Transition and Students with Emotional Behavior Disorder  Helping students develop and reach Specific long term career goals utilizing a research based Intervention Program, Career Academies

Personal Perspective Warm Up” Think about a student who is ‘at- risk’ of dropping out of high-school or is not college-bound… 1.What can be a transition goal for the student? 2.What types of things does he need to do to accomplish this goal? 3.How can you help reach this goal?

Pre-test Quiz What is the purpose of a transition plan? a.To reach a short term learning objective b.To reach long term job related skills The people involved in this plan are: a.Teacher and student b.Teacher, student, student’s family, job coach, school psychologist, social worker What is the focus of the transition goals a.Jobs that are easy to train and have a demand b.Student’s individual interest, needs and ability If you develop one good transition plan, it can be applied to all a.True b. False

Vision Statement  We would the non-college bound students to leave high-school with adequate training and skills to get and maintain a job they like and live on her own”

Goal/Objective  Learning Objective: By the conclusion of this professional development, teachers will be trained on Career Academies an intervention for EBD students to help them develop adequate skills and training to secure and maintain a career or job in the field of their choice.

Intervention  Teachers will be trained with the program, 'Career Academies' to help students gain adequate skills and vocational training to prepare themselves to secure and maintain a job in the career of their choice  Teachers will be trained with the program, 'Career Academies' to help students gain adequate skills and vocational training to prepare themselves to secure and maintain a job in the career of their choice

What is Transition Planning ? A cooperative partnership involving:  Students and family  School and post-school personnel  Local community representatives  Employers  Educators and case managers

Transition Planning  Involves thinking past high school into students’ future  Should be individualized for students  Should be student oriented  Is based on students’ abilities and deficiencies  Is more than just paperwork

Guidelines for Transition Transition assessment is an individualized process designed to answer three broad questions: 1.Where is the student now? 2. Where does the student need to be going? 3.How can we get the student there?

What to Focus on 1.What are the students preferences, interests, needs, strengths, needs, capabilities and aptitudes? 2.Where does the student want to work, live and go to school? 3.What courses does the student need to take in high school to achieve her post- school goals?

Additional Focus  What will be the student’s primary mode of transportation?  How will the student meet her health/medical needs?  What type of financial support will student need?

How to develop a goal The goals should be stated in such a way that we could measure the extent to which students have been able to achieve what they are set out to do.  Use results-oriented terms such as “enrolled in”, “work”, “live independently”  Use descriptors such as “full-time” and “part- time”  Begin with “After high school

Formula for writing a goal  (After high school)________ (The Student) will _______ (Behavior) _______ (Where and how)___________

Transition goals should..  Should be developed to support each career goal career goal  Can occur on school campus, at home or in the community

Post Test What is the purpose of a transition plan? a.To reach a short term learning objective b.To reach long term job related skills The people involved in this plan are: a.Teacher and student b.Teacher, student, student’s family, job coach, school psychologist, social worker What is the focus of the transition goals a.Jobs that are easy to train and have a demand b.Student’s individual interest, needs and ability If you develop one good transition plan, it can be applied to all a.True b. False