Transition Day 2017 Housekeeping/Reminders New UGG Requirements - - PowerPoint PPT Presentation
Transition Day 2017 Housekeeping/Reminders New UGG Requirements Food tickets: yellow/blue Bathrooms Claim forms to Brenda Collins Near hallway by classrooms All presentation materials are located on the SCRED website
○ Food tickets: yellow/blue
○ Near hallway by classrooms
under Services → Secondary Transition
8:30 - 9:35 Welcome, Overview & Large Group Presentation Auditorium 9:35 - 9:45 BREAK & Move to Groups 9:45 - 10:30 Disability Specific Group Discussion Academic (SLD) - Room B100 Behavior (EBD/ASD) - Room B151 Low Incidence (DCD/ASD) - Room B110 10:35 - 11:25 County Specific Discussions Pine County - Room B100 Chisago County - Room B110 11:30 - 12:00 LUNCH Cafeteria 12:15 - 3:30 Afternoon Sessions Varies
Session 1 12:15 - 1:00 Session 2 1:05 - 1:50 Session 3 1:55 - 2:40
Transition Road Map Chisago County
B102
Post-Secondary Planning/Applying for College
B102
VRS 101/Community Resources
B102
TRAX 101
B103
TRAX 101
B103
TRAX +
B103
Transition Road Map Pine County
B100
Networking
B100
Networking
B100
Rubric Area Average Score Across Buildings Transition PLAAFP 2.9 Post-Secondary Goals 3.9 Courses of Study 3.6 Transition Services 3.8
www.scred.k12.mn.us - → Compliance in Transition Presentation
○ Building level teams project ○ Rollout Spring 2018 or Transition Day 2018
ALL areas of Transition are updated annually. Needs are described and linked to the disability. “If a student does not demonstrate a need in an area, an explanation is provided.”
Talk with someone next to you and discuss your current practice for annually updating transition information.
Talk with someone next to you and discuss how you currently identify transition needs for students.
goals, graduation planning, whether to include support from
transition?
There are….. ….no needs…. ...in this area… ...at this time.
...[student] needs to improve his/her reading comprehension and vocabulary skills to gainfully engage in college entrance testing. Annual IEP goal(s) in reading comprehension and vocabulary. …[student] would benefit from use
more than one page in length. Accommodation for computer for written work.
...[student] needs to improve his/her ability to maintain attention for periods of time longer than 10 minutes in order to participate effectively and appropriately in the post-secondary setting. …[student] would benefit from increased exploration of careers of interest to him/her.
…[student] needs to improve his/her math skills in order to be successful as cashier at Home Depot. …[student] would benefit from scheduled breaks to assist with task endurance and to maintain focus.
ALL areas of Transition are updated annually. Needs are described and linked to the disability. “If a student does not demonstrate a need in an area, an explanation is provided.”
Student’s strength is s/he is able to write interesting pieces that are engaging to read. Student struggles with writing complex sentences and spelling, especially as sentences require more detail and information to explain a topic. Student’s writing skills will be measured using the CBM writing probe criteria. Student will be given a topic sentence, 30 seconds of think time and 3 minutes to
sequence is two adjacent words, correctly spelled and syntactically and semantically appropriate.
As of [month] [year], Student was able to write a total of 58 total word sequences with an average of 48 correct word sequences in three minutes. Typical 8th grade students are able to write 63 correct word sequences in three minutes. Student is discrepant from his peers in the area of writing. According to the Ten Sigma TRAX survey for Secondary Transition, Student needs to increase his/her ability to follow and write written directions. Student needs to improve his/her written expression to increase his/her ability to write in a manner that others can understand. Student will need to be able to write clearly in order to be successful in the post-secondary setting or when working in a job in the construction industry.
Future goal
Present Levels of Performance (including Transition) → NEEDS
What are we going to do? Why?
post-secondary options or a construction career and in the academic setting
Student's strength is that s/he is able to seek help from peers when s/he does not feel stressed or overwhelmed. S/he is also able to give advice to peers when in a small setting. In order to develop Social Skills, Student is being monitored using the social skills
As of [month] [year], Student scored 32 out of 50 on the social skills probe. Typical peers scored a 50 out of 50. Student is discrepant from his/her peers in the area of social skills. Student needs to increase his/her social skills in order to be successful in the post-secondary setting and the workplace.
Future goal Present Levels of Performance (including Transition) → NEEDS What are we going to do? Why?
What are the requirements for Transition PLAAFPs?
student interview, etc.)
Needs/Benefits, and Annual Goals
Q1 - What are the areas of Secondary Transition? A - Post-Secondary Education & Training, Employment, and Independent Living Q2 - When does MDE require completion of a Transition assessment? A - Before completion of 9th grade Q3 - How many assessments must be used in a transition evaluation? A - 2 Q4 - Per SCRED guidance, TRAX is a required assessment. A - True (Refer to the SCRED website for a link to other MDE approved assessments.) Q5 - Secondary Transition information must be updated annually. A - True Q6 - What area(s) need to be updated annually? A - ALL OF THEM (Post-Secondary Education & Training, Employment, and Independent Living) Q7 - How do you document transition was updated annually? A - Create a PLAAFP for each area
Q8 - The PLAAFP for Transition must include information about... A - Present level of performance and resulting need Q9 - There is a specific place for the Transition PLAAFP’s location. A - False Q10 - Annual goals and Post-Secondary goals are the same thing. A - False Q11 -An IEP MUST contain Post-Secondary goals in which Transition areas? A - Employment & Post-Secondary (Independent Living where appropriate) Q12 - All Post-Secondary goals must have the words…. A - After high school [student] will… (what? where and how?) Q13 -Post-Secondary goals must be progress monitored and graphed. A - False. Q14 - For how many years do you need to complete the ‘Courses of Study’ section on an IEP? A - Current year and following year (Review and update any changes at annual IEP meeting)
8:30 - 9:35 Welcome, Overview & Large Group Presentation Auditorium 9:35 - 9:45 BREAK & Move to Groups 9:45 - 10:30 Disability Specific Group Discussion Academic (SLD) - Room B100 Behavior (EBD/ASD) - Room B151 Low Incidence (DCD/ASD) - Room B110 10:35 - 11:25 County Specific Discussions Pine County - Room B100 Chisago County - Room B110 11:30 - 12:00 LUNCH Cafeteria 12:15 - 3:30 Afternoon Sessions Varies