EXPANDING YOUR TRANSITION TOOLBOX: Teaching Transition Knowledge and Skills

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EXPANDING YOUR TRANSITION TOOLBOXTeaching
Transition Knowledge and Skills

• Building Futures
• Transition to Education and Employment Conference
• Tigard, Oregon
• May 2007

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THE REALLY BIG IDEA

• Commit to what students need to know, be, and
  do in order to successfully transition from
  High School?
• Commit to a method of learning about what
  students KNOW and DONT KNOW about transition.
• When you know what a student knows and doesnt
  know, decide what to teach, how to teach it,
  where to teach it, and when to teach it.
• Choose methods to be individualized, accountable
  and track progress.

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Know, Be, and Do?

• IDEA defines transition as a coordinated set of
  activities that promotes movement from school to
  post-school activities.
• Transition skills typically fall under domains
  such as Employment, Independent Living,
  Community Participation, Postsecondary Education.
• Every student is different with some needing LOTS
  of teaching and learning while others need only
  to be pointed in the right direction.
• For those needing LOTS of teaching and learning,
  the next 2 slides illustrate

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LEARNING TO WORK
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LEARNING TO LEARN
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Know, Be, and Do Part 2?

• Other ways of assessing
• http//www.caseylifeskills.org/
• http//www.proedinc.com/store/index.php?modeprodu
  ct_detailid9009
• http//spot.pcc.edu/rjacobs/career/new_page_2.htm
  
• http//www.proedinc.com/store/index.php?modeprodu
  ct_detailid6805
• How and Where do students learn to know, be, or
  do?
• In 11 interventions
• In small groups
• Where every other student learns
• Where is the best place?
• Can the assessment process help you figure that
  out?

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TRANSITION WHOS JOB IS IT?
The Way We Were

• Transition Interviews
• Agency Support
• Structured Work Experience
• Community Participation
• Transition Tutoring

• Future Visions
• School-based bus.
• Work Crew

• Career Fair
• Ethics in the Workplace
• Soph Symposium

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TRANSITION WHOS JOB IS IT?
The Way We Were
The Way We Are

• Transition Assessment
• IEP Support
• Exit Interview

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• Study Skills/Transition Classes
• Transition Seminars
• Community College Tours
• Industry Tours
• Work Crew
• School-based businesses

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TARGETED GROUP

• Career Fair
• Ethics in the Workplace
• Sophomore Symposium
• Career-Related Learning
• Career Center Activities

TARGETED GROUP
UNIVERSAL
UNIVERSAL
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More on HOW?

• Every student has to meet Career Related Learning
  Standards. What are they?
• http//web1.ode.state.or.us/search/page/?id1110
• Schools will have to link students to
  opportunities to learn and apply this knowledge.
  Collaborate and participate!
• My students need 11 or small group specially
  designed instruction. What curriculum is
  available?
• http//www.stanfield.com/sch2wk.html
• http//www.proedinc.com/store/index.php?modeprodu
  cts_searchsearchtypebroadcategory5B5D44type
  5B5D1type5B5D3x22y15
• http//www.caseylifeskills.org/pages/res/res_ACLSA
  Guidebook.htm
• http//www.ncset.org/publications/mfmp.asp
• http//www.uncc.edu/sdsp/curriculum_components.pdf
  

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How to Individualize and be Accountable

• Present Level of Performance Example
• Following administration of a Transition Skills
  Survey in the area of Learning to Work, three (3)
  areas emerged as priorities for Angela. These
  areas are items in which she scored as Not Like
  Me (vs. Somewhat Like Me and Very Much Like
  Me) and indicated in a follow-up interview, that
  she was interested in gaining skill or being
  involved in activities to make progress in these
  areas having to do with Learning to Work. Angela
  indicated that she (1.) does not know how to
  match her strengths and interests to a career
  that may interest her. Her diagnosis of Attention
  Deficit contributes to her struggle with
  sequencing information so it ends up making sense
  and being relevant to her. Angela also identified
  that she (2.) cannot describe how her disability
  might affect job performance. Another area of
  need for Angela is (3.) being able to name things
  to do to be a more responsible worker. Because
  she can be impulsive, Angela has lower
  evaluations in her in-building Work Experience.
  Angela is interested in attending community
  college after she graduates and would prefer to
  be a Vet Tech or a Certified Nurses Assistant. If
  she can handle the academic demands, she might
  like to pursue becoming a Licensed Practical
  Nurse.

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Getting it into the PLAN!

• One of Angelas IEP goals could be
• Angela will successfully identifies 3 personal
  interests, 3 strengths and 2 weaknesses that
  might impact her ability to work in a health
  related occupation
• AND/OR
• Angela will list (in writing or verbally) 3 ways
  that her disability will challenge her on a job
  and 3 ways that her disability may be of benefit.
• OR WHAT IF ANGELA HAD MORE SIGNIFICANT
  DISABILITIES?
• Using picture cues, Angela will follow 4-5 step
  instructions by the end of the year utilizing the
  system independently 90 of the time as evaluated
  by a work experience supervisor, staff, or
  employer.

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SO WHAT?

• What did that previous slide have to do with
  anything?
• Assessment will reveal things that need to be
  learned.
• Things that need to be learned end up in the
  PLAN!
• If its in the PLAN, then someone has to figure
  out what to teach, how to teach it, where it will
  be taught, and when it will be taught.
• What, How, Where, and When are simply tools.
• The critical commitment is to value the teaching
  of transition knowledge and skills as a starting
  point.

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For More InformationContact

• Peter FitzGerald
• Youth Transition Program
• Technical Assistance Provider
• [phone]
• petefitz_at_qwest.net
• OR
• Mike Johnson
• Youth Transition Program
• Technical Assistance Provider
• [phone]
• dudley_at_uoregon.edu