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

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

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

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

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

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

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

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

9. Making it Happen • Accountability • Pass Standards • Technology Education Standards • Instructional Technology Standards • Information Literacy Standards • Personal Financial Literacy Standards • Social Studies Literacy Standards • Civics, Economics, and Government

10. Making It Happen • Class Synopsis • 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 • Curriculum Map • the enduring understandings and overarching goals • 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 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 Mappinghttp://www.sd104.s-cook.k12.il.us/ppt/cm-overview-bd.ppt#1

13. Sample Curriculum Map

14. You’ve Got It, Now What? • Curriculum • Free Stuff! • http://www.ncwd-youth.info/assets/guides/411/411_Disability_Disclosure_complete.pdf • http://www.familyvillage.wisc.edu/sp/trans.html#career • http://www.nichcy.org/InformationResources/Documents/NICHCY%20PUBS/st1.pdf • http://www.okcareertech.org/cac/Pages/resources_products/Career_Activity_files/11756CarActFile.pdf • http://education.ou.edu/zarrow/?rd=1 • http://www.khake.com/index.html • LCCE, • http://www.cec.sped.org/Content/NavigationMenu/ProfessionalDevelopment/ProfessionalTraining/LCCE/LCCE_what.htm • Me! • Contact OU Zarrow Center for Learning Enrichment • Student-directed Transition Planning Lessons • Contact OU Zarrow Center for Learning Enrichment • 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=2 • TECH-Now • Contact Rick DeRennaux @ DeRennaux@-hotmail.com. Or vist the site www.tech-now.biz

15. Support Your Curriculum • Transition Activities • http://www.ihdi.uky.edu/ktcp/materials/download%20version.ppt#1 • http://www.postitt.org/activities/index04.shtml#04 • www.spannj.org/transition/TransitionCD/.../transition/Sample%20Strategies.doc • www.wsti.org/documents/.../TransitionActivitiesforInstruction.doc • Assessments • OU Zarrow Center • Offers four free self-determination assessments • OKCIS – through Career Tech • Casey Life Skills – free on-line tool • Career Interest Inventory – available free on-line • Personality • http://www.udallas.edu/careers/assessments.cfm • http://www.soicc.state.nc.us/soicc/planning/self_assess_tools.htm • http://www.nycareerzone.org/graphic/assessment/index.jsp • http://www.mnsu.edu/cdc/students/undeclared/handbook/interests.pdf • Learning Styles • http://www.learning-styles-online.com/inventory/Memletics-Learning-Styles-Inventory.pdf • http://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; • (2) Is based on the individual student's needs, taking into account the student's preferences and interests; and • (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. • (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 • http://www.nichcy.org/EducateChildren/transition_adulthood/pages/students.aspx • http://sde.state.ok.us/Curriculum/SpecEd/Secondary_Transition.html • http://www.breitlinks.com/careers/career_activities.htm • http://www.khake.com/page95.html • http://home.swbell.net/jraneri/index.html • http://www.ahead.org/students-parents/transitions • http://www.dcdt.org/transitionresources.cfm • 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…