1. YOU WANT IT, YOU GOT IT, NOW WHAT? Transition Elective

2. Ripple Effect The Ripple Effect is a shift in perspective that leads to greater connections, better business and stronger community. Just like stones thrown into a pond, simple actions create ripples in the lives of all the people you touch and sometimes people you have never even met. Now is the time to make a real difference in your life, workplace or world. Begin to maximize the power of your connections and relationships today, and start to Ripple! The Ripple Effect The Ripple Effect

3. Start Your Ripple: Make it Happen  Identify Your Advocates Co-workers Co-workers Parents Parents Administrators Administrators Community Partners Community Partners  Identify Team  Brainstorm Get your nuts and bolts in order Get your nuts and bolts in order

4. How to Make it Happen  Write a Proposal Advocates Advocates Site Principal Site Principal Special Education Director Special Education Director Cabinet Level Administrators Cabinet Level Administrators School Board School Board

5. Making it Happen  Writing the Proposal Background: show that a problem exists that needs to be solved Background: show that a problem exists that needs to be solved Explain the situationExplain the situation Explain the general problem (this relates to the ultimate goal)Explain the general problem (this relates to the ultimate goal) Show what created the problemShow what created the problem Show that the problem or the situation is importantShow that the problem or the situation is important Scope: identifies and describes all work necessary to produce the final product Scope: identifies and describes all work necessary to produce the final product Deliverables: what will be delivered to students and district Deliverables: what will be delivered to students and district Personnel: staff and students involved Personnel: staff and students involved Timetable Timetable Fees Fees Equipment, outside contractors, other expenses Equipment, outside contractors, other expenses Active Verbs Active Verbs

6. Making it Happen  Support your proposal with a grant Space Space Salary Salary Staff Staff Equipment Equipment Curriculum Curriculum Investigation and data collection Investigation and data collection Partner with outside agency Partner with outside agency

7. Making it Happen  When writing your grant consider Matching your project with an appropriate funding supporter Matching your project with an appropriate funding supporter Follow application guidelines explicitly Follow application guidelines explicitly Customize proposals for a targeted funder Customize proposals for a targeted funder Condense with rich detail Condense with rich detail Respect the expertise of the foundation Respect the expertise of the foundation Recycle your proposal text Recycle your proposal text

8. Making it Happen  Stimulus Money http://sde.state.ok.us/Finance/Recovery/default.html http://sde.state.ok.us/Finance/Recovery/default.html  Grant Sources http://www.ed.gov/programs/specedtransition/index.ht ml http://www.ed.gov/programs/specedtransition/index.ht ml http://www.ed.gov/programs/specedtransition/index.ht ml http://www.ed.gov/programs/specedtransition/index.ht ml http://ies.ed.gov/funding/ncser_progs.asp http://ies.ed.gov/funding/ncser_progs.asp http://ies.ed.gov/funding/ncser_progs.asp http://sde.state.ok.us/Finance/Grants/default.html http://sde.state.ok.us/Finance/Grants/default.html http://sde.state.ok.us/Finance/Grants/default.html http://sde.state.ok.us/Curriculum/SpecEd/Secondary_G rants.html http://sde.state.ok.us/Curriculum/SpecEd/Secondary_G rants.html http://sde.state.ok.us/Curriculum/SpecEd/Secondary_G rants.html http://sde.state.ok.us/Curriculum/SpecEd/Secondary_G rants.html

9. Making it Happen  Accountability Pass Standards Pass Standards Technology Education StandardsTechnology Education Standards Instructional Technology StandardsInstructional Technology Standards Information Literacy StandardsInformation Literacy Standards Personal Financial Literacy StandardsPersonal Financial Literacy Standards Social Studies Literacy StandardsSocial Studies Literacy Standards Civics, Economics, and Government Civics, Economics, and Government

10. Making It Happen  Class Synopsis A summary of goals and objectives A summary of goals and objectives  Scope and Sequence a curriculum plan, usually in chart form, in which a range of instructional objectives, skills, etc., is organized according to the successive levels at which they are taught a curriculum plan, usually in chart form, in which a range of instructional objectives, skills, etc., is organized according to the successive levels at which they are taught  Curriculum Map the enduring understandings and overarching goals the enduring understandings and overarching goals the standards-based essential skills and concepts the standards-based essential skills and concepts the methods of assessment that the teacher and students will be working on throughout the year (e.g., major assignments, projects, performances) the methods of assessment that the teacher and students will be working on throughout the year (e.g., major assignments, projects, performances) the major content resources the major content resources

11. Curriculum Mapping  Recommended – Standards as defined by experts in their field.  Written – State standards, local goals and objectives (i.e., curriculum binders).  Supported – Curriculum for which materials are actually available, such as textbooks and software.

12. Curriculum Mapping  Tested – What is actually assessed at the state and local level.  Taught – The content that teachers actually deliver.  Learned – The content that students learn.  Power Point on Curriculum Mapping http://www.sd104.s-cook.k12.il.us/ppt/cm-overview-bd.ppt#1

13. Sample Curriculum Map Essential Questions ContentSkillsAssessmentActivities August September October November December

14. You’ve Got It, Now What?  Curriculum Free Stuff! Free Stuff! http://www.ncwd-youth.info/assets/guides/411/411_Disability_Disclosure_complete.pdfhttp://www.ncwd-youth.info/assets/guides/411/411_Disability_Disclosure_complete.pdfhttp://www.ncwd-youth.info/assets/guides/411/411_Disability_Disclosure_complete.pdf http://www.familyvillage.wisc.edu/sp/trans.html#careerhttp://www.familyvillage.wisc.edu/sp/trans.html#careerhttp://www.familyvillage.wisc.edu/sp/trans.html#career http://www.nichcy.org/InformationResources/Documents/NICHCY%20PUBS/st1.pdfhttp://www.nichcy.org/InformationResources/Documents/NICHCY%20PUBS/st1.pdfhttp://www.nichcy.org/InformationResources/Documents/NICHCY%20PUBS/st1.pdf http://www.okcareertech.org/cac/Pages/resources_products/Career_Activity_files/11756CarActFile.pdfhttp://www.okcareertech.org/cac/Pages/resources_products/Career_Activity_files/11756CarActFile.pdfhttp://www.okcareertech.org/cac/Pages/resources_products/Career_Activity_files/11756CarActFile.pdf http://education.ou.edu/zarrow/?rd=1http://education.ou.edu/zarrow/?rd=1http://education.ou.edu/zarrow/?rd=1 http://www.khake.com/index.htmlhttp://www.khake.com/index.html LCCE, LCCE, http://www.cec.sped.org/Content/NavigationMenu/ProfessionalDevelopment/ProfessionalTraining/LCC E/LCCE_what.htmhttp://www.cec.sped.org/Content/NavigationMenu/ProfessionalDevelopment/ProfessionalTraining/LCC E/LCCE_what.htm Me! Me! Contact OU Zarrow Center for Learning EnrichmentContact OU Zarrow Center for Learning Enrichment Student-directed Transition Planning Lessons Student-directed Transition Planning Lessons Contact OU Zarrow Center for Learning EnrichmentContact OU Zarrow Center for Learning Enrichment My Future, My Plan My Future, My Plan available from the NEA Professional Library – http://store.nea.org view samples at http://www.stateart.com/works.php?workId=47&i=2available from the NEA Professional Library – http://store.nea.org view samples at http://www.stateart.com/works.php?workId=47&i=2http://store.nea.org TECH-Now TECH-Now Contact Rick DeRennaux @ DeRennaux@-hotmail.com. Or vist the site www.tech-now.bizContact Rick DeRennaux @ DeRennaux@-hotmail.com. Or vist the site www.tech-now.bizwww.tech-now.biz

15. Support Your Curriculum  Transition Activities http://www.ihdi.uky.edu/ktcp/materials/download%20version.ppt#1 http://www.ihdi.uky.edu/ktcp/materials/download%20version.ppt#1 http://www.ihdi.uky.edu/ktcp/materials/download%20version.ppt#1 http://www.postitt.org/activities/index04.shtml#04 http://www.postitt.org/activities/index04.shtml#04 http://www.postitt.org/activities/index04.shtml#04 www.spannj.org/transition/TransitionCD/.../transition/Sample%20Strategies.doc www.spannj.org/transition/TransitionCD/.../transition/Sample%20Strategies.doc www.wsti.org/documents/.../TransitionActivitiesforInstruction.doc www.wsti.org/documents/.../TransitionActivitiesforInstruction.doc  Assessments OU Zarrow Center OU Zarrow Center Offers four free self-determination assessmentsOffers four free self-determination assessments OKCIS – through Career Tech OKCIS – through Career Tech Casey Life Skills – free on-line tool Casey Life Skills – free on-line tool Career Interest Inventory – available free on-line Career Interest Inventory – available free on-line Personality Personality http://www.udallas.edu/careers/assessments.cfmhttp://www.udallas.edu/careers/assessments.cfmhttp://www.udallas.edu/careers/assessments.cfm http://www.soicc.state.nc.us/soicc/planning/self_assess_tools.htmhttp://www.soicc.state.nc.us/soicc/planning/self_assess_tools.htm http://www.nycareerzone.org/graphic/assessment/index.jsphttp://www.nycareerzone.org/graphic/assessment/index.jsphttp://www.nycareerzone.org/graphic/assessment/index.jsp http://www.mnsu.edu/cdc/students/undeclared/handbook/interests.pdfhttp://www.mnsu.edu/cdc/students/undeclared/handbook/interests.pdf Learning Styles Learning Styles http://www.learning-styles-online.com/inventory/Memletics-Learning-Styles-Inventory.pdfhttp://www.learning-styles-online.com/inventory/Memletics-Learning-Styles-Inventory.pdfhttp://www.learning-styles-online.com/inventory/Memletics-Learning-Styles-Inventory.pdf http://www.ulc.arizona.edu/online_materials/ls1assess.pdfhttp://www.ulc.arizona.edu/online_materials/ls1assess.pdfhttp://www.ulc.arizona.edu/online_materials/ls1assess.pdf scoring - http://www.ulc.arizona.edu/online_materials/ls1score.pdf

16. I.D.E.A. Requirements  According to IDEA Section 300.29— (a) Transition services means a coordinated set of activities for a student with a disability that- (1) Is designed within an outcome-oriented process, that promotes movement from school to post-school activities, including post-secondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation; (1) Is designed within an outcome-oriented process, that promotes movement from school to post-school activities, including post-secondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation; (2) Is based on the individual student's needs, taking into account the student's preferences and interests; and (2) Is based on the individual student's needs, taking into account the student's preferences and interests; and (3) Includes- (3) Includes- (i) Instruction; (ii) Related services; (iii) Community experiences; (iv) The development of employment and other post-school adult living objectives; and (v) If appropriate, acquisition of daily living skills and functional vocational evaluation.(i) Instruction; (ii) Related services; (iii) Community experiences; (iv) The development of employment and other post-school adult living objectives; and (v) If appropriate, acquisition of daily living skills and functional vocational evaluation.  (b) Transition services for students with disabilities may be special education, if provided as specially designed instruction, or related services, if required to assist a student with a disability to benefit from special education.. "

17. Resources  http://www.nsttac.org/  www.ou.edu/zarrow www.ou.edu/zarrow  http://www.nichcy.org/EducateChildren/transition_adulthood/pages/s tudents.aspx  http://sde.state.ok.us/Curriculum/SpecEd/Secondary_Transition.html http://sde.state.ok.us/Curriculum/SpecEd/Secondary_Transition.html  http://www.breitlinks.com/careers/career_activities.htm http://www.breitlinks.com/careers/career_activities.htm  http://www.khake.com/page95.html http://www.khake.com/page95.html  http://home.swbell.net/jraneri/index.html http://home.swbell.net/jraneri/index.html  http://www.ahead.org/students-parents/transitions http://www.ahead.org/students-parents/transitions  http://www.dcdt.org/transitionresources.cfm http://www.dcdt.org/transitionresources.cfm  http://www.wtb.wa.gov/documents/2008-10careerguidewebview.pdf http://www.wtb.wa.gov/documents/2008-10careerguidewebview.pdf  http://www.ncwd-youth.info/topic  http://www.postitt.org/

18. Transition Elective Questions ~ Discussion

19. “Far and away the best prize that life has to offer is the chance to work hard at work worth doing.” Theodore Roosevelt Go Forth, Start Your Ripple…