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Transition Assessments in Iowa: A Preview Iowa Department of Education ICN Sessions March 7 Transition Assessments in Iowa: A Preview Iowa Department of Education ICN Sessions March 7 & 8, 2007

Advisory Committee and Work Group NAME Karen Larimer Ann Lupkes Jackie Gray Diane Nelsen Advisory Committee and Work Group NAME Karen Larimer Ann Lupkes Jackie Gray Diane Nelsen Eric Gettes Kathy Dolinaj Misty Christiansen Sandy Nelson AEA 1 267 8 9 10 11 11 2

Advisory Committee and Work Group NAME Molly Twohig Judy Kay Theresa Jozwiak Nancy Lindgren Advisory Committee and Work Group NAME Molly Twohig Judy Kay Theresa Jozwiak Nancy Lindgren Kathy Henry Virgil Morgan Bonnie Peevler Melody Raub AEA NW 13 13 14 15 15 16 16 3

Advisory Committee and Work Group NAME AEA Kirsten Mc. Collaugh DMPS Diane Raba DMPS Advisory Committee and Work Group NAME AEA Kirsten Mc. Collaugh DMPS Diane Raba DMPS Marsha Mott Voc Rehab. Gary Clark KU Pat Sitlington UNI Linda Berg DE Barb Guy DE Marty Ikeda DE Eric Neessen DE 4

Iowa’s Commitment to Secondary Transition Lana Michelson Iowa’s Commitment to Secondary Transition Lana Michelson

Post-Secondary Participation of Iowa Youth (1 Year After High School) Activity 1986 1994 2006 Post-Secondary Participation of Iowa Youth (1 Year After High School) Activity 1986 1994 2006 Employed 70% (IEP) 82% (IEP) Postsecondary 34% (IEP) 60% (IEP) 89% (IEP) 85% (No. IEP) 57% (IEP) 92% (No. IEP) 6

Post-Secondary Participation (1 Year After High School) Youth who had IEPs were: • More Post-Secondary Participation (1 Year After High School) Youth who had IEPs were: • More likely to work in assembly, maintenance and retail jobs • More likely that current job is life-long goal • Less likely to have medical insurance • Less likely to have a drivers license 7

HS Preparation: Student Experiences • Only 29% of all courses offered by a district HS Preparation: Student Experiences • Only 29% of all courses offered by a district are employment preparation • 47% of students with IEPs never take an “awareness” employment level class • YWD are less likely to talk with a guidance counselor or other adult at school about their plans for the future. (based on 2005 Senior exit survey results) 8

HS Prep: Student Experiences (cont’d) • Less likely to participate in school clubs, athletic HS Prep: Student Experiences (cont’d) • Less likely to participate in school clubs, athletic activities, performing groups, school drama, and other school activities. • Less likely to do any volunteer or community service during the past year. (based on 2005 Senior exit survey results) 9

HS Preparation: Transition Planning 10 HS Preparation: Transition Planning 10

Besides Being Good for Students the Purpose of IDEA 2004 is: “. . . Besides Being Good for Students the Purpose of IDEA 2004 is: “. . . designed to meet their unique needs and prepare them for employment, further education, and independent living; ” 11

Overview of Transition Assessments Barb Guy Overview of Transition Assessments Barb Guy

Purposes of Assessment in IDEA • Accountability – e. g. , alternate assessments, district-wide Purposes of Assessment in IDEA • Accountability – e. g. , alternate assessments, district-wide • Eligibility Determination • Development of individualized education program (IEP) 13

IDEA 2004: Content of IEP “Appropriate measurable postsecondary goals based upon age appropriate transition IDEA 2004: Content of IEP “Appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and where appropriate, independent living skills; ” --IDEA 2004 14

Transition Planning Trends in Iowa ’ 99 -’ 00 % 31 ’ 02 -’ Transition Planning Trends in Iowa ’ 99 -’ 00 % 31 ’ 02 -’ 03 % 57 ’ 05 -’ 06* % 19 Living 21 74 25 Learning 47 74 46 Working 49 82 31 Transition Assessments 15

Iowa’s Model of Transition Assessments Where We’re At Eric Neessen Iowa’s Model of Transition Assessments Where We’re At Eric Neessen

Transition Assessment is an ongoing, coordinated, systematic process that… · Collects/gathers relevant (appropriate) information/data Transition Assessment is an ongoing, coordinated, systematic process that… · Collects/gathers relevant (appropriate) information/data on a student’s interests, preferences, strengths and needs as they relate to the student’s post secondary expectations for living, learning, and working; 17

Transition Assessment is an ongoing, coordinated, systematic process that… · Begins at least by Transition Assessment is an ongoing, coordinated, systematic process that… · Begins at least by the year the student turns 14 years of age and continues until the student graduates or ages out; 18

Transition Assessment is an ongoing, coordinated, systematic process that… · Provides data from which Transition Assessment is an ongoing, coordinated, systematic process that… · Provides data from which to plan and make decisions that assist the student to move to post-secondary activities of living, learning, and working; 19

Transition Assessment is an ongoing, coordinated, systematic process that… • Involves input from student, Transition Assessment is an ongoing, coordinated, systematic process that… • Involves input from student, family, school personnel, and other relevant stakeholders such as adult agencies, related services personnel (the IEP team). 20

The process for assessing an individual’s transition needs… requires the IEP team to answer The process for assessing an individual’s transition needs… requires the IEP team to answer the following six questions:

Determining transition needs 1. Does the student have a post -secondary expectation in each Determining transition needs 1. Does the student have a post -secondary expectation in each of the following areas: living, learning, and working? – – Is there enough information about student/family preferences to loosely identify post-secondary expectations? What is needed to be able to identify postsecondary expectations? 22

Determining transition needs 2. What are the essential postsecondary skills that any individual needs Determining transition needs 2. What are the essential postsecondary skills that any individual needs for these expectations? 23

Determining transition needs 3. What are the student’s current basic skills, attitudes, habits, critical Determining transition needs 3. What are the student’s current basic skills, attitudes, habits, critical thinking and application skills? 24

Determining transition needs 4. What is the discrepancy between the essential skills and the Determining transition needs 4. What is the discrepancy between the essential skills and the student’s current skills? 25

Determining transition needs 5. What services, supports and activities are needed to address the Determining transition needs 5. What services, supports and activities are needed to address the discrepancies? 26

Determining transition needs 6. How will progress toward these postsecondary expectations be monitored and Determining transition needs 6. How will progress toward these postsecondary expectations be monitored and used to plan and revise the IEP? 27

Iowa’s Model of Transition Assessments Where We’re Going Barb and Eric Iowa’s Model of Transition Assessments Where We’re Going Barb and Eric

DE Activities and Supports • Web resource questions 1 and 3 – – Identify DE Activities and Supports • Web resource questions 1 and 3 – – Identify assessment areas Provide some assessment materials Link to other formal assessments Targeted completion: Fall 2008 • Needs assessment survey (April 1 -15 th) http: //survey. aea 267. k 12. ia. us/survey/4703/1917/ 29

DE Activities and Supports • Professional Development Materials – IEP Documentation Information – Multiple DE Activities and Supports • Professional Development Materials – IEP Documentation Information – Multiple IEP Examples • Transition Assessment Coach Network • AEA Secondary Services Professional Development RFP (SPDG) • New IEP/Student Assessment Portfolio 30

Questions and Feedback Questions and Feedback

Questions? • Do we have to answer all 6 questions? Yes. Answering all 6 Questions? • Do we have to answer all 6 questions? Yes. Answering all 6 questions will ensure that the necessary services, supports and activities are identified. 32

Questions? • Do we have to thoroughly complete all 12 cells in the matrix? Questions? • Do we have to thoroughly complete all 12 cells in the matrix? Assessment information must be driven by student need. Therefore, it will look different for every student. By the time the student graduates, enough assessment information should have been gathered to complete all 12 cells. Annually, there must be enough information to demonstrate that the post-secondary has been assessed (or will be assessed through the current IEP). 33

Questions? · Where do I find the assessments? Do I have to buy them? Questions? · Where do I find the assessments? Do I have to buy them? Use the RIOT approach – much information is available. Formal assessments are not always needed. 34

Questions? · Who at my AEA will be able to help me? For now, Questions? · Who at my AEA will be able to help me? For now, contact the people on the State Committee. In the future, there will be an established Network. 35

Questions? · When will the web tool be available? Targeted completion by Fall, 2008. Questions? · When will the web tool be available? Targeted completion by Fall, 2008. Some components will be available by Fall, 2007. 36

Questions? · May we PLEASE have draft copies of the Model Assessment, Matrix, and Questions? · May we PLEASE have draft copies of the Model Assessment, Matrix, and Chart? Yes. We will make them available when they are finalized. In the meantime, the Power. Point from this ICN will be available on the DE website. 37

Questions? · How do I volunteer to help with the development of materials? Contact Questions? · How do I volunteer to help with the development of materials? Contact Beth Buehler, tell her which activity you are volunteering for: –Develop sample IEPs –Develop sample student assessments –Develop IEP documentation materials –Be an Assessment Coach –Pilot electronic tools (Web tools) –Design student assessment portfolio Contact: Beth. [email protected] gov 38

Web information www. iowa. gov/educate Special Education Programs and Services Secondary Transition 39 Web information www. iowa. gov/educate Special Education Programs and Services Secondary Transition 39

Contact information Beth. buehler@iowa. gov 515 -281 -7143 40 Contact information Beth. [email protected] gov 515 -281 -7143 40