ALL ROADS LEAD TO ALL ROADS LEAD TO EMPLOYMENTEMPLOYMENT

Skills for Employment: Your GPS Guide2013-2014

PRESENTED BY:The Center for Change in Transition Services

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1) Everyone participating in the webinar needs to complete the “Quiz”

2) CCTS will conduct a sound check at 2:30 and 2:40. We will begin at 2:45 and end by 3:45.

3) Use the “Chat Box” to type in questions and/or responses

Thank you for joining us today!

Center for Change Center for Change in Transition Servicesin Transition ServicesImproving post-school outcomes for students with disabilities in Washington state

Seattle UniversitySeattle UniversityOSPI State Needs ProjectOSPI State Needs Project

This webinar is closed-captioned. To view the captioning click on the CC icon just above the video.

This webinar is closed-captioned. To view the captioning click on the CC icon just above the video.

Raise your hand and wait to be called on by moderator

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YOUR GPS GUIDEYOUR GPS GUIDE1)Where is the youth going?2)What skills does the youth presently have?3)How do we get the youth there?

Modified from NSTTAC

Quality IEPs

Stay in School

Graduate

Positive Post-

school Outcomes

(Indicator 13)

(Indicator 2)

(Indicator 1)

(Indicator 14)

Critical InterrelationshipCritical Interrelationship

Your GPS Guide: AgendaYour GPS Guide: Agenda

POST-SCHOOL DATAPOST-SCHOOL DATA

Your GPS Guide…to post-school success

1)1) WHERE ARE OUR STUDENTS WHERE ARE OUR STUDENTS WITH DISABILITIES GOING WITH DISABILITIES GOING AFTER HIGH SCHOOL?AFTER HIGH SCHOOL?

Washington State PostschoolWashington State PostschoolData 2010 - 2011Data 2010 - 2011

Higher Education23.5%

Competitively Employed 25.7%

Not Engaged36.1%

Other Education/Training 4.6%

Other Employment 10.1%

Washington StateWashington Stateby Graduation Statusby Graduation Status

Washington StateWashington Stateby Disabilityby Disability

Who are theWho are theNot Engaged StudentsNot Engaged StudentsIn the Washington In the Washington

StateState

This represents 29% of all the EBD students

This represents 29% of all the EBD students

This represents 40% of all

the ID students

This represents 40% of all

the ID students

This represents 10% of all the SLD students

This represents 10% of all the SLD students

Who are theWho are theNot Engaged Students?Not Engaged Students?In Washington StateIn Washington State

62% Male

Gender

Attempted EngagementAttempted Engagement29% of the Not Engaged Students

WHAT ARE TRANSITION WHAT ARE TRANSITION SERVICES?SERVICES?

Your GPS Guide…to post-school success

2)2) HOW DO I CREATE A PLAN THAT HOW DO I CREATE A PLAN THAT WILL WORK FOR MY WILL WORK FOR MY STUDENTS?STUDENTS?

Definition of TransitionDefinition of TransitionTransition 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?

Definition of TransitionDefinition of Transition

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

Definition of TransitionDefinition 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)

EVIDENCE-BASED IN-EVIDENCE-BASED IN-SCHOOL PREDICTORSSCHOOL PREDICTORS

Your GPS Guide…to post-school success

2)2) HOW DO I CREATE A PLAN THAT HOW DO I CREATE A PLAN THAT WILL WORK FOR MY WILL WORK FOR MY STUDENTS?STUDENTS?

How do I create a planHow do I create a planthat will work for my that will work for my students?students?1) What are the research-based

transition services that I can use to increase post-school success?

2) What are some resources to help me create and implement the plan?

Predictor/Outcome Education Employment Independent Living

Career awareness X X

Community experiences X

Exit examination/ high school diploma

X

Inclusion in general education X X X

Interagency collaboration X X

Occupational courses X X

Paid Employment/ work experience X X X

Parental involvement X

Program of study X

Self-advocacy/ Self-determination X X

Self-care/ independent living X X X

Social skills X X

Student support X X X

Transition Program X X

Vocational Education X X

Work Study X

Predictor/Outcome Education Employment Independent Living

Career awareness X X

Community experiences X

Exit examination/ high school diploma

X

Inclusion in general education X X

Interagency collaboration X X

Occupational courses X X

Paid Employment/ work experience X X X

Parental involvement X

Program of study X

Self-advocacy/ Self-determination X X

Self-care/ independent living X X X

Social skills X X

Student support X X X

Transition Program X X

Vocational Education X X

Work Study X

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

Transition-Rich IEPsTransition-Rich IEPs

MeasurablePostsecond

arygoals

AnnualGoals

Designated Responsibility

Annual activities and services, including course of

study

Transition assessment andpresent level of

achievement

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

Questions to ConsiderQuestions to Consider

1) 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

Questions to ConsiderQuestions to Consider

2) What knowledge and skills does the student still need to acquire to obtain these goals in 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

How do we know or how can we determine the student’s current knowledge or skills as related to the PS Goals?

CCTS ResourcesCCTS Resources

Career Related SkillsCareer Related SkillsResources

◦My Next Move www.mynextmove.org◦Ask JAN www.askjan.org

My Next MoveMy Next Move

My Next MoveMy Next Move

Ask JANAsk JAN

PUTTING IT ALL PUTTING IT ALL TOGETHERTOGETHER

Your GPS Guide…to post-school success

Flow ChartFlow Chart

Postsecondary Education Goal: - based on assessmentsAfter 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.

KNOW WHERE YOU KNOW WHERE YOU ARE GOINGARE GOING

Your GPS Guide…to post-school success

CCTS Webinar GoalCCTS Webinar Goal

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

What are your goals this What are your goals this year?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)...

CCTS Contact InformationCCTS Contact Information

Email: ccts@seattleu.eduPhone: 206.296.6494

http://www.seattleu.edu/ccts