2013 2014 Professional Learning Community Transition Team T

2013 -2014 Professional Learning Community Transition Team (T 2) Carol Schneider BJ Schoonmaker Julie La. Rosa

T 2 SMART GOAL Prevocational opportunities will be presented to all students to prepare them to be work and career ready as they exit school.

Staying Safe at Work Teaching Workers with Disabilities About Health & Safety on the Job http: //www. lohp. org/docs/pubs/workerswithdisabilities/stayingsafe-at-work. pdf

Find the Hazards- Janitorial Work • • • • Chemicals Bending Stooping Unsafe ladder Unlabeled containers Slippery floors Pressure to work fast Repeating movements Electrical Hazards Machinery Vibration Biological hazards Working at night/violence

New York State Alternate Assessment (NYSAA) 2013 -2014 new test design with requirements that reflect the updated assessment A datafolio-style assessment Students with severe cognitive disabilities demonstrate performance toward achieving the New York State P-12 Common Core Learning Standards in Core Subjects Eligibility determined by the Committee on Special Education (CSE) Student performance: direct observation and documentation Secondary level NYSAA administered when student becomes 1718 years of age (high school)

Changes to NYSAA Aligned to the P-12 NYS Common Core Learning Standards (CCLS) in ELA and mathematics Teachers can no longer modify an existing Assessment Task or create their own. Each of 5 Standards are assessed for ELA and mathematics Each of 2 Standards are assessed in science and social studies In addition to Level of Accuracy, Level of Complexity added to the NYSAA test design for all content areas (less complex, middle, more complex) Baseline Data Point: Baseline threshold cannot exceed 74% for Level of Accuracy Final Data Point: Administered at least 15 school days after the baseline

ELA Oral Presentation Rubric Example Score SKILLS Topic Organization Delivery Overall Effectiveness Total Score LEVEL 4 = 1 point Appropriately focused topic with a clearly communicated understanding of the purpose for the presentation LEVEL 3= 1 point Focused topic with partially demonstrated understanding of the purpose for the presentation Clearly and logically organized presentation with an engaging introduction, a logically sequenced body with appropriate transitions, and a clear and convincing conclusion A combination of appropriate and effective eye contact, clarity and projection of voice, tone and pace, and gestures significantly enhance the speaker’s words Speaker remains enthusiastic, audience attention is maintained, and the purpose of the presentation is achieved Clear attempt at organization with a beginning, middle, and end an attempt to use transitions Additional Comments A combination of appropriate eye contact, clarity and projection of voice, tone and pace, and gestures are used but without the smoothness of level four Speaker shows some enthusiasm, the audience remains mostly interested, and the purpose of the presentation is achieved LEVEL 2= 0 point Somewhat focused topic or a vague sense of the purpose for the presentation, which require the audience to make assumptions Some inconsistencies in organization and/or a lack of sustained focus throughout the presentation with inconsistently use transitions LEVEL 1= 0 point A lack of focus or confused purpose, which result in confusion on the part of the audience Inconsistent use of eye contact, clarity and projection of voice, tone and pace, and/or gestures interrupt the flow of the presentation Lack of eye contact, clarity and projection of voice, tone and pace, and/or appropriate gestures make the presentation difficult to follow Speaker shows limited enthusiasm, audience interest is not sustained, and the purpose of the presentation is only partially achieved Speaker lacks enthusiasm, the audience shows a lack of interest, and the purpose of the presentation is not achieved A lack of organization makes it difficult to follow the speaker’s ideas; presentation may be too conversational and may ramble without a clear beginning, middle, or end

NYS Post Secondary Exit Summary • Mandated to provide a student with a disability with a summary of the student’s academic achievement and functional performance, which must include recommendations on how to assist the student in meeting his or her postsecondary goals. • For technical assistance on the Student Exit Summary and transition planning and services contact your Regional Transition Coordination Sites at: http: //www. p 12. nysed. gov/specialed/transition/tcsli st. htm

NYS Post Secondary Exit Summary • Student skills, strengths, and interests • Community/work based learning experiences • Academic performance as measured by NYSAA • Achievements, awards, and honors

NYS Post Secondary Exit Summary Career Development • Knowledgeable about the world of work Integrated learning • Application of academic knowledge and skills to school, community, and home settings • • Universal Foundation Skills Basic Skills Thinking Skills Personal Qualities Interpersonal Skills Technology Managing Information Managing Resources Systems

NYS Post Secondary Exit Summary Recommendations to Assist Student to Meet Post- Secondary Goals Education/Training Goal Employment Goal Independent Living Goal

NYS Post Secondary Exit Summary Supports • Accommodations • Assistive Technology/Adaptive Equipment • Environmental Supports • Further Skill Development • Adult Agencies Referrals/Contacts

NYS Post Secondary Exit Summary Examples Systems Follows daily schedule and routines

NYS Post Secondary Exit Summary Examples Systems Follows daily schedule and routines

NYS Post Secondary Exit Summary Examples Thinking Skills Solves routine problems Manages Information Pre-vocational Rubric Interpersonal Skills Accepts directions from authority figures

NYS Post Secondary Exit Summary Examples Managing Information Accesses information from a variety of sources

NYS Post Secondary Exit Summary Examples Technology Identifies the correct tool/technology necessary to complete a given task

NYS Post Secondary Exit Summary Examples Basic Skills Functional Math Skills

NYS Post Secondary Exit Summary Examples Basic Skills Reading

NYS Post Secondary Exit Summary Examples Career Development

NYS Post Secondary Exit Summary Examples Career Development Identifies accommodations needed for post secondary success

NYS Post Secondary Exit Summary Examples Integrated Learning Work based learning experiences

NYS Post Secondary Exit Summary Examples Integrated Learning Uses basic academic skills in work based learning experiences (e. g. applies alphabetizing skills to sorting mail)

NYS Post Secondary Exit Summary Examples Thinking Skills Recognizes that there is a problem and requests assistance

NYS Post Secondary Exit Summary Examples Basic Skills Listening Managing Resources Selects the appropriate resources to complete a task

NYS Post Secondary Exit Summary Examples Interpersonal skills Works independently

NYS Post Secondary Exit Summary Examples Personal Qualities Manages Health (e. g. makes personal and health needs known)

BJ’s Bright Spot “Watching my students improve in their independence” “My student’s growth in pre-vocational skills” “Observing my students get their own work and following procedures” “Finding out that we can use the post-secondary summary as our guide”

Carol’s Bright Spot • Student growth • Having access to a transition coordinator that is knowledgeable and supports the student and families • Being able to use the post secondary summary as our guide

Julie’s Bright Spot Teaching Sexuality to Young Adults with Developmental Disabilities