Transcript Transition
Eric Etherton, Ron Gatchalian, Julie Manning and Mardi Scott Glenbrook High School District 225 Eric Etherton – Instructional Supervisor for Special Education, Glenbrook North High School Ron Gatchalian – Transition Specialist/Vocational and College Counselor, Glenbrook North High School Julie Manning - Transition Specialist/Vocational and College Counselor, Glenbrook South High School Mardi Scott – Transition Coordinator for 1822 year old program The Glenbrook High Schools offer a full range of services and comprehensive transition programming for all special education students beginning at age14 1/2 . These services are tailor made to each individual student based on their educational needs and personal goals for after high school. This program has been developed in response to the concerns of parents and staff on properly preparation students for life after high school. Transitioning to the next developmental milestone beings a new set of emotions and sometimes litigation. In response to these challenges, we have developed an individual approach that balances academic rigor and functional independence. - Madeline Will, 1985 Vision Statement Something “done to you”/a one-time event Something you only discuss with students at their IEP meeting during their senior year Just about getting a job Something teachers don’t have time to do because they think it should be separate from teaching “real content” A lifelong process, with a range of domains to include academic learning Involves collaboration among multiple service providers and family – a team effort A coordinated set of activities Individualized and places student at the center Based on student strengths and interests An early (8th grade) discussion of career goals (realistic or not) An integration throughout the curriculum plus separate planning as needed Sometimes frustrating, confusing and exciting – highs and lows like a roller-coaster ride Post-School Goals (Vision) Present level of Educational Performance Statement of Transition Service Needs Statement of Needed Transition Services Annual Goals Short Term Objectives/Benchmarks Vocational training Parent involvement Paid and unpaid work experiences Interagency collaboration Varied Service Delivery (Community based, classroom based, etc) Comprehensive Transition planning Social skills training Job search training Career awareness skills Self-determination training Receiving special education services in integrated settings Completion of general education services in integrated settings Job match Follow-up support services Self-Determination classes have curriculum designed to develop independence. ◦ ◦ ◦ ◦ ◦ Single Living Transition for Life STEP Self-Determination College 101 Single Living Self-Care Recreation Community Vocational Educational •Grooming •Staying Healthy •Getting Well •Balance Diet •Intro to exercise •Reading labels food guide pyramid Stress manageme nt •Basic safety (overview) crossing street Drug Education •Indoor opportuniti es •Outdoor opportuniti es •List what they like to do •Money & banking •transporta tion •library informatio n seeking •public facilities •ID Card •Communit y Service Communica tion skills •Habits •Skills •Introducto ry to Interviewin g •Time schedules •To do lists •Intro to telephone skills • •Studying •Insurance •Housing (clean) •Credit •Taxes •Reading maps/Readi ng bus schedules •going through grocery store ads •time is money •Transporti ng on PACE •Advocatin g for accommoda tions Independen t living •Shopping •Cooking •Tipping •Budgeting •Schedules •Doctors •Laundry •Meal prep Transition Assessments •KWL •Personalit y Profile •Matchmak er •GBN Transition Questionna ire •Various Transition Assessments from “Transitions “Curriculu m” Transitions Self-Care Recreation Community Vocational Educational •Overview of nutrition diet •Situationa l experiences performanc e, school performanc e, and relationship s Basic Safety Sanitation Where to turn for help Providing medical info (when & what to disclose Drug Education •Identify various recreation opportuniti es in the community Volunteerin g Opportuniti es Be a good neighbor Good citizenship Cultivate/M aintain healthy relationship s Transportat ion •Skills •Interests •Personalit y •Understan d IEP •How to read Newspaper to find info •Grooming •Workplace safety •Time manageme nt •Understan ding paycheck •Federal forms •Adapting to change •Career Clusters •Exploring the world of work •Understan ding IEP •basic economics •transporta tion on PACE, Metra, •reading schedules •various housing choices • Being a responsible citizen •managing money • house hold chores •Advocatin g for accommoda tions Independen t living •Shopping •Tipping •Budgeting •Schedules Transition Assessments •GBN Transition Questionna ire •Various Transition Assessments from “Transitions “Curriculu m” •Personalit y •GBN Learning Styles •Money pre/post test •Matchmak er STEP Self-Care Recreation Community Vocational Educational Workplace grooming How Diet, sleep and stress on the job effect work Stress speaker Drug Education Appropriate break time activities & out of work activities •Develop a career network and contact list •Communic ation skills •Skills •Interests •Personalit y •Transporta tion •Grooming •Workplace safety •Career Clusters •Decision making process •Applying for a job •Writing a resume, cover letter, thank-you •On the job expectations •Researchin g careers •Developing a career plan •Exploring what is work •The Decision Making Process, •IEP •Matching careers interests to postsecondary education opportuniti es •Advocatin g for accommoda tions on the job Independen t living Transition Assessments •Personalit y •GBN Learning Styles •Matchmak er •Attitude inventory •Interest Inventory • SelfDeterminati on Self-Care Recreation Community Vocational Educational •Hygiene •Staying healthy Drug Education •Planning leisure activities •Money & banking •transporta tion •communit y service Communica tion skills •Job trouble shooting •Interviewi ng •Career Clusters •Job reflections Resume Cover letter •Studying •Applying for school/jobs •Credit/tax es •SS # •Determini ng mode of transportati on •set up with PACE paratransit dial a ride if necessary •making budgets •Applying to college •individual Needs •Advocatin g for accommoda tions Independen t living •Shopping •Cooking •Tipping •Budgeting •Laundry •Meal prep •Identify strengths & weaknesses Transition Assessments •GBN Transition Questionna ire •Various Transition Assessments from “Transitions “Curriculu m” •Personalit y •GBN Learning Styles •Matchmak er College 101 Self-Care Recreation Community Vocational Educational Dorm Discussion Date rape discussion Attorney Guest Speaker Trip to Meadowhill to determine relaxation exercise, stress relief exercise, or strengtheni ng exercise Campus Safety scenarios Drug Education Recreation College Campus Wiki Diversity College Internet Community Exploration Communica tion skills Careersbuilding your own career areas Resume Learning Styles Reading Strategies Note taking Test taking College Applications •Advocatin g for accommoda tions Independen t living Time manageme nt •Google Calendar •Dorm debate •College Campus Wiki Transition Assessments Learning Style Assessment Diversity Assessment •GBN Transition Questionna ire •Various Transition Assessments from “Transitions “Curriculu m” Matchmake r Transition Students Self-Care Recreation Community Vocational Educational Nutrition needs Life safety Life Hygiene Dating & Sexual Relationshi ps Drug Education Physical Fitness Transportat ion Library Informatio n Seeking Communica tion skills Interviewin g •Understan d IEP •Transporta tion •Time manageme nt •Adapting to change •Decision making process •Networkin g •Applying for a job •On the job expectations •Interperso nal relationship s at work •Developing a career plan •Exploring the world of work •Understan ding IEP •basic economics •transporta tion on •reading schedules •various housing choices •Being a responsible citizen •Ethics •managing money •Prepare for college visits •Advocatin g for accommoda tions Independen t living • Shopping •Cooking •Tipping •Budgeting •Laundry •Meal prep •Identify strengths & weaknesses Transition Assessments •GBN Transition Questionna ire •Various Transition Assessments from “Transitions “Curriculu m” Matchmake r Guest Speaker/Fiel dtrips for all Self-Care Recreation Community Vocational Educational Nutritionist - Super foods speaker Dating & Sexual Relationshi ps – Traci Johnson (speaker) speak about contracepti ves Park Center Guest Speaker (The Glen) to discuss community based rec & voc skills Speaker on outsourcing and future outlook for jobs Former student come talk about college experience Independen t living Fraternities and sororities Transition Assessments •GBN Transition Questionna ire •Various Transition Assessments from “Transitions “Curriculu m” Teach students about the law ◦ How to advocate for themselves in the future based on their rights Teach students how to be independent. ◦ Access public transportation ◦ Track finances ◦ Plan for the future All students should have an active role in the IEP Process All students can conduct a Self Directed IEP Templates are easily available at no cost Career Cruising is an internet based program that helps students match their interests to careers Skills, Interest and Values Inventory www.careercruising.com Students meet with the Transition Coordinator in the spring of their junior year and the fall of their senior year Students are advised on various options and support services available in post-secondary settings Majority of students enroll in college Early/added intervention as needed CHOICES – A consortium of area high schools which host a fair for students and families. The CHOICES fair includes presentations by post-secondary providers as well as a college fair with disability service providers from various colleges. Over 1000 people in attendance. www.postsecondarychoices.org OPTIONS – A consortium of area high schools plan and host the OPTIONS fair which connects families to various adult service providers Help students find jobs in the school and community Help students find volunteer opportunities Provide transportation Provide job coaching Work with job supervisors to understand student needs The Glenbrooks… host an annual breakfast with community employers, staff, parents and students to recognize employers that have partnered with our school. Invite various community employers to establish new collaborative partnerships Increase community awareness of benefits of hiring people with disabilities Establish an Advisory Board to focus on issues relating to students with disabilities and work Provide a level of support for students and, when appropriate, reduce the support in order to challenge students to be as independent as possible ◦ Expect students to advocate for themselves and articulate their needs Ask for accommodations when needed Access resources Seek out assistance when needed Take responsibility for their education Lead discussions about their future Accountability Understand learning styles 4 Year College – no supports 4 Year College – accommodations only 4 Year College – full support program 2 Year College Glenbrook 18-22 Transition Program Apprenticeship/Technical Program Work The Glenbrook Transition Program ◦ ◦ ◦ ◦ ◦ Services students 18 -22 Community based Person centered planning Work, School, Recreation Independent Living Skills Glenbrook District Transition Site ◦ www.glenbrooktransition.org CHOICES ◦ www.postsecondarychoices.org