Possible Impacts

Given that Jenny is currently scoring well below her peers on the CSAP and district assessments, her teacher can conclude that there is a significant gap between her current academic skill level and her desired PSG of attending a four year college to study architecture. Jenny’s teacher is familiar with the math, reading and writing requirements of Jenny’s PSGs. However, many PSGs may require additional research on College in Colorado or on the Occupational Information Network (O*NET) to define postsecondary requirements in order to determine if there is a gap (an opportunity will be provided for practice completing this research in the next section). If a gap exists, it will influence the development of the IEP.

How Screening Assessment Impacts Jenny’s Transition Plan

Screening assessment can be documented on the IEP as follows:

10/15/11, Case Manager reviewed the results of the 2011 CSAP. This review shows that there is a gap between Jenny’s current academic skill level and her desired PSG of attending a four year college to study architecture:

• unsatisfactory in math with a score of 418--score range for unsatisfactory is 370 to 561;
• unsatisfactory in writing with a score of 411--score range for unsatisfactory is 270-458;
• partially proficient in reading with a score of 610--score range for partially proficient is 607 to 662)

Based on CDE’s CO ACT predictors, Jenny’s junior year CO ACT score in math will be approximately 14-15. With that predicted ACT score and her current GPA of 2.0, Jenny has an Index Score of 64-66. (The standards for entering freshman into four-year schools are based on the calculation of an admissions "index." The index has two components: the student's high school grade point average (GPA) or class rank, and performance on the ACT or SAT standardized test.) Jenny’s current index score does not meet the freshman index score for any four year public school in the state.

Note: No new assessments were administered to learn that there is a gap between Jenny’s current skill level and her PSGs. In many cases, the information that can be gleaned from reviewing existing assessments will be enough to write a meaningful, relevant transition plan. However, in some cases, a review of assessment information will reveal the need for additional assessment to be completed prior to the development of the transition plan and the IEP staffing.

In Jenny’s case, the following could be completed prior to the IEP meeting:

• The math interventionist will conduct diagnostic math assessments to more specifically analyze her current math skills.
• The case manager will discuss with Jenny the gap between her current skill level and her identified PSG of attending a four year college to be an architect and possible options:
  • work to close that achievement gap
  • modify the PSGs
  • modify how the PSGs might be attained.

Jenny may not be aware of the large math component of being an architect. She may think the job is more about drawing and creating rather than precise math calculation. Jenny may also benefit from exploring the option of beginning her college studies at the community college level.

Possible Options for Developing Jenny’s Transition Plan Based on the Results of Assessment Used for Screening.

Recall the PSGs which were previously written based solely on information obtained from interest inventories and checklists. Now that you’ve reviewed academic achievement assessment information through the transition lens, consider how this might impact the PSGs:

• keep PSGs as written and develop an IEP transition plan designed to attain those goals by closing the achievement gap
• consider an alternative PSG in education/training
• consider an alternative PSG in career/employment

Possible Impact on Jenny’s Transition Plan if the Postsecondary Goals Remain the Same

Course of Study

• Jenny will maintain her enrollment in a college prep curriculum.
• Jenny will enroll in two math classes during her second semester of 11th grade, take one math class during summer school, and enroll in two math classes during her senior year of high school.
• Take CAD drafting.
• Take an ACT prep class.
• Take study skills classes.

Transition Services

• The math interventionist will closely monitor Jenny’s progress in mastering math skills with an emphasis on automaticity and fluency with basic math operations and solving word problems, and will adjust instruction as needed.
• The resource teacher will support Jenny in her general education classes by pre-teaching key concepts, providing extra practice opportunities, reviewing homework requirements, and teaching her to consistently use a daily planner.
• The guidance counselor will teach Jenny to independently use College in Colorado to investigate community college options to gain the prerequisite skills before transferring to a 4-year college to study architecture.
• The resource teacher will teach Jenny how to independently use O*NET to investigate alternative career options based on her interests and strengths.
• The case manager will provide Jenny with a sample Accuplacer to determine if she could take community college classes without remediation.
• The transition coordinator, working with Jenny’s family, will provide the opportunity for Jenny to visit several jobsites to help her determine if the reality of being an architect matches what she imagines it will be.
• The special education teacher will teach Jenny to self-advocate for needed accommodations.

Annual Goals and Objectives

• In order to meet the admission requirements at CU-Boulder, the only school in CO to offer architecture, Jenny will improve her math skills (specific skills and measurable baseline/target will be determined by her most current math assessment and must be included in this goal).
• In order to improve her ACT scores to meet the admission requirements at CU-Boulder, Jenny will improve her writing skills (specific skills and measurable baseline/target will be determined by her most current writing assessment and must be included in this goal).

Note: In order to create a truly comprehensive transition plan for Jenny, a similar process would need to be followed for reading. Her reading needs would also be addressed in transition services, course of study, and annual goals and objectives.

These activities demonstrate that in many cases you will need to administer additional assessments with students as well as conduct research on college entrance requirements and occupation descriptions, in order to develop a realistic transition plan.