Skills for Employment: Your GPS Guide 2013-2014

ALL ROADS LEAD TO EMPLOYMENT

PRESENTED BY: The Center for Change in Transition Services

Registration

1) Everyone participating in the webinar needs to complete the “Quiz” 2) CCTS will conduct a sound check at 2:30 and 2:40. We will begin at 2:45 and end by 3:45.

3) Use the “Chat Box” to type in questions and/or responses

Thank you for joining us today!

Center for Change in Transition Services

Improving post-school outcomes for students with disabilities in Washington state

Seattle University OSPI State Needs Project This webinar is closed-captioned. To view the captioning click on the CC icon just above the video.

Webinar Norms

Raise your hand and wait to be called on by moderator If you have a microphone, please keep it turned off until called on.

You may ask questions by typing in the chat box or by raising your hand (if you have a microphone).

YOUR GPS GUIDE

1) 2) 3) Where is the youth going?

What skills does the youth presently have?

How do we get the youth there?

Critical Interrelationship

Quality IEPs

(Indicator 13)

Stay in School

(Indicator 2)

Graduate

(Indicator 1)

Positive Post-school Outcomes

(Indicator 14)

Modified from NSTTAC

Your GPS Guide: Agenda

1. Post-School Data 2. Transition Services 3. Evidence-Based In-School Predictors 4. Putting It All Together 5. Know Where You Are Going

Your GPS Guide…to post-school success

POST-SCHOOL DATA

1) WHERE ARE OUR STUDENTS WITH DISABILITIES GOING AFTER HIGH SCHOOL?

Washington State Postschool Data 2010 - 2011 Not Engaged 36.1% Higher Education 23.5% Other Employment 10.1% Competitively Employed 25.7% Other Education/Training 4.6%

Washington State by Graduation Status

Washington State by Disability

Who are the Not Engaged Students

In the Washington State

This represents 10% of all the SLD students This represents 40% of all the ID students This represents 29% of all the EBD students

Who are the Not Engaged Students?

In Washington State

Gender 62% Male

Attempted Engagement

29% of the Not Engaged Students

Your GPS Guide…to post-school success

WHAT ARE TRANSITION SERVICES?

2) HOW DO I CREATE A PLAN THAT WILL WORK FOR MY STUDENTS?

Definition of Transition

Transition services are designed to be a coordinated set of activities for a child with a disability that is designed to be a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities

What are some key words or phrases in this definition?

Definition of Transition

including post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;

Definition of Transition

is based on the individual child’s needs, strengths, preferences, and interest; and includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, when appropriate, acquisition of daily living skills and functional vocational evaluation. 20 U.S.C. § 1401(34)

Your GPS Guide…to post-school success

EVIDENCE-BASED IN SCHOOL PREDICTORS

2) HOW DO I CREATE A PLAN THAT WILL WORK FOR MY STUDENTS?

How do I create a plan that will work for my students?

1) What are the research-based transition services that I can use to increase post-school success?

2) What are some resources to help me create and implement the plan?

Predictor/Outcome

Career awareness Community experiences Exit examination/ high school diploma Inclusion in general education Interagency collaboration Occupational courses Paid Employment/ work experience Parental involvement Program of study Self-advocacy/ Self-determination Self-care/ independent living Social skills Student support Transition Program Vocational Education Work Study

Education

X X X X X X X X X X X

Employment

X X X X X X X X X X X X X X X X

Independent Living

X X X X

Predictor/Outcome

Career awareness Community experiences Exit examination/ high school diploma Inclusion in general education Interagency collaboration Occupational courses Paid Employment/ work experience Parental involvement Program of study Self-advocacy/ Self-determination Self-care/ independent living Social skills Student support Transition Program Vocational Education Work Study

Education

X X X X X X X X X X X

Employment

X X X X X X X X X X X X X X X

Independent Living

X X X X

Skills for Employment

• Emotional Intelligence • Self-Determination • Self-Advocacy • Independent Living • Supports for Employment • Your GPS Guide and the IEP

Transition-Rich IEPs

Transition assessment and present level of achievement Designated Responsibility Measurable Postsecondary goals Annual Goals Annual activities and services, including course of study Mazzotti, V. (2007, January). Transition-rich IEPs. Fort Worth: TX as cited in Test, D. W. (2012). Evidence-based instructional strategies for transition. Baltimore, MD: Brookes Publishing

Questions to Consider

1) What particular skills and knowledge does the student already have in each of the areas of education and training, employment, and independent living?

Walker, A. R., Fowler, C. H., Kortering, L. J. & Rowe, D. (2010). Transition Assessment Toolkit (2nd ed.). Charlotte, NC: National Secondary Technical Assistance Center

Questions to Consider

2) What knowledge and skills does the student still need to acquire to obtain these goals in education and training, employment, and independent living?

How do we know or how can we determine the student’s current knowledge or skills as related to the PS Goals?

Walker, A. R., Fowler, C. H., Kortering, L. J. & Rowe, D. (2010). Transition Assessment Toolkit (2nd ed.). Charlotte, NC: National Secondary Technical Assistance Center

CCTS Resources

Career Related Skills

 Resources ◦ My Next Move www.mynextmove.org

◦ Ask JAN www.askjan.org

My Next Move

My Next Move

Ask JAN

Your GPS Guide…to post-school success

PUTTING IT ALL TOGETHER

Flow Chart

Postsecondary Education Goal: - based on assessments

After graduation, Janice will enlist in the military.

Present Levels of Performance:

Currently, Janice is having difficulty following directions, per parent and teacher reports. Office records show that she has been given detention referrals at least once per month during the past year of school.

Transition Service:

Direct Instruction on regulating behavior as it relates to following directions.

Annual Goal:

Janice will increase her ability to follow directions without incident as measured by a decrease in office referrals from once per month to once per quarter, by June of this year.

Your GPS Guide…to post-school success

KNOW WHERE YOU ARE GOING

CCTS Webinar Goal

To increase participant’s knowledge and skills with five research-based in-school predictors that will positively affect post-school outcomes .

What are your goals this year?

Parent Example:  To help my youth with (name skill here) Teacher Example:  To use (resource name) with at least ## students.

Administrator:  To share (resource name)...

 Increase use of (resource name)...

CCTS Contact Information

Email: [email protected]

Phone: 206.296.6494

http://www.seattleu.edu/ccts