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Pretest: Self Rating Instructions: Please follow the instructions below in the first 5 minutes while you are getting settled. Choose a shape that reflects.

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Presentation on theme: "Pretest: Self Rating Instructions: Please follow the instructions below in the first 5 minutes while you are getting settled. Choose a shape that reflects."— Presentation transcript:

1 Pretest: Self Rating Instructions: Please follow the instructions below in the first 5 minutes while you are getting settled. Choose a shape that reflects your personality- circle, square, triangle, rectangle Draw your shape on 4 small post-it notes using the markers on the table Place one post-it note with your shape on each of the 4 sheets posted around the room in the box that best describes you and your school Find your seat when this is completed 1

2 Transition for Students with Disabilities Supported by Institutional Education Karen Ruddle, Coordinator February 11, 2009

3 Shapes 3

4 Square Youre focused. You like to take charge of your life, placing less faith in luck than in your own abilities. Like a strong solid box, you keep a stable, orderly grasp on things. Problem solving is your forte. People give you responsibility, because they know you can be depended upon to do anything well. 4

5 Triangle You are dynamic. Like the architects of the ancient pyramids, you have vision. You seek to live according to your own ideals and convictions, even if this means swimming against the tide. You are always willing to add your own touch to a recipe, conversation or outfit. A true original, its no wonder you are the first one friends call on when they need a creative spin on projects. 5

6 Rectangle You are reflective. A person who relates to a rectangular shape comes to grips with themselves in a deeper way than most. Relationships are usually intense, but you also love spending time alone because theres always something more you can learn about yourself. People value your advice, because they know there is real thought behind it. 6

7 Circle You are a peace maker. You are aware of the ever-changing circle of life … with everything connected–no beginning and no end. You believe what goes around comes around. Accordingly, you have the desire to smooth rough edges. And, since you are such a good negotiator, friends often look to you to keep the peace. 7

8 Change is in the air transition – An act, process, or instance of changing from one state, form, activity, or place to another. Websters Dictionary

9 9 Session Goals: Transition Special Education Institutional Education

10 Backward Design Essential Understanding: Secondary transition is an intentional and quality process that prepares students for meaningful adult life. 10

11 Backward Design Essential Understanding: A quality process for transition to/from institutional education programs supports successful outcomes. 11

12 Backward Design Essential Understanding: Transition services requirements for students with disabilities benefit all individuals served in institutional education programs. 12

13 Vocabulary Transition assessments IEP checklist for transition Exit and follow up surveys Summary of performance Transfer of rights at age of majority 13

14 Transition Services Special Education Why? Post school planning- Mapping Transition Services 14

15 15 Transition Services Early Childhood/ Primary: Career Awareness 21 st century learning self-responsibility at home and school awareness of civic responsibilities learn about community members interpersonal skills academic and literacy skills career awareness support agencies provide wrap around assessment decisions here relate to diploma decisions later Early Childhood/ Primary: Career Awareness 21 st century learning self-responsibility at home and school awareness of civic responsibilities learn about community members interpersonal skills academic and literacy skills career awareness support agencies provide wrap around assessment decisions here relate to diploma decisions later

16 16 Transition Services Middle and Junior HS: Career Exploration and Planning 21 st century learning and technology skills literacy development self-responsibility, independent work habits, and social skills explore careers and occupations self-determination to promote informed decision making (organized advisory program) support agencies provide wrap around Middle and Junior HS: Career Exploration and Planning 21 st century learning and technology skills literacy development self-responsibility, independent work habits, and social skills explore careers and occupations self-determination to promote informed decision making (organized advisory program) support agencies provide wrap around

17 17 Transition Services 8 th Grade ACT EXPLORE or other transition assessment Develop Individualized student transition plan (ISTP)* for grades 9 & 10 (ePortfolio) or 4-year plan (gifted exit) Select career pathway and cluster * IEP team determines type of diploma (standard or modified)* Increased focus on self - determination (skills, knowledge and beliefs to make informed choices for adult living, learning, and work) Learn about transition services requirements *Policy th Grade ACT EXPLORE or other transition assessment Develop Individualized student transition plan (ISTP)* for grades 9 & 10 (ePortfolio) or 4-year plan (gifted exit) Select career pathway and cluster * IEP team determines type of diploma (standard or modified)* Increased focus on self - determination (skills, knowledge and beliefs to make informed choices for adult living, learning, and work) Learn about transition services requirements *Policy 2510

18 18 Transition Services 21 st century learning and technology skills Refine goals/plans for post school education, training, work and living and link with current course selections Career-decision making Informed choices, self-advocate, build self- determination Identify needed supports/build agency linkages Learn about disclosure of disability Explore ADA and 504 eligibility and agency supports for adulthood Develop work-related skills and social skills Perform community service 21 st century learning and technology skills Refine goals/plans for post school education, training, work and living and link with current course selections Career-decision making Informed choices, self-advocate, build self- determination Identify needed supports/build agency linkages Learn about disclosure of disability Explore ADA and 504 eligibility and agency supports for adulthood Develop work-related skills and social skills Perform community service

19 IDEA and Policy 2419 Transition Services indicated on the IEP age 16+ Invite agencies with student/parent permission Age of Majority notice at age 17 in WV Summary of Performance at Exit or Graduation 19

20 Grade 9 Refine transition plan (ISTP/ePortfolio) and connect to post school goals Identify occupational training or education options after high school Review evaluations and decisions from previous year to update IEP Experiential learning (through grade 12) 20

21 Grade 10 Refine transition plan (ISTP/ePortfolio) for grades 11, year beyond graduation and connect to post school goals; select high school concentration Assess labor market ACT PLAN or other transition assessment Update IEP Contact Rehabilitation Services/Invite to IEP 21

22 Grade 11 Refine transition plan (ISTP/ePortfolio) Identify adult linkages for living, learning and work needs Take ACT/SAT/occupational entrance exam Explore needed work supports or training options Update IEP Refer to Rehabilitation Services and other agencies 22

23 Grade 12 Apply for post school supports/link to adult agencies for eligibility Build/develop resume Link with community work providers or higher education Update IEP for exit Take ACT, SAT or occupational entrance exam Exit survey (students and parents) 23

24 Transition ServicesTransition Services 24 Adulthood: Living, Learning, Work Access adult agency supports ADA or 504 eligibility Disclosure Lifelong learning Work Independence One year follow up survey Adulthood: Living, Learning, Work Access adult agency supports ADA or 504 eligibility Disclosure Lifelong learning Work Independence One year follow up survey

25 Transition Services Special Education How? Development of teacher and student skills 25

26 Transition Services Summary of performance Transition assessments Website resources Self Determination and Disclosure 26

27 Transition Services Special Education Data? Measuring progress and monitoring 27

28 Transition Services NCLB State Performance Plan- Annual Progress Report IEP Checklist Surveys District self assessment process 28

29 Transition Services Institutional Education Why? Identify issues and challenges for students entering/leaving programs 29

30 Transition Services Institutional Education How? Establish priorities and identify solutions 30

31 Transition Services Institutional Education Data? Develop a checklist or transition plan for all students using SOP as a model 31

32 Rubric Design Full Implementation Special Education Institutional Education 32

33 Refine-Carousel Full Implementation Special Education Institutional Education 33

34 Post test: Self Rating Instructions: Consider the topics discussed in this session and revisit the same rating activity you completed at the start of the session. Place a small blank post-it note on each of the 4 sheets posted around the room in the box that best describes your current level of knowledge Find your seat when this is completed Reflect on the responses of the whole group 34

35 Did you know … 75% of Americas prison inmates are high school dropouts High school dropouts are 3.5 times more likely than high school graduates to be arrested in their lifetime High school graduates, on average, earn $9,245 more per year than high school dropouts From NDPC/N website 35

36 Quotes from Mr. Rogers Select a quote from Mr. Rogers Write one personal transition goal for special education and one goal for institutional education on the back Record the same goals on 2 separate large post-it notes and post them with your name on the T-chart for your school 36

37 Session Activities Table talk Carousel reviews T-chart Shapes Knowledge rating Exit Card 37

38 Exit Card for Break Index card side 1-Write a + or – symbol to indicate if you personally learned anything meaningful. Index card side 2-Identify how the session could have been more meaningful for you. 38

39 Thank You Karen Ruddle 39


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