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: Mid America Technology CenterTeam Leader: Kay Crothers
Position: Rehab Specialist
Organization: DRS
Best Address: 2227 West Lindsey Norman, OK 73169
Best Phone: 405.329-6096 Fax: 405.447-5909
Best e-mail:
Team Member: Rachel Watson
Position: Special Education Teacher
Organization: Elmore City
Best Address: PO Box Paoli, OK 73074
Best Phone: 405.238-9798 Fax:
Best e-mail:
Team Member: Jeff Herndon
Position: Career Tech Instructor
Organization: Mid America Technology Center
Best Address: PO Box H Wayne, OK 73095
Best Phone: 405.449-3391 ext. 255 Fax:
Best e-mail: / Team Member: Tammie Jordan
Position: Career Tech Instructor
Organization: Mid America Technology Center
Best Address: PO Box H Wayne, OK 73095
Best Phone: 405.449-3391 ext. 248 Fax:
Best e-mail:
Team Member: Mike Layne
Position: VR Counselor
Organization: DRS
Best Address: 1400 Hoppe Blvd., Ada, OK 74820
Best Phone: 580.310-5300 Fax: 580. 310-5350
Best e-mail:
Team Member: Larry Hartzell
Position: Transition Programs Field Rep
Organization: DRS
Best Address: 3713 Lorings Rd., Norman, OK 73072
Best Phone: 405-761-1099 Fax:
Best e-mail:
To include all members, use additional pages if necessary
Oklahoma Team Planning Tool µ Team Information September 2010 µ 1
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: Same activities for “Individualized” Educational Plans.
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: Students and technology center staff are frequently not involved /invited to IEP meetings.
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: Students are often not engaged in the process.
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: When technology centers are involved, this score is higher.
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: Resource is available but not utilized.
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 4
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) / Visits from DRS to schools / Career Techs
Some participation in the IEP meetings from DRS counselors
Strong courses of study are in place in the high schools and technology centers / More coordinated transition activities
More INDIVIDUALIZED transition planning……NO COOKIE CUTTER PLANS / Policy
Practice / Intermediate
2. Students, families, educators, and relevant service providers work together to plan and provide instruction and services. (from Student-Focused Planning practices) / Some families are very supportive and involved.
Some teachers really excel at collaboration. / We need more education collaboration between special and general education teachers. / Practice / Long Term
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) / No strengths / Teachers need training on student led IEP meetings!
Pre and post training for students on how to be actively involved in IEP development. / Policy
Practice / Intermediate
Practices / Current Strengths / Needs / Kind of Action / Priority/ Immediacy
4. Life skills development, including self-determination skills (from Student Development practices) / Mid America Technology Center
The majority of the high schools provide life skills training / None / N/A
5. Employment and occupational skills development, including paid work experience (from Student Development practices) / 50% of the high schools who could participate do participate in paid work experience / 100% participation / Policy
Practice / Long
Term
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) / Nearly all of the high schools, colleges, universities and technlogy centers meet this goal. / Lack of available speech pathology services. / Policy
Practice / Immediate
Oklahoma Team Planning Tool µ Part 2—Identifying Strengths and Needs September 2010 µ 6
Part 3: Setting Goals and Planning Student-Focused Planning Practices and Student Development Practices
Student-Focused Planning PracticesFocus: Self determination
Goal: Increased student- led/ student participation in IEP development
Specific Goal-Related Activities / Person Responsible / Timeframe
Develop and send surveys to special service educators at each school in the area of increasing student participation in IEP devolopment.
Survey will include a question on availability of school staff to attend area meetings on increasing student participation. / DRS staff / Within 90 days
Outputs/Products / Expected Outcomes / Potential Indicators / Data Sources
Survey Responses / Increased teacher and student participation / Number of students participating / student led IEPs / Teacher records and
survey forms
Additional stakeholders and/or TA needs:
Student-Focused Planning Practices
Focus: Career / Employment Development including paid work experiences
Goal: Increased student participation in paid work experiences
Specific Goal-Related Activities / Person Responsible / Timeframe
DRS Counselors contacting specific schools who choose not to sign the DRS contract / DRS staff in collaboration with Mid America Technology staff / Within 90 days
Outputs/Products / Expected Outcomes / Potential Indicators / Data Sources
The number of responses from the list of schools contacted / Increased signed contracts
leading to increased student participation in paid work experiences / Number of students participating in work experiences / drs records (work contracts) and number of students participating in work experiences
Additional stakeholders and/or TA needs:
Oklahoma Team Planning Tool µ Part 3—Setting Goals and Planning September 2010 µ 8