1. Tying the Knot
Marrying English Language Art and Transition Competencies
Malarie Deardorff
Amber McConnell

2. Are students today Leaving High School ready for the workplace?

3. What skills Do high school students Need to Get a job?

4. When Should we Teach Transition?
Transition skills can be taught simultaneously with Oklahoma State Standards

5. Here’s How!

6. Development of Tying the Knot
We aligned Oklahoma English Language Arts Standards and research-identified skills students need to obtain employment or participate in further education after high school.

7. Research-Identified Skills
Ju, Zhang, & Pacha (2012)
Employability Skills Valued by Employers Important for Entry-Level Employee With and Without Disabilities
McConnell et al. (2012)
Analyzed 30 years of qualitative and quantitative research to create constructs of nonacademic skills associated with post- school education and employment.

8. Activities and annual transition goals are arranged on a continuum

9. Measureable Annual Transition Goals
We intend this tool to be used as a guide to generate additional annual transition goals using core standards.
The examples given may be modified to better suit the students you teach.
The measurable statements should be modified to meet the needs of individual students.

10. Example Annual Transition Goals

11. Let’s look at a few full examples Page 9

12. Speaking and Listening Standard

13. ELA Standards and Objectives
English Language Arts Standards » College and Career Readiness Standards » Speaking and Listening» Standard 1: Students will speak and listen effectively in a variety of situations including, but not limited to, responses to reading and writing.
Speaking and Listening » Recursive Reading Strand: Students will develop and apply effective communication skills through speaking and active listening.
9th Grade English I Objectives
OAS.9.1.R.3 Students will engage in collaborative discussions about appropriate topics and texts, expressing their own ideas clearly while building on the ideas of others in pairs, diverse groups, and whole class settings.

14. Research-Identified Transition skills
Discuss post-school goals with the IEP team
Actively lead one's IEP meeting
Speak so others can understand (McConnell et al., 2012)
Research-Identified Transition skills

16. Most Complex Activity
Students will demonstrate command of formal English by leading their own IEP meetings.
Educators will teach students about their IEP, disability, and strengths by using free resources such as the ME! lesson package, Choice Maker, and I'm Determined website which includes an evaluation rubric for leading an IEP.
The students will then lead their IEP meetings and state post-school goals using a PowerPoint, video, script, or one- pager.

17. I’m determined Video
/determined_student_involvement_in_iep_oc
:30

18. Lest Complex Activities
Students will demonstrate command of formal English by participating and their own IEP meetings to the maximum extent possible.
Educators will teach students about their IEP, disability, and strengths by using free resources (e.g. I’m Determined website) which includes an evaluation rubric for leading an IEP and videos portraying a wide range of students participating in their IEP.
The students will actively participate in the IEP meetings by using a one-pager, poster, or AAC device.

19. I’m determined Video
/determined_student_involvement_in_iep_oc
11:25

20. Annual Transition Goals
Most Complex Goal
Less Complex Goal
Least Complex Goal
After learning to lead their IEPs, the students will demonstrate command of formal English by appropriately leading their IEP and expressing post-school goals to the team with 90% accuracy as measured by a rubric.
After learning to lead their IEPs, the students will demonstrate command of formal English by appropriately leading their IEP and expressing post-school goals to the
team to the maximum extent possible with 70% accuracy as measured by a rubric.
After learning to actively
participate in IEPs, the students will demonstrate command of formal English by appropriately participating in their IEP to the maximum extent possible with 80%
accuracy by using a one pager, poster, or AAC device as measured by a rubric.

21. IEP Participation Rubric

22. IEP Participation Rubric

23. Oral Presentation Rubric

24. IEP Participation Rubrics
I’m Determined Website
Elementary: ricforiepparticipation.pdf
Secondary: ricforiepparticipation.pdf
Class Presentation Rubric: resources/printouts/oral-presentation-rubric html

25. ?
How do we teach this?

26. Whose Future is it, Anyway?
Free on the Zarrow Center Website

27. Whose Future is it, Anyway?
Getting to Know You
Making Decisions
How to Get What You Need
Goals, Objectives, and the Future
Communicating
Thank You Honorable Chairperson
Self-Paced
Six Sections
18 Reproducible Packets

28. Free on the zarrow center website
Me! lessons
Free on the zarrow center website

29. Lessons for Teaching Self-Awareness & Self-Advocacy
Screenshot of the Me! logo.
Me!
Lessons for Teaching Self-Awareness & Self-Advocacy

30. Units Getting Started Learning About Special Education
Understanding Self-awareness & Self-advocacy
Understanding What It’s all About
Learning About Special Education
Learning About the History of Disability
Learning About Special Education: How & why did I get here?
Creating My History
Understanding My Individualized Education Program
Getting to Know My IEP
Still Getting to Know My IEP

31. Understanding My Rights and Responsibilities
Learning About My Rights & Responsibilities in High School
Learning About My Rights & Responsibilities After High School
Where do I go from Here?
Improving My Communication Skills
Learning How to Communicate Effectively
Knowing What to Share and Who to Share It With

32. Increasing My Self-Awareness
Starting My Self-Awareness Project
Completing My Self-Awareness Project
Presenting My Self-Awareness Project
Advocating For My Needs in High School
Planning How to Advocate
Learning From Experience

33. Advocating For My Needs After High School
Using My New Skills on the Job
Using My New Skills at Postsecondary School
Reporting My Findings
Developing My Resources
Completing My Summary of Performance and Goals
Assessing My Progress & Portfolio
Assessing My Progress
Assessing My Portfolio

34. Details Time to Teach Approximately 20 hours
23 sessions taking minutes each
Where to Teach
Resource English, Social Studies, Transition class or Study Skills class
Cost
FREE – download at

35. Transition Bell Ringers
Screenshot of the Me! logo.
Me!
Transition Bell Ringers

36. Bell-Ringer Details Skills Time to Teach
5-10 minutes once a week at the beginning of the class
Skills
Self-Awareness
Disability Awareness
Goal Setting
Knowledge to Lead an IEP
Financial Literacy

37. Me! Bell-Ringers Cost Ready-Made PowerPoints
150 Transition Bell Ringers Total
50 Elementary Transition
50 Secondary Transition
50 Secondary Financial Literacy
Cost
FREE – download at

38. ME! elementary Bell-Ringer

39. ME! Secondary Bell-Ringer

40. ME! Math Bell-Ringer

41. Free on the Zarrow Center Website
ChoiceMaker
Free on the Zarrow Center Website
Choosing Employment Goals

42. Free on the Zarrow Center Website
Self-Directed IEP
Free on the Zarrow Center Website

43. Self-Directed IEP Steps
State Purpose of Meeting
Introduce Team
Review Past Goals
Ask for Feedback
State School and Transition Goals
Ask Question If Don’t Understand
Deal with Differences in Opinion
State Support Needs
Summarize Goals
Close Meeting
Work on Goals All Year

44. I’m Determined

45. IEP Participation Rubrics
I’m Determined Website
Elementary: ricforiepparticipation.pdf
Secondary: ricforiepparticipation.pdf
Class Discussion Rubric: ussion_rubric#sthash.tGvi5UNS.dpbs

46. Reading and Writing process Standards example

47. ELA Standards and Objectives
English Language Arts Standards » College and Career Readiness Standards » Reading Process and Writing Process » Standard 2: Students will use a variety of recursive reading and writing processes.
Reading Process and Writing Process » Recursive Reading Strand: Students will read and comprehend increasingly complex literary and informational texts.
9th Grade English I Objectives
OAS.9.2.R.2 Students will analyze details in literary and nonfiction/informational texts to evaluate patterns of genres.
OAS.9.2.R.3 Students will synthesize main ideas with supporting details in texts.

48. Research-Identified Transition skills
Understand the importance of putting forth continued effort in school
Utilize multiple strategies to stay on task
Successfully interact with peers, teachers, and other adults; responsibility in work
(Ju, Zhang, & Pacha, 2012; McConnell et al., 2012)
Research-Identified Transition skills

50. Most Complex Activity
Students will be given a college syllabus to analyze. Educators can make a syllabus scavenger hunt.
After locating assignments, due date, disability service office information, and other important details, the class will practice calculating grades on different assignments to understand why one should put forth continued effort.
Next, discuss office hours and what to do if you miss class in college.

51. Less Complex Activity
Students will read or listen to rules and regulations for a post-school vocational or education program and discuss the information presented.
Students will identify the importance of continued effort, multiple strategies to use to stay on task, and appropriate ways to interact with peers and other adults.

52. Least Complex activities
Students will listen to rules and regulations for a post- school vocational or education program.
Educators will discuss the importance of continued effort, multiple strategies to use to stay on task, and appropriate ways to interact with coworkers.
Students could also identify appropriate vs. inappropriate methods of completing the above tasks when asked dichotomous questions.

53. Annual Goals

54. ?
How do we teach this?

55. Using College View College View
Use College View to explore Colleges by:
location
major
school type
Greek life
disability services
Ideas for Future Activities
Compare/Contrast colleges based on their location, school type, and sports
Choose three colleges and explain why they are a good fit
Essay or Presentation
Find three colleges who offer small class sizes, high graduation rates, have a football team, and have the Delta Gamma Sorority
Report the findings in a one-page report or PowerPoint

56. Critical Reading and Writing Standard Example

57. Ela Standards and objectives
English Language Arts Standards » College and Career Readiness Standards » Critical Reading and Writing » Standard 3: Students will apply critical thinking skills to reading and writing.
Critical Reading and Writing »Recursive Reading Strand: Students will comprehend, interpret, evaluate, and respond to a variety of complex texts of all literary and informational genres from a variety of historical, cultural, ethnic, and global perspectives.

58. Ela Standards and objectives
9th Grade English I Objectives
OAS.9.3.R.2 Students will evaluate points of view and perspectives in more than one grade-level literary and/or informational text and explain how multiple points of view contribute to the meaning of a work.
OAS.9.3.R.3 Students will analyze how authors use key literary elements to contribute to meaning and interpret how themes are connected across texts: setting, plot, characters, character development, them, conflict, archetypes
OAS.9.3.R.7 Students will make connections (e.g., thematic links, literary analysis) between and across multiple texts and provide textual evidence to support their inferences.

59. Work well with people from diverse backgrounds.
Transition skills
Work well with people from diverse backgrounds.
(Ju, Zhang, & Pacha, 2012)

60. activities

61. Most Complex Activities
After reading a story with two distinct point of views such as Romeo and Juliet, students will discuss the story from the two points of view (Montague and Capulets), then brainstorm ways the two groups could have worked together despite their differences.
Next, discuss working with people from diverse backgrounds or with people who think or believe differently than you do. Students will make a list of ways they plan to work with different people. How would you work to get along with someone from a different religion? race? country? Socioeconomic status? political beliefs?

62. Novel Connections
Use novels the students are currently reading in ELA class and connect them to transition topics like interacting with others, accepting constructive criticisms, or getting along with diverse groups of individuals.
The Great Gatsby, Lord of the Flies, To Kill a Mocking Bird, The Interlopers

63. Less Complex Activity
After reading a story with two distinct point of views, students will discuss the story from the two points of view, then brainstorm ways the two groups could have worked together despite their differences.
Next, discuss working with people from diverse backgrounds or with people who think or believe differently than you do. Students will make a list of ways they plan to work with different people. How would you work to get along with someone from a different religion? race? country? socioeconomic status? political beliefs?

64. Least Complex Activity
After listening to a story with two distinct point of views, the educator will discuss the story from the two points of view, then brainstorm ways the two groups could have worked together despite their differences.
Next, the class will discuss working with people from diverse backgrounds or with people who think or believe differently.
Students and educators will jointly make a list of ways to work with different people. How would you work to get along with someone from a different race? or country? Students can respond yes or no to statements on the subject provided.

65. Annual Transition Goals

66. Annual Transition Goals
Most Complex Goal
Less Complex Goal
Least Complex Goal
After discussing a story with two points of view, students will make a
list including at least 3 ways to work well with people from other
religions, races, countries, SES, and beliefs with 100% accuracy.
After discussing a story with two distinct points of view, students will report at least one way to work well with people from other religions, races, countries, SES, and beliefs with 90% accuracy.
After discussing a story with two distinct points of view, as a group,
students will report at least one way to work well with people from other races, countries, and SES with 100% accuracy.
Annual Transition Goals

67. Links to the Workplace

68. Ela Standards and objectives
English Language Arts Standards » College and Career Readiness Standards » Critical Reading and Writing » Standard 3: Students will apply critical thinking skills to reading and writing.
Critical Reading and Writing »Recursive Reading Strand: Students will comprehend, interpret, evaluate, and respond to a variety of complex texts of all literary and informational genres from a variety of historical, cultural, ethnic, and global perspectives.

69. Ela Standards and objectives
9th Grade English I Objectives
OAS.9.4.R.3 Students will use context clues to determine or clarify the meaning of words or distinguish among multiple-meaning words.
OAS.9.4.R.4 Students will analyze the relationships among words with multiple meanings and recognize the connotation and denotation of words.
OAS. 9.4.R.5 Students will use a dictionary, glossary, or a thesaurus (print or electronic) to determine or clarify the meanings, syllabications, pronunciation, synonyms, parts of speech, and etymology of words or phrases.

70. Ability to learn new skills
Transition skills
Ability to learn new skills
(Ju, Zhang, & Pacha, 2012)

71. Activities
activities

72. Annual Transition Goals

73. Annual Transition Goals
Most Complex Goal
Less Complex Goal
Least Complex Goal
Given an employee handbook, students will identify meaning of a
list of words found in an employee handbook by using context clues with 90% accuracy.
Given a list of words used in the workplace, students will identify meaning of a list of words used in the workplace by using context clues 4 out of 5 times.
Given a list of common words using in the workplace, students will identify meaning of a list of words used in the workplace by using context clues 2 out of 3 times.
Annual Transition Goals

74. Employee handbook Twilight Pizza Bistro Hugo’s Restaurants
Manual-rev-9-12.pdf
Hugo’s Restaurants
Talley’s Construction Company
Shop’n Kart

75. Disability awareness

76. Report accurate information regarding one’s own disability
Transition skills
Report accurate information regarding one’s own disability
(Ju, Zhang, & Pacha, 2012)

77. activities Most Complex Activity Less Complex Activity
Least Complex Activity
Students will research their
disability and write a two-page report citing factual information about the disability. Students will use primary and secondary sources of information and use appropriate means for note-taking and recording citations.
Students will assist to create a binder with pertinent information about their disability, healthcare, and nutrition needs with contact information from at least three agencies that can help with the documented needs. This information can be shared with others and used after high school. Students will use primary and secondary sources of information and use appropriate means for notetaking
Students will assist to create a one-page document with pertinent information from primary and secondary sources about their disability, healthcare, and nutrition needs with contact information from at least three caregivers. A reference page of where the information was found will be included. This information can be shared with others and used after high school.
activities

78. Most Complex Activity
Students will research their disability and write a two-page report citing factual information about the disability.
Students will use primary and secondary sources of information and use appropriate means for note-taking and recording citations.

79. Less Complex Activity
Students will assist to create a binder with pertinent information about their disability, healthcare, and nutrition needs with contact information from at least three agencies that can help with the documented needs. This information can be shared with others and used after high school. Students will use primary and secondary sources of information and use appropriate means for notetaking.

80. Least Complex Activity
Students will assist to create a one-page document with pertinent information from primary and secondary sources about their disability, healthcare, and nutrition needs with contact information from at least three caregivers.
A reference page of where the information was found will be included. This information can be shared with others and used after high school.

81. Transition goals
Most Complex Goal
Less Complex Goal
Least Complex Goal
Given access to the internet, students will research their disability and write a two-page report citing factual information about the disability from at least three sources with 90% accuracy for content.
After gathering pertinent
information, students will create a binder with information about their disability, healthcare, and nutrition needs with contact information from at least 3 agencies that can help with the documented needs with 100% accuracy.
With help from caregiver, students will assist to create a one-page document with pertinent information about their disability, healthcare, and nutrition needs with contact information from at least three caregivers with 100% participation.

82. Do you remember the lesson Packages to teach Disability Awareness?

83. me! Lessons Using Me! to teach Self-Awareness and Self- Advocacy
partnerships/zarrow/transition-education- materials/me-lessons-for-teaching-self-awareness-and- self-advocacy.html

84. Student involvement iEP
Self-directed IEP
and-partnerships/zarrow/choicemaker- curriculum/self-directed-iep.html

85. Zarrow center website
Zarrow Center Homepage: https: zarrowcenter.ou.edu
Transition Education Materials: partnerships/zarrow/transition-education- materials.html
ChoiceMaker Lessons: partnerships/zarrow/choicemaker- curriculum/choicemaker-self-determination- materials.html

86. Free to download
ZARROWCENTER.OU.EDU

87. ?

88. Contact information:
Zarrow Center for Learning Enrichment
Amber McConnell
Malarie Deardorff
Phone:
Web: zarrowcenter.ou.edu