YTP Instruction

Instruction Two aims: To develop instructional options based on the student’s postsecondary employment goal To provide YTP students opportunities to learn skills that enable them to live, work, and learn independently in their communities.

Transition Specialist Collaboration Student & Family Transition Specialist Special Educator General Educator Administrator Employer Agencies – VR, DD Others

Instruction

Developing the IEP Transition specialist Coordination of Invited Make an effort to attend the IEP Coordination of Post-secondary Goals Present Levels Preferences Interests Needs Strengths Transition Services Provides Input Age-Appropriate Transition Assessments Post-Secondary Goals Present Levels Preferences Interests Needs Strengths Transition Services Instruction Community experiences Adult Objectives Employment Daily Living Skills

What to Teach Based on the youth’s measurable postsecondary goals in three areas: Training / education Employment Independent living skills where appropriate Always in the context of preparing a youth for competitive integrated employment. Where is the student going….

What knowledge, behaviors, and skills does this student need to learn in order to… Enroll in and persist in postsecondary education or vocational education, continuing or adult education to reach his employment goal? Obtain and maintain competitive integrated or supported employment? Participate in adult services, and live independently or participate in his or her community?

What to Teach General work readiness skills are basic knowledge, behaviors, and skills needed for most jobs Occupation specific knowledge, behaviors, and skills are specialized and dependent on a specific job

What to Teach Plan Backward Work Forward Self-Determination and Self Advocacy: “the ability to make choices, solve problems, set goals, evaluate options, take initiative to reach one’s goals, and accept consequences of one’s actions.” (Rowe et al., 2014). Plan Backward Work Forward

What to Teach

What to Teach No YTP Curriculum Functional academics – reading for information, money management, and writing in daily life; Vocational – general work readiness skills and specific occupation skills for the worksite Independent living – washing clothes, and securing a place to live, Personal/social skills – communication, and appropriate worksite behaviors, Self-determination/self-advocacy – setting and monitoring of goals, making decisions.

When and Where to Teach Mentor Program Job Club YTP Class Independent Living Program School-Based Business Before school During school After school On school grounds In the community On the job On the bus

How to Teach Instruction: Evidence-Based Practices Action Specific Plan Instructional objective Monitoring Evidence-Based Practices Instructional strategies used with individual students to help them learn specific knowledge, behaviors, or skills. Shown to be effective based on high quality, experimental research.

NTACT: www.transitionta.org

TABLE 3: Essential Features of Instruction POSTSECONDARY EMPLOYMENT GOAL: YTP students’ instruction in academic, vocational, independent living and personal social areas is based on meeting each student’s postsecondary employment goal.   SELF-DETERMINATION: YTP instruction emphasizes goal setting, problem solving, self-determination skills, so students can make their own decisions and direct their own futures. INSTRUCTIONAL SERVICES: To prepare YTP students to live and work independently in their community, they receive instruction in academic, vocational, independent living, and personal-social areas tied to their postsecondary employment goal. SYSTEMS CHANGE: Instructional strategies, formats, an/ or curriculum have been modified within the existing school structure to accommodate students’ transition needs as a result of the implementation of YTP instructional services. FAMILY INVOLVEMENT: Families are the first instructors. Finding ways to involve families leads to positive post-school outcomes for youth participating in the YTP.