1. 12th Annual Oklahoma Transition Institute
Transition Before High School: Using the LifeCourse Framework in Elementary & Middle School
12th Annual Oklahoma Transition Institute
October 5, 2017
Ellen Bannister, MA, Center for Learning and Leadership
Josh Fearing, Norman Public Schools
Megan Moore, M.Ed, Edmond Public Schools

2. Agenda Introduction LifeCourse Framework Overview
Integrating LifeCourse into our Practices
Secondary
Elementary
Systems Change

3. All people and their families have the right to live, love, work, play
Core Belief:
All people and their families have the right to live, love, work, play
and pursue their life aspirations in their community.

4. Good Life for All
The Individual will achieve self-determination, interdependence, productivity, integration, and inclusion in all facets of community life
Families will be supported in ways that maximize their capacity, strengths, and unique abilities to best nurture, love, and support all individual members to achieve their goals

5. All individuals exist within the context of family
Individuals and their family, as a whole, may need supports that address different facets of life and that adjust as roles and needs of all members change through both the life cycle and the family cycle.
(Regardless of where a person lives)

6. Focus on “ALL” ALL individuals (including those with
100%
Focus on “ALL”
ALL individuals (including those with
intellectual and developmental disabilities or special health care needs) and their families are considered in our values and vision.
(Family is defined by the Individual)

7. Focus on “ALL” 100% 25% 75% National % Receiving State DD Services
All 4.9 Million people with developmental disabilities
ALL individuals with disabilities and families are considered in our values and vision.
(Family is defined by Individual)
** Based on national definition of developmental disability with a prevalence rate of 1.49%

8. Oklahomans with Disabilities
Focusing on the All
16%
(9,777)
11% (6,980)
73%
(44,515)
Receiving DDS Services
Waiting for DDS services

9. Services and Supports are Evolving

10. Identifying, Developing and Integrating Supports & Services

11. Schools are a Significant Part of Children’s Lives & Experiences
Birth-----Early Child----School----Transition---Adulthood Aging
LifeCourse Booklet

12. Vision of What I Don’t Want
Trajectory towards Good Life
Friends, family,
self-determination, community living, social capital and economic sufficiency
Trajectory towards Outcomes
Vision of What I Don’t Want
Trajectory towards things unwanted

13. School Portfolio 1 – Trajectory Worksheet 2 – One-Page Profile
3 – STAR Chart

14. Secondary LifeCourse as Communication LifeCourse as IEP tool
LifeCourse as Tool for Collaboration

15. FINDING AND SHARING A VISION
FOR A GOOD LIFE

20. Ben’s One-Page Profile
Communication
Ben’s One-Page Profile
FILL OUT 1st question on back of evaluation!!!!!!!

21. In Middle School:
Finding more interests (swimming, dancing, drum lessons)
Learning to use money and public transportation
Learning to keyboard fluently
Using texting and to communicate
Joining extracurricular group at school connected to interests
Mental picture: Grown-up Ben is going out for pizza with family, friends, and romantic partner. He is ordering his own pizza (maybe he pre-ordered on his iPad) and paying with his own money.
Restaurant practice
Family trips to Kansas and UK
Working and playing on iPad and computers at home and school
Swimming at the Y
Zoo, library, dino museum, playdates with friends
Choosing where he lives and who he lives with
Doing work with technology in some way
Has a source of income
Connected to close friends and family.
Dating.
Physically strong and healthy.
Pursuing strong interests and hobbies.
Institutionalization
Isolation
Only paid caretakers
No friends
No control over life
Nothing to do
IEP Tool

22. Ben’s bus star chart
FILL OUT 1st question on back of evaluation!!!!!!!

23. Collaborative Problem Solving

24. WHAT I WANT TO DO WHEN I GROW UP
Eat brownies and pizza and noodles
Have fun with friends
Go places on buses, trains, and airplanes

25. Using the LifeCourse - Elementary Examples
Getting to Know Students/Families
Integrating into the IEP
Facilitating transitions from year to year
Collaborative Problem Solving

26. Getting to Know Students & Families
Integrate key questions from LifeCourse & Person Centered Planning
What do you like/admire about your child?
What does your child enjoy? Interested in?
What makes a GOOD/BAD day for your child?
What is your vision for a Good Life?
What don’t you want for your child?
Using

27. Integrating Information into the IEP Process
Add in Objective Statement on IEP:
“Peter is a sweet, lovable 5 year old boy who lives in Prior Lake, Minnesota with his parents and younger sister. He is happy, easy going, and curious. Peter's good life includes being happy, playing outside, having the courage to overcome obstacles, tickles/rough house play, Superheros, chocolate pop tarts, building things, being able to communicate with others, having relationships with family and friends, and being a productive member of society. He and his family want him to be a part of the school community and want him to be accepted by others (and not to be made fun of). Peter can use a communication app on his iPad to tell you what he wants and if he needs the bathroom. He can also say the word "no" and consistently means it when he says it.”
Using

28. One-Page Profiles
Wonderful tool to help others get to know the student as a Person!
What people like/admire about them
What’s Important TO/FOR them
How to Best Support them
Using

29. Our Programs Why we do what we do! What we DON’T want:
What we WANT
High expectations for learning
Access & participation in general curriculum
Individualized supports & services
A focus on strengths & personal assets
People First Language
Meaningful relationships
Inclusion in school, regardless of ability
Partnerships & collaboration
Students to be self-directed & advocate for themselves
Focus on “supporting” students & families
Our Programs
Why we do what we do!
To help support students & families to maintain a positive trajectory for the lives THEY want to lead
THE GOOD LIFE!!
What we DON’T want:
Isolation of students and families
Limited opportunities
Segregation
Lower expectations
Focus solely on deficits
Voices not being heard
Limited communication
Divide between home and school
Students have to be “ready” to be included
Focus on “fixing” students

30. Community Partners