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Transition Essentials To Prepare Students for Adult Life. 2007 Oklahoma Parent Conference. Jim Martin, Chen-Ya Juan, and Cathy Witten Zarrow Center University of Oklahoma Email: [email protected] Phone: 405-325-8951. Agenda. Purpose of SPED Transition Education Big Ideas

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Transition essentials to prepare students for adult life

Transition Essentials To Prepare Students for Adult Life

2007 Oklahoma Parent Conference

Jim Martin, Chen-Ya Juan, and Cathy Witten

Zarrow Center

University of Oklahoma

Email: [email protected]

Phone: 405-325-8951


Agenda
Agenda

  • Purpose of SPED

  • Transition Education Big Ideas

  • Seven Transition Education Steps


Question
Question?

  • What is the purpose of special education as defined by IDEA 2004?


The purpose of sped
The Purpose of SPED

. . . a free appropriate public education that emphasizes special education and related services designed to meet students’ unique needs and to prepare them for further education,employment, and independent living.


“High school is a make-or-break time for kids with disabilities and, for too many, it’s a break time that’s why comprehensive transition planning must begin no later than age 14.”

-Thomas Hehir

Former Director

US DOE, OSEP


Transition big idea 1
Transition Big Idea #1 disabilities and, for too many, it’s a break time that’s why

Parents and educators and students need to decide:

Where will the student live?

Where will the student work?

Where will the student receive job training?

Where will the student receive education after high school?


Transition Big Idea #2 disabilities and, for too many, it’s a break time that’s why

Design the high school years to ensure that students have the opportunity and gain the skills needed to achieve post-school education, employment, and living goals.


Transition Big Idea #3 disabilities and, for too many, it’s a break time that’s why

To enable students to attain postschool goals, involve students in identifying and making linkages to post-school supports and programs before exiting the school system.


Taxonomy for Transition Education disabilities and, for too many, it’s a break time that’s why

Family Involvement

Student-Focused Planning

Program Structures

Student Development

Interagency Collaboration


Transition Education Opportunities disabilities and, for too many, it’s a break time that’s why

  • Structure activities for students to think, talk, and plan about the future.

  • Jointly plan with educators, students, and family a course of study to make the high school experience directly relate to students’ dreams and goals for the future.


Seven transition steps
Seven Transition Steps disabilities and, for too many, it’s a break time that’s why

  • Involve student in IEP Planning Process

  • Team completes a three-part transition assessment process.

  • Team Writes Present Level of Academic Achievement and Functional Performance

  • Team develops course of study

  • Team develops postschool linkages

  • Students work on attaining IEP and personal goals

  • Families and students build a Student-Directed Summary of Performance


Step 1 involve student in iep planning process
Step 1: Involve Student in IEP Planning Process disabilities and, for too many, it’s a break time that’s why

  • Teach students to become active participants in own IEP meeting

    • Learn terms and process

    • Students write script of what to say and when

    • Practice

    • Provide opportunities for students to speak at IEP meetings


Teacher-Directed: What Percent Did These People Talk? disabilities and, for too many, it’s a break time that’s why


Who Talked at IEP Meetings? disabilities and, for too many, it’s a break time that’s why


Self-Directed IEP disabilities and, for too many, it’s a break time that’s why - 11 Lessons

  • Begin meeting by stating purpose.

  • Introduce everyone.

  • Review past goals and performance.

  • Ask for others’ feedback.

  • State your school and transition goals.

  • Ask questions if you do not understand.

  • Deal with differences in opinion.

  • State what support you will need.

  • Summarize your goals.

  • Close meeting by thanking everyone.

  • Work on IEP goals all year.


Self-Directed IEP disabilities and, for too many, it’s a break time that’s why: What Percent Did These People Talk?


Student-Directed: What % disabilities and, for too many, it’s a break time that’s whyDid These People Talk?


Answer This Question disabilities and, for too many, it’s a break time that’s why

Who talked most about transition?


The IEP Team consists of students, family, educators, and support staff. All -especially the student and family - must communicate to develop an effective and meaningful plan.


IEP Team Purpose support staff. All -especially the student and family -

IEP teams needs to take along-term view and build an IEP to facilitate attainment of postschool goals.

Begin With Postschool Goals

Begin each IEP meeting with a discussion of postschool goals and involve the student and family as much as possible in this discussion.


Self directed iep available from
Self-Directed IEP Available From support staff. All -especially the student and family -

  • Sopris West

  • 4093 Specialty Place

  • Longmont, CO 80504

  • Phone: (303) 651-2829

  • Fax: (888) 819-7767

  • www.sopriswest.com


More iep teaching materials

Self-Advocacy Strategy support staff. All -especially the student and family -

Edge Enterprise

P.O. Box 1304

Lawrence, KS 66044

A Student’s Guide

NICCY

P.O. Box 1492

Washington, DC 20013

www.nichcy.org/

NEXT S.T.E.P.

PRO-Ed

8700 Shoal Creek Blvd

Austin, TX 78757

www.proedinc.com

More IEP Teaching Materials


Step Two support staff. All -especially the student and family -

Team Completes a Three-Part Transition Assessment Process


Three-Part Transition Assessment support staff. All -especially the student and family -

  • 1. Self-Determination Skills

    • AIR SD Assessment (www.ou.edu/zarrow click on self-determination button)

  • 2. Transition Skills (Adaptive Behavior)

    • caseylifeskills.org

    • parent, student, support staff version

  • 3. Vocational Interests and Skills

  • - ON-Line Assessments (free!!!)

  • - Choose and Take Action vocational assessment

  • software

JM


Self-Determination Constructs support staff. All -especially the student and family -

• Self-awareness

• Self-advocacy

• Self-efficacy

• Decision-making

• Independent performance

• Self-evaluation

• Adjustment


Air self determination assessment
AIR Self-Determination Assessment support staff. All -especially the student and family -

  • Parent Version

  • Teacher Version

  • Student Version

  • Available at

    • www.ou.edu/zarrow/sdetermination.html

  • Cost: free


www.ou.edu/zarrow support staff. All -especially the student and family -


Choicemaker sd assessment
ChoiceMaker SD Assessment support staff. All -especially the student and family -

  • Curriculum Referenced Assessment

    • Choosing Goals

    • Participating in IEP Meetings

    • Taking Action on Goals

  • Sopris West (search by author: Martin)

    • www.sopriswest.com

  • Cost: $12.95 for 25 copies


Transition assessments
Transition Assessments support staff. All -especially the student and family -

  • Transition Planning Inventory (TPI)

    • ProEd, Austin Texas (www.proedinc.com)

  • Enderle-Severson Transition Rating Form

    • www.estr.net

  • Casey Life Skills

    • www.caseylifeskills.org


Transition planning inventory
Transition Planning Inventory support staff. All -especially the student and family -

  • Home version

  • Teacher version

  • Student version

  • CD version speaks to students or parents and automatically scores


Scales of independent behavior r
Scales of Independent Behavior-R support staff. All -especially the student and family -

  • SIB-R Scales (norm referenced)

    • Community and personal living skills

    • Social interaction and communication

    • Motor skills

    • Overall measure of independence

    • 14 adaptive behavior & 8 problem behavior areas

  • Available From

    • http://www.riverpub.com/

    • Riverside Publishing

  • Cost: $248


Casey life skills why look anywhere else
Casey Life Skills - Why Look support staff. All -especially the student and family - Anywhere Else?

  • Web based and FREE!!!

  • Spanish or English, with numerous supplemental assessments

  • Youth and caregiver formats

  • Automatically scored and sent to you

  • Can obtain class summaries

  • Provides different levels of questions for students across functioning levels

  • www.caseylifeskills.org


www.caseylifeskills.org support staff. All -especially the student and family -

JM


Vocational interest assessment

Vocational Interest Assessment support staff. All -especially the student and family -

Part 3 of the 3-Part Transition Assessment Process


Vocational interests for high achieving students with mild disabilities
Vocational Interests for High Achieving Students With Mild Disabilities

  • Group Interest Inventories

    • ACT Discover

    • ACT Explorer

  • U.S. Dept of Labor O*NET

    • www.onetcenter.org

    • Interest profiler, ability profiler


Individualized interest inventories
Individualized Interest Inventories Disabilities

  • Paper Individual Interest Inventories

    • Strong Interest Inventory

    • Self-Directed Search

  • On-Line Individual Interest Inventories

    • http://www.myfuture.com/toolbox/workinterest.html

    • www.ioscar.org

    • http://www.careerkey.org/cgi-bin/ck.pl?action=choices

    • www.careervoyages.com

    • www.careerclusters.org (download in pdf format)


Exploration of interest results
Exploration of Interest Results Disabilities

  • Occupational Outlook Handbook

    • www.bls.gov/oco/home.htm

    • www.bls.gov/k12/index.htm

  • Job videos (English or Spanish)

    • Individuals & Job clusters

    • http://acinet.org/acinet/videos.asp?id=27,&nodeid=27

    • www.careervoyages.com

      • Uses the above videos in an interactive format


Career awareness exploration
Career Awareness & Exploration Disabilities

  • Watching

    • Video

      • http://acinet.org/acinet/videos.asp?id=27,&nodeid=27

      • Provides numerous videos for students to watch

        • English or Spanish

        • Job cluster and skill categories

        • Horse Training

        • Coast Guard Assistant

        • Construction Workers

        • Teaching Assistants

    • Live in the Community

  • Doing

    • Short exploration periods

    • Long-term try-outs



Career Development Theory Disabilities

• Career Awareness

• Career Exploration

• Career Preparation

• Beginning Career

Need Exposure to Available Jobs


Wriot2 wide range interest and occupation test 2
WRIOT2: Wide Range Interest and Occupation Test 2 Disabilities

Available: www.proedinc.com

Cost: appx $200 for entire package


Cops pic
COPS-PIC Disabilities

  • Non-Verbal Assessment of Occupational Interest

  • EDITS / P.O. Box 7234 / San Diego, CA 92167

  • 800-416-1666 / 619-222-1666 / Fax 619-226-1666

  • 25 copies for $50.90


Functional assessment process
Functional Assessment Process Disabilities

  • Over time

  • Repeated Measures Situational Assessment


Situational assessment
Situational Assessment Disabilities

  • The most commonly used work evaluation approach in high school community based programs


Char i like vs here
Char I Like vs Here Disabilities

Compares initial preferences to those experienced at a particular job site.




Resource
Resource This Site

  • Self-Directed Employment

    • Paul Brookes Publishing

    • Baltimore

    • www.brookespublishing.com


Choose and Take Action This Site

Vocational Assessment Software

Use of a software program and community experiences to identify entry-level job interests


CTA Constructs This Site

  • 1. Vocational Choice Making

    • Characteristics

    • Setting

    • Activities (jobs)

  • 2. Planning

  • 3. Community Experience

    • Watch

    • Do

  • 4. Self-Evaluation

  • 5. Choose Again with Adjustment


JM This Site


JM This Site


JM This Site


Publisher This Site

Choose and Take Action: Finding a Job for You

Sopris West

4093 Specialty Place

Longmont, CO 80504

800.547.6747

www.sopriswest.com


Step 3 team writes present level of academic and functional performance
Step 3: Team Writes Present Level of Academic and Functional Performance

  • Teach and facilitate students and families to express the transition present level of performance statement.

  • Use the Student-Directed Transition Planning program to help students and families to learn how to express their own present level of transition performance

    • http://www.ok-ahead.org/test/indextest.html


Step four team develops course of study
Step Four: Team Develops Course of Study Performance

  • Develop course of study

    • Listing of courses, extracurricular activities, and community activities to enable students to reach postsecondary goals

  • Teach students to become engaged in developing their own course of study


Plan of Study Problems Performance

  • Many IEPs contain poorly developed Plans of Study

  • Students lack input into Plan

  • Plan often doesn’t reflect student interest or school school vision (Martin & Cooper, 2002)


Step five team develops postschool linkages
Step Five: Team Develops Postschool Linkages Performance

  • Develop transition service linkages to assist student to obtain postsecondary goals

    • Linkages to service provides

      • Rehab

      • College or postsecondary education disability support office

      • Supported employment program

      • Transportation support


Step 6 students work on attaining iep and personal goals
Step 6: Students Work On Attaining IEP and Personal Goals Performance

  • Teach students to attain their own Goals - both IEP and personal

  • Use the Take Action process to teach goal attainment

JM



Resource1
Resource Performance

  • Self-Directed Employment

    • Paul Brookes Publishing

    • Baltimore

    • www.brookespublishing.com


Take Action: An Overview Performance

  • Teaches students to a process to attain their own goals.

  • Seven lessons

  • Seven to 10 days, 50 minutes a day

  • Student will take info and infuse into his or her IEP meeting & into academic coursework

  • Designed for students with high incidence disabilities or for general ed students

JM



JM Performance


Take action available from
Take Action Available From Performance

  • Sopris West Publishers

  • 4093 Specialty Place

  • Longmont, CO 80504

  • Phone: (303) 651-2829

  • Fax: (888) 819-7767

  • www.sopriswest.com

JM


Step 7 write student directed summary of performance
Step 7: Write Student-Directed Summary of Performance Performance

  • Students start writing own summary of performance their first year in high school

    • Provide guidance once gone from school


All lessons and associated materials can be found at: Performancewww.ok-ahead.org/test/index.html



Questions
Questions Performance


For More Information Contact: Performance

Jim Martin, Chen-Ya Juan, & Cathy Witten

University of Oklahoma

Zarrow Center for Learning Enrichment

Carpenter Hall Room 111

Norman, OK 73019

Phone: 405-325-8951

E-mail: [email protected]

E-mail: [email protected]


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