Transition Big Ideas and Seven Transition Education Steps

Transition Big Ideas and Seven Transition Education Steps Jim Martin, Ph. D. Zarrow Professor of Special Education University of Oklahoma Zarrow Center 840 Asp Ave. , Room 111 Norman, OK 73019 Phone: 405 -325 -8951 Email: jemartin@ou. edu Web: education. ou. edu/zarrow

Agenda Purpose of Special Education n Transition Big Ideas n Seven Transition Education Steps n

The Purpose of Special Education What is the purpose of Special Education?

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.

“High school is a make-orbreak 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. ” -Thomas Hehir Former Director US DOE, OSEP

Transition Big Idea #1 Parents 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?

Transition Big Idea #2 Design the high school years to ensure that students have the opportunity and gain the skills needed to achieve postsecondary education, employment, and living goals.

Transition Big Idea #3 To enable students to attain postsecondary goals, involve students in identifying and making linkages to postsecondary supports and programs before exiting the school system.

Seven Transition Steps 1. 2. 3. 4. 5. 6. 7. Student becomes involved in IEP Planning Process Student completes a three-part transition assessment process. Student writes present level of academic achievement and functional performance Student develops course of study Student develops postschool linkages Students work on attaining IEP and personal goals Students build a Student-Directed Summary of Performance

Step 1: Involve Student in IEP Planning Process n Teach students to become active participants in own IEP meeting – – n Learn terms and process Students write script of what to say and when Practice Provide opportunities for students to speak at IEP meetings Involve IEP Team in facilitating student involvement

Step Two Team Completes a Three-Part Transition Assessment Process

IDEA 2004 and Transition Assessment n TAs are needed to develop postsecondary goals that take into account: – Student strengths, preferences, and interests guide the process

Three Part Transition Assessment Model Self-Determination Assessment 2. Adaptive Behavior Assessment 3. Vocational Interest and Skills 1. Frequency: We believe that each of the three types of assessments need to be completed annually.

Career Development n Career Awareness – Believes self as worker in different jobs n Career Exploration – Explore interests in relation to jobs n Career Preparation – Skill acquisition that matches interest and skills n Career Assimilation – Movement into job

CEC’s Division on Career Development and Transition n Transition assessment is the ongoing process of collecting data on individual’s needs, preferences, and interests as they relate to the demands of current and future working, educational, and living environments. Assessment data serves as the common thread in the transition process and forms the basis for defining IEP goals and services – – – Focus is upon future roles as worker and citizen Student choice a major theme TA is an ongoing, future focused, person centered process Students need to direct own transition planning process Yields match between strengths, needs, preferences and demands and culture of current and future environments Sitlington, P. L. , Neubert, D. A. & Leconte, P. J. (1997). Transition assessment: The position of DCDT. Career Development for Exceptional Individuals, 20, 69 -79.

Student Transition Questions n n n What are my interests, aptitudes, and capabilities in school, work, and community living? Where do I want to live, work, or go to school after leaving high school? What courses do I want to take in high school to graduate and prepare for my future? What are my strengths and what do I need to improve? What do I need to learn to do what I want? What do I do after I leave school? Greene, G. , & Kochhar-Bryant, C. A. (2003). Pathways to successful transition for youth with disabilities. New Jersey: Merrill Prentice Hall.

Self-Determination Assessment Part 1 of the 3 -Part Transition Assessment Process

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

AIR Self-Determination Assessment n Parent Version n Teacher Version n Student Version n Available at – http: //education. ou. edu/zarrow n Cost: free

ARC Self-Determination Assessment n University of Kansas, Beach Center n www. beachcenter. org n Click on downloads, then select books, manuals, reports - full pubs n Cost: free n Will soon be at OU Zarrow Center Web site (http: //education. ou. edu/zarrow)

Choice. Maker SD Assessment n Curriculum Referenced Assessment – Choosing Goals – Participating in IEP Meetings – Taking Action on Goals n Sopris West (search by author: Martin) – www. sopriswest. com n Cost: $12. 95 for 25 copies

Adaptive Behavior Assessment Part 2 of the 3 -Part Transition Assessment Process

Our Belief The law states that an independent living goal be addressed “when appropriate. ” n We believe that to determine if an independent living goal needs to be written, an adaptive behavior assessment needs to be given. This provides evidence of needing an independent living goal or not. How else would a team determine if an independent living goal is needed? n

Adaptive Behavior Assessments n Transition Planning Inventory (TPI) – Pro. Ed, Austin Texas (www. proedinc. com) n Scales of Independent Behavior - R – Riverside Publishing (http: //www. riverpub. com) n Informal Assessments for Transition Planning – Pro. Ed, Austin Texas (www. proedinc. com) n Enderle-Severson Transition Rating Form – www. estr. net n Casey Life Skills – www. caseylifeskills. org

Transition Planning Inventory n n n Home version Teacher version Student version CD version speaks to students or parents and automatically scores Available From – (www. proedinc. com) – Pro-Ed n Cost: $175. Computer Version: $159. Combo: $250

Scales of Independent Behavior-R n SIB-R Scales (norm referenced) – – – n Community and personal living skills Social interaction and communication Motor skills Overall measure of independence 14 adaptive behavior & 8 problem behav areas Available From – http: //www. riverpub. com/ – Riverside Publishing n Cost: $248

Informal Assessments for Transition (Two Books) n n n n n Reproducible Employment Daily Living Health Self-Determination Leisure Activities Community Participation Communication Interpersonal Relationships Available From –(www. proedinc. com) –Pro-Ed n Cost: $39. 00 n

Enderle-Severson Transition Rating Form n ESTR-J – – – n Students with mild disabilities Parent version (available in Spanish) Teacher version Five Transition areas $20 for 10 assessments www. estr. net ESTR-III – – – Students with “more” disabilities Parent version Teacher version Five Transition areas $20 for 10 assessments www. estr. net

Casey Life Skills - Why Look Anywhere Else? n n n n 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

Vocational Interest Assessment Part 3 of the 3 -Part Transition Assessment Process

Vocational Interests for High Achieving Students With Mild Disabilities n Group Interest Inventories – ACT Plan – ACT Explorer n U. S. Dept of Labor O*NET – www. onetcenter. org – Interest profiler, ability profiler

Individualized Interest Inventories n Paper Individual Interest Inventories – Strong Interest Inventory – Self-Directed Search

Self Directed Search - Form R n Students with advanced reading skills n Spanish version n manual, assessment booklets, & occupations finder n Reports interests across occupations, educational opportunities, and leisure n Available: www. parinc. com n Cost: $150

Self-Directed Search - Form E n Students with limited reading skills n Spanish version n manual, assessment booklets, & occupations finder n Reports interests across occupations n Available: www. parinc. com n Cost: $150

On-Line Free Interest Inventories n On-Line Individual Interest Inventories – My Future • http: //www. myfuture. com/toolbox/workinterest. html – I Oscar • www. ioscar. org – Career Key • http: //www. careerkey. org/cgi-bin/ck. pl? action=choices – Career Voyages • www. careervoyages. com – Career Clusters • www. careerclusters. org (download in pdf format) – OK Career Information Systems (need username) • http: //okcis. intocareers. org/

Exploration of Interest Results n Occupational Outlook Handbook – www. bls. gov/oco/home. htm – www. bls. gov/k 12/index. htm n 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 n 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 n Doing – Short exploration periods – Long-term try-outs

Vocational Interests via Career Exploration Choosing Employment Goals Sopris West Publishers (www. sopriswest. com) Requires reading and writing skills

Coverage n Intensive lessons in teaching Choosing Goals process (lessons 1 - 5) n Community-based assessment and problem solving (lessons 6 - 15) n Classroom-based career exploration (lessons 16 - 19)

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

Each time student chooses a characteristic one more cell on the graph is marked

Job Duties - How I Did Job duties identified and written onto form n Student evaluates speed, independent performance, and accuracy n Supervisor evaluates speed, independent performance, and accuracy n Match made between student and supervisor n

Uses self-evaluation methodology to teach job performance skills and to assess job duty skills

What If Students Can’t Read?

YES! (Your Employment Selections) Reading free, video based job preference program n Videos for 120 jobs n – Accessed by characteristics or job choices – Matched to training and qualifications Can access from CD ($395) or web ($20 person for 3 months) n www. yesjobsearch. com n

Reading Free Interest Inventory (An Example of an Outdated Tool) Published by Pro Ed www. proedinc. com Price: $110

COPS-PIC n Non-Verbal Assessment of Occupational Interest EDITS / P. O. Box 7234 / San Diego, CA 92167 n 800 -416 -1666 / 619 -222 -1666 / Fax 619 -2261666 n 25 copies for $50. 90 n

WRIOT 2: Wide Range Interest and Occupation Test 2 Available: www. proedinc. com Cost: appx $200 for entire package

Functional Vocational Assessment Designed for Those Students Who Can’t Use the Other Vocational Interest Tools

What does the law say? . . . and when appropriate. . . functional vocational evaluation. When to consider what’s appropriate? When the previous informal assessments do not provide needed information. What do we use? Tools that student’s can explore and make a job match.

Functional Assessment Process Over time n Repeated Measures Situational Assessment n

Situational Assessment n The most commonly used work evaluation approach in high school community based programs

Target Outcome of Situational Assessment Job Characteristics Job Settings Job Tasks

Discrepancy Problems n Discrepancy problems occur when – Chosen job, task, and characteristics do not match specific jobs Discrepancy problems diminish when job site characteristics match preferences n Logical choice making occurs when chosen preferences match available jobs. n

Basic Procedures Prior to visiting a job site, individual will select preferred tasks and characteristics n Visit job site and spend time watching and/or doing tasks n After visit, will compare initial preferences to those at the site n Process repeated across numerous sites n

Characteristics I Like

All Choices Get Graphed

Characteristics I Like vs Here Compares initial preferences to those experienced at a particular job site.

Characteristics Graph

Personal Improvement Contract

Final Choices n Summary of all assessment experiences n Individual involved in compiling information n Presented to school, vocational rehab. , and other involved agencies.

My Employment Plan

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

Choose and Take Action Vocational Assessment Software Use of a software program and community experiences to identify entry-level job interests

Problems with Illustrations For individuals with limited to no vocational experience illustrations may mean little. Real choice making doesn’t exist until students learn what the illustrations mean. Time consuming to make and costly to undertake systematic situational assessment. Not all programs can put students or adults into the field with enough frequency and structure to make the approach worthwhile. Is there an alternative?

Target Population Secondary students and adults with moderate to significant cognitive needs who: Have difficulty getting information from print Can attend to a computer screen Can follow simple 1 or 2 step directions Have limited to no previous work experience

CTA Constructs Vocational Choice Making Characteristics Setting Activities (jobs) Planning Community Experience Watch Do Self-Evaluation Choose Again with Adjustment

CTA Choice Factors 14 entry-level vocational settings found in most communities 15 job activities repeated across two settings Care for animals in a vet’s office Care for animals in a retail store 12 characteristics repeated across two or three activities Working in a factory where it is inside and noisy

CTA Features A navigator to give instructions and guide user through the program Restricted mouse movements Highlight critical features as navigator says them Record made of all choices Input options may include user installed touch screen

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 Wear own clothes Restaurant Do paperwork Wear a uniform Store Stock shelves Vet Office Wash dishes Yard work

Publisher Choose and Take Action: Finding a Job for You Sopris West 4093 Specialty Place Longmont, CO 80504 800. 547. 6747 www. sopriswest. com

Step 3: Student Writes Present Level of Academic and Functional Performance n Teach and facilitate students and families to express the transition present level of performance statement. n Use the Student-Directed Transition Planning program to help students and families to learn how to express their own present level of transition performance – www. education. ou. edu/zarrow

Step Four: Student Develops Course of Study n Develop course of study – Listing of courses, extracurricular activities, and community activities to enable students to reach postsecondary goals n Teach students to become engaged in developing their own course of study

Step Five: Students Becomes Involved in Making Postschool Linkages n 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 n Use the Take Action process to teach goal attainment n JM

Step 7: Use Student-Directed Summary of Performance n Students start writing own summary of performance in 8 th grade n Provides script information for students to use at their IEP meetings

IDEA Requires the Summary of Performance n Schools will provide students a summary of academic achievement and functional performance – includes recommendation on how to assist the child in meeting postsecondary goals n Must be done when students exit school.

SOP n Teacher-Directed SOP – Designed for educators and agency – Prepared by educators for use by students • Nationally created SOP • www. ldaamerica. org/aboutld/adults/docs/SOP_Template. doc n Student-Directed SOP – Designed for students, family, and agency – Prepared by students for use by students and family – OSDE Form 15 (Go to www. state. ok. us, then special education services, OSDE Forms, then to Form 15)

www. ou. edu/zarrow/pilot http: //education. ou. edu/zarrow

Transition Planning

Further Education Strengths Pat and his teacher combined information from the three sections into a summary statement. n Pat again looked for similarities, and shortened some phrases. n He wrote his strengths into a summary statement. n Pat is creative, and I work on and plan prepares lessons my Sunday school well ahead lessons each of time so night after that he is doing my My family, teachers successful home. And I agree that I teaching work. The Will start out at our at Sunday kids like Community college. school. my lessons. I’m learning what accommodations work best for me. Pat works very hard to do well in math. Pat is taking a more active role In his IEP, and is learning what accommodations work best for him. We’ll arrange a visit to the community college.

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.

Collaborative Effort

For More Information Contact: Jim Martin University of Oklahoma Zarrow Center for Learning Enrichment Carpenter Hall Room 111 Norman, OK 73019 Phone: 405 -325 -8951 E-mail: jemartin@ou. edu