CCTS
Center for Change In Transition Services
Seattle University
OSPI STATE-NEEDS PROJECT
Remote and Rural:
Transition Services
Website: www.seattleu.edu/ccts
Email: CCTS@seattleu.edu
Phone: 206.296.6494
• Review of Transition Services
• Challenges in remote and rural districts
• Solutions
• Local labor market analysis
• Student interest surveys and career planning
• Use online tools to create job discovery
opportunities
Agenda
34 CFR 300.320(b) - WAC 392-172A03090(1)(j)(i)
Transition assessment
 The ongoing process of collecting data on the
individual’s needs, strengths, preferences, and
interests as they relate to the demands of
 current and future working environments
 educational, living, personal and social environments
 Assessment data serve as the common
thread in the transition process to form the basis
for defining goals and services to be included in
the IEP. These data are gathered from multiple sources.
Review: Transition Services
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High school completion
Post-secondary participation
Employment
Community Inclusion
• Living Situations
• Daily Living Activities
• Adult service agency connections
Goals of Transition Planning
• Opportunities for internships, job shadows, and
employment are limited in remote and rural areas
• Limited local industries
• Economic challenges
• Transportation
• Limited support programs for individuals with
disabilities
• Teachers may not have training in transition services
(and may be teaching K-12 special education!)
Challenges
• Local Labor Market Analysis
• What are your local and community resources?
• How do you develop opportunities for your students?
• Use of online tools create opportunities not
previously available
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Wealth of in-depth career information
Virtual job shadows
Training and degree programs
Keep up with ever-changing job market
Solutions
• Career Clusters and Pathways
(http://www.careertech.org/career-clusters/clustersoccupations.html)
(Agriculture, Architecture & Construction, Arts,
A/V Technology & Communications, Business
Management & Administration, Education & Training,
Finance, Health Science, Hospitality & Tourism, Human
Services, Information Technology, Law & Public Safety,
Manufacturing, Marketing, Science Technology,
Transportation)
Local Labor Market Analysis
• ACT’s Career Clusters
(http://www.act.org/wwm/overview.html)
• Administration & Sales, Business Operations, Technical,
Science & Technology, Arts, Social Service
• ACT’s World of Work Map
(http://www.act.org/wwm/index.html)
Labor Market Analysis
• Springdale, pop. 279 (2009 census)
• 38 miles to Spokane (51 minutes on good, dry roads.
Winter?)
• Median household income: $27,760.00
• Median gross rent: $725.00
• Information gathered from: http://www.city-data.com/
Town: Springdale
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Chamber of Commerce
Geronimo’s Restaurant
Springdale Grocery
Kountry Korner
Community Depot
Mary Walker School
Frontier Days Rodeo Association
Springdale: Resources
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Farmer’s Market
Tree of Sharing
Grange
Cottage Industries (quilting, painting, pottery,
jewelry, bread making)
• Masseuse
• Higher Elevations Company (HVAC)
• Homestead Caskets
Springdale: Resources
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Springdale Community Health Center
Springdale Community Dental Clinic
McKillip & Associates Consulting (Family Counseling)
Deer Park Family Care Clinic
Loon Lake Community Health Center
Northeast Washington Alliance Counseling Services
Wendy Biondi, Deer Park
Professional Hearing HealthCare, Deer Park
Springdale: Resources
• Most common industries in Ferry County
• Health care (19%)
• Construction (13%)
• Agriculture, forestry, fishing and hunting (11%)
• Wood products (8%)
• Metal and metal products (6%)
• Educational services (6%)
• Public administration (5%)
Accommodation and food services (4%)
County: Ferry
• Most common industries, continued
• Accommodation and food services (8%)
• Public administration (6%)
• Social assistance (6%)
• Food and beverage stores (4%)
• Finance and insurance (3%)
Read more: http://www.citydata.com/county/Stevens_CountyWA.html#ixzz1ljn2MuLM
County: Ferry
• Teach a lesson or unit on career clusters
• Identify all the businesses and organizations in town
• Identify specific jobs within those businesses and
organizations
• Sort jobs into career clusters
• Sort jobs by level of training/education required,
temperaments, use of data, etc.
• Have students do as much of this work as possible
Strategies
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Develop relationships with local business/organizations
Join Chamber of Commerce
Visit and get on the agenda at the Grange
Take students with you!
Develop job shadows
Develop job sampling opportunities
Develop data base for all contacts
Strategies
• Once we have completed the local labor market
analysis and determined the jobs that are
available, we return to the Age-Appropriate
Transition Assessment
• If it has not been completed already, do a career
assessment
• This includes an interest and skills survey
Applying the Analysis
• O*Net Interest Profiler
http://www.onetcenter.org/prod
uct.html
• Keirsey Temperament Sorter
(KTS-II) www.keirsey.com
• Inside Jobs
www.insidejobs.com
• Career exploration website with
job information including basic
tasks and responsibilities,
statistics, career paths, links to
education sites, and video
interviews
Career Resources
• Completely free
• Downloadable software and hard copies available
• Self-Administered test
O*Net Interest Profiler
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Basic Skills Assessment is free
Additional reports can be purchased
Volume purchase programs available
Self-Administered test
• Completely free
• Lots of information that draws from
O*Net’s government data as well as
other sources
• Divided into 10 career families that are
easy to navigate and browse
Questions?
03/14/12:
04/11/12:
05/09/12:
06/13/12:
Developing Transition Services: QuIST
Their Stories: Post-School Leavers
Transition: Connecting the Dots
How Did We Do? Following Our Students
Upcoming Webinars
Thank You from CCTS!