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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.

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Presentation on theme: "Center for Change In Transition Services improving post-school outcomes for students with disabilities in Washington state Seattle University OSPI State-needs."— Presentation transcript:

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2 Center for Change In Transition Services improving post-school outcomes for students with disabilities in Washington state Seattle University OSPI State-needs Project This webinar is closed-captioned. To see the captioning click on the cc icon just above the video. cc

3 Website: Phone: Center for Change In Transition Services improving post-school outcomes for students with disabilities in Washington state Seattle University OSPI State-needs Project

4 Raise your hand and wait to be called-on by moderator You may ask questions by typing in the chat box or by raising your hand (if you have a microphone). If you have a microphone, please keep it turned off until called-on.

5 Transition 101: School-Based Activities 1)Type your name and 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 requesting that you complete a quick survey. Thank you for joining us today!

6 Click on red triangle Quality Indicator Secondary Transition(QuIST)

7 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.

8 1.School-based Activities 2.Work-based Activities 3.System Support 4.Family Involvement 5.Connecting Activities

9 1.School-based Activities 2.Work-based Activities 3.System Support 4.Family Involvement 5.Connecting Activities

10 How can the school-based transition activities be incorporated into the school day while balancing the needs of each student? Essential Question

11 Transition Planning & Career DevelopmentCurriculum and InstructionGraduationStudent InvolvementDropout Prevention

12 Transition Planning & Career Development

13 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

14 34 CFR (b) - WAC A-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

15 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

16 Temperaments Interests Aptitudes Academic Skills Anticipated Post-secondary Goals Opportunities for Preparation Transition Assessments Transition Planning & Career Development

17 Formal Assessments: –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

18 Informal Assessments: –Career Exploration Websites: O*Net Computerized Interest Profiler (Online and downloadable) (http://www.onetcenter.org)http://www.onetcenter.org Inside Jobs (http://www.insidejobs.com)http://www.insidejobs.com Career Cruising (http://public.careercruising.com/us/en)http://public.careercruising.com/us/en Observations from friends or family Self-reported interests or preferences Transition Planning & Career Development Transition Assessment Resources

19 Transition Planning & Career Development

20 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 Transition Planning & Career Development Classroom Connection

21 Curriculum and Instruction

22 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 Transition and Core Curriculum

23 Curriculum and Instruction

24 Curriculum and Instruction

25 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 Curriculum and Instruction Classroom Connection

26 Graduation

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28 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 Graduation Classroom Connection

29 Student Involvement

30 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 Promoting Student Involvement

31 Student Involvement

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33 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) Student Involvement Classroom Connection

34 Dropout Prevention

35 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 Targeting Dropout Prevention

36 Dropout Prevention

37 How can the school-based transition activities be incorporated into the school day while balancing the needs of each student? –Research-based prevention –Knowledge of factors associated with dropping out –Staff current and relevant trainings –Use of data Dropout Prevention Classroom Connection

38 Tune in on Wednesdays from 3 to 4 pm. December Transition 101: Work-based Activities Topics include internship opportunities, job shadowing, job readiness skill development, integrated employment, and employment with supports. January Transition 101: System Support Topics include administration participation, staff development, support staff participation, resource allocation, and state and federal reporting. February Transition 101: Family Involvement Topics include family and school collaboration, family and school communication, and parent and family training. March Transition 101: Connecting Activities Topics include agency resource information, agency participation and parental consent, and the Memorandum of Understanding (MOU).

39 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 . Thank you for joining us today!

40 Phone: (206)


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