EXPANDING YOUR TRANSITION TOOLBOX: Teaching Transition Knowledge and Skills “Building Futures” Transition to Education and Employment Conference Salem, Oregon April 2006

THE REALLY “BIG” IDEA Commit to what students need to “know”, “be”, and “do” in order to successfully transition from High School? Commit to what students need to “know”, “be”, and “do” in order to successfully transition from High School? Commit to a method of learning about what students KNOW and DON’T KNOW about transition. Commit to a method of learning about what students KNOW and DON’T KNOW about transition. When you know what a student knows and doesn’t know, decide what to teach, how to teach it, where to teach it, and when to teach it. When you know what a student knows and doesn’t know, decide what to teach, how to teach it, where to teach it, and when to teach it. Choose methods to be individualized, accountable and track progress. Choose methods to be individualized, accountable and track progress.

Know, Be, and Do? IDEA defines transition as a coordinated set of activities that promotes movement from school to post-school activities. IDEA defines transition as a coordinated set of activities that promotes movement from school to post-school activities. Transition skills typically fall under domains such as: Employment, Independent Living, Community Participation, Postsecondary Education. Transition skills typically fall under domains such as: Employment, Independent Living, Community Participation, Postsecondary Education. Every student is different with some needing LOTS of teaching and learning while others need only to be “pointed” in the right direction. Every student is different with some needing LOTS of teaching and learning while others need only to be “pointed” in the right direction. For those needing LOTS of teaching and learning, the next 2 slides illustrate… For those needing LOTS of teaching and learning, the next 2 slides illustrate…

LEARNING TO WORK Goal Performance Indicator Measurement Criteria Survey Item(s) Student gathers information to develop a clear post- school career goal Student understands personal interests, skills, strengths and weaknesses as they relate to a chosen career. Student successfully identifies 3 personal interests, 3 strengths and 2 weaknesses that might impact a career choice. I know 3 strengths that will help me be successful in jobs that interest me. I know 3 weaknesses that I need to improve that will help me be successful on jobs that interest me. Student has exploratory experiences in a chosen career field. Student has exploratory experiences in a chosen career field. Student documents three career-related leaning experiences (i.e. shadowing; information interview; volunteering; service learning) in a career field. I have identified 3 career-related experiences (e.g., job shadows, internships, work experiences) that I need to help me choose a career.

LEARNING TO LEARNGoal Performance Indicator Measurement Criteria Survey Item(s) Student gathers information and has a clear goal for accessing post- secondary education and/or training Student gathers information necessary to complete their secondary education program with a completion document Student lists requirements necessary for completing high school I can explain what I need to do to finish high school and how many credits I need to get a diploma. Student gathers information so that they understand the differences between secondary and postsecondary education Student lists the differences between secondary and postsecondary education and/or training I can identify what academic skills (e.g., reading, writing, math) I need to learn to help me succeed in college level classes or further training.

Know, Be, and Do Part 2? Other ways of assessing: Other ways of assessing: How and Where do students learn to know, be, or do? How and Where do students learn to know, be, or do? In 1:1 interventions In 1:1 interventions In small groups In small groups Where every other student learns Where every other student learns Where is the best place? Where is the best place? Can the assessment process help you figure that out? Can the assessment process help you figure that out?

TRANSITION – WHO’S JOB IS IT? Future Visions School-based bus. Work Crew Career Fair Ethics in the Workplace Soph Symposium Transition Interviews Agency Support Structured Work Experience Community Participation Transition Tutoring The Way We Were… UNIVERSAL 1:1 TARGETED GROUP

The Way We Were… The Way We Are… TRANSITION – WHO’S JOB IS IT? 1:1 TARGETED GROUP UNIVERSAL Transition Assessment IEP Support Exit Interview Study Skills/Transition Classes Transition Seminars Community College Tours Industry Tours Work Crew School-based businesses Career Fair Ethics in the Workplace Sophomore Symposium Career-Related Learning Career Center Activities

More on HOW? Every student has to meet Career Related Learning Standards. What are they? Every student has to meet Career Related Learning Standards. What are they? Schools will have to link students to opportunities to learn and apply this knowledge. Collaborate and participate! Schools will have to link students to opportunities to learn and apply this knowledge. Collaborate and participate! My students need 1:1 or small group specially designed instruction. What curriculum is available? My students need 1:1 or small group specially designed instruction. What curriculum is available? archtype=broad&category%5B%5D=44&type%5B%5D=1&type%5B %5D=3&x=22&y=15 archtype=broad&category%5B%5D=44&type%5B%5D=1&type%5B %5D=3&x=22&y=15 archtype=broad&category%5B%5D=44&type%5B%5D=1&type%5B %5D=3&x=22&y=15 archtype=broad&category%5B%5D=44&type%5B%5D=1&type%5B %5D=3&x=22&y=

How to Individualize and be Accountable Present Level of Performance Example Present Level of Performance Example Following administration of a Transition Skills Survey in the area of Learning to Work, three (3) areas emerged as priorities for Angela. These areas are items in which she scored as “Not Like Me” (vs. “Somewhat Like Me” and “Very Much Like Me”) and indicated in a follow-up interview, that she was interested in gaining skill or being involved in activities to make progress in these areas having to do with Learning to Work. Angela indicated that she (1.) does not know how to match her strengths and interests to a career that may interest her. Her diagnosis of Attention Deficit contributes to her struggle with sequencing information so it ends up making sense and being relevant to her. Angela also identified that she (2.) cannot describe how her disability might affect job performance. Another area of need for Angela is (3.) being able to name things to do to be a more responsible worker. Because she can be impulsive, Angela has lower evaluations in her in-building Work Experience. Angela is interested in attending community college after she graduates and would prefer to be a Vet Tech or a Certified Nurses Assistant. If she can handle the academic demands, she might like to pursue becoming a Licensed Practical Nurse.

Getting it into the PLAN! One of Angela’s IEP goals could be One of Angela’s IEP goals could be Angela will successfully identifies 3 personal interests, 3 strengths and 2 weaknesses that might impact her ability to work in a health related occupation Angela will successfully identifies 3 personal interests, 3 strengths and 2 weaknesses that might impact her ability to work in a health related occupationAND/OR Angela will list (in writing or verbally) 3 ways that her disability will challenge her on a job and 3 ways that her disability may be of benefit. Angela will list (in writing or verbally) 3 ways that her disability will challenge her on a job and 3 ways that her disability may be of benefit. OR WHAT IF ANGELA HAD MORE SIGNIFICANT DISABILITIES? Using picture cues, Angela will follow 4-5 step instructions by the end of the year utilizing the system independently 90% of the time as evaluated by a work experience supervisor, staff, or employer. Using picture cues, Angela will follow 4-5 step instructions by the end of the year utilizing the system independently 90% of the time as evaluated by a work experience supervisor, staff, or employer.

SO WHAT? What did that previous slide have to do with anything? What did that previous slide have to do with anything? Assessment will reveal things that need to be learned. Assessment will reveal things that need to be learned. Things that need to be learned end up in the PLAN! Things that need to be learned end up in the PLAN! If it’s in the PLAN, then someone has to figure out what to teach, how to teach it, where it will be taught, and when it will be taught. If it’s in the PLAN, then someone has to figure out what to teach, how to teach it, where it will be taught, and when it will be taught. What, How, Where, and When are simply tools. What, How, Where, and When are simply tools. The critical commitment is to value the teaching of transition knowledge and skills as a starting point. The critical commitment is to value the teaching of transition knowledge and skills as a starting point.

For More Information Contact: Peter FitzGerald Youth Transition Program Technical Assistance Provider (503) OR Mike Johnson Youth Transition Program Technical Assistance Provider (541)