Transcript Transition 101: School-Based Activities

Center for Change In Transition Services
improving post-school outcomes for students with disabilities in Washington state
Seattle University
OSPI State-needs Project
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Center for Change In Transition Services
improving post-school outcomes for students with disabilities in Washington state
Seattle University
OSPI State-needs Project
Website: www.seattleu.edu/ccts
Email: [email protected]
Phone: 206.296.6494
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Transition 101: School-Based
Activities
1) Type your name and email address (along with all team
members participating with you) in the ‘Chat Box’ on the
left.
2) CCTS will conduct a sound check at 2:50 and 2:55. We’ll
begin at 3:00 and end by 4:00.
3) Use the ‘Chat Box’ to type in questions and/or responses;
we’ll address these mid-way through the webinar and
during the last ten minutes.
4) After the webinar, you will receive a follow-up email
requesting that you complete a quick survey.
Thank you for joining us today!
Quality Indicator Secondary Transition(QuIST)
Click on red
triangle
The QuIST is a multi-dimensional program evaluation
process designed for district/Local Educational Agencies
(LEA) teams to:
 Facilitate communication and sharing within and
among the district and its interagency partners;
 Identify areas of strength and opportunities for
improvement;
 Promote planning and improvement;
 Evaluate and measure progress.
1.School-based Activities
2.Work-based Activities
3.System Support
4.Family Involvement
5.Connecting Activities
1.School-based Activities
2.Work-based Activities
3.System Support
4.Family Involvement
5.Connecting Activities
Essential Question
How can the school-based transition activities be
incorporated into the school day while balancing
the needs of each student?
Transition Planning & Career Development
Curriculum and Instruction
Graduation
Student Involvement
Dropout Prevention
Transition Planning &
Career Development
Transition Planning & Career Development
Goals of Transition Planning
• High school completion
• Post-secondary participation
• Employment
• Community Inclusion
– Living situations and activities
• Adult service agency connections
Transition Planning & Career Development
34 CFR 300.320(b) - WAC 392-172A-03090(1)(j)(i)
Transition assessment
The ongoing process of collecting data on the individual’s
needs, strengths, preferences, and interests as they relate to
the demands of current and future working environments
educational, living, personal and social environments.
Transition Planning & Career Development
1) Strengths: What strengths does the student have in
meeting some of life’s demands as they relate to
education/training, employment, and independent living?
2) Needs: What are the main barriers to the student
reaching postsecondary endeavors (e.g., college/training
program, a job/career, accessing the community, or living
independently)?
3) Interests: What are the student’s interests, currently
and in the future? What activities/experiences promote
curiosity and catch their attention?
4) Preferences: Given the opportunity to choose from
available options in the areas of education/training,
employment, and independent living, what options,
according to the student, will motivate the student and
make him/her happiest?
Transition Planning & Career Development
Transition Assessments
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Temperaments
Interests
Aptitudes
Academic Skills
Anticipated Post-secondary Goals
Opportunities for Preparation
Transition Planning & Career Development
Transition Assessment Resources
• Formal Assessments:
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WOIS (Washington Futures)
Brigance Transition Assessment (Curriculum Associates)
Mecca (Conover)
Casey Life Skills
Magellan Career Assessment Program
Multiple Intelligences Tests/Learning Styles Assessments
AIR Self-Determination Assessments
ARC Self-Determination Scale
Transition Planning & Career Development
Transition Assessment Resources
• Informal Assessments:
– Career Exploration Websites:
• O*Net Computerized Interest Profiler (Online and downloadable)
(http://www.onetcenter.org)
• Inside Jobs (http://www.insidejobs.com)
• Career Cruising (http://public.careercruising.com/us/en)
• Observations from friends or family
• Self-reported interests or preferences
Transition Planning & Career Development
Transition Planning & Career Development
Classroom Connection
• How can the school-based transition activities be
incorporated into the school day while balancing the needs
of each student?
– Lesson plan ideas
– Incorporate into core subjects: reading, writing, math
– Using Guidance Counselor as a resource
• General Education Career Guidance
Curriculum and Instruction
Curriculum and Instruction
Transition and Core Curriculum
• Study skills and learning strategies
• Learning experiences
• Self-advocacy and choice
– Self-determination and leadership skills
• Instruction in daily living skills (as appropriate)
Curriculum and Instruction
http://www.dol.gov/odep/topics/youth/softskills/
Curriculum and Instruction
http://www.nsttac.org/
Curriculum and Instruction
Classroom Connection
• How can the school-based transition activities be
incorporated into the school day while balancing the needs
of each student?
– Lesson plan ideas for study skills and learning experiences
– Self-advocacy skills
Graduation
Graduation
Graduation
Graduation
Classroom Connection
• How can the school-based transition activities be
incorporated into the school day while balancing the needs
of each student?
– Review IEP goals every grading period
– Student-led conferences and IEP meetings
– Student collects and charts own progress toward goals
Student Involvement
Student Involvement
Promoting Student Involvement
• Active members of the IEP team
• Student-led IEPs
• Leadership training
• Lesson Plans and Resources:
– Zarrow Center for Learning Enrichment
• Self-Determination and the AIR Self-Determination Assessments
• ChoiceMaker Self-Determination Materials
• Whose Future Is It Anyway?
Student Involvement
Student Involvement
Student Involvement
Classroom Connection
• How can the school-based transition activities be
incorporated into the school day while balancing the needs
of each student?
– Student-led IEPs (start with student-led conferences)
– Student collects and charts own progress toward goals
– Student experiences leadership within small groups in a safe
environment
– Self-determination curriculum (Zarrow Center)
Dropout Prevention
Dropout Prevention
Targeting Dropout Prevention
• Do you know where your students are?
– Who is dropping out?
– How can you use the CCTS data to create relevant trainings?
• Build relationships
– Check and Connect
• Engagement – meaningful instruction (help connect the
dots)
Dropout Prevention
http://www.dropoutprevention.org/
Dropout Prevention
Classroom Connection
• How can the school-based transition activities be
incorporated into the school day while balancing the needs
of each student?
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Research-based prevention
Knowledge of factors associated with dropping out
Staff current and relevant trainings
Use of data
Tune in on Wednesdays from 3 to 4 pm.
December
Topics include internship opportunities, job shadowing, job
Transition 101:
readiness skill development, integrated employment, and
Work-based Activities
employment with supports.
January
Transition 101:
System Support
February
Transition 101:
Family Involvement
March
Topics include administration participation, staff development,
support staff participation, resource allocation, and state and
federal reporting.
Topics include family and school collaboration, family and school
communication, and parent and family training.
Topics include agency resource information, agency participation
Transition 101:
and parental consent, and the Memorandum of Understanding
Connecting Activities
(MOU).
1) Using the Chat Box, type in at least one tool or support
CCTS provided that you found helpful and would like to
use again.
2) Let us know at least one way CCTS can better support
your team this year.
3) After the webinar, please respond to the quick survey
sent to your email.
Thank you for joining us today!
www.seattleu.edu/ccts
Email: [email protected]
Phone: (206) 296-6494