you want it, you got it, now what? transition elective

YOU WANT IT, YOU GOT YOU WANT IT, YOU GOT IT,IT,

NOW WHAT?NOW WHAT?

Transition ElectiveTransition Elective

Ripple EffectRipple Effect

The Ripple EffectThe Ripple Effect is a shift in perspective that leads to is a shift in perspective that leads to greater connectionsgreater connections, , better businessbetter business and and stronger stronger communitycommunity..

Just like stones thrown into a pond, simple actions Just like stones thrown into a pond, simple actions create ripples in the lives of all the people you touch and create ripples in the lives of all the people you touch and sometimes people you have never even met.sometimes people you have never even met.

Now is the time to make a real difference in your life, Now is the time to make a real difference in your life, workplace or world. Begin to maximize the power of your workplace or world. Begin to maximize the power of your connections and relationships today, and start to Ripple! connections and relationships today, and start to Ripple!

The Ripple EffectThe Ripple Effect

Start Your Ripple: Make it Start Your Ripple: Make it HappenHappen

Identify Your Advocates Identify Your Advocates Co-workersCo-workers ParentsParents AdministratorsAdministrators Community PartnersCommunity Partners

Identify TeamIdentify Team BrainstormBrainstorm

Get your nuts and bolts in orderGet your nuts and bolts in order

How to Make it HappenHow to Make it Happen

Write a ProposalWrite a Proposal AdvocatesAdvocates Site PrincipalSite Principal Special Education DirectorSpecial Education Director Cabinet Level Administrators Cabinet Level Administrators School BoardSchool Board

Making it HappenMaking it Happen

Writing the ProposalWriting the Proposal Background: show that a problem exists that needs to be solved Background: show that a problem exists that needs to be solved

• Explain the situation Explain the situation • Explain the general problem (this relates to the ultimate goal) Explain the general problem (this relates to the ultimate goal) • Show what created the problem Show what created the problem • Show that the problem or the situation is important Show that the problem or the situation is important

Scope: identifies and describes all work necessary to produce the Scope: identifies and describes all work necessary to produce the final productfinal product

Deliverables: what will be delivered to students and districtDeliverables: what will be delivered to students and district Personnel: staff and students involvedPersonnel: staff and students involved TimetableTimetable FeesFees Equipment, outside contractors, other expensesEquipment, outside contractors, other expenses Active VerbsActive Verbs


Support your proposal with a grantSupport your proposal with a grant SpaceSpace SalarySalary StaffStaff EquipmentEquipment CurriculumCurriculum Investigation and data collectionInvestigation and data collection Partner with outside agencyPartner with outside agency


When writing your grant considerWhen writing your grant consider Matching your project with an appropriate Matching your project with an appropriate

funding supporter funding supporter Follow application guidelines explicitlyFollow application guidelines explicitly Customize proposals for a targeted funderCustomize proposals for a targeted funder Condense with rich detailCondense with rich detail Respect the expertise of the foundationRespect the expertise of the foundation Recycle your proposal textRecycle your proposal text


Stimulus MoneyStimulus Moneyhttp://sde.state.ok.us/Finance/Recovery/default.htmlhttp://sde.state.ok.us/Finance/Recovery/default.html

Grant SourcesGrant Sourceshttp://www.ed.gov/programs/specedtransition/index.hthttp://www.ed.gov/programs/specedtransition/index.htmlml

http://ies.ed.gov/funding/ncser_progs.asphttp://ies.ed.gov/funding/ncser_progs.asphttp://sde.state.ok.us/Finance/Grants/default.htmlhttp://sde.state.ok.us/Finance/Grants/default.htmlhttp://sde.state.ok.us/Curriculum/SpecEd/Secondary_http://sde.state.ok.us/Curriculum/SpecEd/Secondary_Grants.htmlGrants.html


AccountabilityAccountability Pass StandardsPass Standards

• Technology Education Standards Technology Education Standards • Instructional Technology StandardsInstructional Technology Standards• Information Literacy StandardsInformation Literacy Standards• Personal Financial Literacy StandardsPersonal Financial Literacy Standards• Social Studies Literacy StandardsSocial Studies Literacy Standards

Civics, Economics, and GovernmentCivics, Economics, and Government

Making It HappenMaking It Happen

Class SynopsisClass Synopsis A summary of goals and objectivesA summary of goals and objectives

Scope and SequenceScope and Sequence a curriculum plan, usually in chart form, in which a range of a curriculum plan, usually in chart form, in which a range of

instructional objectives, skills, etc., is organized according to the instructional objectives, skills, etc., is organized according to the successive levels at which they are taught successive levels at which they are taught

Curriculum MapCurriculum Map the enduring understandings and overarching goals the enduring understandings and overarching goals the standards-based essential skills and concepts the standards-based essential skills and concepts the methods of assessment that the teacher and students will be the methods of assessment that the teacher and students will be

working on throughout the year (e.g., major assignments, working on throughout the year (e.g., major assignments, projects, performances) projects, performances)

the major content resourcesthe major content resources

Curriculum MappingCurriculum Mapping

Recommended – Standards as Recommended – Standards as defined by experts in their field.defined by experts in their field.

Written – State standards, local goals Written – State standards, local goals and objectives (i.e., curriculum and objectives (i.e., curriculum binders).binders).

Supported – Curriculum for which Supported – Curriculum for which materials are actually available, such materials are actually available, such as textbooks and software.as textbooks and software.

Curriculum MappingCurriculum Mapping

Tested – What is actually assessed at Tested – What is actually assessed at the state and local level.the state and local level.

Taught – The content that teachers Taught – The content that teachers actually deliver.actually deliver.

Learned – The content that students Learned – The content that students learn.learn.

Power Point on Curriculum MappingPower Point on Curriculum Mapping http://www.sd104.s-cook.k12.il.us/ppt/cm-overview-bd.ppt#1http://www.sd104.s-cook.k12.il.us/ppt/cm-overview-bd.ppt#1

Sample Curriculum MapSample Curriculum Map

Essential Essential QuestionsQuestions

ContentContent SkillsSkills AssessmentAssessment ActivitiesActivities

AugustAugust

SeptemberSeptember

OctoberOctober

NovemberNovember

DecemberDecember

You’ve Got It, Now What?You’ve Got It, Now What? CurriculumCurriculum

Free Stuff!Free Stuff!• http://www.ncwd-youth.info/assets/guides/411/411_Disability_Disclosure_complete.pdfhttp://www.ncwd-youth.info/assets/guides/411/411_Disability_Disclosure_complete.pdf • http://www.familyvillage.wisc.edu/sp/trans.html#careerhttp://www.familyvillage.wisc.edu/sp/trans.html#career • http://www.nichcy.org/InformationResources/Documents/NICHCY%20PUBS/st1.pdfhttp://www.nichcy.org/InformationResources/Documents/NICHCY%20PUBS/st1.pdf • http://www.okcareertech.org/cac/Pages/resources_products/Career_Activity_files/11756CarActFile.pdhttp://www.okcareertech.org/cac/Pages/resources_products/Career_Activity_files/11756CarActFile.pd

ff

• http://education.ou.edu/zarrow/?rd=1http://education.ou.edu/zarrow/?rd=1• http://www.khake.com/index.htmlhttp://www.khake.com/index.html

LCCE,LCCE,• http://www.cec.sped.org/Content/NavigationMenu/ProfessionalDevelopment/ProfessionalTraining/http://www.cec.sped.org/Content/NavigationMenu/ProfessionalDevelopment/ProfessionalTraining/

LCCE/LCCE_what.htm LCCE/LCCE_what.htm Me!Me!

• Contact OU Zarrow Center for Learning EnrichmentContact OU Zarrow Center for Learning Enrichment Student-directed Transition Planning LessonsStudent-directed Transition Planning Lessons

• Contact OU Zarrow Center for Learning EnrichmentContact OU Zarrow Center for Learning Enrichment My Future, My PlanMy Future, My Plan

• available from the NEA Professional Library – available from the NEA Professional Library – http://store.nea.orghttp://store.nea.org view samples at view samples at http://www.stateart.com/works.php?workId=47&i=2http://www.stateart.com/works.php?workId=47&i=2

TECH-NowTECH-Now• Contact Rick DeRennaux @ [email protected]. Or vist the site Contact Rick DeRennaux @ [email protected]. Or vist the site www.tech-now.bizwww.tech-now.biz

Support Your CurriculumSupport Your Curriculum Transition ActivitiesTransition Activities

http://www.ihdi.uky.edu/ktcp/materials/download%20version.ppt#1http://www.ihdi.uky.edu/ktcp/materials/download%20version.ppt#1 http://www.postitt.org/activities/index04.shtml#04http://www.postitt.org/activities/index04.shtml#04 www.spannj.org/www.spannj.org/transitiontransition//TransitionTransitionCD/.../CD/.../transitiontransition/Sample%20Strategies.doc/Sample%20Strategies.doc www.wsti.org/documents/.../www.wsti.org/documents/.../TransitionActivitiesTransitionActivitiesforInstruction.docforInstruction.doc

AssessmentsAssessments OU Zarrow CenterOU Zarrow Center

• Offers four free self-determination assessmentsOffers four free self-determination assessments OKCIS – through Career TechOKCIS – through Career Tech Casey Life Skills – free on-line toolCasey Life Skills – free on-line tool Career Interest Inventory – available free on-lineCareer Interest Inventory – available free on-line PersonalityPersonality

• http://www.udallas.edu/careers/assessments.cfmhttp://www.udallas.edu/careers/assessments.cfm• http://www.soicc.state.nc.us/soicc/planning/self_assess_tools.htmhttp://www.soicc.state.nc.us/soicc/planning/self_assess_tools.htm• http://www.nycareerzone.org/graphic/assessment/index.jsphttp://www.nycareerzone.org/graphic/assessment/index.jsp• http://www.mnsu.edu/cdc/students/undeclared/handbook/interests.pdfhttp://www.mnsu.edu/cdc/students/undeclared/handbook/interests.pdf

Learning StylesLearning Styles• http://www.learning-styles-online.com/inventory/Memletics-Learning-Styles-Inventory.pdfhttp://www.learning-styles-online.com/inventory/Memletics-Learning-Styles-Inventory.pdf• http://www.ulc.arizona.edu/online_materials/ls1assess.pdf http://www.ulc.arizona.edu/online_materials/ls1assess.pdf

scoring - scoring - http://www.ulc.arizona.edu/online_materials/ls1score.pdfhttp://www.ulc.arizona.edu/online_materials/ls1score.pdf

I.D.E.A. RequirementsI.D.E.A. Requirements According to IDEA Section 300.29— (a) Transition services means According to IDEA Section 300.29— (a) Transition services means

a coordinated set of activities for a student with a disability that-a coordinated set of activities for a student with a disability that- (1) Is designed within an outcome-oriented process, that promotes movement (1) Is designed within an outcome-oriented process, that promotes movement

from school to post-school activities, including post-secondary education, from school to post-school activities, including post-secondary education, vocational training, integrated employment (including supported employment), vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community continuing and adult education, adult services, independent living, or community participation; participation;

(2) Is based on the individual student's needs, taking into account the student's (2) Is based on the individual student's needs, taking into account the student's preferences and interests; and preferences and interests; and

(3) Includes- (3) Includes- • (i) Instruction; (ii) Related services; (iii) Community experiences; (iv) The (i) Instruction; (ii) Related services; (iii) Community experiences; (iv) The

development of employment and other post-school adult living objectives; development of employment and other post-school adult living objectives; and (v) If appropriate, acquisition of daily living skills and functional and (v) If appropriate, acquisition of daily living skills and functional vocational evaluation. vocational evaluation.

(b) Transition services for students with disabilities may be special (b) Transition services for students with disabilities may be special education, if provided as specially designed instruction, or related education, if provided as specially designed instruction, or related services, if required to assist a student with a disability to benefit from services, if required to assist a student with a disability to benefit from special education.. "special education.. "

ResourcesResources http://www.nsttac.org/http://www.nsttac.org/ www.ou.edu/zarrowwww.ou.edu/zarrow http://www.nichcy.org/EducateChildren/transition_adulthood/pages/http://www.nichcy.org/EducateChildren/transition_adulthood/pages/

students.aspxstudents.aspx http://sde.state.ok.us/Curriculum/SpecEd/Secondary_Transition.htmhttp://sde.state.ok.us/Curriculum/SpecEd/Secondary_Transition.htm

ll http://www.breitlinks.com/careers/career_activities.htmhttp://www.breitlinks.com/careers/career_activities.htm http://www.khake.com/page95.htmlhttp://www.khake.com/page95.html http://home.swbell.net/jraneri/index.htmlhttp://home.swbell.net/jraneri/index.html http://www.ahead.org/students-parents/transitionshttp://www.ahead.org/students-parents/transitions http://www.dcdt.org/transitionresources.cfmhttp://www.dcdt.org/transitionresources.cfm http://www.wtb.wa.gov/documents/2008-10careerguidewebview.pdfhttp://www.wtb.wa.gov/documents/2008-10careerguidewebview.pdf http://www.ncwd-youth.info/topichttp://www.ncwd-youth.info/topic http://www.postitt.org/http://www.postitt.org/

Transition ElectiveTransition Elective

Questions ~ DiscussionQuestions ~ Discussion

““Far and away the best prize Far and away the best prize that life has to offer is the that life has to offer is the

chance to work hard at work chance to work hard at work worth doing.”worth doing.”

Theodore RooseveltTheodore Roosevelt

Go Forth, Start Your Ripple…Go Forth, Start Your Ripple…