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 • • • • 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 • • • • 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 • • • • • • • Chamber of Commerce Geronimo’s Restaurant Springdale Grocery Kountry Korner Community Depot Mary Walker School Frontier Days Rodeo Association Springdale: Resources • • • • Farmer’s Market Tree of Sharing Grange Cottage Industries (quilting, painting, pottery, jewelry, bread making) • Masseuse • Higher Elevations Company (HVAC) • Homestead Caskets Springdale: Resources • • • • • • • • 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 • • • • • • • 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 • • • • 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? 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