The Transition Decision Making Matrix

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The Transition Decision - Making Matrix
2005-2006

• Presented by
• Denise Geiger, Ivy Desjardin, Sharon Holmes,
  Suzie Marksbury, Sarah Martinez
• November 8, 2005

Original designed by Dana McDonald Community
Teacher/Transition Facilitator Austin ISD
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Learning Objective for Training

• To learn about transition as outlined in
  Reauthorization of IDEA.
• To provide tools needed to develop IEPs that
  reflect students transition needs.
• To provide consistent information on writing
  goals/objectives to meet the requirements set
  forth in IDEA.

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Transition Planning
Student Developed
Student Focused
Family Involved
Community Involvement
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Paradigm Shift
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Transition and 2004 Reauthorization

• Transition definition has been changed from
  outcome-oriented to results- oriented
• Increased emphasis on post-secondary education as
  a transition goal/objective
• Appropriate measureable post-secondary goals
  based on age appropriate transition assessments
  related to four life domains

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Transition

• A constellation of services, supports, and
  programs that promotes movement to the students
  desired post-school outcome.
• Coordinated set of activities, with a focus on
  adequate yearly progress, toward attaining a
  long-range goal.
• From a presentation by Jane M. Williams, Ph.D.,
  UNLV, The Role of Standards-Based Education in
  Transition, July 24, 2004 in Austin, Texas

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Application of The Matrix
Meeting Simulation
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What the Law Says About Goals/Objectives

• Statement of measurable annual goals including
  benchmark/short-term objectives
• Based on involvement in and progress in general
  ed curriculum

• Statement of other educational needs that result
  from childs disability
• Statement of how progress towards annual goals
  will be measured

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Decision Making Matrix Benefits

• Collaborative Student Focused Assessment
• Based on peer-reviewed
• research (Addressing
• Unique Educational
  Needs)
• John C. Flanagan Research Center

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Decision-Making Matrix Can Help You

• Takes Less Time To Develop Goals Objectives
• Meets The Requirements Of The Law
• Works Well For Students
• Easy To Use
• Collaborative
• Demonstrates Effective Outcomes

• Shows A Correlation Between What Is Taught In
  School The Future
• Ties Directly To The IEP
• Uses The Team Approach
• Easily Updated Annually
• Focuses On Achieving Independence

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LISD DMM Data
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Different Ideas of Functioning
How About Here?
Over Here
Where am I?
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Big Idea Begin with the End in Mind (Transition
State Assessments)
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Student Outcomes

• Where Do You Want To Live?
• What Kind Of Work Do You Want To
  Do?
• How Do You Plan To Keep On Learning?
• What Will You Do For Fun And How Will
  You Develop Friendships?

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Transition Decision-Making Matrix
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Dissecting The Transition
Decision-Making Matrix
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Overview of DMM Steps

• Performance Categories
• Life Domains
• Performance Expectations
• Read P.E.s
• Identify Students Strengths
• Prioritize 2 P.E.s per domain
• Tally P.E.s
• Write Measurable goal objectives

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Materials Needed

• Copies of
• The Transition Decision-Making Matrix
• Idea Generator Sheets
• Definitions of Independence Levels (pg.)
• Explanation of the Performance Expectations (Pg.
  )
• Markers or Colored Pens

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Performance Categories
Step 1
Think
Independence Level
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Life Domains
Step 2
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Performance Categories
Step 3
Read Independence Level Definitions
"Performance Category"
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Moving Towards Minimal Support
6 7 8
Maximum
Performance Expectation Number
Minimal
1 3 4 5
Maximum
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Performance Expectations (PE)
Are

• Desired End Points of Educational
  Programs
• Criteria For Achievement
• Based On Major Life Roles In
  Which The Student Should
  Consistently Perform

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Step 4
Performance Category
Performance Expectations
Performance Category
in
Performance Categories
PE Skills
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LISD Graduate Profile Decision Making
MatrixPerformance Expectations (PE) measured at
Full Independence

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Brainstorming Real World Expectations
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Idea Generators

• Created by LISD Staff
• Used in step 6 7

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Step 5

•  
• Individually identify students strengths
• See overhead demonstration using the Idea
  Generator

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The Picasso of Transitionby Collaborative Team
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Performance Expectations (PE)

• Pick No More Than Two or Three PE per
• Domain
• PE are chosen according to safety, age
  appropriateness, and current functioning ability
  (needs)
• Numbers correlate to Performance Expectations on
  the Transition Decision-Making Matrix

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• Reflect and Individualize with Students
• Prioritize 2 Performance Expectations
• per Domain

Step 6
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Step 7

• Prioritize 2 Performance Expectations
• Collectively with Collaborative Team
• by Tallying

Collaborative Results
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Reminder

• Your Manual Contains Performance Expectations in
  Each Independence Level (LISD Idea Generators
  Modeled After Manuals PE)

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Group Activity

• Sequence Three Things The Student Would Have To
  Do To Perform The Expectation

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Transition and Standards-Based Education How Do
You Do It?

• Utilize state standards (TEKS) that identify what
  students should know and be able to do when
  designing transition components of IEPs
• Address the four areas of transition Life-Long
  Learning, Employability, Social/Rec/Leisure,
  Adult Living (from IDEA 2004 Reauth.) by tying
  the transition pages to goals/objectives
• What are the goals/obj. outlined in the state
  standards for this student that will result in
  the students attaining his/her post-secondary
  goal or vision?
• From a presentation by Jane M. Williams, Ph.D.,
  UNLV, The Role of Standards-Based Education in
  Transition, July 24, 2004 in Austin, Texas

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Writing Relevant, Measurable, Goals Objectives
Step 8
Where Do They Come From?
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Present Levels of Academic Achievement and
Functional Performance

• Accurate, Complete and Current (based on current
  assessment/ evaluation information)
• Written in objective terms
• Reflects educational needs
• Address all areas

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The Importance of PLAAFP(Renamed in IDEA 2004)
Competencies
Transition
Goals and Objectives
Services (time)
Placement Decisions
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When to Write Goals/Objectives

• Address needs based on childs disability and
  eligibility (e.g., area of discrepancy for LD)
• Address weaknesses noted on competency page (when
  appropriate e.g. dyslexia)
• Significant weaknesses should be addressed
  through goals/objectives (e.g., Behavior IEP)
• Appropriate measurable post-secondary goals based
  on age appropriate transition assessments related
  to four life domains
• Short term objectives must relate to how we want
  students to perform on below grade level SDAA II
  or LDAA (IDEA 2004)

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Goal Writing Exercise
Please pull out a LISD goal page.
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Case Studies

• Clyde Seymore
• 4th grader
• LD in basic reading and math calculations
• ED
• Placement Resource - LA and Math, Inclusion
  Science/Social Studies
• Life goal Military, Game store, Food service
  (Pizza)

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Case Study

• Lucy Lou
• 3rd grader
• MR (High functioning- Moderate)
• Resource Math and Language Arts
• Inclusion Language Arts, Science, and Social
  Studies
• Life Goal - Cosmotology

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The ABCs of Goal/Objective Writing

• Audience
• Behavior
• Condition
• Degree of Mastery

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Action Words(organized by Blooms Taxonomy)
Expectations

• The student will

• achieve
• demonstrate
• progress toward
• show the ability to
• reach

• complete
• manage
• participate
• respond
• interact
• travel
• express
• access

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Monitoring and Documenting Student Progress

• Pre- and Post-Test
• Regular Monitoring (e.g., probes, teacher-made
  tests) include the student in some way
• Documenting student progress(formative and
  summative)
• Decision Making Matrix
• Informal assessments
• Work samples
• Portfolios
• Observational data

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Important Reminders for ARDs

• Support staff, parents, and students work
  together as a team to draft goals
• Involve students in the process of leading the
  ARD
• The ARD/IEP does not specify methodology or
  personnel
• Teachers do need to know what methodologies are
  being used and whether the methodologies have
  support in research (IDEA 2004)
• www.whatworks.ed.gov

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Why Use the Decision Making Matrix?

• Advantages
• Provides Peer-reviewed Tool To Address All
  Domains
• Drives Relevant Collaborative Goal Writing
• Aligns to LISD Graduate Profile
• Outcomes
• Addresses All Areas of Federally Mandated
  Transition
• Increases Student Involvement Develops
• Self-Determination

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Decision Making Matrix
Collaboration
Transition Planning At Its Finest
The Pieces Fit For A Complete Picture