Targeting Transition
SEACO Introduction
designed by
John D. Wessels, Ten Sigma
209 S. 2nd St., P.O. Box 846
Mankato, MN 56002-0846
507-345-7557 or 800-657-3815
jwessels@tensigma.org
Introductory Workshop
Agenda
1.
Challenges of transition
2.
Transition skills defined at four levels
3.
Surveys at four levels to assess transition strengths/needs
4.
Rubrics that define transition skills in detail
5.
Rubrics used to write measureable annual transition goals
6.
Rubrics used to collect data
7.
Forms used to track multi-year Progress
8.
Technology tools enhance success
9.
Using the Targeting Transition program
MD/SD Version
Targeting Transition
Section 1:
Challenges of Transition
Overview of OSEP Indicator 13
Transition Process
1. Identify meaningful postsecondary goals.
- education and/or training
- employment
- independent living (if necessary)
2. Base Postsecondary goals on age-appropriate assessment.
3. Identify measurable annual transition goals to meet
postsecondary goals.
4. Secure transition services to meet postsecondary goals.
5. Manage outside services (engage adult providers).
6. Develop a course of study (list of classes) to meet
postsecondary goals.
What We Need to Do
Questions we must help students answer:
 What
are my postsecondary goals for . . .
. . . education/training?
. . . employment?
. . . independent living?
 How



will I meet my postsecondary goals?
What IEP goals would help me reach my goals?
What transition services would help me reach my goals?
What courses would help me reach my goals?
Targeting Transition Model
Post School Goals
Training/Education
Assessment
Identify transition
strengths and needs
• Hard-copy
• Online
Annual Goal
Management
 Rubric editing
 Goal writing
 Data collection
-
Employment
Comprehensive
Transition Skills
• Research-based
• Identified for four levels
Rubrics
 Clarify expectations
 Simplify goal writing
 Teach skills clearly
 Collect better data
-
Independent Living
Multiple Year
Progress Reporting
• Hard-copy
• Online
Activities
Mild and Moderate
 Lessons
 Interviews
 Evaluations
 Plans to improve
 Real situations
MD/SD Version
Targeting Transition
Section 2:
Transition Skills Defined at Four Levels
Transition Assessment
Four Levels for Four Specific Transition Needs

Rubrics for Transition
for Higher-Functioning
Students

Rubrics for Transition
for Students with
Moderate Disabilities

Rubrics for Transition
for Autism Spectrum
Students

Rubrics for Transition
for Students with Severe
Disabilities
Types of Transition Skills in Manuals

Workplace Skills/Attitudes

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following directions promptly
accepting responsibility
following a schedule

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interacting in a group setting
listening
being friendly
basic reading, writing, and math
money, time, and temperature
Habits of Wellness

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using assistive technology
manage email programs
Basic Academic Skills

Interacting with Others

Computer and Internet

Responsibility

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controlling emotions
making good choices
being personally organized

grooming/hygiene
safety
household and kitchen chores
Planning for Success

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advocating for self
participating in comm. resources
MD/SD Version
Targeting Transition
Section 3:
Surveys at Four Levels to Assess
Transition Needs
Targeting Transition Surveys
Simplify Assessment Process

Surveys display all skills on one page.

Simple system promotes success.

“S” marked for strengths.

“N” marked for needs.

Circled N marked for priorities.

Left blank for “okay”.

Survey results focus discussion and attention.

Teacher keeps a master completed survey to
write the IEP.
HigherFunctioning
Survey
Survey contains
65 transition skills for
students who will live
independent adult lives.
Moderate
Disabilities
Survey
Survey contains
61 transition skills
for students who
will live somewhat
dependent adult lives.
Autism
Spectrum
Survey
Survey contains
63 transition skills
for students on the
autism spectrum.
Severe
Disabilities
Survey
Survey contains
43 transition skills for
students who will lead
dependent adult lives.
MD/SD Version
Targeting Transition
Section 4:
Rubrics that Define Transition
Skills in Detail
Rubrics Define Each Transition Skill
Rubrics…

Clarify expectations.

Simplify IEP goal management.

Provide the basis of instruction.

Enhance data collection.
Example of a Transition Rubric
Rubric Title
(Need/Priority)
Date Priority
Set and Met
Scale
Major
Criteria
Subcriteria
• Specific
skills
• Details for
objectives
• Criteria for
lessons
Higher-Functioning Rubric Sample
Moderate Disability Rubric Sample
Severe Disability Rubric Sample
Autism Spectrum Rubric Sample
MD/SD Version
Targeting Transition
Section 5:
Rubrics Used to Write Annual
Transition Goals
Complexity of Goal Writing
Concept level (learn several skills/tasks under a goal).
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Appropriate for mild to high-moderate students.
Short-term objectives more appropriate.
Task/Skill level (learn several details of a task or skill).

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Appropriate for moderate to low-moderate students.
Benchmark/objectives more appropriate based on student.
Detail level (learn to complete a single step of a task).

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Appropriate for high-severe to mid-severe.
Benchmarks more appropriate form of defining goals
Use a Consistent Scoring System
1. Doesn’t demonstrate skill regardless of cueing.
2. Dependent setting with multiple cues (whatever it takes).
3. Dependent setting with no more than one cue.
4. Dependent setting with no cueing.
5. Independent setting with no more than one cue.
6. Independent setting with no cueing.
Measurable Goal and Objectives
Concept Level with Objectives
Goal: Over 36 weeks, John will increase his
ability to keep and follow a schedule from
needing multiple cues in a dependent setting
to needing no more than one cue in a
dependent setting 4 out of 5 times as
measured by a teacher check-off sheet.
Short-Term Objectives:
1. Given five supervised situations with no
more than one cue per situation, John will
organize his daily schedule 4 out of 5 times.
NA
NA
2. Given five supervised situations with no
more than one cue per situation, John will
follow his daily schedule 4 out of 5 times.
* Major criteria “3” is NA (not applicable) for
this student in this situation)—Mark NA
NA
Measurable Goal and Objectives
Skills/Tasks Level with Objectives
Goal: Over 36 weeks, John will increase
his ability to use toilet facilities correctly
from needing multiple cues in a dependent
setting to needing no cues in an
independent setting, as measured by a
student check-off sheet, monitored by the
case manager.
NA
NA
Short-Term Objectives:
1.Given five situations and no cueing, John
will independently identify when he needs
to use the toilet 4 out of 5 times.
NA
2. Given five situations and no cueing, John
will independently sit on the toilet correctly
4 out of 5 times.
3. Given five situations and no cueing, John
will independently use toilet paper
correctly 4 out of 5 times.
4. Given five situations and no cueing, John
will independently flush the toilet 4 out of 5
times.
NA
NA
Measurable Goal and Objectives
Skills/Tasks Level with Benchmarks
Goal: Over 36 weeks, John will increase
his ability to use toilet facilities correctly by
identifying he needs to use the toilet, sit on
the toilet correctly, use toilet paper correctly,
and flush the toilet when finished from
needing multiple cues in a dependent
setting to needing no assistance in a
dependent setting, as measured by a
check-off sheet, monitored by the teacher.
Benchmark One: By November 15, given
five dependent situations and no more than
three cues, John will use the toilet facilities
correctly 4 out of 5 times.
NA
NA
NA
Benchmark Two: By February 15, given
five dependent situations and no more than
one cue, John will use the toilet facilities
correctly 4 out of 5 times.
Benchmark Three: By May 15, given
five dependent situations and no assistance,
John will use the toilet facilities correctly 4
out of 5 times.
NA
NA
Measurable Goal and Objectives
Detail Level with Benchmarks
Goal: Over 36 weeks, John will
increase his ability to make eye contact
when verbal directions are given, from
needing multiple cues in dependent
settings to needing no cues in
independent settings.
Benchmarks:
1.By December 1, given five dependent
situations where verbal directions are
given and whatever cueing is
necessary, John will make eye
contact 4 out of 5 trials.
2. By February 15, given five
dependent situations where verbal
directions are given and no more
than one cue, John will make eye
contact 4 out of 5 trials.
3. By June 1, given five independent
situations where verbal directions are
given and no cueing, John will make
eye contact 4 out of 5 trials.
MD/SD Version
Targeting Transition
Section 6:
Rubrics Used to Collect Data
Manuals Include Rubrics in
Editable Form in RubricMaker Software

RubricMaker software
includes rubrics for four
levels.
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higher-functioning (mild)
moderate disabilities
severe disabilities
autism spectrum
Search for rubrics.
 Edit existing rubrics.
 Design new rubrics.
With the RubricMaker
Turn Management Rubrics . . .
Into Data Collection Tools
Data Collection
Management Scale
With the RubricMaker
Turn Management Rubrics . . .
Into Progress Reports
Progress Reports
Management Scale
MD/SD Version
Targeting Transition
Section 7:
Forms Used to Track Multi-Year
transition Progress
Targeting Transition Progress Report
Student’s
postsecondary
goals (PS, EM,
Indicates
year in
school a
skill is a
priority.
HL, RL, and CP)
To which PS
goal(s) the
skill applies.
x
x x
Method used
to manage
skill (goal,
x
service, course)
x
x
“Q” progress
for IEP goals
T
C
Use a Portfolio System to
Collect Multi-Year Progress

Use tracking form as a
portfolio to keep . . .
. . . multi-year transition progress
. . . completed rubrics
. . . transition services info
. . . completed surveys
. . . invitations, permissions, etc.

Pass the portfolio on
to the next transition
teacher, provider, or
give to the student
upon graduation.
MD/SD Version
Targeting Transition
Section 8:
Technology Tools Enhance
Success
TRAX Online Transition Planner
Electronically Manage Transition Planning

Select from four surveys.
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Adapt surveys (add/remove skills).
Design own surveys.
Email surveys to transition team.
 Automatically score and graph results.
 Print IEP team meeting information.
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Print a variety of result views.
Print plan summary.
Print selected rubrics.
 Print progress report.

TRAX Online Progress Manager
Electronically Manage Data Collection and Progress
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Edit rubrics.
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Change wording to clarify expectations.
Change scales to enhance data collection.
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Print rubrics in data collection form.
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Generate measurable goals.
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Score and graph goal progress.
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Track progress over multiple years.
Activities for Transition
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Available for two levels of transition student.
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Variety of activities.
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For higher-functioning (mild) students.
For students with moderate disabilities (somewhat dependent).
Lessons.
Interviews/observations/practice activities.
Evaluations/planning for improvement.
Authentic tasks (call, write, order, do).
Certificates of strength and accomplishment.
Activities available in two forms.

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In a hard copy, seven-volume set.
Online access.
MD/SD Version
Targeting Transition
Section 9:
Using the Targeting Transition
Program
Evaluating the
Targeting Transition
Implementation
A. Have you established a
multi-year plan for transition?
B. Have you written measurable
annual goals to help meet
postsecondary goals?
C. Are you managing the
acquisition of needed transition
skills and services?
D. Are you tracking progress over
multiple years?
E. Are you writing IEPs that meet
the expectations of Indicator 13?
Objectives of Training
Identify meaningful postsecondary goals.
2. Assess transition strengths and needs.
3. Write effective IEPs.
1.
4.
5.
6.
Write meaningful measurable annual goals.
Collect meaningful data.
Provide needed transition services.
Guide students into and/or provide needed courses.
8. Track transition progress over multiple years.
9. Meet the expectations of Indicator 13.
10.Use technology to enhance transition success.
7.
Basic Training Breakdown
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Initial training (one day in classroom setting).
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Targeting Transition material.
Using Targeting Transition procedures.
Managing the transition process.
Meeting Indicator 13 expectations.
Advanced training (½ day in computer setting).
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Review of procedures and materials.
Sharing of efforts, discussion, and questions answered.
Editing rubrics using the RubricMaker.
Basic Training Costs

Basic materials ($145 per teacher).

Choice of Rubrics for Transition manual.
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for Higher-Functioning Students
for Students with Moderate Disabilities
 for Students on the Autism Spectrum
 for Students with Severe Disabilities
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Basic training costs.
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Rubrics (all four levels) in editable form on CD.
Honorarium ($800 per day for one or two days).
Actual travel expenses (air/ground, hotel, meals).
Optional material/programs.
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Hard copy or online access to Activities for Transition.
TRAX Online Transition Planner .
TRAX Online Progress Manager (available in fall 2009).
Train-Trainers
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Initial two-day training conducted at selected site.
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Trainer material.
Training PowerPoint material.
 All forms digitally in original (editable) and pdf formats.
 Pilot access to all Targeting Transition products.
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Trainer training costs.
Initial $500 per participant (minimum 10 or pay expenses).
 Ongoing $250 per participant per year.
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Ongoing updates through online webinars.
Access to updated program and training material.
Membership in trainer network (available in fall 2009).
Material Costs
Price
Rubrics for Transition Manuals and CD-ROM
 Rubrics for Transition I: for Higher-Functioning Students . . . . . . . . . . . . . $145 ea
—65 skills for students who will live independent lives as adults

Rubrics for Transition II: for Students with Moderate Disabilities . . . . . . . $145 ea
—61 skills for students who will live somewhat dependent adult lives
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Rubrics for Transition III: for Students on the Autism Spectrum . . . . . . . . $145 ea
—63 skills for students on the autism spectrum

Rubrics for Transition IV: for Students with Severe Disabilities . . . . . . . . . $145 ea
—43 skills for students who will live dependent adult lives

All four Rubrics for Transition manuals. (Product #451) . . . . . . . . . . . . . . . $520 set
Activities for Transition (Hard-copy manuals)
$495 set
 for Higher-Functioning (independent) students . . . . . . . . . . . . . . . . . . . . . . . . .

for Students with Moderate Disabilities (somewhat dependent) . . . . . . . . . $495 set
Access to activities for Transition online (Higher-Functioning and Moderate)
 Single-user for one year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $65 ea
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Five or more users for one year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $60 ea
Access to TRAX Online Transition Planner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Varies
Access to TRAX Online Progress Manager . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Varies
Options/Recommendations
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Visit our website: www.tensigma.org/transition.
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Download sample material.
Read about the program in more detail.
Download a PowerPoint summary of the program.
Contact people familiar with the program.
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Talk to Ten Sigma staff at (800)-657-3815.
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Purchase material.
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Schedule training by Ten Sigma staff.
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Set up a Train-Trainers system.
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Develop group plan/pricing.