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Teaching Transition Knowledge and Skill: Lessons
Learned
YTP Statewide Conference Hood River, OregonFebruary 17, 2011
Mimi McGrath-Kato, Peter FitzGerald, and Sharon Dunne
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Student
Other Agencies
Age Appropriate Transition
Assessment
Measurable Postsecondary
Goals
Annual Transition
Goals
Transition Services
Course of Study
Invite the student--Student PINS
Invite the student
The public agency must invite a student with a disability to attend the student’s IEP Team meeting if a purpose of the meeting will be the:– consideration of the postsecondary goals for the student; and,
– transition services needed to assist the student in reaching those.
• IEP Team must actively involve
the student in developing
his/her IEP.
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Why do we want students to be an active part of IEP planning?
• Engage youth (and families) in transition planning – Help students set attainable employment and
postsecondary school/training goals
• Prepare youth (and families) for their future – Teach self-determination & self advocacy skills
– Provide opportunities for students to practice these skills
– Self-Directed IEPs
• Keep youth in school – Build relationships with youth
– Set high expectations and provide support
– Make content meaningful and relevant
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Student PINS
• Preferences Interests Needs Strengths
• These PINS will describe – what the student wants to do when he/she has
completed school (e.g., further education, employment, military, etc.),
– how they want to live (e.g., independent living, apartment, group home, etc.), and
– how they want to take part in the community (e.g., transportation, recreation, etc.)
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Age-appropriate Transition Assessments
The IEP must include appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills
Formal Transition Assessment
• Adaptive Behavior/Daily Living Skills • General and Specific Aptitude Tests• Interest Inventories• Intelligence Tests• Achievement Tests• Temperament Inventories/Instruments• Career Maturity or Employability Tests• Self-Determination Assessment• Transition Planning Inventories
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Informal Transition Assessment Methods
• Interviews and questionnaires
• Direct observation
• Curriculum-based assessments (CBA)
• Environmental analysis
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http://www.nsttac.org/pdf/trans_fact_sheet.pdf
ACCESS Overview
• Funded through OSERS (Office of Special Education and Rehabilitative Services)
• VR Role• UO role• 5 Sites• Purpose: Model Demonstration
– Youth Transition at younger age– VRC in schools– Family involvement
• Scaffolded Delivery (grade level)
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Outcomes
• Model for Implementation– Sample matrices/plans– VR Role– Scaffolded grade levels– Curriculum that works well– Evaluation tools– Parent Involvement Component
• Better services to more youth
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Sample of What We Hope to See
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9th--Early Awareness and Skill Building
10th--Student Focused Planning
11th--Pre Employment and Preparation
12th & Post--Successful Post-School Outcome
Self-directed IEPDisability AwarenessInitial Career AwarenessAwareness of accommodations and supportsExplicit Instruction in Self-determination & social skillsReceive Information about VR (VR 101) and Benefits Training.Begin Developing Transition Portfolio
Student directed planningComplete career assessmentsExpansion of disability and career awareness to include mapping of strengths with career requirements.Continued instruction in self-determination & social skillsParticipate in job clubs & mentoring experiencesParticipate in summer academiesExpand transition portfolio
Continued student directed planningCareer assessment as needed.VR eligibility determinationsExpansion of disability awareness and career awareness through identification of good matches and knowledge of requirementsContinued instruction in self-determination & social skillsJob shadow and work experienceTransition Portfolio
Demonstrate autonomy in planning including ability to determine career or post-sec school requirementsExperience success in employment.Applications to post-secondary school or training.Develop IPE as neededSuccessful utilization of accommodations Begin to develop independence
Family training in providing supports in all areas
Family training in providing supports in all areas
Family training in providing supports in all areas
Family support in all areas
Analysis of Matrices• Compared to National Standards
• Coded each matrix
• Sorted by codes
• Identified main ideas across all matrices
Next steps
• Develop curriculum based on common areas
• Develop family activities that pair with curricula
Kohler’s Taxonomy
Kohler, P.D. (1996). Taxonomy for Transition Programming. Champaign: University of Illinois.
Across, beyond, through
Go, walk, journey
Makes it a noun
Mission Statement:Thomas Edison High School empowers students with learning differences to experience academic success and personal growth, while preparing them for the future.
That “preparing them for the future” is the focus of our Transitions Program.
Thomas Edison High School
Small private high school for students with learning differencesSmall class sizes – average is 8 to 1Focus on creating relationships with studentsSpecific teaching techniques and appropriate accommodations Governed by a Board of DirectorsVery involved parents
Timeline for Transitions at Thomas Edison
In the beginning – Not a 4 year school…
About 10 yrs ago, that changed… to a 4 year high school curriculum with students graduating from Thomas Edison.
The number of students attending college, both 4 yr and 2yr has increased
The need for additional transition services also increased.
One Senior seminar class – to full range of services
Our Goal:
Our goal is that every student who graduates from Thomas A. Edison has a written plan in place for the year following graduation that addresses their educational plan, employment plan, and living/transportation plan.
How We Get There…
Assist students in identifying their skills, strengths and areas for growth and use this information to explore various careers and educational options.
Assist students in identifying a path for post-secondary education and/or employment
Assist students in gaining work experience outside of the home
Assist students to identify appropriate on-the-job skills
To familiarize and improve students’ understanding of personal financial management
Encourage students to be good community members and informed consumers
FreshmenFour transition workshops (one hour each)
Intro to Transitions – Powerpoint & discussionSet up CIS – intro and create portfolio Self-awareness – Dream catcher activityUpdate portfolio – include work samples
Identify own learning styles (Advisory curriculum)
Identify own learning differences and strategies (Advisory curriculum)
Encourage self-advocacy (Advisory and all classes)
Organization (Advisory and all classes)
SophomoresFour transition workshops (one hour each) during the school year.
Transitions Inspiration MapBegin doing assessments: interests, etcCIS portfolio updateIntro on-line resources
Continue to work on learning strategies, organization, and self- advocacy ( advocacy class and all classes)
Interview both students and parents together after student led conferences (Transitions staff)
Offer PSAT and discuss results (Transitions staff)
JuniorsJunior Seminar Class – one quarter elective
Begin to explore post-secondary educational choices Speakers and field trips for exploration CIS activities and portfolio development Career exploration and begin to develop job search skillsJournaling and reflectionIn-depth discussion of LDs and how to receive accommodations
Individual 1-1 student interview with Transitions staff
Individual parent interview with Transitions staff
PSAT offered in October – discussion of results in January
SAT and ACT with accommodations offered in the spring
PCC Compass test in the spring
Accommodations SAT and ACT Testing
A variety of accommodations for taking the SAT and ACT are available. Requests are submitted well in advance
SAT – on-line request and monitoring (Collegeboard.com) ACT – Paper request form
Accepted documentation:Public School - Eligibility report and IEP Psych report – Academic and psychological testing
At Colleges and Universities
No longer governed by IDEA, now becomes ADAAccepted documentation:
•Psych report – academic and psychological testing•Current… within a year
Seniors Senior Seminar Class – one full year
Journaling, reflection, and self-awarenessField trips and speakersFollow time-line for completion of college applicationsComplete FAFSA and scholarship applications (OSAC)Study skills and essay writingUpdate ResumePersonal finance and other living skillsUpdate and finalize PortfolioDevelop and finalize Transition Plan Senior Presentation
Individual interviews and one-to-one assistance for college applications, job applicatons, career learning experiences, etc
Take two classes at PCCOne elective – Student choiceOne quarter class of College Survival Skills
Schools attended 2005-2010 Four year schools
Evergreen State College, WASheldon-Jackson, AKSt. Martin’s University, WAPacific UniversityUniversity of OregonArt Institute of Portland Western OregonSouthern Oregon UniversityUniversity of Redlands, CAPortland State UniversityGreen Mountain College, VTLuther College, IowaNorthern Arizona UniversityUnity College, MaineUniversity of Arizona (SALT Program) Eastern Oregon Two year schoolsPCCCentral Oregon CCMt Hood CCLinn Benton CCClark College Alert Academy
Vocational schools Full SailUTIPaul Mitchell Beauty SchoolArt Institute of PortlandCollege of Arts and Crafts
Questions?Contact Us
• Mimi McGrath-Kato: [email protected]
• Peter FitzGerald: [email protected]
• Sharon Dunne: [email protected]
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