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
2
2010 Oklahoma Transition Institute Team Planning Tool « Team Information
Team Name: South TulsaTeam Leader: John Hilborn
Position: Transition Specialist
Organization: Broken Arrow
Best Address: 3512 East 143rd st. Bixby, OK
Best Phone: 259-4540 Fax:
Best e-mail:
Team Member: Kay Kerr
Position: special ed teacher
Organization: Union Public-Union I-High
Best Address: 7804 East El Paso—Broken Arrow 74014
Best Phone:899-7804 Fax:
Best e-mail:
Team Member: Alicia Abbott
Position: special ed. teacher
Organization: Union Public Schools
Best Address: 3300 W. Pittsburg St. B.A. 74012
Best Phone: 639-8638Fax:
Best e-mail: / Team Member: Sandi Donnell
Position: special ed. teacher
Organization: L.E. Rader
Best Address: 11323 West Hwy. 51
Best Phone: 625-2926Fax:
Best e-mail:
Team Member: Dianne Forler
Position: sped coordinator
Organization: L.E. Rader Center@Tipton PS
Best Address: 11323 west hwy51
Best Phone: 246-8039Fax:
Best e-mail:
Team Member: Wendy Brylewski
Position: sped teacher
Organization: Bixby
Best Address: 9401 east 161st
Best Phone: Fax:
Best e-mail:
To include all members, use additional pages if necessary
Team Name: Kim Kirk
Team Leader:
Position: sped teacher
Organization: Bixby public school
Best Address:
Best Phone: Fax:
Best e-mail:
Team Member: Jon Pickup
Position: VRS transition
Organization: voc. Rehab
Best Address: 444 south Houston st 200
Best Phone: Fax:
Best e-mail:
Team Member:
Position:
Organization:
Best Address:
Best Phone: Fax:
Best e-mail: / Team Member: Lisa DeBolt
Position: Parent/OU Sooner Success
Organization: OU Sooner Success
Best Address: 1979 eat 121st street, Jenks
Best Phone: Fax:
Best e-mail:
Team Member: Eddie Taylor Sr.
Position: VR counselor
Organization: DRS
Best Address:
Best Phone: Fax:
Best e-mail: .
Team Member:
Position:
Organization:
Best Address:
Best Phone: Fax:
Best e-mail:
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 / DK 1 2 3 4
Description: Mandated by state and indicator 13
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: This has been accomplished through our Transition Institute in March
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 allowed input, however, many chose not to participate. Evidence is shown on the IEP
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: Programs are offered and efforts are made for life-skills training. Evidence is shown through curriculum and course guides
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: Good Will program, VR, work-study, on campus training
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: All information is offered through the Transition Institute put on by the South Tulsa Transition team
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) / State mandated: Course of study, transition assessments, training for teachers to follow the transition pages. Teachers have to plan and implement course of study. / Additional training of teachers, parents, and students.
Continue to look at transitional opportunities and funding.
Assessment knowledge / Policy
Practice / Long-term
2. Students, families, educators, and relevant service providers work together to plan and provide instruction and services. (from Student-Focused Planning practices) / Collaborative Transition Institute facilitated by the South Tulsa Transition team
Utilizing DRS counselors / Increased parental involvement in the Transition Institute
Informing elementary parents to know what is available to them at the post-secondary level. / Form / On-going
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) / Strong desire to encourage and motivate students to participate in the IEP process. / Educating teachers, students, and parents about participating in the IEP and terminology / Practice / On-going
Practices / Current Strengths / Needs / Kind of Action / Priority/ Immediacy
4. Life skills development, including self-determination skills (from Student Development practices) / Students are offered Life skills curriculum
Curriculum for self-determination is available to student and teacher / Continue to give students the information about self-determination and help to implement these strategies.
Need to train teachers about the self-determination skills / Practice / On-going
5. Employment and occupational skills development, including paid work experience (from Student Development practices) / Some Districts have certain opportunities available:
Work-study, VR,
Goodwill, Bridges, New Leaf, Gatesway available to districts, job out, Tech Now, PAES lab, Project Search / School Funding
Personnel
Transportation / 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) / IDEA vs. ADA laws
Related services are needed on the IEP—
Post-school goals are on the transition pages of the IEP / Terminology clarified for parents / Practice / Long-term
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: Self-advocacy
Goal: Students will demonstrate an increased awareness of learning strengths and weaknesses as it relates to their educational needs as shown on a pre and post checklist.
Specific Goal-Related Activities / Person Responsible / Timeframe
Additional training for teachers and students in self-advocacy skills / Student
Sped. Teacher / Annually
Outputs/Products / Expected Outcomes / Potential Indicators / Data Sources
students questionnaire
vocational assessment interview
community agency interviews / increased awareness
of advocacy skills / responses on checklist
completed interview
responses on vocational assessment / questionnaire
community agency plans
for employment
vocational assessment
general ed. teacher
Additional stakeholders and/or TA needs:
Student Development Practices
Focus: Student participation in the IEP process
Goal: Students will actively participate in development of their annual IEP
Specific Goal-Related Activities / Person Responsible / Timeframe
Through student interview
Demonstration of performance / Student
Sped teacher
Parent / At least annually
Outputs/Products / Expected Outcomes / Potential Indicators / Data Sources
Annual IEP with student signature / student self-advocacy / student attendance / Parent
general ed teacher
Additional stakeholders and/or TA needs:
Oklahoma Team Planning Tool µ Part 3—Setting Goals and Planning September 2010 µ 9