EXPANDING YOUR TRANSITION EXPANDING YOUR TRANSITION TOOLBOXTOOLBOX::

Teaching Transition Knowledge and SkillsTeaching Transition Knowledge and Skills

““Building Futures” Building Futures” Transition to Education and Employment ConferenceTransition to Education and Employment Conference

Tigard, OregonTigard, OregonMay 2007May 2007

THE REALLY “BIG” IDEATHE REALLY “BIG” IDEA

Commit to what students need to “know”, Commit to what students need to “know”, “be”, and “do” in order to successfully “be”, and “do” in order to successfully transition from High School?transition from High School?

Commit to a method of learning about what Commit to a method of learning about what students KNOW and DON’T KNOW about students KNOW and DON’T KNOW about transition.transition.

When you know what a student knows and When you know what a student knows and doesn’t know, decide what to teach, how to doesn’t know, decide what to teach, how to teach it, where to teach it, and when to teach it, where to teach it, and when to teach it.teach it.

Choose methods to be individualized, Choose methods to be individualized, accountable and track progress. accountable and track progress.

Know, Be, and Do?Know, Be, and Do?

IDEA defines transition as a coordinated set of IDEA defines transition as a coordinated set of activities that promotes movement from school to activities that promotes movement from school to post-school activities.post-school activities.

Transition skills typically fall under domains such Transition skills typically fall under domains such as: Employment, Independent Living, Community as: Employment, Independent Living, Community Participation, Postsecondary Education.Participation, Postsecondary Education.

Every student is different with some needing LOTS Every student is different with some needing LOTS of teaching and learning while others need only to of teaching and learning while others need only to be “pointed” in the right direction.be “pointed” in the right direction.

For those needing LOTS of teaching and learning, For those needing LOTS of teaching and learning, the next 2 slides illustrate… the next 2 slides illustrate…

LEARNING TO WORK

GoalGoal Performance Performance IndicatorIndicator

Measurement Measurement CriteriaCriteria

Survey Item(s)Survey Item(s)

Student Student gathers gathers information to information to develop a develop a clear post-clear post-school career school career goalgoal

Student Student understands understands personal interests, personal interests, skills, strengths and skills, strengths and weaknesses as weaknesses as they relate to a they relate to a chosen career.chosen career.

Student successfully Student successfully identifies 3 personal identifies 3 personal interests, 3 strengths interests, 3 strengths and 2 weaknesses and 2 weaknesses that might impact a that might impact a career choice.career choice.

I know 3 strengths that will help me I know 3 strengths that will help me be successful in jobs that interest be successful in jobs that interest me.me.I know 3 weaknesses that I need to I know 3 weaknesses that I need to improve that will help me be improve that will help me be successful on jobs that interest me.successful on jobs that interest me.

Student has Student has exploratory exploratory experiences in a experiences in a chosen career field.chosen career field.

Student documents Student documents three career-related three career-related leaning experiences leaning experiences (i.e. shadowing; (i.e. shadowing; information interview; information interview; volunteering; service volunteering; service learning) in a career learning) in a career field.field.

I have identified 3 career-related I have identified 3 career-related experiences (e.g., job shadows, experiences (e.g., job shadows, internships, work experiences) that internships, work experiences) that I need to help me choose a career.I need to help me choose a career.

LEARNING TO LEARN

GoalGoal Performance Performance IndicatorIndicator

Measurement Measurement CriteriaCriteria

Survey Item(s)Survey Item(s)

Student Student gathers gathers information information and has a and has a clear goal for clear goal for accessing accessing post-post-secondary secondary education education and/or and/or trainingtraining

Student gathers Student gathers information information necessary to necessary to complete their complete their secondary secondary education program education program with a completion with a completion documentdocument

Student lists Student lists requirements requirements necessary for necessary for completing high completing high schoolschool

I can explain what I need to I can explain what I need to do to finish high school and do to finish high school and how many credits I need to how many credits I need to get a diploma.get a diploma.

Student gathers Student gathers information so that information so that they understand they understand the differences the differences between between secondary and secondary and postsecondary postsecondary educationeducation

Student lists the Student lists the differences differences between between secondary and secondary and postsecondary postsecondary education and/or education and/or trainingtraining

I can identify what I can identify what academic skills (e.g., academic skills (e.g., reading, writing, math) I reading, writing, math) I need to learn to help me need to learn to help me succeed in college level succeed in college level classes or further training.classes or further training.

Know, Be, and Do Part 2?Know, Be, and Do Part 2?

Other ways of assessing:Other ways of assessing: http://www.caseylifeskills.org/ http://www.proedinc.com/store/index.php?mode=product_detail&id=9

009 http://spot.pcc.edu/~rjacobs/career/new_page_2.htm http://www.proedinc.com/store/index.php?mode=product_detail&id=6

805

How and Where do students learn to know, How and Where do students learn to know, be, or do?be, or do? In 1:1 interventionsIn 1:1 interventions In small groupsIn small groups Where every other student learnsWhere every other student learns Where is the best place? Where is the best place? Can the assessment process help you figure Can the assessment process help you figure

that out?that out?

TRANSITION – WHO’S JOB IS IT?

•Future Visions •School-based bus.•Work Crew

•Career Fair•Ethics in the Workplace•Soph Symposium

•Transition Interviews•Agency Support•Structured Work Experience•Community Participation•Transition Tutoring

The Way We Were…

UNIVERSAL

1:1

TARGETED GROUP

The Way We Were…

The Way We Are…

TRANSITION – WHO’S JOB IS IT?

1:1

1:1

TARGETED GROUP

TARGETED GROUP

UNIVERSALUNIVERSAL

•Transition Assessment•IEP Support•Exit Interview

•Study Skills/Transition Classes•Transition Seminars•Community College Tours•Industry Tours•Work Crew•School-based businesses

•Career Fair•Ethics in the Workplace•Sophomore Symposium•Career-Related Learning•Career Center Activities

More on HOW?More on HOW? Every student has to meet Career Related Learning Every student has to meet Career Related Learning

Standards. What are they?Standards. What are they? http://web1.ode.state.or.us/search/page/?id=1110

Schools will have to link students to opportunities to Schools will have to link students to opportunities to learn and apply this knowledge. Collaborate and learn and apply this knowledge. Collaborate and participate!participate!

My students need 1:1 or small group specially My students need 1:1 or small group specially designed instruction. What curriculum is available?designed instruction. What curriculum is available?

http://www.stanfield.com/sch2wk.html http://www.proedinc.com/store/index.php?http://www.proedinc.com/store/index.php?

mode=products_search&searchtype=broad&category%5Bmode=products_search&searchtype=broad&category%5B%5D=44&type%5B%5D=1&type%5B%5D=3&x=22&y=15%5D=44&type%5B%5D=1&type%5B%5D=3&x=22&y=15

http://www.caseylifeskills.org/pages/res/res_ACLSAGuidebook.htmhttp://www.caseylifeskills.org/pages/res/res_ACLSAGuidebook.htm http://www.ncset.org/publications/mfmp.asphttp://www.ncset.org/publications/mfmp.asp http://www.uncc.edu/sdsp/curriculum_components.pdfhttp://www.uncc.edu/sdsp/curriculum_components.pdf

How to Individualize How to Individualize and be and be

AccountableAccountable Present Level of Performance ExamplePresent Level of Performance Example

Following administration of a Transition Skills Survey in the area Following administration of a Transition Skills Survey in the area of Learning to Work, three (3) areas emerged as priorities for of Learning to Work, three (3) areas emerged as priorities for Angela. These areas are items in which she scored as “Not Like Angela. These areas are items in which she scored as “Not Like Me” (vs. “Somewhat Like Me” and “Very Much Like Me”) and Me” (vs. “Somewhat Like Me” and “Very Much Like Me”) and indicated in a follow-up interview, that she was interested in indicated in a follow-up interview, that she was interested in gaining skill or being involved in activities to make progress in gaining skill or being involved in activities to make progress in these areas having to do with Learning to Work. Angela indicated these areas having to do with Learning to Work. Angela indicated that she (1.) does not know how to match her strengths and that she (1.) does not know how to match her strengths and interests to a career that may interest her. Her diagnosis of interests to a career that may interest her. Her diagnosis of Attention Deficit contributes to her struggle with sequencing Attention Deficit contributes to her struggle with sequencing information so it ends up making sense and being relevant to information so it ends up making sense and being relevant to her. Angela also identified that she (2.) cannot describe how her her. Angela also identified that she (2.) cannot describe how her disability might affect job performance. Another area of need for disability might affect job performance. Another area of need for Angela is (3.) being able to name things to do to be a more Angela is (3.) being able to name things to do to be a more responsible worker. Because she can be impulsive, Angela has responsible worker. Because she can be impulsive, Angela has lower evaluations in her in-building Work Experience. Angela is lower evaluations in her in-building Work Experience. Angela is interested in attending community college after she graduates interested in attending community college after she graduates and would prefer to be a Vet Tech or a Certified Nurses and would prefer to be a Vet Tech or a Certified Nurses Assistant. If she can handle the academic demands, she might Assistant. If she can handle the academic demands, she might like to pursue becoming a Licensed Practical Nurselike to pursue becoming a Licensed Practical Nurse ..

Getting it into the PLAN!Getting it into the PLAN!

One of Angela’s IEP goals could beOne of Angela’s IEP goals could be Angela will successfully identifies 3 personal interests, Angela will successfully identifies 3 personal interests,

3 strengths and 2 weaknesses that might impact her 3 strengths and 2 weaknesses that might impact her ability to work in a health related occupationability to work in a health related occupation

AND/ORAND/OR Angela will list (in writing or verbally) 3 ways that her Angela will list (in writing or verbally) 3 ways that her

disability will challenge her on a job and 3 ways that disability will challenge her on a job and 3 ways that her disability may be of benefit.her disability may be of benefit.

OR WHAT IF ANGELA HAD MORE SIGNIFICANT OR WHAT IF ANGELA HAD MORE SIGNIFICANT DISABILITIES?DISABILITIES?

Using picture cues, Angela will follow 4-5 step Using picture cues, Angela will follow 4-5 step instructions by the end of the year utilizing the system instructions by the end of the year utilizing the system independently 90% of the time as evaluated by a work independently 90% of the time as evaluated by a work experience supervisor, staff, or employer.experience supervisor, staff, or employer.

SO WHAT?SO WHAT?

What did that previous slide What did that previous slide have to do with anything?have to do with anything? Assessment will reveal things that need to be Assessment will reveal things that need to be

learned.learned. Things that need to be learned end up in the Things that need to be learned end up in the

PLAN!PLAN! If it’s in the PLAN, then someone has to figure If it’s in the PLAN, then someone has to figure

out what to teach, how to teach it, where it will out what to teach, how to teach it, where it will be taught, and when it will be taught.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 The criticalcritical commitment is to value the teaching commitment is to value the teaching

of transition knowledge and skills as a starting of transition knowledge and skills as a starting point.point.

For More InformationFor More InformationContact:Contact:

Peter FitzGeraldPeter FitzGeraldYouth Transition ProgramYouth Transition Program

Technical Assistance ProviderTechnical Assistance Provider(503) 522-6973(503) 522-6973

petefitz@qwest.net petefitz@qwest.net OROR

Mike JohnsonMike JohnsonYouth Transition ProgramYouth Transition Program

Technical Assistance ProviderTechnical Assistance Provider(541) 346-1412(541) 346-1412

dudley@uoregon.edu dudley@uoregon.edu