Skills for Employment: Your GPS Guide
2013-2014
ALL ROADS LEAD TO
EMPLOYMENT
PRESENTED BY:
The Center for Change in Transition Services
Registration
1)
Everyone participating in the webinar
needs to complete the “Quiz”
2)
CCTS will conduct a sound check at 2:30
and 2:40. We will begin at 2:45 and end
by 3:45.
3)
Use the “Chat Box” to type in questions
and/or responses
Thank you for joining us today!
Center for Change
in Transition Services
Improving post-school outcomes for students with disabilities in Washington state
Seattle University
OSPI State Needs Project
This webinar is closed-captioned.
To view the captioning click on the
CC icon just above the video.
Webinar Norms
Raise your hand and wait to be called on by
moderator
If you have a microphone, please keep it turned
off until called on.
You may ask questions by typing in the chat
box or by raising your hand (if you have a
microphone).
YOUR GPS GUIDE
1) Where is the youth going?
2) What skills does the youth presently
3) How do we get the youth there?
have?
Critical Interrelationship
Graduate
Quality IEPs
(Indicator 1)
(Indicator 13)
Stay
in School
(Indicator 2)
Positive
Post-school
Outcomes
(Indicator 14)
Modified from NSTTAC
Your GPS Guide: Agenda
1. Post-School Data
2. Transition Services
3. Evidence-Based In-School Predictors
4. Putting It All Together
5. Know Where You Are Going
Your GPS Guide…to post-school success
POST-SCHOOL DATA
1) WHERE ARE OUR STUDENTS WITH
DISABILITIES GOING AFTER HIGH
SCHOOL?
Washington State Postschool
Data 2010 - 2011
Not Engaged
36.1%
Other
Employment 10.1%
Higher Education
23.5%
Competitively
Employed 25.7%
Other
Education/Training 4.6%
Washington State
by Graduation Status
Washington State
by Disability
Who are the
Not Engaged Students In the Washington State
This represents
10% of all the
SLD students
This represents
40% of all the ID
students
This represents
29% of all the
EBD students
Who are the
Not Engaged Students? In Washington State
Gender
62% Male
Attempted Engagement
29% of the Not Engaged Students
Your GPS Guide…to post-school success
WHAT ARE TRANSITION
SERVICES?
2) HOW DO I CREATE A PLAN THAT
WILL WORK FOR MY STUDENTS?
Definition of Transition
Transition services are designed to be a
coordinated set of activities for a child with
a disability that is designed to be a
results-oriented process, that is focused on
improving the academic and functional
achievement of the child with a disability to
facilitate the child’s movement from school
to post-school activities
What are some key words or phrases in
this definition?
Definition of Transition
including post-secondary education,
vocational education, integrated
employment (including supported
employment), continuing and adult
education, adult services, independent living,
or community participation;
Definition of Transition
is based on the individual child’s needs,
strengths, preferences, and interest; and
includes instruction, related services,
community experiences, the development
of employment and other post-school adult
living objectives, and, when appropriate,
acquisition of daily living skills and
functional vocational evaluation.
20 U.S.C. § 1401(34)
Your GPS Guide…to post-school success
EVIDENCE-BASED INSCHOOL PREDICTORS
2) HOW DO I CREATE A PLAN THAT
WILL WORK FOR MY STUDENTS?
How do I create a plan
that will work for my students?
1)
What are the research-based
transition services that I can use to
increase post-school success?
2)
What are some resources to help me
create and implement the plan?
Predictor/Outcome
Career awareness
Education
Employment
X
X
Community experiences
X
Exit examination/ high school diploma
X
Inclusion in general education
X
X
Interagency collaboration
X
X
Occupational courses
X
X
Paid Employment/ work experience
X
X
Parental involvement
X
Program of study
X
Self-advocacy/ Self-determination
X
X
Self-care/ independent living
X
X
Social skills
X
X
Student support
X
X
Transition Program
X
X
Vocational Education
X
X
Work Study
X
Independent
Living
X
X
X
X
Predictor/Outcome
Career awareness
Education
Employment
X
X
Community experiences
X
Exit examination/ high school diploma
X
Inclusion in general education
X
Interagency collaboration
X
X
Occupational courses
X
X
Paid Employment/ work experience
X
X
X
Parental involvement
X
Program of study
X
Self-advocacy/ Self-determination
X
X
Self-care/ independent living
X
X
Social skills
X
X
Student support
X
X
Transition Program
X
X
Vocational Education
X
X
Work Study
Independent
Living
X
X
X
X
Skills for Employment
• Emotional Intelligence
• Self-Determination
• Self-Advocacy
• Independent Living
• Supports for Employment
• Your GPS Guide and the IEP
Transition-Rich IEPs
Transition assessment and
present level of achievement
Designated
Responsibility
Measurable
Postsecondary
goals
Annual
Goals
Annual activities and services,
including course of study
Mazzotti,V. (2007, January). Transition-rich IEPs. Fort Worth: TX as cited in Test, D. W. (2012). Evidence-based
instructional strategies for transition. Baltimore, MD: Brookes Publishing
Questions to Consider
1)
What particular skills and knowledge
does the student already have in each of
the areas of education and training,
employment, and independent living?
Walker, A. R., Fowler, C. H., Kortering, L. J. & Rowe, D. (2010).Transition Assessment Toolkit (2nd ed.).
Charlotte, NC: National Secondary Technical Assistance Center
Questions to Consider
2)
What knowledge and skills does the
student still need to acquire to obtain
these goals in education and training,
employment, and independent living?
How do we know or how can we determine
the student’s current knowledge or skills as
related to the PS Goals?
Walker, A. R., Fowler, C. H., Kortering, L. J. & Rowe, D. (2010).Transition Assessment Toolkit (2nd ed.).
Charlotte, NC: National Secondary Technical Assistance Center
CCTS Resources
Career Related Skills

Resources
◦ My Next Move www.mynextmove.org
◦ Ask JAN www.askjan.org
My Next Move
My Next Move
Ask JAN
Your GPS Guide…to post-school success
PUTTING IT ALL
TOGETHER
Flow Chart
Postsecondary Education Goal: - based on assessments
After graduation, Janice will enlist in the military.
Present Levels of Performance:
Currently, Janice is having difficulty following directions, per parent and
teacher reports. Office records show that she has been given detention
referrals at least once per month during the past year of school.
Transition Service:
Direct Instruction on regulating behavior as it relates to following
directions.
Annual Goal:
Janice will increase her ability to follow directions without incident as
measured by a decrease in office referrals from once per month to once
per quarter, by June of this year.
Your GPS Guide…to post-school success
KNOW WHERE YOU
ARE GOING
CCTS Webinar Goal
To increase participant’s knowledge and
skills with five research-based in-school
predictors that will positively affect
post-school outcomes.
What are your goals this year?
Parent Example:
 To help my youth with (name skill here)
Teacher Example:
 To use (resource name) with at least ##
students.
Administrator:
 To share (resource name)...
 Increase use of (resource name)...
CCTS Contact Information
Email: ccts@seattleu.edu
Phone: 206.296.6494
http://www.seattleu.edu/ccts