Team Planning Tool for State Capacity Building s2

Second Annual Oklahoma Transition Institute 2007 Team Contact Information

Team Name: Kiamichi – Atoka Team Member: Tammi Stephens Team Leader: Jennifer Sliger Position: Academic Center Coordinator Position: VR Counselor Organization: Kiamichi Technology Center-Atoka Organization: Department of Rehabilitation Services Best Address: P. O. Box 240, Atoka, OK 74525 Best Address: 801 W. Main St., Suite A, Durant, OK 74701 Best Phone: (580)889-7321 Fax: (580)889-5642 Best Phone: (580)924-2677 Fax: (580)924-0208 Best e-mail: [email protected] Best e-mail: [email protected] Team Member: Team Member: Mary Jane Pruitt Position: Position: Counselor Organization: Organization: Kiamichi Technology Center - Atoka Best Address: Best Address: P.O. Box 240, Atoka, OK 74525 Best Phone: Fax: Best Phone: (580)889-7321 Fax: (580)889-5642 Best e-mail: Best e-mail: [email protected] Team Member: Team Member: Michele Ingram Position: Position: Special Education Teacher Organization: Organization: Milburn Public Schools Best Address: Best Address: P.O. Box 113, Bromide, OK 74530 Best Phone: Fax: Best Phone: (580)443-3522 Fax: (580)443-6014 Best e-mail: Best e-mail: [email protected] To include all members, use additional pages if necessary

Part 2: Identifying Strengths and Needs of Student-Focused Planning and Student Development Practices Second Annual Oklahoma Transition Institute  June 2007 A. Student-Focused Planning Practices

Practices Extent Implemented Extent/Quality of Evidence 1. Students’ IEPs include measurable post-school goals in DK 1 2 3 4 DK 1 2 3 4 (a) education and/or training, (b) employment, and (c) independent living.

Description: Student IEP’s include measurable post-school goals

2. Students’ IEPs include measurable annual goals that DK 1 2 3 4 DK 1 2 3 4 will enable them to achieve their post-school goals. Description:

3. Students’ IEPs include coordinated transition activities DK 1 2 3 4 DK 1 2 3 4 and services (e.g., instruction, community experiences, etc.), including a course of study, that will enable them to achieve their post-school goals. Description:

Part 2: Identifying Strengths and Needs of Student-Focused Planning and Student Development Practices Second Annual Oklahoma Transition Institute  June 2007  2 Practices Extent Implemented Extent of Evidence 4. Age-appropriate transition assessment information is (a) DK 1 2 3 4 DK 1 2 3 4 used to identify students’ preferences, interests, choices, and needs; (b) reflected in the summary of students’ Milburn – 1 4 – Atoka/Coal County present level of academic achievement and functional Atoka/Coal County - 4 performance; and (c) used as the basis for the IEP. Description: Atoka and Coal county schools are doing vocational evaluation testing thru VR services each year.

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

6. Students are prepared to participate and do participate DK 1 2 3 4 DK 1 2 3 4 meaningfully in development of their IEP and in their IEP meeting. Description:

Part 2: Identifying Strengths and Needs of Student-Focused Planning and Student Development Practices Second Annual Oklahoma Transition Institute  June 2007  3  

Part 2: Identifying Strengths and Needs of Student-Focused Planning and Student Development Practices Second Annual Oklahoma Transition Institute  June 2007  4 B. Student Development Practices

Practices Extent Implemented Extent/Quality of Evidence 1. Age-appropriate transition assessment information (e.g., DK 1 2 3 4 DK 1 2 3 4 academic, cognitive, career/occupational, adaptive behavior, etc.) is routinely collected. Description:

2. Academic skill development DK 1 2 3 4 DK 1 2 3 4

Description:

3. Life skills development, including self-determination DK 1 2 3 4 DK 1 2 3 4 skills Description:

Part 2: Identifying Strengths and Needs of Student-Focused Planning and Student Development Practices Second Annual Oklahoma Transition Institute  June 2007  5 Part 2: Identifying Strengths and Needs of Student-Focused Planning and Student Development Practices Second Annual Oklahoma Transition Institute  June 2007  6 Practices Extent Implemented Extent of Evidence 4. Employment and occupational skills development, DK 1 2 3 4 DK 1 2 3 4 including paid work experience Description:

5. Identification and provision of support services that DK 1 2 3 4 DK 1 2 3 4 foster students’ skill development and achievement of post-school goals (e.g., environmental adaptations; accommodations; related services such as AT, OT; etc.)

Description:

Part 2: Identifying Strengths and Needs of Student-Focused Planning and Student Development Practices Second Annual Oklahoma Transition Institute  June 2007  7  

Team Planning Tool Part 2: Identifying Strengths and Needs

Use the information from Part 1—Assessing Current Implementation to summarize the current strengths of your transition-focused education and services. Building on the information regarding your strengths, identify specific transition education or service needs.

You may find that your needs include a range of activities. In some cases, you may determine that you need to change practice in your school or district, such as expanding the opportunities for students to participate in paid work experiences through the curriculum. In other cases, you may determine that to change practice requires a policy change at the school, district, or state level. For example, integrating opportunities for work experience in the curriculum may require a change in how staff funding can be used or in the assignment of personnel. In other cases, you might determine that a change in a form can improve planning or data collection, such as a change in the IEP form to facilitate addressing the IDEA transition requirements.

To help develop plans that address your needs, use the space provided to indicate the kind of action required to address each need you identify (practice, policy, or form) and then code your identified needs with respect to their priority and/or immediacy (e.g., high priority/immediate need, moderate priority/intermediate need, or lower priority/long-term need).

Kinds of Actions: Priority: Immediacy:  Practice  Form  High  Low  Immediate  Long-term  Policy  Other  Medium  Intermediate

Example: Student-Focused Planning Practices

STUDENT-FOCUSED PLANNING KIND OF PRIORITY/ CURRENT STRENGTHS NEEDS PRACTICES ACTION IMMEDIACY

Part 2: Identifying Strengths and Needs of Student-Focused Planning and Student Development Practices Second Annual Oklahoma Transition Institute  June 2007  8 6. Students are prepared to  IEP review indicated about 75%  Evaluations of the IEP meetings Practice High participate and do participate of students attended their IEP indicated many students were only Immedi meaningfully in development meeting passively involved in identifying ate of their IEP and in their IEP  Site review indicates some their interests and preferences meeting. teachers integrating IEP planning  Greater implementation of evidence- and involvement strategies in based strategies to support student their curricula involvement is needed

A. Student-Focused Planning Practices

STUDENT-FOCUSED PLANNING KIND OF PRIORITY/ CURRENT STRENGTHS NEEDS PRACTICES ACTION IMMEDIACY 1. Students’ IEPs include Some schools using Indicator 13 to More practice and for some teachers a More Medium measurable post-school help with goals on transition pages workshop would be helpful to teach practice goals in (a) education and/or on IEP them about using the Indicator 13 on the and forms training, (b) employment, and IEPs (c) independent living.

2. Students’ IEPs include Annual goals go hand in hand with Need more resources and again a Practice High measurable annual goals that post-school goals. workshop would be helpful. will enable them to achieve their post-school goals.

3. Students’ IEPs include Need everything in some schools. Other Practice High

Part 2: Identifying Strengths and Needs of Student-Focused Planning and Student Development Practices Second Annual Oklahoma Transition Institute  June 2007  9 coordinated transition schools have some services, but could activities and services (e.g., also improve their transition services. instruction, community experiences, etc.), including a course of study, that will enable them to achieve their post-school goals.

Part 2: Identifying Strengths and Needs of Student-Focused Planning and Student Development Practices Second Annual Oklahoma Transition Institute  June 2007  10 STUDENT-FOCUSED PLANNING KIND OF PRIORITY/ CURRENT STRENGTHS NEEDS PRACTICES ACTION IMMEDIACY 4. Age-appropriate transition Started doing vocational evaluations Need more information about other Practice High assessment information is (a) last year and the assessments were assessment that can be given to students used to identify students’ very useful. by teachers preferences, interests, choices, and needs; (b) reflected in the summary of students’ present level of academic achievement and functional performance; and (c) used as the basis for the IEP.

Students are pretty well involved in More in volvment of parents and Practice High 5 Students, families, educators, their IEPs, and most service possibly more service providers. and relevant service providers providers are available in the areas (with parent/guardian permission) work together to plan and provide instruction and services.

6. Students are prepared to Engaging the students and doing Students to be better prepared for their Practice High participate and do participate assessments. participation in the IEPs. Maybe to meaningfully in development understand their disability better and be of their IEP and in their IEP aware of accommodations, etc. that meeting. could be available to them.

Part 3: Setting Goals and Planning for Student-Focused Planning and Student Development Practices Second Annual Oklahoma Transition Institute  June 2007 Part 3: Setting Goals and Planning for Student-Focused Planning and Student Development Practices Second Annual Oklahoma Transition Institute  June 2007 B. Student Development Practices

KIND OF PRIORITY/ STUDENT-DEVELOPMENT PRACTICES CURRENT STRENGTHS NEEDS ACTION IMMEDIACY 1. Age-appropriate transition Assessments were done this past To continue evaluations. Practice Medium assessment information (e.g., year and will be continued in the academic, cognitive, future. career/occupational, adaptive behavior, etc.) is routinely collected.

2. Academic skill development Keeping parents aware of the classes Policy Medium/ their kids are enrolled in and what they High need for their future plans. More counselor involvement. More variety of classes.

3. Life skills development, Doing some life skills. Need a work adjustment program at a Policy/ High including self-determination local school. Policy skills Need training on student-focused IEPs.

More life skills development

Part 3: Setting Goals and Planning for Student-Focused Planning and Student Development Practices Second Annual Oklahoma Transition Institute  June 2007 KIND OF PRIORITY/ STUDENT-DEVELOPMENT PRACTICES CURRENT STRENGTHS NEEDS ACTION IMMEDIACY 4. Employment and occupational Most schools have the Work Site A few more schools are needing the Policy/ High skills development, including Learning program thru Voc. Rehab. Work-Site Learning program in the Practice paid work experience schools.

Other schools need more jobs out in the community instead of just at the school.

5. Identification and provision of Most of these needs are being met Could use a few more resources from the Practice High support services that foster for the students in this area. community. students’ skill development and achievement of post- school goals (e.g., environmental adaptations; accommodations; related services such as AT, OT; etc.)

Part 3: Setting Goals and Planning for Student-Focused Planning and Student Development Practices Second Annual Oklahoma Transition Institute  June 2007 Team Planning Tool Part 3: Setting Goals and Planning The purpose of this section is to help you make plans for the coming year. Use the responses from your Part 1—Assessing Current Implementation and Part 2—Identifying Strengths and Needs to identify specific goals that address your identified needs. Then identify specific goal-related activities, the person(s) responsible for the activity, and the timeframe for implementation. As you are planning, also identify (a) the outputs or products to be produced, (b) your anticipated or expected outcomes, (c) indicators that will determine whether the outcomes were achieved, and (d) data sources by which evidence will be collected. As a resource, use the checklist on the last page to help you clarify your goals, activities, outputs, and anticipated outcomes. If you need to include additional stakeholders in your plan and/or need technical assistance to implement your plan, indicate in the space provided. Example:

STUDENT DEVELOPMENT PRACTICES

FOCUS: Employment and occupational skills development, including paid work experience

GOAL: Increase # of students participating in work experience and/or work-based training

SPECIFIC GOAL-RELATED ACTIVITIES PERSON RESPONSIBLE TIMEFRAME

1. Identify possible community liaisons to develop training sites  Ellen (education) with Lynn 1. Complete by December 31 2. Establish expected outcomes and expectations for students and and Anna (job coaches/para- 2. Complete by December 31 community liaisons educators), Audrey R. (rehab), 3. Complete by January 20 3. Complete task analysis of work tasks for skill training in Julia (transition coordinator), 4. Complete by February 10 classrooms and community members 5. Complete by February 28 4. Conduct student tours of potential training sites and “new 6. Complete by February 28 employee orientation” 7. Complete by March 10 5. Identify key contacts (employers, job coaches, teachers) 6. Assess skills to determine readiness for sites 7. Place students at training sites

OUTPUTS/PRODUCTS EXPECTED OUTCOMES POTENTIAL INDICATORS DATA SOURCES

Part 3: Setting Goals and Planning for Student-Focused Planning and Student Development Practices Second Annual Oklahoma Transition Institute  June 2007  Task analyses for various job  Increased student participation  # of students participating in  Teacher records skills in work experiences work experiences  Job coach evaluations/records  Creation guide (how to create  Increased student employment  # of students employed after  Community member surveys training sites)  Increased life skills training (budgeting)  # of students opening banking accounts, purchasing

Part 3: Setting Goals and Planning for Student-Focused Planning and Student Development Practices Second Annual Oklahoma Transition Institute  June 2007 STUDENT-FOCUSED PLANNING PRACTICES Our focus for student-focused planning is on: bettering students job readiness skills.

Our goal for student-focused planning is: to start Job Readiness Training for Atoka/Coal county to earn further skills in obtaining employment.

1) Establish a Job Readiness Training. 1) VR Counselors 1) By November of 2007

1) STUDENTS OBTAIN 1) INCREASED NUMBER OF 1) PRE AND POST TESTS AFTER FURTHER KNOWLEDGE OF STUDENTS ABLE TO OBTAIN THE JOB READINESS JOB READINESS SKILLS. EMPLOYMENT ON THEIR TRAINING. OWN.

Additional stakeholders and/or TA needs:

Team Planning Tool for Student-Focused Planning and Student Development Practices Second Annual Oklahoma Transition Institute  June 2007  17 STUDENT-FOCUSED PLANNING PRACTICES Our focus for student-focused planning is on: get more information on outside resources available for students.

Our goal for student-focused planning is: to obtain further information on other resources available in the community to students to help students reach their post-secondary goals.

1) Obtain more information on other community resources. 1) Everyone 1)March 2008 2) Make a community resource guide for Atoka/Coal couties. 2) VR Counselor will put the 2)May 2008 guide together

TEACHERS/STUDENTS/ PARENTS STUDENTS ABLE TO EASIER REACH OBTAIN FURTHER KNOWLEDGE OF POST-SECONDARY SCHOOL GOALS. OUTSIDE RESOURCES AVAILABLE FOR STUDENTS TO REACH POST- SECONDARY SCHOOL GOALS.

Additional stakeholders and/or TA needs:

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