Second Annual Oklahoma Transition Institute 2007 Team Contact Information
Team Name: Kiamichi – AtokaTeam Leader: Jennifer Sliger
Position: VR Counselor
Organization: Department of Rehabilitation Services
Best Address: 801 W. Main St., Suite A, Durant, OK 74701
Best Phone: (580)924-2677 Fax: (580)924-0208
Best e-mail:
Team Member: Mary Jane Pruitt
Position: Counselor
Organization: Kiamichi Technology Center - Atoka
Best Address: P.O. Box 240, Atoka, OK 74525
Best Phone: (580)889-7321 Fax: (580)889-5642
Best e-mail:
Team Member: Michele Ingram
Position: Special Education Teacher
Organization: Milburn Public Schools
Best Address: P.O. Box 113, Bromide, OK 74530
Best Phone: (580)443-3522 Fax: (580)443-6014
Best e-mail: / Team Member: Tammi Stephens
Position: Academic Center Coordinator
Organization: Kiamichi Technology Center-Atoka
Best Address: P. O. Box 240, Atoka, OK 74525
Best Phone: (580)889-7321 Fax: (580)889-5642
Best e-mail:
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To include all members, use additional pages if necessary
A. Student-Focused Planning Practices
Practices
/Extent Implemented
/Extent/Quality of Evidence
1. Students’ IEPs include measurable post-school goals in (a) education and/or training, (b) employment, and (c) independent living. / DK 1 2 3 4 / DK 1 2 3 4Description: Student IEP’s include measurable post-school goals
2. Students’ IEPs include measurable annual goals that will enable them to achieve their post-school goals. / DK 1 2 3 4 / DK 1 2 3 4
Description:
3. 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. / DK 1 2 3 4 / DK 1 2 3 4
Description:
Practices
/Extent Implemented
/Extent of Evidence
4. Age-appropriate transition assessment information is (a) used to identify students’ 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. / DK 1 2 3 4Milburn – 1
Atoka/Coal County - 4 / DK 1 2 3 4
4 – Atoka/Coal County
Description: Atoka and Coal county schools are doing vocational evaluation testing thru VR services each year.
5. Students, families, educators, and relevant service providers work together to plan and provide instruction and services. / DK 1 2 3 4 / DK 1 2 3 4
Description:
6. Students are prepared to participate and do participate meaningfully in development of their IEP and in their IEP meeting. / DK 1 2 3 4 / DK 1 2 3 4
Description:
ê
ê
B. Student Development Practices
Practices
/Extent Implemented
/Extent/Quality of Evidence
1. Age-appropriate transition assessment information (e.g., academic, cognitive, career/occupational, adaptive behavior, etc.) is routinely collected. / DK 1 2 3 4 / DK 1 2 3 4Description:
2. Academic skill development / DK 1 2 3 4 / DK 1 2 3 4
Description:
3. Life skills development, including self-determination skills / DK 1 2 3 4 / DK 1 2 3 4
Description:
Practices
/Extent Implemented
/Extent of Evidence
4. Employment and occupational skills development, including paid work experience / DK 1 2 3 4 / DK 1 2 3 4Description:
5. 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.) / DK 1 2 3 4 / DK 1 2 3 4
Description:
ê
ê
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:ê Practice
ê Policy / ê Form
ê Other / ê High
ê Medium / ê Low / ê Immediate
ê Intermediate / ê Long-term
Example: Student-Focused Planning Practices
Student-Focused Planning Practices / Current Strengths / Needs / Kind of Action / Priority/ Immediacy6. Students are prepared to participate and do participate meaningfully in development of their IEP and in their IEP meeting. / ê IEP review indicated about 75% of students attended their IEP meeting
ê Site review indicates some teachers integrating IEP planning and involvement strategies in their curricula / ê Evaluations of the IEP meetings indicated many students were only passively involved in identifying their interests and preferences
ê Greater implementation of evidence-based strategies to support student involvement is needed / Practice / High
Immediate
Part 2: Identifying Strengths and Needs of Student-Focused Planning and Student Development Practices Second Annual Oklahoma Transition Institute ¬ June 2007 ¬ 3
A. Student-Focused Planning Practices
Student-Focused Planning Practices / Current Strengths / Needs / Kind of Action / Priority/ Immediacy1. Students’ IEPs include measurable post-school goals in (a) education and/or training, (b) employment, and (c) independent living. / Some schools using Indicator 13 to help with goals on transition pages on IEP / More practice and for some teachers a workshop would be helpful to teach them about using the Indicator 13 on the IEPs / More practice and forms / Medium
2. Students’ IEPs include measurable annual goals that will enable them to achieve their post-school goals. / Annual goals go hand in hand with post-school goals. / Need more resources and again a workshop would be helpful. / Practice / High
3. 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. / Need everything in some schools. Other schools have some services, but could also improve their transition services. / Practice / High
Student-Focused Planning Practices / Current Strengths / Needs / Kind of Action / Priority/ Immediacy
4. Age-appropriate transition assessment information is (a) used to identify students’ 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. / Started doing vocational evaluations last year and the assessments were very useful. / Need more information about other assessment that can be given to students by teachers / Practice / High
5 Students, families, educators, and relevant service providers (with parent/guardian permission) work together to plan and provide instruction and services. / Students are pretty well involved in their IEPs, and most service providers are available in the areas / More in volvment of parents and possibly more service providers. / Practice / High
6. Students are prepared to participate and do participate meaningfully in development of their IEP and in their IEP meeting. / Engaging the students and doing assessments. / Students to be better prepared for their participation in the IEPs. Maybe to understand their disability better and be aware of accommodations, etc. that could be available to them. / Practice / High
B. Student Development Practices
Student-Development Practices / Current Strengths / Needs / Kind of Action / Priority/ Immediacy1. Age-appropriate transition assessment information (e.g., academic, cognitive, career/occupational, adaptive behavior, etc.) is routinely collected. / Assessments were done this past year and will be continued in the future. / To continue evaluations. / Practice / Medium
2. Academic skill development / Keeping parents aware of the classes their kids are enrolled in and what they need for their future plans. More counselor involvement. More variety of classes. / Policy / Medium/ High
3. Life skills development, including self-determination skills / Doing some life skills. / Need a work adjustment program at a local school.
Need training on student-focused IEPs.
More life skills development / Policy/ Policy / High
Student-Development Practices / Current Strengths / Needs / Kind of Action / Priority/ Immediacy
4. Employment and occupational skills development, including paid work experience / Most schools have the Work Site Learning program thru Voc. Rehab. / A few more schools are needing the Work-Site Learning program in the schools.
Other schools need more jobs out in the community instead of just at the school. / Policy/ Practice / High
5. 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.) / Most of these needs are being met for the students in this area. / Could use a few more resources from the community. / Practice / High
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 PracticesFocus: 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
2. Establish expected outcomes and expectations for students and community liaisons
3. Complete task analysis of work tasks for skill training in classrooms
4. Conduct student tours of potential training sites and “new employee orientation”
5. Identify key contacts (employers, job coaches, teachers)
6. Assess skills to determine readiness for sites
7. Place students at training sites / ¬ Ellen (education) with Lynn and Anna (job coaches/para-educators), Audrey R. (rehab), Julia (transition coordinator), and community members / 1. Complete by December 31
2. Complete by December 31
3. Complete by January 20
4. Complete by February 10
5. Complete by February 28
6. Complete by February 28
7. Complete by March 10
Outputs/Products / Expected Outcomes / Potential Indicators / Data Sources
¬ Task analyses for various job skills
¬ Creation guide (how to create training sites) / ¬ Increased student participation in work experiences
¬ Increased student employment
¬ Increased life skills (budgeting) / ¬ # of students participating in work experiences
¬ # of students employed after training
¬ # of students opening banking accounts, purchasing / ¬ Teacher records
¬ Job coach evaluations/records
¬ Community member surveys
Part 3: Setting Goals and Planning for Student-Focused Planning and Student Development Practices Second Annual Oklahoma Transition Institute ¬ June 2007
Student-Focused Planning PracticesOur 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.
Specific Goal-Related Activities / Person Responsible / Timeframe
1) Establish a Job Readiness Training.
. / 1) VR Counselors
. / 1) By November of 2007
Outputs/Products / Expected Outcomes / Potential Indicators / Data Sources
1) Students obtain further knowledge of job readiness skills. / 1) Increased number of students able to obtain employment on their own. / 1) Pre and post tests after the job readiness training.
Additional stakeholders and/or TA needs:
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.
Specific Goal-Related Activities / Person Responsible / Timeframe
1) Obtain more information on other community resources.
2) Make a community resource guide for Atoka/Coal couties. / 1) Everyone
2) VR Counselor will put the guide together / 1)March 2008
2)May 2008
Outputs/Products / Expected Outcomes / Potential Indicators / Data Sources
Teachers/students/ parents obtain further knowledge of outside resources available for students to reach post-secondary school goals. / students able to easier reach post-secondary school goals.
Additional stakeholders and/or TA needs:
Team Planning Tool for Student-Focused Planning and Student Development Practices Second Annual Oklahoma Transition Institute ¬ June 2007 ¬ 14