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: INDIAN CAPITAL-MUSKOGEETeam Leader: KELLY KAULAY
Position: SPED TEACHER
Organization: HILLDALE
Best Address: 121 SW 6TH, CHECOTAH, OK 74426
Best Phone: 918-843-0774 Fax:
Best e-mail: or
Team Member: CO-LEADER: JANET STOWERS
Position: SPED TEACHER
Organization: MUSKOGEE HIGH SCHOOL
Best Address: 27479 E. 705 RD., WAGONER, OK 74467
Best Phone: 918-798-5023 Fax:
Best e-mail:
Team Member: MARSHA REED
Position: DRS COUNSELOR
Organization: DRS
Best Address:
Best Phone: 918-781-4155 Fax: 918-781-4177
Best e-mail: / Team Member: TRACI BRADLEY
Position: SPED TEACHER
Organization: HILLDALE
Best Address: 300 SMITH FERRY RD.
Best Phone: 918-683-3253 Fax:
Best e-mail:
Team Member: KAREN GRACE
Position: SPED TEACHER
Organization: COWETA HIGH SCHOOL
Best Address: 14310 SOUTH 264TH E. AVE., COWETA
Best Phone: 918-486-4474 Fax: 918-486-1062
Best e-mail:
Team Member: DEREK FILLMORE
Position: COUNSELOR
Organization: DRS
Best Address:
Best Phone: 91 8-781-4171Fax:
Best e-mail:
To include all members, use additional pages if necessary
Team Name:
Team Leader:
Position:
Organization:
Best Address:
Best Phone: Fax:
Best e-mail:
Team Member: KAREN BRYAN
Position: ILS
Organization: OSB
Best Address: 3300 GIBSON, MUSKOGEE
Best Phone: 918-781-8200 Fax:
Best e-mail: K,
Team Member: KAREN REED
Position: COMPLIANCE OFFICER
Organization: OSB
Best Address: 3300 GIBSON
Best Phone: 918-781-8228 Fax: 918-781-8305
Best e-mail: / Team Member: SYLVIA STERLING
Position: SCHOOL PSYCHOLOGIST
Organization: OSB
Best Address:
Best Phone: 918-781-8200 EXT. 8293 Fax:
Best e-mail:
Team Member: TRESA DAVIS
Position: TEACHER
Organization: COWETA
Best Address:
Best Phone: Fax:
Best e-mail:
Team Member: NANCY RYAN
Position:
Organization: COWETA
Best Address:
Best Phone: 918-486-6103 Fax:
Best e-mail: [email protected].
To include all members, use additional pages if necessary
Oklahoma Team Planning Tool µ Team Information September 2010 µ 2
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
3 / DK 1 2 3 4
3
Description:
CONCENSUS THAT THE IEP’S ARE COVERING THE NEEDED AREAS OF TRANSITION AND INDICATOR 13 IS ALSO BEING UTILIZED. TEAM AGREED TO BRING HARD EVIDENCE TO SUPPORT OUR EXTENT IMPLEMENTED WITH EVIDENCE.
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
3 / DK 1 2 3 4
3
CONCENSUS ON THIS AREA BEING A STRENGTH: WE ARE WORKING TOGETHER WITH SERVICE PROVIDERS(VOC-REHAB, VO=TECH, SHELTERED WORKSHOPS IN THE COMMUNITIES, COLLEGES, ACT TESTING, ETC.
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
3 / DK 1 2 3 4
3
Description:
CONCENSUS THAT MOST STUDENTS ARE ATTENDING THEIR MEETINGS. WEAKNESSES/NEEDS INCLUDE SELF-DIRECTED IEP’S AND EARLY PREPARATION ON HOW TO INSTRUCT THE STUDENTS IN SELF-DIRECTED IEP’S AND THE TIME INVOLVED IN DOING THIS.
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
3 / DK 1 2 3 4
3
Description:
CONCENSUS THAT THIS IS A STRENGTH. USING DIFFERENT CURRICULM IN THE SELF-CONTAINED SETTINGS AND USING REG ED ELECTIVES FOR HIGHER FUNCTIONING STUDENTS. TEAM IS CURRENTLY WORKING WITH STUDENTS ON SELF-DETERMINTAION SKILLS.
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
4 / DK 1 2 3 4
4
Description:
CONCENSUS ON THIS BEING A STRENGTH. UTILIZING VOC-REHAB, REG ED ELECTIVES, AND VO-TECH ARE KEY ELEMENTS. STUDENTS ARE JOBBING-OUT @ VOTECH, PAID JOB TRAINING THRU VOC-REHAB, BUSINESS ELECTIVES OFFERED IN SCHOOLS.
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
4 / DK 1 2 3 4
4
Description: CONCENSUS THAT OUR IEP’S ARE COVERING THIS AREA SUFFICIENTLY. WE ARE UTILIZING OUTSIDE SERVICE PROVIDERS AND SCHOOL STAFF.
Oklahoma Team Planning Tool µ Part 1—Assessing Current Implementation September 2010 µ 5
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) / *ACCESSING COMMUNITY RESOURCES AND JOB TRANSITIONING (COMMUNITY SUPPORT)
*CURRENT SEAS FORMS ARE RELEVANT / *INCREASE OF ELECTIVE CHOICES IN THE CURRICULM THAT REFLECT THE CURRENT TRENDS AND PREFERENCES OF THE STDENT BODY, INCLUDING STUDENTS WITH SPECIAL NEEDS. / REGIONAL OTI MTG.
CAREER FAIR / 1
2. Students, families, educators, and relevant service providers work together to plan and provide instruction and services. (from Student-Focused Planning practices) / *SERVICE PROVIDERS ATTENDING MEETINGS
*STUDENTS ATTENDING MEETINGS / *INCREASE PARENT PARTICIPATION IN THE PLANNING PROCESS
*STUDENT TAKING A MORE ACTIVE ROLE IN PLANNING HIS/HER TRANSITIONING / REGIONAL
OTI MTG.
CAREER FAIR / 4
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) / *SOME SELF-DIRECTED IEP’S / *MORE SELF-DIRECTED IEP’S
*EARLIER TRAINING ON LEADING THEIR OWN IEP MEETINGS. / REG. OTI MTG.
CURRICULM / 2
Practices / Current Strengths / Needs / Kind of Action / Priority/ Immediacy
4. Life skills development, including self-determination skills (from Student Development practices) / *DLS ELECTIVE CLASSES
*SELF-DIRECTED IEP’S / *MORE SLEF-DIRECTED IEP’S
*FREE PROFESSIONAL DEVELOPMENT ON SCHOOL SITES / REG. OTI MTG
CURRICULM / 3
5. Employment and occupational skills development, including paid work experience (from Student Development practices) / *GOOD NETWORKING
*UTILIZING SERVICE PROVIDERS / *MORE REFERERALS FOR VOC-REHAB
*SOME SCHOOLS NEED COMMUNITY EMPLOYMENT OPPORTUNITIES FOR PAID EMPLOYMENT (ADMIN. ON BOARD) / REG OTI MTG.
GETTING OTHER STAFF ON BOARD / 6
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) / *REGIONAL OTI TEAM INCLUDES SOME OF THESE PROVIDERS
*CONTRACTED PERSONNEL IN PLACE / *ADDITIONAL LOW COST TRANSPORTATION FOR STUDENTS / REG. OTI MTG.
CAREER FAIR / 5
Oklahoma Team Planning Tool µ Part 2—Identifying Strengths and Needs September 2010 µ 7
Part 3: Setting Goals and Planning Student-Focused Planning Practices and Student Development Practices
Student-Focused Planning PracticesFocus: TRANSITION ACTIVITIES
Goal: TO INCREASE ADDITIONAL TRANSITIONAL OPPORTUNITIES FOR OUR STUDENTS
Specific Goal-Related Activities / Person Responsible / Timeframe
· HOST 2ND ANNAUL MUSKOGEE CAREER FAIR
· INVITE SERVICE PROVIDERS
· INVITE ALL STAKE-HOLDERS INCLUDING STUDENTS AND PARENTS
· DEVELOP ONE TRANSITIONAL ACTIVITY (EACH PIECE OF THE TEAM) / REGIONAL TRANSITIONAL TEAM MEMBERS / 6 MONTHS
JANUARY 2011
Outputs/Products / Expected Outcomes / Potential Indicators / Data Sources
LIST OF SERVICE VENDORS
FUTURE SHOCK / INCREASED ATTENDNACE / SIGN IN SHEETS / SIGN IN SHEETS
SPREAD SHEETS
Additional stakeholders and/or TA needs:
Student Development Practices
Focus: STUDENT SELF DIRECTED IEP’S
Goal: TO INCREASE FOCUS ON DEVELOPING OTI TEAM MEMBERS STUDENT SELF DIRECTEDIEP’S.
Specific Goal-Related Activities / Person Responsible / Timeframe
REGIONAL TEAM MEMBERS CONTACT ZARROW CENTER ABOUT INFORMATION ON SELF DIRECTED IEP’S.
OTI TEAM MEMBERS LOOK AT DIFFERENT WEBSITES FOR SELF DIRECTED IEP’S
OTI TEAM MEMBERS LOOK AT SELF DIRECTED IEP’S STAFF DEVELOPMENT TRAINING. / OEA / JAN. 6TH OTI REGIONAL MEETING-WAGONER 4:30
JAN. OTI REGIONAL MEETING
FEB. OTI REGIONAL MEETING
Outputs/Products / Expected Outcomes / Potential Indicators / Data Sources
WORKSHOPS
STAFF DEVELOPMENT
TRAINING / CURRICULM ALIGNS WITH SCHOOL DISTRICT AND LEA
TRAINING FOR TEACHERS / ADMINISTRATIVE APPROVAL
SIGN UP SHEETS
Additional stakeholders and/or TA needs:SUPPORT FROM FTE OR ZARROW CTR. REGARDING CURRICULM MATERIALS.
Oklahoma Team Planning Tool µ Part 3—Setting Goals and Planning September 2010 µ 9