Making the Most of a G2M Next Steps NH Series Course 1: Muting - - PDF document

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Making the Most of a G2M Next Steps NH Series Course 1: Muting - - PDF document

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8/31/2016 Making the Most of a G2M Next Steps NH Series Course 1: Muting & unmuting Transition Assessment: Using chat function Group activities Knowing the Options Webcams and How to Use Them 2 1 Learning Objectives

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SLIDE 1

8/31/2016 1

Next Steps NH Series

Course 1: Transition Assessment: Knowing the Options and How to Use Them

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Making the Most of a G2M

  • Muting & unmuting
  • Using chat function
  • Group activities
  • Webcams

2

Learning Objectives

In this session participants will:

  • Define transition assessment,
  • Learn about a variety of formal and

informal transition assessments and procedures

  • Map current transition assessment
  • Determine actions for improving transition

assessment practices.

3

Materials for Today

  • Slides
  • Jamerreo T

ransition Planning Worksheet

  • T

ransition Assessment Mapping Tool

  • Sample Instruments Handout
  • Sample Transition Procedures

4

NSNH Essentials

Next Steps NH offers training and coaching on embedding evidence-informed transition practices in schools to increase the graduation rate of students with disabilities and students at-risk of dropping out and prepare them for college, career and adult life.

Training introduces and illustrates the practice. Coaching supports putting the training to use.

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NSNH Essentials

Transition practices include:

  • Enhanced transition planning, activities &
  • pportunities, including RENEW
  • Best practice Extended Learning Opportunities

(ELOs)

  • High level family-school engagement

Evidence shows that embedding new practices requires multi-stage implementation.

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SLIDE 2

8/31/2016 2

Family Engagement

Two-way communication Shared decision making Transition-related training

  • pportunities

Student Development

Best Practice ELOs Self-Determination RENEW

Program Structure

Leadership Teams Ongoing Strategic Planning Policy and Procedure Transition Competencies for Staff Transition Coordinator ELO Board

Student-Focused Planning

Student Led IEPs RENEW Transition Assessment

Interagency Collaboration

Community Services Colleges/Universities ELO Partners

Transition- Focused Education Framework

Adapted from Taxonomy for Transition Programming, Kohler, P.D. (1996) & NH CoP Template for Secondary Transition & NH Standards for Family /School Partnerships 7

NSNH Essentials

Implementing practices with fidelity is a primary

  • focus. The use of planning tools ensures fidelity.

When implemented with fidelity these practices will increase the graduation rates of students with disabilities and students at-risk of dropping out and prepare them for college, career and adult life.

Not In Place Partially In Place In Place

Critical Component of Practice X Students-at-risk and students with IEPs participate meaningfully in the development of their post school goals.

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SUSTAINABILITY

Leadership, ELO, RENEW , Family Engagement Teams & Program Structures

Putting the Pieces Together

  • 1. EXPLORATION
  • Develop & Meet w/ Project T

eams (Leadership – ELO – FEG – RENEW)

  • Complete Fidelity tools
  • 3. INITIAL

IMPLEMENTATION

  • Implement action plans
  • Identify & address

challenges

  • Scale up ELOs, RENEW &

Transition Practices

  • Integrate family-school partnership

strategies

(Based on Dean Fixen et al & SWIFT)

  • 2. INSTALLATION
  • Develop action plans
  • Participate in foundational trainings
  • RENEW student mapping
  • Pilot a high quality ELO, EI

transition practices

  • Offer parent education
  • 4. FULL

IMPLEMENTATION

  • Processes &

procedures in place

  • System recalibrated to

accommodate & support new initiatives

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PRE-WORK REVIEW

What were the outcomes of your last Indicator 13 monitoring visit, with respect to transition assessment? Who was involved in that process? Does your Next Steps action plan have any priorities that are related to transition assessment? What are they?

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Individuals with Disabilities Education Act 2004

  • When child turns 16
  • Or younger if determined by IEP T

eam

  • Appropriate measurable postsecondary goals based upon

age appropriate transition assessments

  • Goals in training/education, employment, and, where

appropriate, independent living skills

  • Transition services (including courses of study) needed to

reach goals NH RULES for the Education of Children With Disabilities:

  • at age 14, or younger if determined by the IEP team,
  • Anticipated Courses of Study section completed

Rules

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Compliance to Best Practice

  • Compliance=Indicator 13
  • T

ransition Assessment = Data about College, Career and Life Readiness

  • Best practice =

– schoolwide practices inclusive of students in special ed and at-risk – T argeted and intensive practices when needed

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SLIDE 3

8/31/2016 3 Defining Transition Assessment

  • The ongoing process of collecting data
  • n 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

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Defining Transition Assessment

  • Assessment data serve as the common

thread in the transition process

  • Forms the basis for defining goals and

services to be included in the Individualized Education Program

(CEC-DCDT , 1997)

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Purpose of T ransition Assessment

 Make informed choices  T ake charge of the transition process  Understand the skills needed for post- school environments

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T ransition Assessment Informs us

about future:

Employment Education/ Training Independent Living

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Transition Assessment Gathers information about:

  • Self-Determination Skills
  • Independent Living Skills
  • Vocational Interests & Skills
  • Career Exploration Skills
  • Academic Skills

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What Assessment Should I Choose?

  • 1. What is the

student’s intended plan? What are the Post-Secondary Goals?

  • 2. Does the

student have the skill, knowledge and behavior needed to reach his or her goals?

  • 3. Does the

student have all the information needed to fully understand his/her goals?

  • 4. What is the

best way to gather the needed information?

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8/31/2016 4

ACTIVITY: PART 1

What is the student’s intended plan? What are their Post-Secondary Goals? What are they interested in?

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TYPES OF TRANSITION ASSESSMENTS

Formal and Informal

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T ypes of Transition Assessments

Formal:

  • T
  • learn about a wide variety of skill levels

in various areas (e.g., vocational, academic, social)

  • Published tests: scores that compare

students to others

  • A starting point

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T ypes of Formal Assessments

  • Learning style inventories
  • Academic achievement tests
  • Adaptive behavior scales
  • Aptitude tests
  • Interest inventories

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T ypes of Transition Assessments

Informal:

  • Observing the student in various academic and

work experiences

  • T

alking with the student about likes and dislikes

  • Setting up experiences to allow the student to

try something that that may be of interest

  • Often teacher-made
  • Often does not result in a score

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T ypes of Informal Assessments

  • Observation: watching or listening to an

individual’s behavior and recording relevant information

  • Interviews/ Questionnaires: structured or

unstructured conversations through question- and-answer format

  • Environmental Analysis: carefully examining the

environment in which an activity normally

  • ccurs
  • Curriculum based assessments: task-analysis,

portfolio assessments, work sample analysis, criterion-referenced tests

(T est, Aspel, & Everson, 2006 - T ransition Methods for Youth with Disabilities)

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8/31/2016 5

ACTIVITY: PART 2

How do you help students determine if they have the skill, knowledge and behavior needed to reach his or her goals? How do you help students determine if the have all the information needed to fully understand goals?

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Compilations of Assessments

  • Next Steps NH website: Nextstep-nh.org
  • NSTTAC T

ransition Assessment T

  • olkit

http://transitionta.org/sites/default/files/Transitio nAssessmentToolkit.pdf

  • T

ransition Coalition Assessment Reviews

http://transitioncoalition.org/tc-assessment- reviews/?cat_ID=48

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Self-Determination Assessments

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AIR Self-Determination Assessment Formal Self-Determination Assessment Parent, T eacher Version, and Student Version Available at:

  • www.ou.edu/zarrow/sdetermination.html

Cost: free

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AIR Self-Determination Assessment

5 4 3 2 1

  • 2. My child sets his or her own goals to satisfy

wants or needs. (S)he thinks about his or her own abilities when setting goals. 5 4 3 2 1

  • 1. My child knows what (s)he needs, likes,

and is good at. Always Almost Always Sometimes Almost Never Never THINGS MY CHILD DOES 5 4 3 2 1 29

I’m Determined Informal Transition Assessment

  • Virginia Department of Education Self-

Determination Project website

  • Self-determination Student Checklist
  • http://www.imdetermined.org/files_resource

s/109/selfdeterminationcheckliststudentself- assessment.pdf

  • Free
  • LOTS of other GREAT STUFF to assist

student and team in self-directed future planning.

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SLIDE 6

8/31/2016 6 Independent Living Skills Assessments

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Vineland Adaptive Behavior Scale Formal Transition Assessment

Norm-referenced Assessment Use the search functions at: http://www.pearsonassess.ca/ Ages birth to 90 Range of options, starting at: $117.00

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Vineland Adaptive Behavior Scale

Domain & Index Subdomain

Communication Receptive Expressive Written Daily Living Skills Personal Domestic Community Socialization Interpersonal Relationships Play and Leisure Time Coping Skills Motor Skills Fine Gross Maladaptive Behavior Index (Optional) Internalizing Externalizing Other

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The Life Skills Inventory

Independent Living Skills Assessment Tool

  • Identify if individual is prepared with the

appropriate life skills to live independently.

  • 15 different categories; 4 levels of

accomplishment; requirements for moving

  • n to the next level.
  • http://www.sped.sbcsc.k12.in.us/PDF%20F

iles/tassessments/Independent%20Living/Li fe%20Skills%20Inventory_Independent% 20Living.pdf

  • FREE!!

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Casey Life Skills

  • Web based and FREE!!!
  • Spanish or English, with numerous

supplemental assessments

  • Youth and caregiver formats
  • Automatically scored and sent to you
  • Can obtain class summaries
  • Provides different levels of questions for

students across functioning levels

  • http://lifeskills.casey.org/

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T eacher-made Independent Living Skills Survey Informal Transition Assessment

 Teacher-made  Questionnaire or survey  Free

Ecological Surveys Observation Curriculum- based Assessment Interviews and Questionnaires Functional Assessment 36

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SLIDE 7

8/31/2016 7

T eacher-made Independent Living Skills Survey Informal Assessment of Independent Living Skills

Date: ____________________ Student:_____________________________ Area Questions Response Outcome Which one means having fun? Leisure Work School Live Outcome Which one is about having a job? Leisure Work School Live Outcome Which one is about learning? Leisure Work School Live Outcome Which one is about where you Leisure Work will live? School Live

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Vocational/ Career Exploration Assessments

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Brigance Transition Skills Inventory Formal T ransition Assessment

 Middle and high school students

 TSI Kit $259.00  Transition Skills Inventory $199.00  TSI Record Books 10-Pack $35.00  www.curriculumassociates.com

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Brigance T ransition Skills Inventory Formal T ransition Assessment

  • Pre-employment/functional writing
  • Career awareness
  • Job-seeking
  • Post-secondary opportunities
  • Functional reading
  • Speaking and listening
  • Math
  • Money and finance
  • Technology
  • Housing
  • Food and clothing
  • Health
  • Travel and transportation
  • Community resources

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YES! (Your Employment Selections) Informal Transition Assessment Reading free, video based job preference program Videos for 120 jobs

  • Accessed by characteristics or job choices
  • Matched to training and qualifications

Can access from CD ($395) or web ($20 per person for 3 months) www.yesjobsearch.com

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Common Informal Transition Assessments used in NH

  • Extended Learning Opportunities & Work-

Based Learning

– Student Reflection – Employer/Community Member Reflections

  • Student Centered Mapping

– Intensive – First stage of RENEW

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SLIDE 8

8/31/2016 8

ACTIVITY PART 3

What else do you want to do?

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HOW TO USE IT

T ransition Assessment

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How to Use It

  • The Common Thread
  • T

ransition-Focused IEPs

– Summarized in present level sections. – Used when writing Measurable postsecondary goals, transition services and annual goal

  • Orient new staff with this training

@Nextsteps-nh.org under resources)

  • Seek further training at The Iris Center or

T ransition Coalition (free!)

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How to Use It

  • Develop departmental procedures
  • Program Development

– Work-based learning opportunities – Guest interviewers, Information interviewing, Job shadows/trials, interactive career fairs

  • Use transition data to build personalized

alternative learning pathways that include ELOs

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ACTIVITY PART 4

Action Planning Select an aspiration, one that is achievable.

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SLIDE 9

8/31/2016 9 Post-test!

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Thank You!

The contents of this presentation were developed under a grant from the US Department of Education, H323A120003. However, those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Corinne Weidenthal. This product is public domain. Authorization to reproduce it in whole or in part is granted. While permission to reprint is not necessary, the citation should be: NH State Personnel Development Grant – Next Steps NH (2012-2017). New Hampshire Department of Education, Concord.

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