Team Planning Tool for Student-Focused Planning Practices And

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 2010 Oklahoma Transition Institute Team Planning Tool  Team Information

Team Name: Pontotoc Team Member: Cindy Bowling Team Leader: LaDeana Andrews Position: Parent, Pre Service Teacher Position: Organization: N/A Organization: Best Address: 14749 CR 3430, Stratford, OK 74872 Best Address: Best Phone: 580-759-2131 Fax: Best Phone: Fax: Best e-mail: [email protected] Best e-mail: Team Member: Joe Stick Team Member: Sherri Coats Position: Transition Specialist Position: Director of Special Services Organization: Chickasaw Nation Voc Rehab Organization: Byng Public Schools Best Address: 300 Rosedale Rd., Ada, OK 74820 Best Address: 500 S. New Bethel, Ada, OK, 74820 Best Phone: 580421-7711 x 60952 Fax: Best Phone: 580-320-2035 Fax: 580-310-6788 Best e-mail: [email protected] Best e-mail: [email protected] Team Member: Brandy Postoak Team Member: Leann Cain Position: H.S. Special Ed Teacher, severe & profound Position: VR Counselor Organization: Stonewall High School Organization: DRS Best Address: 600 S. Highschool, Stonewall, OK 74871 Best Address: 1001 E. 14th, Ada, OK 74820 Best Phone: 580-265-4242 Fax: Best Phone: 580-332-0178 Fax: 580-332-4172 Best e-mail: [email protected] Best e-mail: [email protected] To include all members, use additional pages if necessary

Oklahoma Team Planning Tool  Team Information September 2010  1 Team Name: Pontotoc Team Member: Team Leader: Position: Position: Organization: Organization: Best Address: Best Address: Best Phone: Fax: Best Phone: Fax: Best e-mail: Best e-mail: Team Member: Team Member: Brenda Brasher Position: Position: VR Counselor Organization: Organization: DRS Best Address: Best Address: 1400 Hoppe Blvd, Ste. A Best Phone: Fax: Best Phone: 580-310-5300 Fax: Best e-mail: Best e-mail: [email protected] Team Member: Team Member: Position: Position: Organization: Organization: Best Address: Best Address: Best Phone: Fax: Best Phone: Fax: Best e-mail: Best e-mail: To include all members, use additional pages if necessary

Oklahoma Team Planning Tool  Team Information September 2010  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., DK 1 2 3 4 DK 1 2 3 4 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) Description:

This is occurring on IEPs but there seems to be a disconnect between coordinated activities and post-secondary goals.

2. Students, families, educators, and relevant service providers work together to plan DK 1 2 3 4 DK 1 2 3 4 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) Description:

Student participation is more “guest” access instead of full participant. Family participation varies, educators and service providers are full participants.

Oklahoma Team Planning Tool  Part 1—Assessing Current Implementation September 2010  3 PRACTICES EXTENT IMPLEMENTED EXTENT/QUALITY OF EVIDENCE 3. Students are prepared to participate and do participate meaningfully in DK 1 2 3 4 DK 1 2 3 4 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) Description: Students are invited, but those that attend are more “guests” than active participants.

4. Life skills development, including self-determination skills (from Student DK 1 2 3 4 DK 1 2 3 4 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) Description: This varies by school and by ages of students. Some school assists students with completing job applications for practice. Other schools address this issue well with a Life Skills class for the more severely disabled students. For students with mild disabilities, there is an area of need.

Oklahoma Team Planning Tool  Part 1—Assessing Current Implementation September 2010  4 PRACTICES EXTENT IMPLEMENTED EXTENT/QUALITY OF EVIDENCE 5. Employment and occupational skills development, including paid work DK 1 2 3 4 DK 1 2 3 4 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) Description: Some schools in the district participate in the Work-Site learning program funded by DRS. Some students participate in the Chickasaw Nation Summer Youth program or Big 5 Summer Youth program.

6. Identification and provision of support services that foster students’ skill DK 1 2 3 4 DK 1 2 3 4 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) Description: The team discussed working together to create a resource list to identify available services in the area. Information about transportation options, literacy classes, etc. and other available resources are hard to locate.

Oklahoma Team Planning Tool  Part 1—Assessing Current Implementation September 2010  5 Part 2: Identifying Strengths and Needs Student-Focused Planning Practices and Student Development Practices

KIND OF PRIORITY/ PRACTICES CURRENT STRENGTHS NEEDS ACTION IMMEDIACY 1. Students’ IEPs include We are doing well with this. Needs to be more authentic, more Unsure, Medium - coordinated transition student directed and more connected to will discuss #6 activities and services (e.g., post-secondary goals. in our team instruction, community meetings. experiences, etc.), including a course of study, that will enable them to achieve their post-school goals. (from Student-Focused Planning practices)

2. Students, families, educators, Families, educators and services Need more student involvement. Making High - #2 and relevant service providers providers work well together. teachers, work together to plan and families provide instruction and and services. (from Student- students Focused Planning practices) aware.

3. Students are prepared to Desire to make improvements. Need to involve students in the IEP Train High - #1 participate and do participate process and train the teachers in this teachers to meaningfully in development area. use the of their IEP and in their IEP self- meeting. (from Student- directed Focused Planning practices) IEPs.

Oklahoma Team Planning Tool  Part 2—Identifying Strengths and Needs September 2010  6 KIND OF PRIORITY/ PRACTICES CURRENT STRENGTHS NEEDS ACTION IMMEDIACY 4. Life skills development, Some schools are teaching life skills Need for actual, useable curriculum and Staff Low - #5 including self-determination curriculum, Project SEARCH and involved the students in planning their developme skills (from Student work-study programs teach these education. nt in the Development practices) skills. area of self- determinati on skills.

5. Employment and occupational Life and employment skills are Need authentic work experiences for Team will Medium - skills development, including being practiced in some classrooms. students. be a #3 paid work experience (from resource Student Development for any practices) school district looking to implement a Work Adjustment program.

6. Identification and provision of Team has a vast knowledge of Identify and organize information and Create a Medium - support services that foster resources available in the area. make it available to team members, resource #4 students’ skill development teachers, students and families. book. and achievement of post- school goals (e.g., environmental adaptations; accommodations; related services such as AT, OT; etc.) (from Student Development practices)

Oklahoma Team Planning Tool  Part 2—Identifying Strengths and Needs September 2010  7 Part 3: Setting Goals and Planning Student-Focused Planning Practices and Student Development Practices

STUDENT-FOCUSED PLANNING PRACTICES

FOCUS: Student involvement in the IEP.

GOAL: STUDENTS DEVELOP MORE SELF-ADVOCACY SKILLS BY BEING INVOLVED IN THE IEP PROCESS.

SPECIFIC GOAL-RELATED ACTIVITIES PERSON RESPONSIBLE TIMEFRAME

TRAIN TEACHERS AND STUDENTS TO USE STUDENT-LED SHERRI COATES AND TEAM ONE YEAR. IEPS.

OUTPUTS/PRODUCTS EXPECTED OUTCOMES POTENTIAL INDICATORS DATA SOURCES

STUDENT-LED IEPS STUDENTS DEVELOP DOCUMENT ON THE IEP THE IEP. BETTER ADVOCACY THE MEETING WAS LED SKILLS AND ARE MORE BY THE STUDENT. INVOLVED IN THEIR EDUCATION.

Additional stakeholders and/or TA needs:

Oklahoma Team Planning Tool  Part 3—Setting Goals and Planning September 2010  8 STUDENT DEVELOPMENT PRACTICES

FOCUS: TEACHING SOCIAL SKILLS AND LIFE SKILLS.

GOAL: INCREASE SOCIAL SKILLS AND LIFE SKILLS OF STUDENTS.

STAFF DEVELOPMENT AND RESEARCH ON CURRICULUM LADEANA ANDREWS AND ONE YEAR CHOICES. TEAM

IMPLEMENTATION OF STUDENTS WILL DEVELOP STUDENTS WHO HAVE STATE DEPARTMENT OF QUALITY SOCIAL AND LIFE BETTER SOCIAL AND LIFE PARTICIPATED IN SOCIAL EDUCATION SURVEYS SKILLS PROGRAMS IN SKILLS RESULTING IN AND LIFE SKILLS SCHOOLS. BETTER EMPLOYMENT PROGRAMS WILL OB TAIN DRS SUCCESSFUL CASE OUTCOMES AFTER HIGH AND MAINTAIN CLOSURES SCHOOL EMPLOYMENT AFTER HIGH SCHOOL

Oklahoma Team Planning Tool  Part 3—Setting Goals and Planning September 2010  9 Oklahoma Team Planning Tool  Part 3—Setting Goals and Planning September 2010  10 STUDENT DEVELOPMENT PRACTICES

FOCUS: EDUCATING SCHOOL DISTRICTS ABOUT WORK ADJUSTMENT PROGRAMS

GOAL: MORE DISTRICTS WILL DEVELOP WORK ADJUSTMENT PROGRAMS

HOLD MEETINGS TO EDUCATE COMMUNITY AND SCHOOL SHERRI COATS AND TEAM ONE YEAR DISTRICTS ABOUT WORK ADJUSTMENT PROGRAMS.

DEVELOPMENT OF WORK IMPROVING RESOURCES NEW WORK ADJUSTMENT DRS WORK ADJUSTMENT ADJUSTMENT PROGRAMS IN AND OPPORTUNITIES FOR PROGRAMS BEING CONTRACTS DISTRICT SCHOOLS WORK EXPERIENCES AND ESTABLISHED SKILL DEVELOPMENT FOR STUDENTS

Oklahoma Team Planning Tool  Part 3—Setting Goals and Planning September 2010  11 Oklahoma Team Planning Tool  Part 3—Setting Goals and Planning September 2010  12