QuickTime™ and a TIFF (LZW) decompress are needed to see this Transition Essentials To Prepare Students for Adult Life Jim Martin, Chen-Ya Juan, and Cathy Witten Zarrow Center University of Oklahoma Email: [email protected]Phone: 405-325-8951 2007 Oklahoma Parent Conference
75
Embed
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. Purpose of SPED Transition Education Big Ideas - PowerPoint PPT Presentation
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
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.
QuickTime™ and aTIFF (Uncompressed) decompressor
are needed to see this picture.
QuickTime™ and aTIFF (LZW) decompressor
are needed to see this picture.
-Thomas HehirFormer DirectorUS DOE, OSEP
“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.”
QuickTime™ and aTIFF (LZW) decompressor
are needed to see this picture.
Transition Big Idea #1Parents 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?
QuickTime™ and aTIFF (Uncompressed) decompressor
are needed to see this picture.
QuickTime™ and aTIFF (LZW) decompressor
are needed to see this picture.
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 #2
QuickTime™ and aTIFF (LZW) decompressor
are needed to see this picture.
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.
Transition Big Idea #3
Student Development
Interagency Collaboration
Program Structures
Family Involvement
Taxonomy for Transition Education
Student-Focused Planning
QuickTime™ and aTIFF (LZW) decompressor
are needed to see this picture.
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.
Transition Education Opportunities
Transition Education Opportunities
QuickTime™ and aTIFF (LZW) decompressor
are needed to see this picture.
Seven Transition Steps1. Involve student in IEP Planning Process2. Team completes a three-part transition
assessment process.3. Team Writes Present Level of Academic
Achievement and Functional Performance4. Team develops course of study5. Team develops postschool linkages6. Students work on attaining IEP and
personal goals7. Families and students build a Student-
Directed Summary of Performance
QuickTime™ and aTIFF (LZW) decompressor
are needed to see this picture.
Step 1: Involve Student in IEP Planning Process
• 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
QuickTime™ and aTIFF (LZW) decompressor
are needed to see this picture.
Teacher-Directed: What Percent Did These People Talk?
Role % of Time Talked
Special Ed Teacher
General Ed Teacher
Administrator
Family Members
Support Staff
Student
No Conversation
Multiple Conversations
QuickTime™ and aTIFF (LZW) decompressor
are needed to see this picture.
Who Talked At IEP Meetings
SPED51%
Gen Ed9%
Administrators9%
Multiple Conv5%
No Conv2%
Student3%
Support 6%
Family15%
Who Talked at IEP Meetings?
QuickTime™ and aTIFF (LZW) decompressor
are needed to see this picture.
Self-Directed IEP - 11 Lessons1. Begin meeting by stating purpose.2. Introduce everyone.3. Review past goals and performance.4. Ask for others’ feedback.5. State your school and transition goals.6. Ask questions if you do not understand.7. Deal with differences in opinion.8. State what support you will need.9. Summarize your goals.10. Close meeting by thanking everyone.11. Work on IEP goals all year.
QuickTime™ and aTIFF (LZW) decompressor
are needed to see this picture.
Self-Directed IEP: What Percent Did These People Talk?
Role % of Time Talked
Special Ed Teacher
General Ed Teacher
Administrator
Family Members
Support Staff
Student
No Conversation
Multiple Conversations
QuickTime™ and aTIFF (LZW) decompressor
are needed to see this picture.
Student-Directed: What % Did These People Talk?
Role % of Time Talked
Special Ed Teacher 53
General Ed Teacher 7
Administrator 6
Family Members 8
Support Staff 9
Student 13
No Conversation 3
Multiple Conversations 2
QuickTime™ and aTIFF (LZW) decompressor
are needed to see this picture.
Answer This Question
Who talked most about transition?
QuickTime™ and aTIFF (LZW) decompressor
are needed to see this picture.
Percent of Intervals Discussed Transition
Special Ed50%
General Ed 4%
Admin8%
Family8%
Support Staff20%
Students10%
QuickTime™ and aTIFF (LZW) decompressor
are needed to see this picture.
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.
QuickTime™ and aTIFF (Uncompressed) decompressor
are needed to see this picture.
QuickTime™ and aTIFF (LZW) decompressor
are needed to see this picture.
IEP teams needs to take along-term view and build an IEP to facilitate attainment of 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.
IEP Team Purpose
Begin With Postschool Goals
QuickTime™ and aTIFF (LZW) decompressor
are needed to see this picture.
Self-Directed IEP Available From• Sopris West• 4093 Specialty Place• Longmont, CO 80504
• CD version speaks to students or parents and automatically scores
QuickTime™ and aTIFF (LZW) decompressor
are needed to see this picture.
Scales of Independent Behavior-R
• 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
QuickTime™ and aTIFF (LZW) decompressor
are needed to see this picture.
Casey Life Skills - Why Look 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
QuickTime™ and aTIFF (LZW) decompressor
are needed to see this picture.
JM
www.caseylifeskills.org
QuickTime™ and aTIFF (LZW) decompressor
are needed to see this picture.
QuickTime™ and aTIFF (LZW) decompressor
are needed to see this picture.
Vocational Interest Assessment
Part 3 of the 3-Part Transition Assessment Process
QuickTime™ and aTIFF (LZW) decompressor
are needed to see this picture.
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
QuickTime™ and aTIFF (LZW) decompressor
are needed to see this picture.
Individualized Interest Inventories
• 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)
QuickTime™ and aTIFF (LZW) decompressor
are needed to see this picture.
Exploration of Interest Results
• Occupational Outlook Handbook– www.bls.gov/oco/home.htm– www.bls.gov/k12/index.htm
Car repair shop Bag items/bring carts Big open space
Child care center Care for animals Small space
Construction site Care for people Clean
Factory Care for plants Messy
Greenhouse Clean-up Few people
Grocery store Clear tables Many people
Hospital Filing Inside
Hotel Handle materials Outside
Janitorial service Heavy cleaning Noisy
Landscape Company Laundry Quiet
Office Move things Own clothes
Restaurant Do paperwork Wear a uniform
Store Stock shelves
Vet Office Wash dishes
Yard work
QuickTime™ and aTIFF (LZW) decompressor
are needed to see this picture.
JM
QuickTime™ and aTIFF (LZW) decompressor
are needed to see this picture.
JM
QuickTime™ and aTIFF (LZW) decompressor
are needed to see this picture.
JM
QuickTime™ and aTIFF (LZW) decompressor
are needed to see this picture.
PublisherChoose and Take Action: Finding a Job for You
Sopris West4093 Specialty PlaceLongmont, CO 80504800.547.6747www.sopriswest.com
QuickTime™ and aTIFF (LZW) decompressor
are needed to see this picture.
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
QuickTime™ and aTIFF (LZW) decompressor
are needed to see this picture.
Step Four: Team Develops Course of Study
• 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
QuickTime™ and aTIFF (LZW) decompressor
are needed to see this picture.
Plan of Study Problems
0
10
20
30
40
50
60
70
80
90
100
CorrectPlan
IncorrectPlan
• 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)
QuickTime™ and aTIFF (LZW) decompressor
are needed to see this picture.
Step Five: Team Develops Postschool Linkages
• 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
QuickTime™ and aTIFF (LZW) decompressor
are needed to see this picture.
Step 6: Students Work On Attaining IEP and Personal Goals
• Teach students to attain their own Goals - both IEP and personal
• Use the Take Action process to teach goal attainment
QuickTime™ and aTIFF (Uncompressed) decompressor
are needed to see this picture.
JM
QuickTime™ and aTIFF (LZW) decompressor
are needed to see this picture.
Task Improvement Form
QuickTime™ and aTIFF (LZW) decompressor
are needed to see this picture.
Resource
• Self-Directed Employment– Paul Brookes Publishing– Baltimore– www.brookespublishing.com
QuickTime™ and aTIFF (Uncompressed) decompressor
are needed to see this picture.
QuickTime™ and aTIFF (LZW) decompressor
are needed to see this picture.
Take Action: An Overview • 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
QuickTime™ and aTIFF (LZW) decompressor
are needed to see this picture.
Write The Steps in the Correct Order from 1 to 4.
JM
QuickTime™ and aTIFF (LZW) decompressor
are needed to see this picture.
JM
QuickTime™ and aTIFF (LZW) decompressor
are needed to see this picture.
Take Action Available From• Sopris West Publishers• 4093 Specialty Place• Longmont, CO 80504