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: NE Pryor (South)Team Leader: Allan King
Position:
Organization: DRS
Best Address:
Best Phone: Fax:
Best e-mail:
Team Member: Becky McCain
Position:
Organization: Claremore
Best Address:
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Team Member: Tracy Mootry
Position:
Organization: Inola
Best Address:
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Best e-mail: / Team Member: Billie Dillard
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Organization:
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Team Member: Penny Creekmore
Position:
Organization: Pryor-Mayes County Coop
Best Address:
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Team Member: Amanda Yuen
Position: special ed teacher
Organization: Oologah
Best Address:
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To include all members, use additional pages if necessary
Team Name: Debbie Brown
Position:
Organization: Inola
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Team Member: Nancy Berends
Position:
Organization: Chelsea
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Team Member: Lindsi Crawford
Position:
Organization: Kansas
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Best e-mail: / Team Member: Debbie Brown
Position:
Organization: Inola
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Team Member: Sheryl Bowman
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Organization: Kansas PS
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Team Member: Karen Tanner
Position:
Organization: Verdigris
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To include all members, use additional pages if necessary
Team Name: Marty Steidley
Position:
Organization: VR
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Team Member: Deana Lemons
Position:
Organization: Adair
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Position:
Organization: OU
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Best e-mail: / Team Member: Sandy Kissee
Position: Deaf and hard of Hearing Counselor
Organization: RS 45?
Best Address:
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Team Member: Dale Lemons
Position:
Organization: Inola
Best Address:
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Team Member:
Position:
Organization:
Best Address:
Best Phone: Fax:
Best e-mail:
To include all members, use additional pages if necessary
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:
By law, IEP must include measurable post-secondary goals, coordinated transition activities, course of study, etc. All IEPs include these components (regularly and consistently) although implementation may not be perfect.
Included in IEP but may not have data of implementation or outcomes
Quality of evidence—indicator 13 checklist, IEPs
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:
Work with VR, Workforce, therapists, other agencies and community members
Use appropriate resources given students’ needs and community availability
OTI allows for networking of neighboring schools to better communicate community resources and other transition needs and resources
Parent involvement could improve-may use surrogate, ask child to call parent, etc. Sometimes difficult to involve additional school staff.
Evidence available in IEP. May be difficult to immediately pull up (numerical) analysis of participation.
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:
Summary of Performance is a good time to teach students self-advocacy. Students should lead IEP meetings. Students must self-advocate in post-secondary education. Students attend and participate in IEPs as appropriate based on student strengths and abilities. Sometimes difficult for students to participate based on level of parent participation.
It is not yet systematic that students lead and participate in IEPs. Documentation of participation could be improved.
Would be helpful for IEP forms to include information about who led meeting (whether student or teacher did and what extent of participation)-possibly a checkmark on SEAs for administrators to pull up—does not necessarily have to be written on IEP.
A checklist of student participation in the IEP (or a checklist of how students can lead IEPs) would be helpful.
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:
Transition work program teaches life skills-picking up paychecks, handling money, attending work in a timely manner. Some team members have a need for tools to use in a severe/profound classroom. In Kansas, 2-3 hours of transition lessons on Fridays.
Documentation on IEPs of coordinated activities and progress.
Rating depends on classroom. Some teachers implement and teach life skills lessons daily but may not document progress frequently.
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:
DRS measure of success-working at a job they like to do.
Several hurdles to work-study: permission for referral, response from parent to DRS,
May be helpful for VR initial letter to have more detail so that parents are more likely to respond.
Resources: Voc-Rehab, Work Keys, OKCIS
Evidence: timesheets, Voc-Rehab plans, monthly progress reports
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:
We’re great.
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/ Immediacy1. 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) / · Required by law, therefore implemented consistently
· IEPs reflect all necessary components (coordinated activities, course of study, etc.)
· Indicator 13 checklist (also on SEAs—can easily create report) / · NONE! / none
2. Students, families, educators, and relevant service providers work together to plan and provide instruction and services. (from Student-Focused Planning practices) / · Diligent in contacting parents and encouraging involvement / · Improve parent involvement
· Improve data analysis and reporting
· Compile list/form of possible outside agencies or service providers
· Guide for outside agencies, DDSD to increase awareness / Form (checklist of agencies) / Medium Intermediate
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) / · Students regularly attend IEP meetings / · Adopt instructional material (ME!, imdetermined, etc)
· Checklist to monitor student leadership steps
· Increase teacher awareness (especially in middle grades) of necessity of self-determination and self-advocacy/create plan by grade level / Practice
Policy (middle grades transition)
Form (checklist)
Other
(guide/planfor teachers and policies) / High
Immediate
Practices / Current Strengths / Needs / Kind of Action / Priority/ Immediacy
4. Life skills development, including self-determination skills (from Student Development practices) / Please see #3. / Please see #3. / Please see #3. / Please see #3.
5. Employment and occupational skills development, including paid work experience (from Student Development practices) / · Well-documented
· Some schools implement job skills training / · Increase student participation
· Add more detail/information in contact letter from Voc-Rehab (bulleted list of services offered, simple language)
· Increase special ed teacher awareness (ex. Voc Rehab in-service)
· Increase implementation of job skills training / Form (VR contact letter)
Practice (sped teacher awareness) / Medium
Intermediate
Letter: Immediate
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) / · Resources: Rogers County Youth Coalition, VR
· Informing students (or parents as appropriate) about how to seek services in post-secondary education
· Informing students about legal rights (ADA vs. IDEA), appropriate accommodations, etc.
· Some schools (Verdigris and Chelsea) provide 3-year re-evals for seniors on IEPs. If district does not provide testing, VR will if they’re eligible.
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 PracticesFocus: Self-Determination/Self-Advocacy
Goal: Increase students’ self-determination and self-advocacy skills
Specific Goal-Related Activities / Person Responsible / Timeframe
1. Explore s-d instructional material (ME!, imdetermined, etc)
2. Distribute the leadership steps checklist to monitor student leadership steps (at IEP meetings)
3. Increase teacher awareness (especially in middle grades) of necessity of self-determination and self-advocacy
4. Teacher support: Create webpage (for NE Tech) with links to resources
5. Teacher support: Create transition folder/guide for
new teachers
6. Create sequenced plan by grade level / 1. Karen Tanner-Verdigris (presentation at team meeting)
2. Amanda Yuen-Oologah (will e-mail)
3. transition team
4. Karen/Amanda-website
5. Becky McCain
6. transition team / 1. By December 2010 meeting
2. By October 2010 mtg
3. 2010-2011 school year
4. by October 2010, phase 1
5. by December 2010 mtg, draft
6. by December 2010 mtg.
Outputs/Products / Expected Outcomes / Potential Indicators / Data Sources
· IEP student leadership checklist
· webpage
· grade level sequenced plan
· transition guide for new teachers / · increased teacher awareness
· increased student meaningful participation in IEP meetings
· improved communication within transition team / · %/# of students participating in IEP meetings
· # of teachers implementing transition curriculum/assessments
· # of webpage visits / · counter on website
· checklist (student leadership)
· # of hyperlinks listed on website
Additional stakeholders and/or TA needs: NE Tech
Student Development Practices
Focus: Employment
Goal: increase student participation in paid employment, including work study
Specific Goal-Related Activities / Person Responsible / Timeframe
1. modify VR contact letter
2. marketing plan for VR
3. identify possible work-sites in the community
4. increase parent involvement/response to VR contact letter and referrals / 1. Allan King and Marty Steidley, VR
2. Nancy Berends, Chelsea
3. transition team, Nancy Berends, coordinator
4. individual teachers / 1. By December 2010 mtg
2. By December 2010 mtg
3. By December 2010 mtg
4. By December 2010 mtg
Outputs/Products / Expected Outcomes / Potential Indicators / Data Sources
worksites
modified VR letter
marketing plan / increased # of worksites
increased parent response to VR contact letter
increased participation in VR programs / # of worksites
#/% of responses to VR contact letter
# of students participating in VR / work site records
original and modifed VR materials
student progress reports
Additional stakeholders and/or TA needs:
Oklahoma Team Planning Tool µ Part 3—Setting Goals and Planning September 2010 µ 11