Transition Essentials To Prepare Students for Adult Life

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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 jemartin_at_ou.edu
• Phone [phone]

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Agenda

• Purpose of SPED
• Transition Education Big Ideas
• Seven Transition Education Steps

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Question?

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

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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.

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High school is a make-or-break time for kids
with disabilities and, for too many, its a break
time thats why comprehensive transition planning
must begin no later than age 14.
-Thomas Hehir Former Director US DOE, OSEP
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Transition Big Idea 1
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?
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Transition Big Idea 2
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.
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Transition Big Idea 3
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.
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Taxonomy for Transition Education
Family Involvement
Student-Focused Planning
Program Structures
Student Development
Interagency Collaboration
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Transition Education Opportunities

• 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.

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Seven Transition Steps

• 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

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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

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Teacher-Directed What Percent Did These People
Talk?
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Who Talked at IEP Meetings?
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Self-Directed IEP - 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.

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Self-Directed IEP What Percent Did These People
Talk?
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Student-Directed What Did These People Talk?
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Answer This Question
Who talked most about transition?
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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.
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IEP Team Purpose
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.
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Self-Directed IEP Available From

• Sopris West
• 4093 Specialty Place
• Longmont, CO 80504
• Phone [phone]
• Fax [phone]
• www.sopriswest.com

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More IEP Teaching Materials

• Self-Advocacy Strategy
• Edge Enterprise
• P.O. Box 1304
• Lawrence, KS 66044
• A Students 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

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Step Two
Team Completes a Three-Part Transition Assessment
Process
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Three-Part Transition Assessment

• 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
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Self-Determination Constructs
Self-awareness Self-advocacy
Self-efficacy Decision-making Independent
performance Self-evaluation Adjustment
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AIR Self-Determination Assessment

• Parent Version
• Teacher Version
• Student Version
• Available at
• www.ou.edu/zarrow/sdetermination.html
• Cost free

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www.ou.edu/zarrow
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ChoiceMaker SD Assessment

• 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

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Transition Assessments

• Transition Planning Inventory (TPI)
• ProEd, Austin Texas (www.proedinc.com)
• Enderle-Severson Transition Rating Form
• www.estr.net
• Casey Life Skills
• www.caseylifeskills.org

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Transition Planning Inventory

• Home version
• Teacher version
• Student version
• CD version speaks to students or parents and
  automatically scores

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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

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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

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www.caseylifeskills.org
JM
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(No Transcript)
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Vocational Interest Assessment

• Part 3 of the 3-Part Transition Assessment Process

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Vocational Interests for High Achieving Students
With Mild Disabilities

• Group Interest Inventories
• ACT Discover
• ACT Explorer
• U.S. Dept of Labor ONET
• www.onetcenter.org
• Interest profiler, ability profiler

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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?actionchoi
  ces
• www.careervoyages.com
• www.careerclusters.org (download in pdf format)

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Exploration of Interest Results

• 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?id27,nodeid
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• www.careervoyages.com
• Uses the above videos in an interactive format

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Career Awareness Exploration

• Watching
• Video
• http//acinet.org/acinet/videos.asp?id27,nodeid
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• 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

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What If Some Cant Read?
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Career Development Theory
Career Awareness Career Exploration Career
Preparation Beginning Career
Need Exposure to Available Jobs
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(No Transcript)
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WRIOT2 Wide Range Interest and Occupation Test 2
Available www.proedinc.com Cost appx 200 for
entire package
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COPS-PIC

• Non-Verbal Assessment of Occupational Interest
• EDITS / P.O. Box 7234 / San Diego, CA 92167
• 800-416-1666 / 619-222-1666 / Fax [phone]
• 25 copies for 50.90

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Functional Assessment Process

• Over time
• Repeated Measures Situational Assessment

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Situational Assessment

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

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Char I Like vs Here
Compares initial preferences to those experienced
at a particular job site.
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Key Determine Match Between What I Like and
Whats At This Site
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Characteristics Graph
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Resource

• Self-Directed Employment
• Paul Brookes Publishing
• Baltimore
• www.brookespublishing.com

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Choose and Take Action Vocational Assessment
Software
Use of a software program and community
experiences to identify entry-level job interests
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CTA Constructs
1. Vocational Choice Making Characteristics Settin
g Activities (jobs) 2. Planning 3. Community
Experience Watch Do 4. Self-Evaluation 5. Choose
Again with Adjustment
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(No Transcript)
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JM
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JM
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JM
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Publisher
Choose and Take Action Finding a Job for
You Sopris West 4093 Specialty Place Longmont,
CO 80504 800.547.6747 www.sopriswest.com
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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

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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

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Plan of Study Problems

• Many IEPs contain poorly developed Plans of Study
• Students lack input into Plan
• Plan often doesnt reflect student interest or
  school school vision (Martin Cooper, 2002)

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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

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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

JM
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Task Improvement Form
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Resource

• Self-Directed Employment
• Paul Brookes Publishing
• Baltimore
• www.brookespublishing.com

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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
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Write The Steps in the Correct Order from 1 to 4.
JM
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JM
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Take Action Available From

• Sopris West Publishers
• 4093 Specialty Place
• Longmont, CO 80504
• Phone [phone]
• Fax [phone]
• www.sopriswest.com

JM
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Step 7 Write Student-Directed Summary of
Performance

• Students start writing own summary of performance
  their first year in high school
• Provide guidance once gone from school

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All lessons and associated materials can be found
atwww.ok-ahead.org/test/index.html
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Collaborative Effort
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Questions
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For More Information Contact
Jim Martin, Chen-Ya Juan, Cathy
Witten University of Oklahoma Zarrow Center for
Learning Enrichment Carpenter Hall Room
111 Norman, OK 73019 Phone [phone] E-mail
jemartin_at_ou.edu E-mail juanportley_at_ou.edu