How Can I Do All of This AND Teach Required Skills?

1. How Can I Do All of This ANDTeach Required Skills? Amber McConnell University of Oklahoma Zarrow Center for Learning Enrichment Web: http://education.ou.edu/zarrow/ Email: ambermcc@ou.edu

2. You Are Not Alone! • Contact General Education Teachers to inquire transition skills taught within their curriculum (i.e., sample resumes, financial planning, mock interviews, cooking, job shadowing, vo-tech, shop, computer skills, etc.) • Engage other service providers. • Involve young adults and parents. • Work closely with your Vocational Rehabilitation Counselors.

3. You Are Not Alone • Collaborate with teachers from grades 8-12 to create a transition activity timeline. • Students can begin a portfolio in 8th grade to be passed to the next teacher. By the student’s graduation he/she will have resumes, letters requesting services, and the Summary of Performance to take with them.

4. Transition Models in Oklahoma • Model 1 for transition assessments • Transition Assessments are given during the first week of school. • Generally few grades are taken • Special Educators will get to know monitor students • Computer labs are generally open • Team up with other Special Educators in your building to assist with group assessments.

5. Transition Models in Oklahoma • Model 2 for transition assessments • Transition Assessments given once per nine weeks • Students and teachers will know ahead of time that class time will be missed • This will allow students to participate in four transition assessments per year • Great way to incorporate move-in students

6. Transition Models in Oklahoma • Model 3 for transition assessments • One to two day marathon session • Some schools will team up with local churches or community centers. • A quick game of basketball can be used as a break between transition assessments. • Invite the Vocational Rehabilitation Counselor to give a short presentation of how he/she can help

7. Transition Models in Oklahoma • Model 4 • Transition class as an elective • This could be a required elective for Freshmen and Juniors with or without disabilities • Students would spend a semester learning skills to assist with employment, daily living, and postsecondary training. • Students could have a transition portfolio as a end result.

8. Transition Models in Oklahoma • Model 5 • Transition skills and assessments for all students • Implement a TAP or TAA (Teachers As Advisors) program • Use one DEAR (Drop Everything and Read) session per month to give assessments and teach transition curriculum. • Create your own Model to fit the needs of your school

9. What can teachers do? • Curriculum should be aligned with postsecondary goals to show connections between what is being taught at school and the postsecondary goal of the student. This will promote an interest in learning causing the student and family to value education and support the student’s need for self-determination skills(Hardre & Reeve, 2003).

10. Cross-Curricular Sample Transition Activities English • Compose a letter to request services from his/her Voc Rehab Counselor • Compose a letter of resignation • Research a successful person with a similar disability and write a biography describing how the disability impacted this person and how this person’s life will impact the student.

11. Cross-Curricular Sample Activities Math • Consumer Jungle • http://www.consumerjungle.org/ • FREE online curriculum to teach students about interest rates, household budgeting, credit reports and more. • Use equations to teach students total price of house and cars at the end of a loan.

12. Math Cont… • Complete a practice FAFSA • Complete Practice Income Tax forms • Explain SSI (Social Security Income) requirements • www.moneyskill.org • Free! Self-paced curriculum • Student progress is recorded in online grade book.

13. Cross-Curricular Sample Activities Science • A day in the life of….. • http://teachersnetwork.org/readysettech/solano/ • Students interview someone in the field of Sports Medicine (or any Science career) • Example questions and full curriculum is available FREE online

14. Cross-Curricular Sample Activities Social Studies • Government/U.S. History/World History • Explain the history of Special Education and the past treatment of persons with disabilities. • Many people have fought for the valuable right for persons with disabilities and our students should understand there rights • Explain the Three most important laws for persons with disabilities • Section 504 • IDEA • ADA

15. Social Studies Cont.. • Register to vote • Fill out form for portfolio • Other Important Disability Laws • Air Carrier Access Act • Architectural Barriers Act • Fair Housing Act • Telecommunications Act

16. Cross-Curricular Sample Activities Computer Technology • Have the students develop E-Invites to attend his/her IEP meeting • Make a spreadsheet of Name, email, address and phone numbers of organizations or contact people such as: • Voc Rehab Counselor • Extension Service Agents • Transportation representative • Tech Centers • Local Utility Providers

17. Teacher Perceptions of Self-Determination • A survey of teachers revealed Special Educators view self-determination skills as important • Over half of these teachers reported Self-Determination goals were NOT included on the IEP (Wehmeyer, Agran, & Hughes, 2000)

18. Why is this? • Teachers are often unaware of existing curriculum available • Current pressure to focus on core academic curriculum due to high stakes testing • Some teachers express beliefs that Self-Determination instruction is not appropriate for all students (Wehmeyer, Agran, & Hughes, 2000)

19. Where do families fit in the transition planning process? • Families should be carefully considered during this process to properly reflect the beliefs, values, and expectations of the child’s culture (Franklin, et al. 2004). • Educators are encouraged to inquire how the transition process coincides with family and cultural values by increasing family involvement. Educators’ assumptions, attitudes and behaviors often alienate parent in the transition process (Kohler & Field, 2003).

20. What we should consider when working with parents • Parents trust us with the most precious thing in their life – their child. • To educate the whole child we need to work in partnership with the parents. • 100% of parents want the very best for their children. • Research is very clear that the best situation for the child is when parents and teachers work well together.

21. Why is Family involvement important? • Family involvement in a student’s education can improve school attendance, increase the likelihood of the student attending postsecondary education, assessment scores, and improve student self-esteem and confidence (Blackorby & Wagner, 1996).

22. Oklahoma Parents Center • http://www.oklahomaparentscenter.org/ • Offer trainings around the state including: • Basic Rights • IEP • Transition to Adulthood • Section 504 • Bullying Prevention

23. Student-Centered Transition • Transition pages of IEP must reflect student interests, preferences, strengths, skills, and limits. • Students (at least by 16 years of age, or 14 in about half the states) and families, in addition to teachers, must provide input.

24. Examples of Student Centered Transition Curricula

25. My Future, My Plan • Designed to motivate and guide students with disabilities and their families for life after high school • Promotes positive self-determination and self-advocacy • Assists students, parents, and professionals to make the transition planning process more effective.

26. My Future, My Plan • Consists of 13 chapters of transition planning lessons which can easily be aligned to Oklahoma Pass skills. • Chapters include: • Your Life After High school • Be Your Own Advocate • Your Rights and Responsibilities • Your IEP and Transition Team • Paperwork and Records • Money Management • Working with Vocational Rehabilitation.

27. My Future, My Plan • Students have the opportunity to practice writing letters to request records and services. • Upon completing this curriculum each student should have a portfolio with all documents needed to apply for services at a postsecondary school, community organization, or employment.

28. My Future, My Plan Sample Chapter 1

29. My Future, My Plan • The curriculum provides easy to read information for parents in the Parent, Family Member, and Teacher guide. • Each section of the guide corresponds with the student chapters and gives parents a better sense of how they can support students in reference to the chapter topic.

30. My Future, My Plan • Supplements for parents include a script for phone interviews with service providers. • Excerpt: • “Hello, my name is ______. I am the parent of a young adult who is interested in your services. I learned about your organization from _____ , and I would like to know more about the services you offer. Who in your organization should to speak to?”

31. My Future, My Plan • The curriculum also provides sample letters to assist parents in communication with teachers, administrators, and other service providers.

32. My Future, My Plan • Sample letters for parents included are: • How to discuss a problem • Request an initial evaluation for special education services. • Request a meeting to review the IEP • Request a change of placement • Request an independent evaluation • Request a due process hearing • Write a follow-up letter • Give positive feedback

33. My Future, My Plan • Cost: $65.00 • 109 Pattee Hall • 150 Pillsbury Dr. SE • Minneapolis, MN 55455 • http://ici.umn.edu/products • (612)624-4512

34. Student-Directed Transition Planning • This curriculum is FREE and is easily aligned to the Oklahoma Pass Skills! • All lessons and associated materials can be found athttp://education.ou.edu/zarrow/ click on Transition Education Materials • All lessons include a Powerpoint presentation and a teacher’s guide

35. All lessons and associated materials can be found at http://education.ou.edu/zarrow/ click on Transition Education Materials

36. Student-Directed Transition Planning • Consists of Eight Lessons: • Awareness of Self, Family, Community, and Disability • Terms and Concepts for Transition Planning • Vision for Employment • Vision for Further Education • Vision for Adult Living • Course of Study • Connecting with Adult Supports and Services • Putting It All Together: The Summary of Performance

37. Student-Directed Transition Planning • Pre and Post assessment tools are available in multiple choice and True/False Formats • PowerPoint presentations are available for each lesson FREE to download and modify for your convenience • Pre and Post Student, Parent, and Teacher versions of Self-Efficacy Assessment

38. Student-Directed Transition Planning • This curriculum REQUIRES parent/guardian involvement • Generates meaningful interactions with adults and agencies to enhance self-determination • Upon completing the program, students will be able to lead their own IEP meetings!

39. Student-Directed Transition Planning Examples

40. Script to lead IEP

41. Script to Lead IEP

42. Script to Lead IEP

43. Self-Efficacy Scale

44. Self-Directed IEP • Multi-media Lesson Package IEP Teaches students to become active participants of their IEP team!

45. Active Participation and Leadership of the IEP process is a wonderful way to teach self-advocacy!

46. Self-Directed IEP Steps • 1. Begin meeting by stating the purpose • 2. Introduce everyone • 3. Review past goals and performance • 4. Ask for others' feedback • 5. State your school and transition goals • 6. Ask questions if you don't understand • 7. Deal with differences in opinion • 8. State what support you'll need • 9. Summarize your goals • 10. Close meeting by thanking everyone • 11. Work on IEP goals all year

47. Self-Directed IEP (ChoiceMaker) • Sopris West • 4093 Specialty Place • Longmont, CO 80504 • Phone: (303) 651-2829 • Fax: (888) 819-7767 • www.sopriswest.com Cost: $12.95 for 25 copies

48. How Do We Do This? With Help From Others!

49. Questions? Contact Information: Amber McConnell University of Oklahoma Zarrow Center for Learning Enrichment Web: http://education.ou.edu/zarrow/ Email: ambermcc@ou.edu