Section B: Planning Template

Team Planning Tool for Student-Focused Planning Practices and

Student Development Practices

2010 Oklahoma Transition Institute

September 14 - 16, 2010

Norman, OK

2

2010 Oklahoma Transition Institute Team Planning Tool « Team Information

Team Name: Owasso Area Transition Team
Team Leader: Esther Watkins
Position: Vocational Counselor
Organization: DRS
Best Address: 125 N Greenwood, Ste 300, Tulsa, OK 74120
Best Phone: (918) 812-0269 Fax: (918) 508-2634
Best e-mail:
Team Member: Rhonda Heller
Position: SPED Coordinator - Secondary
Organization: Owasso Public Schools
Best Address: 202 E Broadway, Owasso, OK 74055
Best Phone: (918) 272-8349 Fax: (918) 274-3043
Best e-mail:
Team Member: Kathy Curtis
Position: Director of Student Services
Organization: Owasso Public Schools
Best Address: 1501 N Ash, Owasso, OK 74055
Best Phone: (918) 272- 8021 Fax: (918) 272-8021
Best e-mail: / Team Member: Susan Teague
Position: School Psychologist
Organization: Owasso Public Schools
Best Address: 202 E Broadway, Owasso, OK 74055
Best Phone: (918) 272-8041 Fax: (918) 274-3043
Best e-mail:
Team Member: Sherita Brown
Position: Transitional Work Adjustment Instructor
Organization: Goodwill Industries of Tulsa
Best Address: 2800 SW Blvd, Tulsa, OK 74157
Best Phone: (918) 584-7291 ext. 297 Fax:
Best e-mail:
Team Member: Alana Nowak
Position: SPED Teacher
Organization: Owasso 8th GC
Best Address: 7711 N 120th E Ave, Owasso, OK 74055
Best Phone: (918) 289-3457 Fax:
Best e-mail:
To include all members, use additional pages if necessary
Team Name: Owasso Area Transition Team
Team Member: Melisa Goodwin
Position: SPED Teacher
Organization: Owasso 7th GC
Best Address: 1400 N Main, Owasso, OK 74055
Best Phone: (918) 734-5321 Fax:
Best e-mail:
Team Member: Karla Crawford
Position: SPED Teacher
Organization: Skiatook Public Schools
Best Address: 355 S. Osage, Skiatook, OK
Best Phone: (918) 724-3123 Fax: (918) 396-5722
Best e-mail:
Team Member: Monica Sanders
Position: SPED Teacher
Organization: Skiatook Public Schools
Best Address: 355 S. Osage, Skiatook, OK 74070
Best Phone: (918) 637-6998 Fax:
Best e-mail: / Team Member: Stephani Barger
Position: SPED Teacher
Organization: Owasso Mid High
Best Address: 8801 N 129th E. Ave, Owasso, OK 74055
Best Phone: (918) 274-3008 Fax:
Best e-mail:
Team Member: Lee Ann Smith
Position: SPED Teacher
Organization: Collinsville Public Schools
Best Address: 2400 W. Broadway, Collinsville, OK 74021
Best Phone: (918) 261-7556 Fax:
Best e-mail:
Team Member: Sandy Keesee
Position: Vocational Rehabilitation Specialist
Organization: DRS
Best Address: 8740 E 11th St, Ste F
Best Phone: (918) 836-5556 Fax: (918) 835-2358
Best e-mail:
To include all members, use additional pages if necessary
Team Name: Owasso Area Transition Team
Team Member: Elaine McGoffin
Position: Special Service Director
Organization: Skiatook Public Schools
Best Address: 355 S. Osage, Skiatook, OK 74070
Best Phone: (918) 396- 1792 ext.107 Fax: (918) 396-1799
Best e-mail:
Team Member: Cherie Scudamore
Position: SPED Teacher
Organization: Owasso 7th Grade Center
Best Address: 1400 N Ash, Owasso, OK 74055
Best Phone: (918) 272-8047
Best e-mail:
Team Member: Nicole Ketcher
Position: SPED Teacher
Organization: Sperry Public Schools
Best Address: P O Box 610, Sperry, OK 74073
Best Phone: (918) 288-7213
Best e-mail: / Team Member: Laura O’Neil
Position: SPED Teacher
Organization: Sperry Public Schools
Best Address: P O Box 610, Sperry, OK 74073
Best Phone: (918) 284-8336
Best e-mail:
Team Member: Don Seawright
Position: SPED Teacher
Organization: Sperry Public Schools
Best Address: P O Box 610, Sperry, OK 74070
Best Phone: (918) 944-1001
Best e-mail:
Team Member: Sherita Brown
Position: Transitional Work Adjustment Instructor
Organization: Goodwill Industries of Tulsa
Best Address: 2800 SW Blvd, Tulsa, OK 74157
Best Phone: (918) 584-7291 ext 297
Best e-mail:

Oklahoma Team Planning Tool µ Team Information September 2010 µ 3

Part 1: Assessing Current Implementation Student-Focused Planning Practices and Student Development Practices

Practices

/

Extent Implemented

/

Extent/Quality of Evidence

1.  Students’ IEPs include coordinated transition activities and services (e.g., instruction, community experiences, etc.), including a course of study, that will enable them to achieve their post-school goals. (from Student-Focused Planning practices)
Related Breakout Sessions:
«  Developing Transition Activities: Students and Families (LeFrancois and Oliver)
«  Summary of Performance and Self-Directed Transition Planning (Sylvester)
«  A Framework for Supporting Individuals with Autism (Daman and Smith)
«  Teaching Transition Education Skills in an Inclusive High School Classroom (Sears and Farley)
«  What Students Need to be Taught Before They Graduate (North) / DK 1 2 3 4 / DK 1 2 3 4
Description:
2.  Students, families, educators, and relevant service providers work together to plan and provide instruction and services. (from Student-Focused Planning practices)
Related Breakout Sessions:
«  Parent Involvement and Self-Advocacy in Transition (Burzio)
«  Student Involvement in the IEP and Transition Planning Process (Martin)
«  Involving Parents of Elementary Students in the Transition Planning Process (Hilborn)
«  Understanding DRS and Services (Osborn and Lucas)
«  Community Resources for an Effective Transition (Bruce and Garner) / DK 1 2 3 4 / DK 1 2 3 4
Description:

Practices

/

Extent Implemented

/

Extent/Quality of Evidence

3.  Students are prepared to participate and do participate meaningfully in development of their IEP and in their IEP meeting. (from Student-Focused Planning practices)
Related Breakout Sessions:
«  Student Involvement in the IEP and Transition Planning Process (Martin)
«  Summary of Performance and Self-Directed Transition Planning (Sylvester)
«  Outside the Box: Community Based Work Experiences after High School (Blose and Smith) / DK 1 2 3 4 / DK 1 2 3 4
Description:
4.  Life skills development, including self-determination skills (from Student Development practices)
Related Breakout Sessions:
«  Creating Transition Electives (Heller and Teague)
«  Empowerment, Independence, and Equal Access: Students with Disabilities in Postsecondary Education (Cheng)
«  Lessons Learned: Beginning a Transition Program (Parker and Cook)
«  Person-Centered Thinking (Long and Randle)
«  Tools for Developing Self-Determined Students (Cantley, McConnell, and Little)
«  Teaching Transition Education Skills in an Inclusive High School Classroom (Sears and Farley)
«  Transition in Mid-Del Schools (Winkle, Wilson, and Hurt)
«  What Students Need to be Taught Before They Graduate (North) / DK 1 2 3 4 / DK 1 2 3 4
Description:
Practices / Extent Implemented / Extent/Quality of Evidence
5.  Employment and occupational skills development, including paid work experience (from Student Development practices)
Related Breakout Sessions:
«  Creating Transition Electives (Heller and Teague)
«  Transition Made Easy…(ier): Computer Applications & Entrepreneurial Projects via Tech Now (DeRennaux)
«  How to Prepare 9th and 10th Grade Students for Career Tech (Eason)
«  Lessons Learned: Beginning a Transition Program (Parker and Cook)
«  Transition in Mid-Del Schools (Winkle, Wilson and Hurt)
«  What Students Need to be Taught Before They Graduate (North) / DK 1 2 3 4 / DK 1 2 3 4
Description:
6.  Identification and provision of support services that foster students’ skill development and achievement of post-school goals (e.g., environmental adaptations; accommodations; related services such as AT, OT; etc.) (from Student Development practices)
Related Breakout Sessions:
«  Empowerment, Independence, and Equal Access: Students with Disabilities in Postsecondary Education (Cheng)
«  Understanding DRS and Services (Osborn and Lucas)
«  Community Resources for an Effective Transition (Bruce and Garner)
«  NIMAS: Providing Accessible Materials for Students with Print Disabilities (Jaco and Stinnett) / DK 1 2 3 4 / DK 1 2 3 4
Description:

Oklahoma Team Planning Tool µ Part 1—Assessing Current Implementation September 2010 µ 6

Part 2: Identifying Strengths and Needs Student-Focused Planning Practices and Student Development Practices

Practices / Current Strengths / Needs / Kind of Action / Priority/ Immediacy
1.  Students’ IEPs include coordinated transition activities and services (e.g., instruction, community experiences, etc.), including a course of study, that will enable them to achieve their post-school goals. (from Student-Focused Planning practices) / Focused monitoring for transition helped facilitated improvements in paperwork and services.
Communication within the district and team. / More student involvement in the transition planning process and documentation.
Transition portfolio to track transition assessments and other documentation.
2.  Students, families, educators, and relevant service providers work together to plan and provide instruction and services. (from Student-Focused Planning practices) / Availability of VR counselor to meet with teachers, parents and students. / Better communication between students, families and service providers.
More active student involvement in the planning process.
More participation in the transition fair and more active role by students.
3.  Students are prepared to participate and do participate meaningfully in development of their IEP and in their IEP meeting. (from Student-Focused Planning practices) / We have a variety of resources and information available. / We need to use those resources more consistently across the grades.
Create a timeline of student expectations for their participation in the transition process.
Practices / Current Strengths / Needs / Kind of Action / Priority/ Immediacy
4. Life skills development, including self-determination skills (from Student Development practices) / We have a variety of programs available to meet the needs of students. / We need to emphasize the self-determination and self-advocacy aspects of life skills.
5. Employment and occupational skills development, including paid work experience (from Student Development practices) / We have several programs and work sites available. / Continue to expand the number and variety of opportunities that are appropriate to student’s of all ability levels.
6. Identification and provision of support services that foster students’ skill development and achievement of post-school goals (e.g., environmental adaptations; accommodations; related services such as AT, OT; etc.) (from Student Development practices) / We involve the service providers (OT, PT, SLP) at the job sites to make recommendations. / More systematic method for evaluating addressing the student’s AT needs in post-secondary settings.

Oklahoma Team Planning Tool µ Part 2—Identifying Strengths and Needs September 2010 µ 8

Part 3: Setting Goals and Planning Student-Focused Planning Practices and Student Development Practices

Student-Focused Planning Practices
Focus: Meaningful student involvement in the transition process
Goal: Increase the number of students who are self-advocating with adults (school, home, and community).
Specific Goal-Related Activities / Person Responsible / Timeframe
Develop a timeline of student responsibilities in the transition planning process.
Identify the data that needs to be collected and develop a process for collecting it.
Communicate the vision to secondary SPED staff. / Transition Team
Transition Team
Transition Team / December, 2010
December, 2010
January, 2011
Outputs/Products / Expected Outcomes / Potential Indicators / Data Sources
Written timeline of student responsibilities
Data collection process / Increase meaningful student participation and self-advocacy.
Documentation of student participation. / Number of students participating in the IEP / Results of data collection
Additional stakeholders and/or TA needs:
Student Development Practices
Focus: Help students identify supports needed to be successful in the community setting (work, leisure).
Goal: Increase the number of students who can identify 3 community based supports that are relevant to their specific needs.
Specific Goal-Related Activities / Person Responsible / Timeframe
Teachers will implement classroom activities that help students identify the agencies that can provide support for their individual needs. / Transition Team and SPED teachers / May, 2011
Outputs/Products / Expected Outcomes / Potential Indicators / Data Sources
Sample classroom activities / Increase student awareness of community based supports. / Number of agencies our students can identify. / Teacher report
Life skills assessments
Additional stakeholders and/or TA needs:

Oklahoma Team Planning Tool µ Part 3—Setting Goals and Planning September 2010 µ 10