Transition Center @ Mayfield Using the “EMPOWERMENT MODEL” Steve Hamilton & Laurie VanderPloeg...
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Transcript of Transition Center @ Mayfield Using the “EMPOWERMENT MODEL” Steve Hamilton & Laurie VanderPloeg...
![Page 1: Transition Center @ Mayfield Using the “EMPOWERMENT MODEL” Steve Hamilton & Laurie VanderPloeg Kent ISD.](https://reader035.fdocuments.net/reader035/viewer/2022062515/56649c9a5503460f94957451/html5/thumbnails/1.jpg)
Transition Center @ Mayfield
Using the“EMPOWERMENT MODEL”
Steve Hamilton & Laurie VanderPloegKent ISD
![Page 2: Transition Center @ Mayfield Using the “EMPOWERMENT MODEL” Steve Hamilton & Laurie VanderPloeg Kent ISD.](https://reader035.fdocuments.net/reader035/viewer/2022062515/56649c9a5503460f94957451/html5/thumbnails/2.jpg)
History
•How we got here!
• 3-5 year Plan to reach the Gold Standard
• Embedded in the Implementation Science framework
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Key Features
• Guiding Principles• Intentionality• Stakeholder Team Meetings• Individual Learning Plans• Personal Jigs• ICES vs Field Trips• Data Collection• End Game Matrix
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Guiding Principles
• The young adult voice is valued and respected• Services are driven by transition domain data• Young adults are provided services based on
identified need not eligibility criteria• Key stakeholders play a critical role• Services are efficient and cost effective• ALL staff engage and support ALL students
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Intentionality
• Individualized• Vision- self selected skills• ILP activities • ICES
• Paradigm shift for staff- Change how they see things, Change what they do!• Paradigm shift for students- Change how they see
things, Change what they do!
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Stakeholder Team Meetings
• Held 2-3 times per year• Develops short term vision and activities• Who is there?• Young Adult• Parent/Guardian• Peers• Community Agency• Staff• Others as identified
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Individual Learning Plans
• Developed by Stakeholder Team
• Drives individual student activities
• Reflects young adult voice
• Self selection of skills needed for meet vision
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Personal Jigs/Natural Community Supports
• Reduces dependence on the presence of another person to accomplish a desired task
• Specific to the needs and abilities of the young adult
• Young adult voice is critical in the development of the Jig
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ICES vs Field Trips
• Intentional community experiences are developed to use, practice or demonstrate skills learned
• Aligned with the postsecondary vision of the young adult
• Data collections is embedded in the ICES
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Data Collection
• Meaningful data
• Reviewed by the stakeholder, removes subjectivity
• Drives instruction and activities
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End Game Matrix
• Aligns with four transition domains• Identify
• Use
• Demonstrate
• Practice
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Support Required
• Kent ISD• Director of Special Education• Contracted Implementation Consultant
• GRPS Program Director/Supervisors• Classroom Staff
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Guiding Principles
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Key Features
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Individual Learning Plan (ILP) Form
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Preparation Form
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Data Collection Tool
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End Game Matrix – Daily Living Skills
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End Game Matrix – Employment
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End Game Matrix – Community Involvement
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End Game Matrix – Education and Training
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Discovery Staging Record – Page 1
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Discovery Staging Record – Page 2
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GRPS Employment Readiness Rubric – Page 1
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GRPS Employment Readiness Rubric – Page 2
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GRPS Employment Readiness Rubric – Page 3