Transition Curriculum: Expanding Your Toolbox to Teach Transition Knowledge and Skills “YTP Statewide Conference” Hood River, Oregon February 19, 2009

THE REALLY “BIG” IDEA Commit to what students need to “know”, “be”, and “do” in order to successfully transition from High School? 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 DON’T KNOW about transition. Commit to a method of learning about what students KNOW and DON’T KNOW about transition. When you know what a student knows and doesn’t know, decide what to teach, how to teach it, where to teach it, and when to teach it. When you know what a student knows and doesn’t 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. Choose methods to be individualized, accountable and track progress.

Know, Be, and Do? IDEA defines transition as a coordinated set of activities that promotes movement from school to post-school activities. 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. 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. Every student is different with some needing LOTS of teaching and learning while others need only to be “pointed” in the right direction.

IDEA 2004 Also Says: “Beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP Team, and updated annually, thereafter, the IEP must include- “Beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP Team, and updated annually, thereafter, the IEP must include- (1) Appropriate measurable postsecondary goals based on age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills” [ § (b)(1)].  The “Slippery Slope”

What Are You Trying To Find Out? What Students CAN DO! What Students CAN DO! For example: For example:  I can identify one or more possible careers that interest me.  I can show that I have researched and gathered information about one or more careers that interest me.  I can show that I have explored one or more careers that are non-traditional for my gender, such as construction work for females and child care for males.  I can show that I have completed a career interest inventory.  I can show that I have completed an informational interview with an employer.  I can show that I have talked to a counselor, advisor, or other person about jobs/careers.  I can demonstrate that I have participated in a job shadow.  I can show that I have participated in an unpaid work experience or done volunteer work (also called service learning or community service).  I can show that I have attended a career fair.  I can describe what academic skills, such as reading, writing, and math, are needed to be successful in the careers that interest me.

You Are Trying To Find Out What Students: Know, Want to BE, and Can DO! Another Example: Another Example:  I can show that I have my own bank accounts can explain how to access and maintain my accounts.  I can responsibly manage cash in my possession.  I can demonstrate that I understand how to create and maintain a budget for living on my own.  I can demonstrate my ability to pay bills correctly and on time using checks, money orders, cash, and/or online payments.  I can compare prices in a store and make choices regarding what items to buy  I can explain the process of looking for a place to live.  I can show that I know how to apply for a place to live.  I can demonstrate and/or explain how to keep a safe and clean living space.  I can explain when and how to contact emergency services such as police, fire, and ambulance  I can explain when and how to contact a landlord or apartment manager.  I can describe how to handle conflicts with neighbors and how to be a good neighbor to those who live near me.  I can describe what community and supplemental services are available to me and how to access them.  I can create a weekly menu and shopping list using what I know about nutrition and healthy eating.  I can describe how food is properly stored, what needs to be refrigerated, how to properly cook things like meat and fish, if needed, how to read expiration dates, and how to tell if food is bad.

Know, Be, and Do Part 2? Other ways of assessing: Other ways of assessing: How and Where do students learn to know, be, or do? How and Where do students learn to know, be, or do? In 1:1 interventions In 1:1 interventions In small groups In small groups Where every other student learns Where every other student learns Where is the best place? Where is the best place? Can the assessment process help you figure that out? Can the assessment process help you figure that out?

More on HOW? Every student has to meet Essential Skills that are now merged into Career Related Learning Standards (CRLS). What are they? Every student has to meet Essential Skills that are now merged into Career Related Learning Standards (CRLS). What are they? ma/es-crls-merger.pdf ma/es-crls-merger.pdf ma/es-crls-merger.pdf ma/es-crls-merger.pdf My students need 1:1 or small group specially designed instruction. What curriculum is available? My students need 1:1 or small group specially designed instruction. What curriculum is available? uidebook.htm uidebook.htm uidebook.htm uidebook.htm

How to Individualize and be Accountable Present Level of Performance Example 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.

Getting it into the PLAN! One of Angela’s IEP goals could be One of Angela’s 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 Angela will successfully identifies 3 personal interests, 3 strengths and 2 weaknesses that might impact her ability to work in a health related occupationAND/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. 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. 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.

SO WHAT? What did that previous slide have to do with anything? What did that previous slide have to do with anything? Assessment will reveal things that need to be learned. Assessment will reveal things that need to be learned. Things that need to be learned end up in the PLAN! Things that need to be learned end up in the PLAN! If it’s 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. If it’s 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. 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. The critical commitment is to value the teaching of transition knowledge and skills as a starting point.

For More Information Contact: Peter FitzGerald Youth Transition Program Technical Assistance Provider (503)