All Roads Lead to Employment

1. Skills for Employment: Your GPS Guide 2013-2014 All Roads Lead to Employment PRESENTED BY: The Center for Change in Transition Services

2. Registration • Everyone participating in the webinar needs to complete the “Quiz” • CCTS will conduct a sound check at 2:30 and 2:40. We will begin at 2:45 and end by 3:45. • Use the “Chat Box” to type in questions and/or responses Thank you for joining us today!

3. Center for Change in Transition ServicesImproving post-school outcomes for students with disabilities in Washington stateSeattle UniversityOSPI State Needs Project This webinar is closed-captioned. To view the captioning click on the CC icon just above the video.

4. Raise your hand and wait to be called on by moderator Webinar Norms If you have a microphone, please keep it turned off until called on. You may ask questions by typing in the chat box or by raising your hand (if you have a microphone).

5. Where is the youth going? What skills does the youth presently have? How do we get the youth there? Your GPS Guide

6. Critical Interrelationship Quality IEPs (Indicator 1) Stay in School (Indicator 13) (Indicator 2) (Indicator 14) Graduate Positive Post-school Outcomes Modified from NSTTAC

7. Your GPS Guide: Agenda

8. Your GPS Guide…to post-school success Post-school data • Where are our students with disabilities going after high school?

9. Washington State PostschoolData 2010 - 2011 Higher Education 23.5% Not Engaged 36.1% Competitively Employed 25.7% Other Employment 10.1% Other Education/Training 4.6%

10. Washington Stateby Graduation Status

11. Washington Stateby Disability

12. Who are theNot Engaged Students In the Washington State This represents 10% of all the SLD students This represents 40% of all the ID students This represents 29% of all the EBD students

13. Who are theNot Engaged Students? In Washington State Gender 62% Male

14. Attempted Engagement 29% of the Not Engaged Students

15. Your GPS Guide…to post-school success What are Transition Services? How do I create a plan that will work for my students?

16. Definition of Transition Transition services are designed to be a coordinated set of activities for a child with a disability that is designed to be a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities What are some key words or phrases in this definition?

17. Definition of Transition including post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;

18. Definition of Transition is based on the individual child’s needs, strengths, preferences, and interest; and includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, when appropriate, acquisition of daily living skills and functional vocational evaluation. 20 U.S.C. § 1401(34)

19. Your GPS Guide…to post-school success Evidence-based in-school predictors How do I create a plan that will work for my students?

20. How do I create a planthat will work for my students? • What are the research-based transition services that I can use to increase post-school success? • What are some resources to help me create and implement the plan?

23. Skills for Employment • Emotional Intelligence • Self-Determination • Self-Advocacy • Independent Living • Supports for Employment • Your GPS Guide and the IEP

24. Transition-Rich IEPs Transition assessment and present level of achievement Measurable Postsecondary goals Designated Responsibility Annual Goals Annual activities and services, including course of study Mazzotti, V. (2007, January). Transition-rich IEPs. Fort Worth: TX as cited in Test, D. W. (2012). Evidence-based instructional strategies for transition. Baltimore, MD: Brookes Publishing

25. Questions to Consider • What particular skills and knowledge does the student already have in each of the areas of education and training, employment, and independent living? Walker, A. R., Fowler, C. H., Kortering, L. J. & Rowe, D. (2010). Transition Assessment Toolkit (2nd ed.). Charlotte, NC: National Secondary Technical Assistance Center

26. Questions to Consider • What knowledge and skills does the student still need to acquire to obtain these goals in education and training, employment, and independent living? How do we know or how can we determine the student’s current knowledge or skills as related to the PS Goals? Walker, A. R., Fowler, C. H., Kortering, L. J. & Rowe, D. (2010). Transition Assessment Toolkit (2nd ed.). Charlotte, NC: National Secondary Technical Assistance Center

27. CCTS Resources

28. Career Related Skills • Resources • My Next Move www.mynextmove.org • Ask JAN www.askjan.org

29. My Next Move

30. My Next Move

31. Ask JAN

33. Your GPS Guide…to post-school success Putting it All together

35. Flow Chart Postsecondary Education Goal: - based on assessments After graduation, Janice will enlist in the military. Present Levels of Performance: Currently, Janice is having difficulty following directions, per parent and teacher reports. Office records show that she has been given detention referrals at least once per month during the past year of school. Transition Service: Direct Instruction on regulating behavior as it relates to following directions. Annual Goal: Janice will increase her ability to follow directions without incident as measured by a decrease in office referrals from once per month to once per quarter, by June of this year.

36. Your GPS Guide…to post-school success Know where you are going

37. CCTS Webinar Goal To increase participant’s knowledge and skills with five research-based in-school predictors that will positively affect post-school outcomes.

38. What are your goals this year? • Parent Example: • To help my youth with (name skill here) • Teacher Example: • To use (resource name) with at least ## students. • Administrator: • To share (resource name)... • Increase use of (resource name)...

39. CCTS Contact Information Email: ccts@seattleu.edu Phone: 206.296.6494 http://www.seattleu.edu/ccts