ALL ROADS LEAD TO EMPLOYMENT Skills for Employment: Your GPS Guide PRESENTED BY: The Center for Change in Transition Services

Registration 1) Everyone participating in the webinar needs to complete the “Quiz” 2) CCTS will conduct a sound check at 2:30 and 2:40. We will begin at 2:45 and end by 3:45. 3) Use the “Chat Box” to type in questions and/or responses Thank you for joining us today!

Center for Change in Transition Services Seattle University OSPI State Needs Project Center for Change in Transition Services Improving post-school outcomes for students with disabilities in Washington state Seattle University OSPI State Needs Project This webinar is closed-captioned. To view the captioning click on the CC icon just above the video.

Webinar Norms Raise your hand and wait to be called on by moderator You may ask questions by typing in the chat box or by raising your hand (if you have a microphone). If you have a microphone, please keep it turned off until called on.

YOUR GPS GUIDE 1) Where is the youth going? 2) What skills does the youth presently have? 3) How do we get the youth there?

Modified from NSTTAC Quality IEPs Stay in School Graduate Positive Post-school Outcomes (Indicator 13) (Indicator 2) (Indicator 1) (Indicator 14) Critical Interrelationship

Your GPS Guide: Agenda 1. Post-School Data2. Transition Services3. Evidence-Based In-School Predictors4. Putting It All Together5. Know Where You Are Going

POST-SCHOOL DATA Your GPS Guide…to post-school success 1)WHERE ARE OUR STUDENTS WITH DISABILITIES GOING AFTER HIGH SCHOOL?

Washington State Postschool Data Higher Education 23.5% Competitively Employed 25.7% Not Engaged 36.1% Other Education/Training 4.6% Other Employment 10.1%

Washington State by Graduation Status

Washington State by Disability

Who are the Not Engaged Students In the Washington State This represents 29% of all the EBD students This represents 40% of all the ID students This represents 10% of all the SLD students

Who are the Not Engaged Students? In Washington State 62% Male Gender

Attempted Engagement 29% of the Not Engaged Students

WHAT ARE TRANSITION SERVICES? Your GPS Guide…to post-school success 2)HOW DO I CREATE A PLAN THAT WILL WORK FOR MY STUDENTS?

Definition of Transition Transition services are designed to be a coordinated set of activities for a child with a disability that is designed to be a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities What are some key words or phrases in this definition?

Definition of Transition including post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;

Definition of Transition is based on the individual child’s needs, strengths, preferences, and interest; and includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, when appropriate, acquisition of daily living skills and functional vocational evaluation. 20 U.S.C. § 1401(34)

EVIDENCE-BASED IN- SCHOOL PREDICTORS Your GPS Guide…to post-school success 2)HOW DO I CREATE A PLAN THAT WILL WORK FOR MY STUDENTS?

How do I create a plan that will work for my students? 1) What are the research-based transition services that I can use to increase post-school success? 2) What are some resources to help me create and implement the plan?

Predictor/OutcomeEducationEmploymentIndependent Living Career awarenessXX Community experiencesX Exit examination/ high school diplomaX Inclusion in general educationXXX Interagency collaborationXX Occupational coursesXX Paid Employment/ work experienceXXX Parental involvementX Program of studyX Self-advocacy/ Self-determinationXX Self-care/ independent livingXXX Social skillsXX Student supportXXX Transition ProgramXX Vocational EducationXX Work StudyX

Predictor/OutcomeEducationEmploymentIndependent Living Career awarenessXX Community experiencesX Exit examination/ high school diplomaX Inclusion in general educationXX Interagency collaborationXX Occupational coursesXX Paid Employment/ work experienceXXX Parental involvementX Program of studyX Self-advocacy/ Self-determinationXX Self-care/ independent livingXXX Social skillsXX Student supportXXX Transition ProgramXX Vocational EducationXX Work StudyX

Skills for Employment Emotional Intelligence Self-Determination Self-Advocacy Independent Living Supports for Employment Your GPS Guide and the IEP

Transition-Rich IEPs Measurable Postsecondary goals Annual Goals Designated Responsibility Annual activities and services, including course of study Transition assessment and present level of achievement Mazzotti, V. (2007, January). Transition-rich IEPs. Fort Worth: TX as cited in Test, D. W. (2012). Evidence-based instructional strategies for transition. Baltimore, MD: Brookes Publishing

Questions to Consider 1) What particular skills and knowledge does the student already have in each of the areas of education and training, employment, and independent living? Walker, A. R., Fowler, C. H., Kortering, L. J. & Rowe, D. (2010). Transition Assessment Toolkit (2nd ed.). Charlotte, NC: National Secondary Technical Assistance Center

Questions to Consider 2) What knowledge and skills does the student still need to acquire to obtain these goals in education and training, employment, and independent living? Walker, A. R., Fowler, C. H., Kortering, L. J. & Rowe, D. (2010). Transition Assessment Toolkit (2nd ed.). Charlotte, NC: National Secondary Technical Assistance Center How do we know or how can we determine the student’s current knowledge or skills as related to the PS Goals?

CCTS Resources

Career Related Skills Resources ◦ My Next Move ◦ Ask JAN

My Next Move

Ask JAN

PUTTING IT ALL TOGETHER Your GPS Guide…to post-school success

Flow Chart Postsecondary Education Goal: - based on assessments After graduation, Janice will enlist in the military. Present Levels of Performance: Currently, Janice is having difficulty following directions, per parent and teacher reports. Office records show that she has been given detention referrals at least once per month during the past year of school. Transition Service: Direct Instruction on regulating behavior as it relates to following directions. Annual Goal: Janice will increase her ability to follow directions without incident as measured by a decrease in office referrals from once per month to once per quarter, by June of this year.

KNOW WHERE YOU ARE GOING Your GPS Guide…to post-school success

CCTS Webinar Goal To increase participant’s knowledge and skills with five research-based in-school predictors that will positively affect post-school outcomes.

What are your goals this year? Parent Example:  To help my youth with (name skill here) Teacher Example:  To use (resource name) with at least ## students. Administrator:  To share (resource name)...  Increase use of (resource name)...

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