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Transition 101: School-based Activities improving post-school outcomes for students with disabilities in Washington State.

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Presentation on theme: "Transition 101: School-based Activities improving post-school outcomes for students with disabilities in Washington State."— Presentation transcript:

1 Transition 101: School-based Activities improving post-school outcomes for students with disabilities in Washington State

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

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

4 Webinar 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).

5 Transition 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!

6 Quality Indicator Secondary Transition(QuIST)
Click on red triangle Note 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 transition Developed from the Quality Indicators of Secondary Transition, or QuIST Self-survey tool used by districts to evaluate the quality of transition services based on 100 indicators, in five domains Once school districts have gone through these five courses, more advanced trainings can be developed Developed in 2007 by CCTS using research-based indicators The goal is to use the tool to assess current practices and direct program improvement planning Five domains Today we will be discussing School-Based Activities

7 Quality 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.

8 School-based Activities Work-based Activities System Support
QuIST’s Five Domains School-based Activities Work-based Activities System Support Family Involvement Connecting Activities (say something about how the domains were chosen)

9 School-based Activities Work-based Activities System Support
QuIST’s Five Domains School-based Activities Work-based Activities System Support Family Involvement Connecting Activities

10 Essential 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!!!

11 Agenda Transition Planning & Career Development
Curriculum and Instruction Graduation We will examine each of these through the lens of classroom instruction. Student Involvement Dropout Prevention

12 Transition Planning & Career Development

13 Goals of Transition Planning
Transition Planning & Career Development Goals of Transition Planning High school completion Post-secondary participation Employment Community Inclusion Living situations and activities Adult service agency connections

14 Transition 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.

15 Transition 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

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

17 Transition Assessment Resources
Transition Planning & Career Development Transition Assessment Resources 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 Career Cruising requires a subscription.

18 Transition Assessment Resources
Transition Planning & Career Development Transition Assessment Resources Informal 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 family Self-reported interests or preferences Career Cruising requires a subscription.

19 Transition Planning & Career Development

20 Classroom 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 ideas Incorporate into core subjects: reading, writing, math Using Guidance Counselor as a resource General Education Career Guidance

21 Curriculum and Instruction

22 Transition and Core Curriculum
Curriculum and Instruction Transition and Core Curriculum Study skills and learning strategies Learning experiences Self-advocacy and choice Self-determination and leadership skills Instruction in daily living skills (as appropriate) TALK TO BETH about adding video of students

23 Curriculum and Instruction
ODEP’s Soft Skills to Pay the Bills curriculum is now accompanied by a series of videos.

24 Curriculum and Instruction
Research-based practices

25 Classroom 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 experiences Self-advocacy skills

26 Graduation

27 Graduation Graduation

28 Classroom 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 period Student-led conferences and IEP meetings Student collects and charts own progress toward goals

29 Student Involvement

30 Promoting Student Involvement
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? Zarrow Center for Learning Enrichment at the University of Oklahoma

31 Student Involvement Zarrow Center for Learning Enrichment at the University of Oklahoma has lesson plans, assessments, and more around student self-determination.

32 Student Involvement

33 Classroom 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 goals Student experiences leadership within small groups in a safe environment Self-determination curriculum (Zarrow Center)

34 Dropout Prevention

35 Targeting 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 relationships Check and Connect Engagement – meaningful instruction (help connect the dots)

36 Dropout Prevention

37 Classroom 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 prevention Knowledge of factors associated with dropping out Staff current and relevant trainings Use of data

38 Future Webinars 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 System Support Topics include administration participation, staff development, support staff participation, resource allocation, and state and federal reporting. February Family Involvement Topics include family and school collaboration, family and school communication, and parent and family training. March Connecting Activities Topics include agency resource information, agency participation and parental consent, and the Memorandum of Understanding (MOU).

39 Time for Feedback 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 CCTS Contact Phone: (206)


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