook on transition assessment (2nd ed.). Thousand Oaks, CA: Corwin Press.
Sitlington, P. L., Neubert, D. A., & Leconte, P. J. (1997). Transition assessment: The position of the Division
on Career Development and Transition. Career Development for Exceptional Individuals, 20, 69-79.
Transition Coalition, University of Kansas (2014). Topical Presentations. Retrieved from
http://transitioncoalition.org/transition/presentations.php
U.S. Government Publishing Office (2015). Code of Federal Regulations (Annual Edition), Washington, D.C.
Retrieved from www.ecfr.gov
West Virginia Department of Education. (n.d.). Standards-based individualized education programs (IEPs).
Retrieved from https://wvde.state.wv.us/osp/standards-based-iep.htm.
45
References
DRAFT
Presenter Contact Information
Tury Lewis
and
Lisa Friedman-Chavez
Project 10: Transition Education Network
Regions 1 and 5 Transition Representatives
Email: [email protected]
Office/Cell: (850) 294-8973
(786) 417-3904
Updated March 2017
46