Transition CurriculumTransition Curriculum::Expanding Your Toolbox to Teach Transition Expanding Your Toolbox to Teach Transition

Knowledge and SkillsKnowledge and Skills

““YTP Statewide Conference” YTP Statewide Conference” Hood River, OregonHood River, OregonFebruary 19, 2009February 19, 2009

THE REALLY “BIG” IDEATHE REALLY “BIG” IDEA

Commit to what students need to “know”, Commit to what students need to “know”, “be”, and “do” in order to successfully “be”, and “do” in order to successfully transition from High School?transition from High School?

Commit to a method of learning about what Commit to a method of learning about what students KNOW and DON’T KNOW about students KNOW and DON’T KNOW about transition.transition.

When you know what a student knows and When you know what a student knows and doesn’t know, decide what to teach, how to doesn’t know, decide what to teach, how to teach it, where to teach it, and when to teach it, where to teach it, and when to teach it.teach it.

Choose methods to be individualized, Choose methods to be individualized, accountable and track progress. accountable and track progress.

Know, Be, and Do?Know, Be, and Do?

IDEA defines transition as a coordinated IDEA defines transition as a coordinated set of activities that promotes movement set of activities that promotes movement from school to post-school activities.from school to post-school activities.

Transition skills typically fall under domains Transition skills typically fall under domains such as: Employment, Independent Living, such as: Employment, Independent Living, Community Participation, Postsecondary Community Participation, Postsecondary Education.Education.

Every student is different with some Every student is different with some needing LOTS of teaching and learning needing LOTS of teaching and learning while others need only to be “pointed” in while others need only to be “pointed” in the right direction.the right direction.

IDEA 2004 Also Says:IDEA 2004 Also Says:

““Beginning not later than the first IEP to be Beginning not later than the first IEP to be in effect when the child turns 16, or in effect when the child turns 16, or younger if determined appropriate by the younger if determined appropriate by the IEP Team, and updated annually, IEP Team, and updated annually, thereafter, the IEP must include-thereafter, the IEP must include-(1) Appropriate measurable postsecondary (1) Appropriate measurable postsecondary goals based on goals based on age appropriate age appropriate transition assessmentstransition assessments related to related to training, education, employment, and, training, education, employment, and, where appropriate, independent living where appropriate, independent living skills” [skills” [§300.320(b)(1)].§300.320(b)(1)].

The “Slippery Slope”The “Slippery Slope”

What Are You Trying To Find What Are You Trying To Find Out?Out?

What Students What Students CAN DOCAN DO!! For example:For example: I can identify one or more possible careers that interest me.I can identify one or more possible careers that interest me. I can show that I have researched and gathered information about one or more I can show that I have researched and gathered information about one or more

careers that interest me.careers that interest me. I can show that I have explored one or more careers that are non-traditional for I can show that I have explored one or more careers that are non-traditional for

my gender, such as construction work for females and child care for males.my gender, such as construction work for females and child care for males. I can show that I have completed a career interest inventory.I can show that I have completed a career interest inventory. I can show that I have completed an informational interview with an employer.I can show that I have completed an informational interview with an employer. I can show that I have talked to a counselor, advisor, or other person about I can show that I have talked to a counselor, advisor, or other person about

jobs/careers.jobs/careers. I can demonstrate that I have participated in a job shadow.I can demonstrate that I have participated in a job shadow. I can show that I have participated in an unpaid work experience or done I can show that I have participated in an unpaid work experience or done

volunteer work (also called service learning or community service).volunteer work (also called service learning or community service). I can show that I have attended a career fair.I can show that I have attended a career fair. I can describe what academic skills, such as reading, writing, and math, are I can describe what academic skills, such as reading, writing, and math, are

needed to be successful in the careers that interest me.needed to be successful in the careers that interest me.

You Are Trying To Find Out You Are Trying To Find Out What Students: Know, Want What Students: Know, Want to BE, and Can DO!to BE, and Can DO! Another Example:Another Example: I can show that I have my own bank accounts can explain how to access and maintain my I can show that I have my own bank accounts can explain how to access and maintain my

accounts.accounts. I can responsibly manage cash in my possession.I can responsibly manage cash in my possession. I can demonstrate that I understand how to create and maintain a budget for living on my I can demonstrate that I understand how to create and maintain a budget for living on my

own.own. I can demonstrate my ability to pay bills correctly and on time using checks, money I can demonstrate my ability to pay bills correctly and on time using checks, money

orders, cash, and/or online payments.orders, cash, and/or online payments. I can compare prices in a store and make choices regarding what items to buyI can compare prices in a store and make choices regarding what items to buy I can explain the process of looking for a place to live.I can explain the process of looking for a place to live. I can show that I know how to apply for a place to live.I can show that I know how to apply for a place to live. I can demonstrate and/or explain how to keep a safe and clean living space.I can demonstrate and/or explain how to keep a safe and clean living space. I can explain when and how to contact emergency services such as police, fire, and I can explain when and how to contact emergency services such as police, fire, and

ambulanceambulance I can explain when and how to contact a landlord or apartment manager.I can explain when and how to contact a landlord or apartment manager. I can describe how to handle conflicts with neighbors and how to be a good neighbor to I can describe how to handle conflicts with neighbors and how to be a good neighbor to

those who live near me.those who live near me. I can describe what community and supplemental services are available to me and how to I can describe what community and supplemental services are available to me and how to

access them.access them. I can create a weekly menu and shopping list using what I know about nutrition and I can create a weekly menu and shopping list using what I know about nutrition and

healthy eating.healthy eating. I can describe how food is properly stored, what needs to be refrigerated, how to properly I can describe how food is properly stored, what needs to be refrigerated, how to properly

cook things like meat and fish, if needed, how to read expiration dates, and how to tell if cook things like meat and fish, if needed, how to read expiration dates, and how to tell if food is bad.food is bad.

Know, Be, and Do Part 2?Know, Be, and Do Part 2?

Other ways of assessing:Other ways of assessing: http://www.caseylifeskills.org/ http://www.proedinc.com/ http://spot.pcc.edu/~rjacobs/career/new_page_2.htm http://thedesk.info/myplan/

How and Where do students learn to How and Where do students learn to know, be, or do?know, be, or do? In 1:1 interventionsIn 1:1 interventions In small groupsIn small groups Where every other student learnsWhere every other student learns Where is the best place? Where is the best place? Can the assessment process help you Can the assessment process help you

figure that out?figure that out?

More on HOW?More on HOW?

Every student has to meet Essential Skills that are Every student has to meet Essential Skills that are now merged into Career Related Learning now merged into Career Related Learning Standards (CRLS). What are they?Standards (CRLS). What are they? http://www.ode.state.or.us/teachlearn/certificates/http://www.ode.state.or.us/teachlearn/certificates/

diploma/es-crls-merger.pdfdiploma/es-crls-merger.pdf My students need 1:1 or small group specially My students need 1:1 or small group specially

designed instruction. What curriculum is available?designed instruction. What curriculum is available? http://www.stanfield.com/sch2wk.htmlhttp://www.stanfield.com/sch2wk.html http://www.proedinc.com/ http://www.proedinc.com/ http://www.caseylifeskills.org/pages/res/http://www.caseylifeskills.org/pages/res/

res_ACLSAGuidebook.htmres_ACLSAGuidebook.htm http://www.ncset.org/publications/mfmp.asphttp://www.ncset.org/publications/mfmp.asp http://www.uncc.edu/sdsp/curriculum_components.pdfhttp://www.uncc.edu/sdsp/curriculum_components.pdf

How to Individualize How to Individualize and be and be

AccountableAccountable Present Level of Performance ExamplePresent Level of Performance Example

Following administration of a Transition Skills Survey in the area Following administration of a Transition Skills Survey in the area of Learning to Work, three (3) areas emerged as priorities for of Learning to Work, three (3) areas emerged as priorities for Angela. These areas are items in which she scored as “Not Like Angela. These areas are items in which she scored as “Not Like Me” (vs. “Somewhat Like Me” and “Very Much Like Me”) and Me” (vs. “Somewhat Like Me” and “Very Much Like Me”) and indicated in a follow-up interview, that she was interested in indicated in a follow-up interview, that she was interested in gaining skill or being involved in activities to make progress in gaining skill or being involved in activities to make progress in these areas having to do with Learning to Work. Angela indicated these areas having to do with Learning to Work. Angela indicated that she (1.) does not know how to match her strengths and that she (1.) does not know how to match her strengths and interests to a career that may interest her. Her diagnosis of interests to a career that may interest her. Her diagnosis of Attention Deficit contributes to her struggle with sequencing Attention Deficit contributes to her struggle with sequencing information so it ends up making sense and being relevant to information so it ends up making sense and being relevant to her. Angela also identified that she (2.) cannot describe how her her. Angela also identified that she (2.) cannot describe how her disability might affect job performance. Another area of need for disability might affect job performance. Another area of need for Angela is (3.) being able to name things to do to be a more Angela is (3.) being able to name things to do to be a more responsible worker. Because she can be impulsive, Angela has responsible worker. Because she can be impulsive, Angela has lower evaluations in her in-building Work Experience. Angela is lower evaluations in her in-building Work Experience. Angela is interested in attending community college after she graduates interested in attending community college after she graduates and would prefer to be a Vet Tech or a Certified Nurses and would prefer to be a Vet Tech or a Certified Nurses Assistant. If she can handle the academic demands, she might Assistant. If she can handle the academic demands, she might like to pursue becoming a Licensed Practical Nurselike to pursue becoming a Licensed Practical Nurse ..

Getting it into the PLAN!Getting it into the PLAN!

One of Angela’s IEP goals could beOne of Angela’s IEP goals could be Angela will successfully identifies 3 personal interests, Angela will successfully identifies 3 personal interests,

3 strengths and 2 weaknesses that might impact her 3 strengths and 2 weaknesses that might impact her ability to work in a health related occupationability to work in a health related occupation

AND/ORAND/OR Angela will list (in writing or verbally) 3 ways that her Angela will list (in writing or verbally) 3 ways that her

disability will challenge her on a job and 3 ways that disability will challenge her on a job and 3 ways that her disability may be of benefit.her disability may be of benefit.

OR WHAT IF ANGELA HAD MORE SIGNIFICANT OR WHAT IF ANGELA HAD MORE SIGNIFICANT DISABILITIES?DISABILITIES?

Using picture cues, Angela will follow 4-5 step Using picture cues, Angela will follow 4-5 step instructions by the end of the year utilizing the system instructions by the end of the year utilizing the system independently 90% of the time as evaluated by a work independently 90% of the time as evaluated by a work experience supervisor, staff, or employer.experience supervisor, staff, or employer.

SO WHAT?SO WHAT?

What did that previous slide What did that previous slide have to do with anything?have to do with anything? Assessment will reveal things that need to be Assessment will reveal things that need to be

learned.learned. Things that need to be learned end up in the Things that need to be learned end up in the

PLAN!PLAN! If it’s in the PLAN, then someone has to figure If it’s in the PLAN, then someone has to figure

out what to teach, how to teach it, where it will out what to teach, how to teach it, where it will be taught, and when it will be taught.be taught, and when it will be taught.

What, How, Where, and When are simply tools.What, How, Where, and When are simply tools. The The criticalcritical commitment is to value the teaching commitment is to value the teaching

of transition knowledge and skills as a starting of transition knowledge and skills as a starting point.point.

For More InformationFor More InformationContact:Contact:

Peter FitzGeraldPeter FitzGeraldYouth Transition ProgramYouth Transition Program

Technical Assistance Technical Assistance ProviderProvider

(503) 522-6973(503) 522-6973petefitz@q.com petefitz@q.com