Education Lesson Plan
The education lesson plan is designed to support youth in taking charge of their transition planning efforts while in high school (including leading their own IEP), as well as preparing for postsecondary education (whether vocational training programs or community or 4-year college setting). Below are four activities related to understanding and leading an IEP, identifying transition-related goals, preparing for college, and finding postsecondary training related to career interests.
Activity I: Me, Myself and My IPE
Objectives:

Youth will become familiar with the purpose and importance of an Individualized
Education Plan (IEP)

Youth will gain an awareness for how their IEP is helping them transition to post secondary education and learn more about topics of discussion in an IEP meeting

Youth will gain confidence in developing a leadership position at their next IEP meeting

Youth will prepare to become more active in future IEP meetings and will be prepared to lead topics of discussion
Suggested time frame: 45-60 minutes
Format: Large group and pairs
Materials Needed:
 “Me Myself and My IEP” PowerPoint
 “Me Myself and My IEP slide talking points” Word document

Computer and projector (or handouts of the PowerPoint if a computer and projector is not available)
 Printed copies of the “IEP script” worksheet for each participant: http://www.tknlyouth.info/worksheets/IEP-script.pdf

White board or easel paper to track ideas, answers, and discussion themes
Vocabulary/Terms:

Education Lesson Plan

Individualized Education Program (IEP): A coordinated team approach consisting of educators, service providers, school counselors, and agencies assisting the student and his/her family to explore training opportunities, post-secondary education, employment opportunities, and independent living skills.
Suggested Facilitator Preparatory Activities

Review the Education chapter of the Youth Transition Toolkit
( www.tknlyouth.info/education.html
)

Review the “Me Myself and My IEP” powerpoint and talking points for the presenter (included in the “Notes” section underneath each slide and as a separate Word document).
 Read Chapter 9 “What are Transition Services for Youth with Disabilities” and
Chapter 11 “What Contributes to Effective Postsecondary and Career Planning for Students with Disabilities” in Guidance and Career Counselors’ Toolkit
( www.heath.gwu.edu/assets/33/toolkit.pdf
)

Invite guest speakers to present material, background information on the individualized education plan. This can include people with disabilities who have helped to lead their own IEP, or rehabilitation counselors, psychologists, teachers, or parents who have been involved in a student-led IEP.
Creating Context: Today’s activity will focus on you and your Individualized Education
Plan (IEP). We will explore the purpose and importance of your IEP and discuss what you may know about your own IEP. As you may know, an IEP is developed by your parents, teachers, and counselors to prepare you for life after high school. Although the IEP focuses on several important areas including independent living, employment, and financial planning, we will be focusing on post secondary education and how the IEP prepares you for this endeavor. In addition to asking thought-provoking questions about your own IEP, we will also consider how you can make the most of your IEP experience by becoming more active and possibly leading an IEP meeting in the future. Generally, the more active you are at your IEP meeting, the more your parents, teachers, and counselors can better prepare you for life after high school.
Procedure:
1.
Introduce the activity using the language under “creating context” above.
2.
With participants in the large group, go through the PowerPoint. Encourage discussion amongst the participants by utilizing the discussion questions as noted throughout the PowerPoint (also noted below):

Education Lesson Plan o So what is an IEP again? o Do you have an IEP? o Have you ever taken part in one of your IEP meetings?
 If so:

What was that experience like for you?

Were you included in the conversation or asked for your opinion?

How did you feel after leaving the meeting?
3.
Break large group into pairs and have them complete the “IEP Script” and take turns rehearsing to lead their own IEP.
Closure: Use these discussion questions to debrief the “IEP Script” portion of the activity
(also included in the PowerPoint on the last slide). o Why is your input important when creating an IEP? o What most surprised you when doing the handout? o How do you think it would feel to actually lead your own IEP? Would you feel nervous? Scared? Empowered? o Do you plan on leading your next IEP?
Encourage youth to finish filling out the other person-centered planning worksheets
( www.tknlyouth.org/worksheets/worksheet1-education.pdf
, www.tknlyouth.org/worksheets/worksheet2-education.pdf
, and/or www.tknlyouth.org/worksheets/worksheet3-education.pdf
), working with their teacher and letting them know that they would like to have more of a lead role in their future
IEP.
*** The following activity (“The Future’s Wide Open…”) can also be used as a good next step.
Activity II: The Future’s Wide Open…
Objectives:

Youth will be able to articulate their goals for the future, and what supports they may need to reach those goals.

Youth will have person-centered planning tools to share during their next
IEP/Transition Planning meeting.
Suggested time frame: 15-45 minutes (depending upon number of worksheets utilized)
Format: In pairs, individually (in-class or as a take-home assignment)
Materials needed (choose one or more of the following worksheets):
1.
Copies of “The Story of You” worksheet: www.tknlyouth.org/worksheets/worksheet1-education.pdf

Education Lesson Plan
2.
Copies of “Thinking Before Learning” worksheet: www.tknlyouth.org/worksheets/worksheet2-education.pdf
3.
Copies of “The Future’s Wide Open” worksheet: www.tknlyouth.org/worksheets/worksheet3-education.pdf
Vocabulary/terms:

Person-centered planning: This process brings together the student and the people who are interested in their future to develop an action plan based on what the student would like to do – it takes into account the student’s dreams and hopes and is the foundation of their IEP.
Suggested Facilitator Preparatory Activities:

Review the “person-centered planning” module of the Youth Transition Toolkit: http://www.tknlyouth.org/edu-worksheets.html
 Review the suggested worksheets, and decide which ones are best suited to the participants you are working with.
 Some participants may need more one-on-one assistance to complete these worksheets. If this is the case (and the worksheets will be completed in-class or in-workshop), you may want to recruit a few volunteers who can go around the room to provide assistance as needed.

For more information on helping to facilitate person-centered planning: http://www.pacer.org/tatra/resources/personal.asp
Creating context: You may be thinking about what you want to do in the future and how you can get there. Today we’re going to look at a few worksheets which you can use as tools during your planning meetings (whether your IEP meetings, meetings with your regional center case manager, or even just chatting with your parents). Don't worry about knowing an answer for every question – that's where your parents, teachers, vocational counselors, Workability I/Transition Partnership Project (TPP) Staff, case worker, and/or transition specialists can help.
Procedure:
1.
Use the language in “creating context” above to introduce the activity.
2.
Encourage students to complete as much as they can of the worksheet(s) inclass, with a partner, or at home with their parents.
Closure: Urge students to revisit their worksheet again and again, and to show it to their parents, teachers, and other service providers they may work with. Emphasize that

Education Lesson Plan bringing their completed worksheets to IEP/transition planning meetings can be a good way to help communicate their wants and needs. In addition, they can find more information about supports which can help them reach their goals by visiting the Youth
Transition Toolkit website.
Activity III: Planning for College
Objectives:

Youth will begin thinking about the transition process from high school to postsecondary education
 Youth will consider the differences between a four year university and two year community college setting
Suggested Time Frame: 60 minutes
Format: Large group and small group (3-4 participants per group)
Materials Needed
 “Planning for College” PowerPoint presentation
 “Planning for College slide talking points” Word document
 Computer and projector (or handouts of the PowerPoint if a computer and projector are not available)
 Paper copies of discussion questions to distribute to participants

White board or easel paper to track participant answers to discussion questions
Suggested Facilitator Preparatory Activities

Review the “Planning for College” PowerPoint and talking points for the presenter (included in the “Notes” section underneath each slide and as a separate Word document).

Read/Look over “Opening Doors to Postsecondary Education and Training:
Planning for Life After High School. (A Handbook for students, counselors, teachers, and parents)”: http://dpi.wi.gov/sped/pdf/tranopndrs.pdf

Review information about post-secondary education programs for students with intellectual disabilities: http://www.semel.ucla.edu/opendoors/find or http://www.thinkcollege.net/
 Enhancing the activity: Invite guest speakers to present material, background information, and things to consider related to preparing for college or vocational training after high school. This can include people with disabilities who are

Education Lesson Plan currently attending or have graduated from postsecondary education (university, community college, or vocational school), school counselors working in a DSPS office of a community college/university, or rehabilitation counselor with a college student or youth caseload.

Alternative activity: Organize a trip to your local community college, four-year university, or post-secondary education program for students with intellectual disabilities. Transportation may be a barrier, so some options could include meeting there or using accessible public transportation (which can be a lesson in and of itself). Arrange to meet with someone at the Disabled Students Programs and Services (DSPS), or other student services office if possible.
Vocabulary/Terms: None
Creating Context: Many of you may be beginning to think about the possibility of attending college or other educational opportunities after high school, but I’m sure you have some concerns and questions about making that leap! Today’s activity will be focused on preparing for postsecondary education (this is another way of saying
“education after high school”), and the importance of transition planning, including why it is not too early to begin to think about your own goals, interests, and concerns about educational opportunities beyond high school.
Procedures:
1.
Introduce the activity using the language in “creating context” above.
2.
Break youth into small groups of 3-4. Project questions through PowerPoint following questions for small group discussions.
3.
After approximately 15 minutes of small group discussion, reassemble participants into a large group and ask them to report back the ideas/answers they came up with in their small group. Track main ideas for each question on white board or easel paper.
Closure: Refer participants to the Education Chapter of the Youth Transition Toolkit for more information about planning for college, the difference between high school and college, and tips on how to succeed in college.
Activity IV: Expanding My (Training) Horizons
Objective: Youth will become familiar with educational opportunities other than a traditional college or university setting after high school

Education Lesson Plan
Suggested Time Frame: 45 minutes
Format: large group and small group (3-4 youth per group) or pairs
Materials Needed

“Expanding my Training Horizons” PowerPoint presentation

“Expanding my Training Horizons slide talking points” Word document

Computer and projector (If you don’t have this available, you can hand out copies of the PowerPoint)
 “Training Ideas and Opportunities” worksheet
 Internet Connection/Computer Lab (if not available, can have participants complete as a take-home assignment).
 Projector/white board to track participant answers to questions
Vocabulary/Terms: None
Suggested Facilitator Preparatory Activities

Review the “Expanding my Training Horizons” PowerPoint and talking points for the presenter (included in the “Notes” section underneath each slide and as a separate Word document).

Modify the specific examples of training opportunities listed in the PowerPoint depending upon the programs available in your local area. If you are not aware of what is available, do some research by asking some of your colleagues and
Googling. You can also use the following website to search vocational training programs by city: http://www.rwm.org/rwm/tf_cal.html

Read/Utilize www.washington.edu/doit/Careers/postsecondary_stu.html

Invite guest speakers to present material, background information on the various educational alternatives to college post high school. This can include teachers/administrators in ROPs, trade schools, and vocational programs. Guest speakers could also include PWDs currently in these various programs.
Creating Context: Today we are going to discuss some educational alternatives other than a tradition four-year college. There are a number of opportunities available to you

Education Lesson Plan after high school that will allow you to advance your career without having to attend a typical 2-year or 4-year college. As you are now aware, there are several pros and cons to attending a 4-year college. The various alternatives that we will discuss today also have their fair share of pros and cons, however, perhaps you will discover that some of these options might be a better fit for your long-term career goals and may in fact better prepare you for the career of your choice after high school. We will be using the computer lab to research some alternatives to college that fit with some of your career interests. Afterwards, we will discuss what you found including your thoughts on each of the programs you researched.
Procedure:
1.
Introduce the activity using the language above under “creating context”
2.
Conduct the presentation on the various alternatives to college using the
“Expanding my Training Horizons” PowerPoint
3.
If a computer lab is available, have students research different vocational training, internship, and volunteerism opportunities that may fit into their career goals (using the “Training Ideas and Opportunities” worksheet). Direct participants to http://www.tknlyouth.org/alternative.html
during their research for more ideas, and encourage them to use online search engines (such as
Google). a.
If a computer lab is NOT available, encourage participants to do some research on their own as a take-home assignment. If they don’t have access to the internet at home, tell them to ask their friends and family members for different vocational training, internship, and volunteerism opportunities that may fit into their career goal(s).
Closure: Ask the following questions to debrief their experience looking for training opportunities which fit with their career interest:
1.
What was it like looking for training opportunities which fit with your career interest? Was it frustrating? Exciting? Or…?
2.
Are there any opportunities that you are particularly excited about? If so, what are they?
3.
Did any of you “network” (or talk to your friends, family, or teachers) about career or training opportunities)? [Mention that this is often how people find jobs
or volunteer opportunities – by networking with people they know]
* Encourage the participants to keep looking into things, and to follow-up on some of the opportunities they discovered!