Team Planning Tool Forstudent-Focused Planning Practices And

Section B: Planning Template

Team Planning Tool forStudent-Focused Planning Practices and

Student Development Practices

2010Oklahoma Transition Institute

September 14 - 16, 2010

Norman, OK

1

2010 Oklahoma Transition Institute Team Planning Tool  Team Information

Team Name:
Team Leader:
Position:
Organization:
Best Address:
Best Phone: Fax:
Best e-mail:
Team Member:
Position:
Organization:
Best Address:
Best Phone: Fax:
Best e-mail:
Team Member:
Position:
Organization:
Best Address:
Best Phone: Fax:
Best e-mail: / Team Member:
Position:
Organization:
Best Address:
Best Phone: Fax:
Best e-mail:
Team Member:
Position:
Organization:
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
Team Name:
Team Leader:
Position:
Organization:
Best Address:
Best Phone: Fax:
Best e-mail:
Team Member:
Position:
Organization:
Best Address:
Best Phone: Fax:
Best e-mail:
Team Member:
Position:
Organization:
Best Address:
Best Phone: Fax:
Best e-mail: / Team Member:
Position:
Organization:
Best Address:
Best Phone: Fax:
Best e-mail:
Team Member:
Position:
Organization:
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  Team InformationSeptember 2010  1

Part 1: Assessing Current Implementation Student-Focused Planning Practices and Student Development Practices

Practices

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Extent Implemented

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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) / DK1234 / DK1234
Description:
Happening at some schools, not all schools
Needs to be cultivated

1. 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) / DK1234
2.5 / DK1234
Description:
Implementation varies among schools and participants (students, families, educators, service providers)

Practices

/

Extent Implemented

/

Extent/Quality of Evidence

1. 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) / DK1234 / DK1234
Description:
Good things are occurring, but consistency is not there.
Data include: signature on IEP, assessment included in IEP, transition assessment/interview documentation, personal interest and inventory assessments

1. 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) / DK1234 / DK1234
Description:
Discrepancy among districts and schools with students – lots of good things are happening in some schools, but large discrepancies
Documented through Present Level of Performance, grading (depending on class), copies of assessments
Practices / Extent Implemented / Extent/Quality of Evidence

1. 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) / DK1234 / DK1234
Description:

1. 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) / DK1234 / DK1234
Description:

Oklahoma Team Planning Tool  Part 1—Assessing Current Implementation September 2010  1

Part 2: Identifying Strengths and NeedsStudent-Focused Planning Practices and Student Development Practices

Practices / Current Strengths / Needs / Kind of Action / Priority/ Immediacy

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)

1. Students, families, educators, and relevant service providers work together to plan and provide instruction and services. (from Student-Focused Planning practices)

1. Students are prepared to participate and do participate meaningfully in development of their IEP and in their IEP meeting. (from Student-Focused Planning practices)

Practices / Current Strengths / Needs / Kind of Action / Priority/ Immediacy
4.Life skills development, including self-determination skills (from Student Development practices)
5.Employment and occupational skills development, including paid work experience (from Student Development practices)
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)

Oklahoma Team Planning Tool  Part 2—Identifying Strengths and Needs September 2010  1

Part 3: Setting Goals and Planning Student-Focused Planning Practices and Student Development Practices

Student-Focused Planning Practices
Focus:
Goal:
Specific Goal-Related Activities / Person Responsible / Timeframe
Outputs/Products / Expected Outcomes / Potential Indicators / Data Sources
Additional stakeholders and/or TA needs:
Student-Focused Planning Practices
Focus:
Goal:
Specific Goal-Related Activities / Person Responsible / Timeframe
Outputs/Products / Expected Outcomes / Potential Indicators / Data Sources
Additional stakeholders and/or TA needs:
Student DevelopmentPractices
Focus:
Goal:
Specific Goal-Related Activities / Person Responsible / Timeframe
Outputs/Products / Expected Outcomes / Potential Indicators / Data Sources
Additional stakeholders and/or TA needs:
StudentDevelopment Practices
Focus:
Goal:
Specific Goal-Related Activities / Person Responsible / Timeframe
Outputs/Products / Expected Outcomes / Potential Indicators / Data Sources
Additional stakeholders and/or TA needs:

Oklahoma Team Planning Tool  Part 3—Setting Goals and PlanningSeptember 2010  1