Early Transition: Lessons Learned from Project ACCESS OAVSNP February 2010 We will share concepts that have been identified as important for younger students, as well as strategies for developing necessary skills.

Early Adolescence What we know about early adolescence -peers -Family -self Add that to school context -academic pressure - Larger environment -Big pond, small fish

Little Fish, Big Pond Large school Increased Academic Pace and Pressure Less support

Parents and Family Letting go New Relationship Independence

Copyright (c) Allyn & Bacon, 2005 Theories of Vocational Choice: Ginsberg Fantasy Stage – Through age 11 – Desire for glamorous career Tentative stage – years – Interests, – Capacities, – Values, – Transition, 17+

Copyright (c) Allyn & Bacon, 2005 Ginsberg’s Theory, cont. Realistic Stage – 17 on – Exploration (17-18 years) – Crystalization (19-21 years) – Specification

Copyright (c) Allyn & Bacon, 2005 Influences on Career Choice Parents – Provision of opportunities – By being role models – Exerting pressure Peers School personnel – Teachers, coaches, guidance counselors

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) ACCESS Overview

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 Outcomes

Sample of What We Hope to See 9 th --Early Awareness and Skill Building 10 th --Student Focused Planning 11 th --Pre Employment and Preparation 12 th & Post--Successful Post-School Outcome  Self-directed IEP  Disability Awareness  Initial Career Awareness  Awareness of accommodations and supports  Explicit Instruction in Self- determination & social skills  Receive Information about VR (VR 101) and Benefits Training.  Begin Developing Transition Portfolio  Student directed planning  Complete career assessments  Expansion of disability and career awareness to include mapping of strengths with career requirements.  Continued instruction in self-determination & social skills  Participate in job clubs & mentoring experiences  Participate in summer academies  Expand transition portfolio  Continued student directed planning  Career assessment as needed.  VR eligibility determinations  Expansion of disability awareness and career awareness through identification of good matches and knowledge of requirements  Continued instruction in self-determination & social skills  Job shadow and work experience  Transition Portfolio  Demonstrate autonomy in planning including ability to determine career or post- sec school requirements  Experience success in employment.  Applications to post- secondary school or training.  Develop IPE as needed  Successful utilization of accommodations  Begin to develop independence  Family training in providing supports in all areas  Family support in all areas

Curriculum Plan YEAR 1: Big Idea Smaller Big Idea 1 Smaller Big Idea 2 Smaller Big Idea 3

Big Idea Year Smaller big idea Quarter 1 Concept/Skill Week 1 Concept/Skill Week 2 Concept/Skill Week 3 Concept/Skill Week 4 Concept/Skill Week 5 Smaller big idea Quarter 2 Concept/Skill Week 11 Concept/Skill Week 12 Concept/Skill Week 13 Concept/Skill Week 14 Concept/Skill Week 15 Smaller big idea Quarter 3 Concept/Skill Week 20 Concept/Skill Week 21 Concept/Skill Week 22 Concept/Skill Week 23 Concept/Skill Week 24 Smaller big idea Quarter 4 Concept/Skill Week 30 Concept/Skill Week 31 Concept/Skill Week 32 Concept/Skill Week 33 Concept/Skill Week 34

Self Who am I?My IEPSelf Advocacy Foundational Skills Social SkillsStudy Skills Independent Living Skills Exposure to Options Employment Postsecondary Education Other Options Planning / Goal Setting / Problem Solving PersonalWorkAcademic

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 curric

Kohler’s Taxonomy Kohler, P.D. (1996). Taxonomy for Transition Programming. Champaign: University of Illinois.

Self Awareness Strengths/ Weaknesses Interests IEP Awareness What is the IEP? Modifications/ Accom. Participation Foundation Skills Social Emotional/ Behavioral Cognitive/ Academic Independent Living Awareness of Options Post- Secondary Employment

Issues Yeah, But responses – If I teach this in 9 th what will they do later? (scaffolding instruction/material) – They aren’t ready – they’re too immature (meet then at their level, focus on the process) – They are too focused on academic survival to think about this

Sample Lessons Used in ACCESS Self Awareness: Academic Strengths Awareness of Options: Long term Goals Self Awareness: Newly Developed

Next Steps Develop 9 th Grade Curriculum Repeat coding Process for 10 th grade Develop 10 th Grade Curriculum Continue to develop model – Understand what to deliver and how to deliver it – Understand best way to utilize VR expertise – Understand how to reach the most students

Questions? Jeri Dickinson Mimi McGrath Kato