Presentation on theme: "Transition 101: School-based Activities improving post-school outcomes for students with disabilities in Washington State."— Presentation transcript:
1Transition 101: School-based Activities improving post-school outcomes for students with disabilities in Washington State
2WELCOME to CCTS!Center for Change In Transition Services improving post-school outcomes for students with disabilities in Washington state Seattle University OSPI State-needs ProjectccThis webinar is closed-captioned. To see the captioning click on the cc icon just above the video.
3WELCOME to CCTS!Center for Change In Transition Services improving post-school outcomes for students with disabilities in Washington state Seattle University OSPI State-needs ProjectWebsite:Phone:
4Webinar Norms Raise your hand and wait to be called-on by moderator If you have a microphone, please keep it turned off until called-on.You may ask questions by typing in the chat box or by raising your hand (if you have a microphone).
5Transition 101: School-Based Activities Type your name and address (along with all team members participating with you) in the ‘Chat Box’ on the left.CCTS will conduct a sound check at 2:50 and 2:55. We’ll begin at 3:00 and end by 4:00.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.After the webinar, you will receive a follow-up requesting that you complete a quick survey.Thank you for joining us today!
6Quality Indicator Secondary Transition(QuIST) Click on red triangleNote that CCTS needs to give permissions for users to access these.Goal is to create a set of training courses that cover the five essential domains of transitionDeveloped from the Quality Indicators of Secondary Transition, or QuISTSelf-survey tool used by districts to evaluate the quality of transition services based on 100 indicators, in five domainsOnce school districts have gone through these five courses, more advanced trainings can be developedDeveloped in 2007 by CCTS using research-based indicatorsThe goal is to use the tool to assess current practices and direct program improvement planningFive domainsToday we will be discussing School-Based Activities
7Quality Indicators in Secondary Transition (QuIST) 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.
8School-based Activities Work-based Activities System Support QuIST’s Five DomainsSchool-based ActivitiesWork-based ActivitiesSystem SupportFamily InvolvementConnecting Activities(say something about how the domains were chosen)
9School-based Activities Work-based Activities System Support QuIST’s Five DomainsSchool-based ActivitiesWork-based ActivitiesSystem SupportFamily InvolvementConnecting Activities
10Essential Question School-based Activities How can the school-based transition activities be incorporated into the school day while balancing the needs of each student?NEED TO REWORD!!!
11Agenda Transition Planning & Career Development Curriculum and InstructionGraduationWe will examine each of these through the lens of classroom instruction.Student InvolvementDropout Prevention
13Goals of Transition Planning Transition Planning & Career DevelopmentGoals of Transition PlanningHigh school completionPost-secondary participationEmploymentCommunity InclusionLiving situations and activitiesAdult service agency connections
14Transition Planning & Career Development 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.Age-Appropriate transition assessments are completed that include needs, strengths, preferences and interests of the student.Assessment data serve as the common thread in the transition process to form the basis for defining goals and services to be included in the IEP. These data are gathered from multiple sources.
15Transition Planning & Career Development Strengths: What strengths does the student have in meeting some of life’s demands as they relate to education/training, employment, and independent living?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)?Interests: What are the student’s interests, currently and in the future? What activities/experiences promote curiosity and catch their attention?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?Guiding Questions for Age-Appropriate Transition Assessment
16Transition Assessments Transition Planning & Career DevelopmentTransition AssessmentsTemperamentsInterestsAptitudesAcademic SkillsAnticipated Post-secondary GoalsOpportunities for Preparation
17Transition Assessment Resources Transition Planning & Career DevelopmentTransition Assessment ResourcesFormal Assessments:WOIS (Washington Futures)Brigance Transition Assessment (Curriculum Associates)Mecca (Conover)Casey Life SkillsMagellan Career Assessment ProgramMultiple Intelligences Tests/Learning Styles AssessmentsAIR Self-Determination AssessmentsARC Self-Determination ScaleCareer Cruising requires a subscription.
18Transition Assessment Resources Transition Planning & Career DevelopmentTransition Assessment ResourcesInformal Assessments:Career Exploration Websites:O*Net Computerized Interest Profiler (Online and downloadable) (http://www.onetcenter.org)Inside Jobs (http://www.insidejobs.com)Career Cruising (http://public.careercruising.com/us/en)Observations from friends or familySelf-reported interests or preferencesCareer Cruising requires a subscription.
20Classroom Connection Transition Planning & Career Development How can the school-based transition activities be incorporated into the school day while balancing the needs of each student?Lesson plan ideasIncorporate into core subjects: reading, writing, mathUsing Guidance Counselor as a resourceGeneral Education Career Guidance
22Transition and Core Curriculum Curriculum and InstructionTransition and Core CurriculumStudy skills and learning strategiesLearning experiencesSelf-advocacy and choiceSelf-determination and leadership skillsInstruction in daily living skills (as appropriate)TALK TO BETH about adding video of students
23Curriculum and Instruction ODEP’s Soft Skills to Pay the Bills curriculum is now accompanied by a series of videos.
24Curriculum and Instruction Research-based practices
25Classroom Connection Curriculum and Instruction 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 experiencesSelf-advocacy skills
28Classroom Connection Graduation 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 periodStudent-led conferences and IEP meetingsStudent collects and charts own progress toward goals
30Promoting Student Involvement Active members of the IEP teamStudent-led IEPsLeadership trainingLesson Plans and Resources:Zarrow Center for Learning EnrichmentSelf-Determination and the AIR Self-Determination AssessmentsChoiceMaker Self-Determination MaterialsWhose Future Is It Anyway?Zarrow Center for Learning Enrichment at the University of Oklahoma
31Student InvolvementZarrow Center for Learning Enrichment at the University of Oklahoma has lesson plans, assessments, and more around student self-determination.
33Classroom Connection Student Involvement 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 goalsStudent experiences leadership within small groups in a safe environmentSelf-determination curriculum (Zarrow Center)
35Targeting Dropout Prevention Do you know where your students are?Who is dropping out?How can you use the CCTS data to create relevant trainings?Build relationshipsCheck and ConnectEngagement – meaningful instruction (help connect the dots)
37Classroom Connection Dropout Prevention How can the school-based transition activities be incorporated into the school day while balancing the needs of each student?Research-based preventionKnowledge of factors associated with dropping outStaff current and relevant trainingsUse of data
38Future Webinars Tune in on Wednesdays from 3 to 4 pm. DecemberTransition 101:Work-based ActivitiesTopics include internship opportunities, job shadowing, job readiness skill development, integrated employment, and employment with supports.JanuarySystem SupportTopics include administration participation, staff development, support staff participation, resource allocation, and state and federal reporting.FebruaryFamily InvolvementTopics include family and school collaboration, family and school communication, and parent and family training.MarchConnecting ActivitiesTopics include agency resource information, agency participation and parental consent, and the Memorandum of Understanding (MOU).
39Time for Feedback1) 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!