Transition Essentials To Prepare Students for Adult Life

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Transition Essentials To Prepare Students

for Adult Life

Jim Martin, Chen-Ya Juan, and Cathy Witten

Zarrow Center

University of Oklahoma

Email: [email protected]

Phone: 405-325-8951

2007 Oklahoma Parent Conference



Agenda• Purpose of SPED• Transition Education

Big Ideas• Seven Transition

Education Steps



Question?• What is the purpose

of special education as defined by IDEA 2004?



The Purpose of SPED. . . a free appropriate public education that emphasizes special education and related services designed to meet students’ unique needs and to prepare them for further education,employment, and independent living.

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-Thomas HehirFormer DirectorUS DOE, OSEP

“High school is a make-or-break time for kids with disabilities and, for too many, it’s a break time that’s why comprehensive transition planning must begin no later than age 14.”



Transition Big Idea #1Parents and educators and students need to decide:

Where will the student live?

Where will the student work?

Where will the student receive job training?

Where will the student receive education after high school?





Design the high school years to ensure that students have the opportunity and gain the skills needed to achieve post-school education, employment, and living goals.

Transition Big Idea #2



To enable students to attain postschool goals, involve students in identifying and making linkages to post-school supports and programs before exiting the school system.

Transition Big Idea #3

Student Development

Interagency Collaboration

Program Structures

Family Involvement

Taxonomy for Transition Education

Student-Focused Planning



Structure activities for students

to think, talk, and plan about the

future. Jointly plan with educators,

students, and family a course of study to make the high school experience directly relate to students’ dreams and goals for the future.

Transition Education Opportunities

Transition Education Opportunities



Seven Transition Steps1. Involve student in IEP Planning Process2. Team completes a three-part transition

assessment process.3. Team Writes Present Level of Academic

Achievement and Functional Performance4. Team develops course of study5. Team develops postschool linkages6. Students work on attaining IEP and

personal goals7. Families and students build a Student-

Directed Summary of Performance



Step 1: Involve Student in IEP Planning Process

• Teach students to become active participants in own IEP meeting– Learn terms and process– Students write script of what to say and

when– Practice– Provide opportunities for students to speak

at IEP meetings



Teacher-Directed: What Percent Did These People Talk?

Role % of Time Talked

Special Ed Teacher

General Ed Teacher

Administrator

Family Members

Support Staff

Student

No Conversation

Multiple Conversations



Who Talked At IEP Meetings

SPED51%

Gen Ed9%

Administrators9%

Multiple Conv5%

No Conv2%

Student3%

Support 6%

Family15%

Who Talked at IEP Meetings?



Self-Directed IEP - 11 Lessons1. Begin meeting by stating purpose.2. Introduce everyone.3. Review past goals and performance.4. Ask for others’ feedback.5. State your school and transition goals.6. Ask questions if you do not understand.7. Deal with differences in opinion.8. State what support you will need.9. Summarize your goals.10. Close meeting by thanking everyone.11. Work on IEP goals all year.



Self-Directed IEP: What Percent Did These People Talk?


Special Ed Teacher

General Ed Teacher

Administrator

Family Members

Support Staff

Student

No Conversation

Multiple Conversations



Student-Directed: What % Did These People Talk?


Special Ed Teacher 53

General Ed Teacher 7

Administrator 6

Family Members 8

Support Staff 9

Student 13

No Conversation 3

Multiple Conversations 2



Answer This Question

Who talked most about transition?



Percent of Intervals Discussed Transition

Special Ed50%

General Ed 4%

Admin8%

Family8%

Support Staff20%

Students10%



The IEP Team consists of students, family, educators, and support staff. All -especially the student and family - must communicate to develop an effective and meaningful plan.





IEP teams needs to take along-term view and build an IEP to facilitate attainment of postschool goals.

Begin each IEP meeting with a discussion of postschool goals and involve the student and family as much as possible in this discussion.

IEP Team Purpose

Begin With Postschool Goals



Self-Directed IEP Available From• Sopris West• 4093 Specialty Place• Longmont, CO 80504

• Phone: (303) 651-2829• Fax: (888) 819-7767• www.sopriswest.com



More IEP Teaching Materials

• Self-Advocacy StrategyEdge Enterprise

P.O. Box 1304

Lawrence, KS 66044

• A Student’s GuideNICCY

P.O. Box 1492

Washington, DC 20013

www.nichcy.org/

• NEXT S.T.E.P.

PRO-Ed

8700 Shoal Creek Blvd

Austin, TX 78757

www.proedinc.com



Team Completes a Three-Part Transition Assessment

Process


are needed to see this picture. Step Two



1. Self-Determination Skills- AIR SD Assessment (www.ou.edu/zarrow click on self-determination button)

2. Transition Skills (Adaptive Behavior)- caseylifeskills.org- parent, student, support staff version

3. Vocational Interests and Skills- ON-Line Assessments (free!!!)- Choose and Take Action vocational assessment

software

Three-Part Transition Assessment

JM



Self-Determination Constructs

• Self-awareness• Self-advocacy• Self-efficacy• Decision-making• Independent performance• Self-evaluation• Adjustment



AIR Self-Determination Assessment

• Parent Version

• Teacher Version

• Student Version

• Available at– www.ou.edu/zarrow/sdetermination.html

• Cost: free





www.ou.edu/zarrow



ChoiceMaker SD Assessment

• Curriculum Referenced Assessment– Choosing Goals– Participating in IEP Meetings– Taking Action on Goals

• Sopris West (search by author: Martin)– www.sopriswest.com

• Cost: $12.95 for 25 copies



Transition Assessments• Transition Planning Inventory (TPI)

– ProEd, Austin Texas (www.proedinc.com)

• Enderle-Severson Transition Rating Form– www.estr.net

• Casey Life Skills– www.caseylifeskills.org



Transition Planning Inventory• Home version

• Teacher version

• Student version

• CD version speaks to students or parents and automatically scores



Scales of Independent Behavior-R

• SIB-R Scales (norm referenced)

– Community and personal living skills– Social interaction and communication– Motor skills– Overall measure of independence– 14 adaptive behavior & 8 problem behavior areas

• Available From– http://www.riverpub.com/– Riverside Publishing

• Cost: $248



Casey Life Skills - Why Look Anywhere Else?

• Web based and FREE!!!• Spanish or English, with numerous supplemental

assessments• Youth and caregiver formats• Automatically scored and sent to you• Can obtain class summaries• Provides different levels of questions for students

across functioning levels• www.caseylifeskills.org



JM

www.caseylifeskills.org





Vocational Interest Assessment

Part 3 of the 3-Part Transition Assessment Process



Vocational Interests for High Achieving Students With Mild

Disabilities• Group Interest Inventories

– ACT Discover– ACT Explorer

• U.S. Dept of Labor O*NET– www.onetcenter.org– Interest profiler, ability profiler



Individualized Interest Inventories

• Paper Individual Interest Inventories– Strong Interest Inventory– Self-Directed Search

• On-Line Individual Interest Inventories– http://www.myfuture.com/toolbox/workinterest.html– www.ioscar.org– http://www.careerkey.org/cgi-bin/ck.pl?action=choices– www.careervoyages.com– www.careerclusters.org (download in pdf format)



Exploration of Interest Results

• Occupational Outlook Handbook– www.bls.gov/oco/home.htm– www.bls.gov/k12/index.htm

• Job videos (English or Spanish)– Individuals & Job clusters– http://acinet.org/acinet/videos.asp?id=27,&nodeid=27

– www.careervoyages.com• Uses the above videos in an interactive format





Career Awareness & Exploration• Watching

– Video• http://acinet.org/acinet/videos.asp?id=27,&nodeid=27• Provides numerous videos for students to watch

– English or Spanish– Job cluster and skill categories– Horse Training– Coast Guard Assistant– Construction Workers– Teaching Assistants

– Live in the Community

• Doing– Short exploration periods– Long-term try-outs



What If Some Can’t Read?



Career Development Theory

• Career Awareness

• Career Exploration

• Career Preparation

• Beginning Career

Need Exposure to Available Jobs







WRIOT2: Wide Range Interest and Occupation Test 2



Available: www.proedinc.com

Cost: appx $200 for entire package



COPS-PIC

• Non-Verbal Assessment of Occupational Interest

• EDITS / P.O. Box 7234 / San Diego, CA 92167

• 800-416-1666 / 619-222-1666 / Fax 619-226-1666

• 25 copies for $50.90



Functional Assessment Process

• Over time• Repeated Measures

Situational Assessment




are needed to see this picture.QuickTime™ and aTIFF (Uncompressed) decompressor




Situational Assessment

• The most commonly used work evaluation approach in high school community based programs



Char I Like vs Here

Compares initial preferences to those experienced at a particular job site.



Key: Determine Match Between What I Like and What’s At This Site



Characteristics Graph



Resource

• Self-Directed Employment– Paul Brookes Publishing– Baltimore– www.brookespublishing.com





Choose and Take ActionVocational Assessment

Software

Use of a software program and community experiences to identify entry-level job interests



CTA Constructs

1. Vocational Choice MakingCharacteristicsSettingActivities (jobs)

2. Planning3. Community Experience

WatchDo

4. Self-Evaluation5. Choose Again with Adjustment



Settings Activities Characteristics

Car repair shop Bag items/bring carts Big open space

Child care center Care for animals Small space

Construction site Care for people Clean

Factory Care for plants Messy

Greenhouse Clean-up Few people

Grocery store Clear tables Many people

Hospital Filing Inside

Hotel Handle materials Outside

Janitorial service Heavy cleaning Noisy

Landscape Company Laundry Quiet

Office Move things Own clothes

Restaurant Do paperwork Wear a uniform

Store Stock shelves

Vet Office Wash dishes

Yard work



JM



JM



JM



PublisherChoose and Take Action: Finding a Job for You

Sopris West4093 Specialty PlaceLongmont, CO 80504800.547.6747www.sopriswest.com



Step 3: Team Writes Present Level of Academic and Functional Performance

• Teach and facilitate students and families to express the transition present level of performance statement.

• Use the Student-Directed Transition Planning program to help students and families to learn how to express their own present level of transition performance– http://www.ok-ahead.org/test/indextest.html



Step Four: Team Develops Course of Study

• Develop course of study– Listing of courses, extracurricular activities,

and community activities to enable students to reach postsecondary goals

• Teach students to become engaged in developing their own course of study



Plan of Study Problems

0

10

20

30

40

50

60

70

80

90

100

CorrectPlan

IncorrectPlan

• Many IEPs contain poorly developed Plans of Study

• Students lack input into Plan

• Plan often doesn’t reflect student interest or school school vision (Martin &

Cooper, 2002)



Step Five: Team Develops Postschool Linkages

• Develop transition service linkages to assist student to obtain postsecondary goals– Linkages to service provides

• Rehab• College or postsecondary education disability

support office• Supported employment program• Transportation support



Step 6: Students Work On Attaining IEP and Personal Goals

• Teach students to attain their own Goals - both IEP and personal

• Use the Take Action process to teach goal attainment



JM



Task Improvement Form



Resource

• Self-Directed Employment– Paul Brookes Publishing– Baltimore– www.brookespublishing.com





Take Action: An Overview • Teaches students to a process to attain their

own goals. • Seven lessons• Seven to 10 days, 50 minutes a day• Student will take info and infuse into his or

her IEP meeting & into academic coursework• Designed for students with high incidence

disabilities or for general ed students

JM



Write The Steps in the Correct Order from 1 to 4.

JM



JM



Take Action Available From• Sopris West Publishers• 4093 Specialty Place• Longmont, CO 80504

• Phone: (303) 651-2829• Fax: (888) 819-7767• www.sopriswest.com



JM



Step 7: Write Student-Directed Summary of

Performance• Students start writing own summary of

performance their first year in high school– Provide guidance once gone from school



All lessons and associated materials can be found at:www.ok-ahead.org/test/index.html



Collaborative Effort



Questions



Jim Martin, Chen-Ya Juan, & Cathy Witten

University of Oklahoma

Zarrow Center for Learning Enrichment

Carpenter Hall Room 111

Norman, OK 73019

Phone: 405-325-8951

E-mail: [email protected]

E-mail: [email protected]

For More Information Contact:

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Transition Essentials To Prepare Students for Adult Life

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