2. 2013 Research to Practice Presentation  Mary Etta Taylor, Education Associate, SCDE - Office of Exceptional children  Sherry R. Williams, Education Associate, SCDE - office of student intervention services, eeda team

3.  http://www.youtube.com/watch?v=gE857DJ WX2w http://www.youtube.com/watch?v=gE857DJ WX2w  The Crazy Ones  http://www.youtube.com/watch?v=SswMzU WOiJg http://www.youtube.com/watch?v=SswMzU WOiJg  Think different

4.  We may think it impossible for some students to achieve their dreams but  Albert Einstein was labeled “retarded”  Henry Ford wanted to create a car  The Wright brothers wanted to fly  Isadora Duncan thought of “modern dance”  ML King, Jr. wanted “rights” for all people  Amelia Areheart wanted to be the first woman pilot  Jim Henson wanted a career making puppets

5.  The EEDA requires an IGP for all students in grades 8 – 12.  True  False  http://www.polleverywhere.com/multiple_choice_po lls/x9xsBrRaRA8bNgb http://www.polleverywhere.com/multiple_choice_po lls/x9xsBrRaRA8bNgb

6.  Students diagnosed with PMD may be removed from the IGP system so as not to affect the 100% completion rate.  True  False  http://www.polleverywhere.com/multiple_choice_ polls/U2PIs3utsMfa5pG http://www.polleverywhere.com/multiple_choice_ polls/U2PIs3utsMfa5pG

7.  IDEA legislation changes  No longer use PMD, TMD classifications  New language  New EEDA IGP Success Planner tool  No longer “removing” PMD students from system so as not to affect 100% participation

8. Individual Graduation Plans for Students with Disabilities NEW: ALL students (YES – ALL)

9.  No discrimination  Awareness of legislation, students  Communication/collaboration  Consideration of IEP, 504 accommodations (if appropriate)  Integration of IGP goals (academic/career) during IEP, 504, transition discussions

10.  The guidance counselor should lead IEPs since they have to lead the IGP.  True  False  http://www.polleverywhere.com/multiple_choice_ polls/j5dTc85aOzWZCnT http://www.polleverywhere.com/multiple_choice_ polls/j5dTc85aOzWZCnT

11.  All students must complete an IGP  59-59-140  IGP will align career goals and student’s course of study  59-59-20  IGP must incorporate provisions of student’s IEP when appropriate  59-59-140  IGP must be approved by certified guidance counselor, student, and student’s parent, guardian or designee  59-59-140

12.  Guidance Counselors attend and lead the IGP and attend (not lead) the IEP  Career Specialist should always defer to the Guidance Counselor when the activity is not within their scope of practice (academic issues, counseling)  Career Specialists are minimally involved in the IGP/IEP process to share information related to career exploration

13. District  Special Education Teachers  Guidance Counselors  District Professionals State  Office of Exceptional Children Staff  EEDA staff

14. Transition IEPs Mary Etta Taylor, SCDE Office of Exceptional Children

15. State Performance Plan Indicator # 13 Percent of youth with IEPs aged 16* and above with an IEP that includes appropriate measurable postsecondary goals that are annually updated and based upon an age appropriate transition assessment, transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals, and annual IEP goals related to the student’s transition services needs. There also must be evidence that the student was invited to the IEP Team meeting where transition services are to be discussed and evidence that, if appropriate, a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority. (20 U.S.C. 1416(a)(3)(B)) *In South Carolina: Aged 13 and above

16. IEP Process for Transition Includes: Courses of study Instruction Related services Community experiences Employment and other post- school adult living objectives Accommodations/Modifications When appropriate: Daily living skills Functional vocational evaluation Step I: Measurable Post-secondary Goals Step II: Present Levels of Academic Achievement and Functional Performance as determined by appropriate assessments Step III: Transition Services Accommodations Modifications Step IV: Measurable Annual Goals Age- appropriate transition assessments Training/Education Employment Independent Living Skills – when appropriate based on that address

17. Transition IEP  Transition is a coordinated set of activities for a student with a disability that is designed with an outcome oriented process.  The components include plans for  Instruction  Related services  Community experiences  Post school outcomes  Post Secondary Education  Employment

18. Considerations for Transition IEPs Student Interests and Preferences – Formal and informal interviews – Formal and informal interest inventories: For example: South Carolina Occupational Information System, etc. SC Career Clusters – South Carolina Education and Economic Development Act Course of Study – Description of the student’s course of study as driven by student’s interest and preference and linked to the chosen career cluster. Example: The student will complete the required 24 units to receive a high school diploma. Non example: Listing of every course the student will take in his/her high school career

19. Considerations for Transition IEPs Transition Objectives – Choose the areas based on present levels of performance Age of Majority – Student who will be 17 during the life of the IEP Diploma/Certificate – If the district diploma is selected, the IEP team must ensure that the parent(s) understands that this is not a South Carolina High School diploma. – Anticipated date of graduation based on course of study. The date can be changed by the IEP team as appropriate

20. Transition Assessment Employment Education/ Training Independent Living  Should Address Three Areas 

21. Guiding Questions 1. Where is the individual presently? 2. Where is the individual going? 3. How do we get the individual there? (Colorado DPI, 2005)

22. Types of Transition Assessments Formal andInformal

23. Types of Transition Assessments Formal: To learn about a wide variety of skill levels in various areas (e.g., vocational, academic, social) Published tests: scores that compare students to others A starting point

24. Types of Formal Assessments Learning style inventories Academic achievement tests (Woodcock Johnson) Adaptive behavior scales (Vineland) Aptitude tests (Differential Aptitude Test) Interest inventories (Self-Directed Search [Forms E, R, and Explorer]

25. Types of Transition Assessments Informal: Observing the student in various academic and work experiences Talking with the student about likes and dislikes Setting up experiences to allow the student to try something that that may be of interest Often teacher-made Often does not result in a score

26. Types of Informal Assessments Observation: watching or listening to an individual’s behavior and recording relevant information Interviews/ Questionnaires: structured or unstructured conversations through question- and-answer format Environmental Analysis: carefully examining the environment in which an activity normally occurs Curriculum based assessments: task- analysis, portfolio assessments, work sample analysis, criterion-referenced tests (Test, Aspel, & Everson, 2006 - Transition Methods for Youth with Disabilities)

27. Transition Assessment Areas Self-Determination Skills Independent Living Skills Vocational Interests & Skills Career Exploration Skills Academic Skills

28. Transition Assessment Sources include, but are not limited to, the following: Informal interviews with students Student completion of interest inventories Questionnaires to establish student interests and preferences Functional vocational evaluations Interviews with the family Student observations Formal interest surveys, aptitude tests and other surveys Quarterly or semester grades throughout high school Current psychological assessment data indicating areas of strength and weakness College entrance exam scores if applying to 4-year colleges

30. KNOWLEDGE CHECK The IEP and IGP have similar goals. Which is not a component of both the IEP and IGP: Assessments (formal and informal) SC Career Clusters Graduation/certification/diploma requirements Employment/training/independent living goals All of the above None of the above http://www.polleverywhere.com/multiple_choice_polls/ KaeZNroq3sRp5Vt http://www.polleverywhere.com/multiple_choice_polls/ KaeZNroq3sRp5Vt

31. DO YOU FEEL LIKE A HERO? HELP OTHERS REACH THEIR GOAL: HTTP://WWW.YOUTUBE.COM/W ATCH?NR=1&V=KZLXWP6VFDE& FEATURE=ENDSCREEN HTTP://WWW.YOUTUBE.COM/W ATCH?NR=1&V=KZLXWP6VFDE& FEATURE=ENDSCREEN

32. MORE THAN CAREER ASSESSMENTS Presented by: Sherry R. Williams

33. What types of assessments are out there?

34. Interest Skills Values Personality Learning Styles Multiple Intelligences

35. WHAT IS MY PURPOSE? CAREER AWARENESS SELF AWARENESS

36. You have to know about yourself before you can choose a career – to include your learning styles and personality

37. Learning Styles Theory –“Learning styles is the way in which each learner begins to concentrate on, process, and retain new and difficult information.” Dr. Rita Dunn, Professor and Director of the Center for the Study of Learning and Teaching Styles, St. John’s University, NY. –Theories vary in the number of ways people learn

38. Learning Styles Theory 1: Global vs. Analytic Cognitive Processing

39. Global Vs. Analytic Learner Global Big picture then details Music or noise Soft light Informal Need breaks Intake Mobility Little structure needed Tactile, kinesthetic Lack motivation Lacks persistence Remembers faces Impulsive Uses body language Analytic Step by step Quiet Bright light Formal design Strong need to finish task No intake No mobility Structure needed Visual, auditory learner Highly motivated Highly persistent Remembers names Reflective Not emotional

40. Global Vs. Analytic Resources Online learning styles inventory http://www.engr.ncsu.edu/learningstyles/ilsweb.html Learn more at http://www.thelearningcommunity.us/Portals/0/Tips%20for%20Pa rents_Global%20vs%20Analytic%20Learners.pdfhttp://www.thelearningcommunity.us/Portals/0/Tips%20for%20Pa rents_Global%20vs%20Analytic%20Learners.pdf

41. VARK Assessment, 1992 by Neil Fleming Based on Myers-Briggs Personality Type Indicator Structured specifically to improve learning and teaching. http://www.vark-learn.com/english/page.asp?p=questionnaire LEARNING STYLES THEORY 2: VAR K LEARNING STYLES THEORY 2: VISUAL/AURAL/READ &WRITE/KINESTHETIC

42. Inventories Myers-Briggs Type Indicator™ Isabel Briggs Myers and Katherine Cooks Briggs Based on Carl Jung Introvert/extrovert (Orientation to Life) Sensing/iNtuitive (Perception) Thinking/feeling (Decision Making) Judgment/perception (Attitude to Outside World) Must be certified interpreter

43. Multiple Intelligences LEARNING STYLES THEORY 3:

44. Inventories CITE Learning styles instrument A.M. Babich, P. Burdine, and Randol P. Albright 9 learning styles Teele Inventory for Multiple Intelligence (TIMI) Dr. Sue Teele Created a spatial inventory entitled The Teele Inventory for Multiple Intelligence (TIMI), which is used in over 10,000 locations and in twenty-five countries. This inventory can be Multiple Intelligences Multiple Intelligences Howard Gardner 9 intelligences Cognitive model which has VARK inclusion but extends to other dimensions http://www.edutopia.org/multiple-intelligences-learning-styles-quiz used with children as young as two years of age.

45. Multiple Intelligences Dr. Howard Gardner, professor of education at Harvard University Developed in 1983 I.Q. testing is far too limited Dr. Gardner proposes 9 intelligences (to account for a broader range of human potential in children and adults) Theory –Most people have all intelligences –Most people can develop each intelligence –No intelligence exists by itself –There are levels of intelligence within each of the intelligences

46. Considerations At risk students Divergent Learners Students with special needs Special education ESOL Homeless students

47. MASLOW’S HIERARCHY OF MOTIVATION Esteem reputation, self respect Emotional Love, belonging, friends Self actualization Safety/security Home, medical needs, job, money Physiological Breathing, sleep, water, food

48. Special Education Special education students need to receive equal career services Disabled students have varying needs Visual impairments Auditory impairments Verbal impairments Orthopedic impairments Multiple impairments Emotional/mental health impairments Learning disabilities Traumatic brain impairments Homebound/medical issues Autism/Asperger's others

49. At-Risk Students Define At-risk student Committee legislative definition School-aged moms/students 18 year old 10 th graders Divergent learners The Crazy Ones Video What to keep in mind May read below level so some assessments may not be as good as others Some may not have English skills and need assessments in their native language Some students may have technology issues related to disabilities 80% of school dropouts are body/kinesthetic learners but classes are taught via verbal/auditory techniques 80% of dropouts are divergent learners

50. Learning Styles Of At-risk Youth Frequent motion Social-cooperative learning Soft light Comfortable seating Manipulatives/involvement Visuals Resist direct instruction Global learners High calorie intake during intense engagement in study

51. Divergent Learners Theory Dr. Carol B. Johnson (1998) Divergent learners are not at-risk but they can become at-risk. At risk and divergence should not be used interchangeably. Definition Divergent learners have a clear and meaningful departure from the traditional-logical-sequential view - that view most associated with high achievement in traditional school curricula. (Core principles of Divergent Learners, Dr. Carol Johnson) Assessments Divergent Ranking Guide (Taylor/Johnson 1999)

52. Video Resources http://www.pbs.org/wgbh/misunderstoodminds/ http://www.npr.org/player/v2/mediaPlayer.html?action=1&t=1&islist=false &id=4460341&m=4463493http://www.npr.org/player/v2/mediaPlayer.html?action=1&t=1&islist=false &id=4460341&m=4463493 Dr. Mel Levine talks about 3 million US students received special learning disability services students’ minds being wired differently Label the problem, not the child how future prison populations are estimated by behavior records of 4 th graders 90% of prison population have reading problems no adult is perfect at everything so why do we expect students to be good at everything

53. CAREER AWARENESS That’s a whole other presentation!

54. Special Populations ….. Holland’s Party Colors Others

55. RESOURCES: KAPES AND WHITFIELD BOOK

56. CONTACTS Mary Etta Taylor metaylor@ed.sc.gov 803-734-0705 Sherry R. Williams srwillia@ed.sc.gov 803-734-6267