Free Spanish Blank Employment Application Form

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					  New Oklahoma Transition IEP
Pages: What Are They and How To
         Complete Them


Jim Martin, Chauncey Goff, and John Graham
University of Oklahoma
Zarrow Center
840 Asp Ave., Room 111
Norman, OK 73019
Phone: 405-325-8951
Email: jemartin@ou.edu
Web: http://education.ou.edu/zarrow
    Agenda
   Purpose of Special Education
   Indicator 13
   Step 1: Transition Assessment
   Step 2: Postsecondary Goals
   Step 3: Annual Transition Goals
   Step 4: Coordinated Acitivities and
    Responsible Parties
   Step 5: Course of Study
   Step 6: Referral to Voc Rehab Counselor
   Step 7: Discussing Age of Majority
   Step 8: Consent for Outside Agencies or
    People
The Purpose of Special Education
            What is the purpose of
             Special Education?
The Purpose of SPED
       . . . a free appropriate public
       education that emphasizes
       special education and related
       services designed to meet
       students’ unique needs and to
       prepare them for further
       education,employment, and
       independent living.
      IDEA 2004’s Indicator 13
   Measures Transition Process

   Districts need to report to OSDE

   NSTTAC’s I-13 Checklist will be used in
    focus monitoring

   Aligns with Oklahoma’s new IEP format
    Oklahoma’s New IEP Forms
 Meets IDEA 2004 requirements
 Changes transition age to at least 14
 Changes focus from a deficit to a
  preference-driven special education
  process
    – No longer an elementary model applied to
      secondary sped
    – Secondary sped has own unique duties
      and roles
1. Transition Assessment


     Is there evidence that
 transition assessment helped
develop postsecondary goals?
Transition Assessment in The
IEP (Form 7)
   Present Levels of Academic Achievement
    and Functional Educational Performance
    – Page 1 of form 7
    – Transition strengths and needs
       • Address with transition goals
   Transition Assessment Results
    – Page 6 of form 7
    – Name of assessment, date given, and results
    – Used to develop postsecondary goals and
      transition goals
       Three Part Transition
        Assessment Model
1.   Self-Determination
     Assessment
2.   Adaptive Behavior
     Assessment
3.   Vocational Interest and
     Skills
Frequency: We believe that each of the
three types of assessments need to be
completed at least annually.
AIR Self-Determination
Assessment
 Parent Version
 Teacher Version
 Student Version
 Available at
    – http://education.ou.edu/zarrow
   Cost: free
      Enderle-Severson Transition
   ESTR-J
             Rating Form
    –   Students with mild disabilities
    –   Parent version (available in Spanish)
    –   Teacher version
    –   Five Transition areas
    –   $20 for 10 assessments
    –   www.estr.net
   ESTR-III
    –   Students with “more” disabilities
    –   Parent version
    –   Teacher version
    –   Five Transition areas
    –   $20 for 10 assessments
    –   www.estr.net
      Casey Life Skills - Why Look
            Anywhere Else?
   Web based and FREE!!!
   Spanish or English, with numerous supplemental
    assessments
   Youth and caregiver formats
   Automatically scored and sent to you
   Can obtain class summaries
   Provides different levels of questions for students
    across functioning levels
    – Level 1 basic skills
    – Level 4 complex skills
   www.caseylifeskills.org
    Vocational Interests for High
    Achieving Students With Mild
             Disabilities
   Group Interest Inventories
    – ACT Plan
    – ACT Explorer
   U.S. Dept of Labor O*NET
    – www.onetcenter.org
    – Interest profiler, ability profiler
Self Directed Search - Form R
 Students with advanced reading skills
 Spanish version
 manual, assessment booklets,&
  occupations finder
 Reports interests across occupations,
  educational opportunities, and leisure
 Available: www.parinc.com
 Cost: $150
Self-Directed Search - Form E
 Students with limited reading skills
 Spanish version
 manual, assessment booklets,&
  occupations finder
 Reports interests across occupations
 Available: www.parinc.com
 Cost: $150
On-Line Free Interest Inventories
    On-Line Individual Interest Inventories
     – My Future
         • http://www.myfuture.com/toolbox/workinterest.html
     – I Oscar
         • www.ioscar.org
     – Career Key
         • http://www.careerkey.org/cgi-bin/ck.pl?action=choices
     – Career Voyages
         • www.careervoyages.com
     – Career Clusters
         • www.careerclusters.org (download in pdf format)
     – OK Career Information Systems (need username)
         • http://okcis.intocareers.org/
       Functional Vocational
           Assessment



Designed for Students Involved in
     Work Study Programs
  Vocational Interests via Career
   Exploration - For Those Who
            Can Read


               Choosing Employment Goals
               Sopris West Publishers
               (www.sopriswest.com)
Requires reading and writing skills
Key:
Determine
Match
Between
What I Like
and What’s
at This Site
Each time student chooses a
characteristic one more cell on the
graph is marked
Vocational Interests and Skills
for Students Who Can’t Read
   Self-Directed Employment
    – Paul Brookes Publishing
    – Baltimore
    – www.brookespublishing.com
Characteristics I Like
vs Here

     Compares initial
     preferences to those
     experienced at a
     particular job site.
Characteristics Graph
   Choose and Take Action
Vocational Assessment Software

Use of a software
program and community
experiences to identify
entry-level job interests
Present Level of Achievement . .
 Page 1                       Strengths
 Current Assessment Data        – Creativity
   – According to the Self-    Anticipated Effects
     Directed Search, Form       – Cathy’s creativity will
     E completed on 11-8-
                                   enable her to
     07, Cathy scored
                                   participate in theater
     highest on artistic           productions and art
     occupations (interior         shows.
     designer, graphic
     designer, flower sales).  Needs
 Objective Statement            – Cathy needs
                                   opportunities to
   – Cathy prefers jobs that
                                   explore her vocational
     allow creativity and          interests to identify
     expression of her
                                   possible job matches.
     talent.
    Present Level . . . .
   Page 1                                 Strengths
   Current Assessment Data                  – Self care
     – According to her Dad on the           – Social skills
       Casey Life Skills assessment
       (level 4) taken on 11-8-07,
                                           Anticipated Effects
       Sarah mastered 33%                    – When having the
       communication, 38% daily                opportunity to be by herself
       living, 100% self-care, 67%             at home and in the
       social, 50% work and study,             community Sarah has self-
       with a total mastery of 54%.            care and social skills to
                                               adequately present herself
   Objective Statement                        and interact with others.
     – Sarah has scattered results
       that suggests mastery of self-      Needs
       care needs, and adequate              – Opportunities at school and
       performance in social                   in the community to learn
       situations. She needs to learn          and practice
       communication, daily living,            communication, daily living,
       and work/study skills to                and work and study skills.
       increase the likelihood of
       successfully living in her own
       apartment.
               Present Level . . .
 Page 1                              Strengths
 Current Assessment Data              – Knows own ability and
                                         limitation and can
    – Bill obtained a 74 on the          express these
      AIR Educator Self-
                                       – Set goals
      Determination Assessment
      given on 11-8-07.                – Change plan to
                                         accomplish goals
   Objective Statement               Anticipated Effects
    – Bill has about half of the       – When provided the
      overall SD skills and              opportunity to set and
      opportunities needed to            express goals at his next
      master these skills. He            IEP meeting, Bill can
      needs increased school and         engage in this activity.
      home opportunities to           Needs
      develop and master               – Opportunities at school
      additional SD skills for           and home to learn and
      success in welding school.         practice additional SD
                                         skills
     Example Present Level (page 1)
• Current Assessment Data              • Strengths
   – The Choose and Take Action           – Firm pattern of choices
     assessment was completed on            demonstrated over time.
     11-8-07. Sam’s top three job
     characteristics were working      • Anticipated Effects
     outside, being with few people,      – Experience in choice-
     and quiet settings. Top four           making will enable Sam
     activities were yard work,             to begin in-depth job
     taking care of plants, and             exploration activities.
     cleaning up. Top two settings     • Needs
     included landscape company           – In-depth job exploration
     and green house.
                                          – Continued opportunity to
• Objective Statement                       express choices during
   – Sam’s top ranked choices               the job exploration
     were being outside, doing yard         process.
     work, and working for a
     landscape company.
Example Transition Assessment
          Results
   Transition Assessment Results
    – According to the results of the Self-
      Directed Search - Form E Cathy ranked
      artistic occupations highest. She needs to
      explore artistic jobs to learn job
      requirements to help her decide upon
      specific educational and occupational
      goals.
   Example of an Adaptive
Behavior Transition Assessment
   Transition Assessment Results
    – According to her Dad on the Casey Life
      Skills assessment (level 4) taken on 11-8-
      07, Sarah mastered 33% communication,
      38% daily living, 100% self-care, 67%
      social, 50% work and study, with a total
      mastery of 54%. She needs to learn and
      use additional adaptive behaviors to
      achieve her postsecondary independent
      living goal of living in her own apartment
      while going to college.
    Example Self-Determination
      Transition Assessment
 Page 6
 Transition Assessment Results
    – Bill obtained a 74 (48%) on the AIR
      Educator Self-Determination Assessment
      given on 11-8-07. He had a 47 out of 90
      for capacity and 27 out of 60 for
      opportunity. He needs to develop
      additional SD skills to be successful in
      attaining his postsecondary goals.
2. Postsecondary Goals
Where will the student live?
Where will the student work?
Where will the student
receive education after high
school?
Postsecondary Goals
 Included three times in IEP (form 7)
 Included in the “My Summary of
  Performance” (form 15).
 Details post-high school plans for
  further education/training, employment,
  and adult living (as appropriate).
    – Consider needs in relation to strengths,
      preferences, and interests
Post-Secondary Goals
   IEP must include appropriate measurable
    postsecondary goals
    – based upon age-appropriate transition
      assessment
    – related to training, education, employment, and
      when appropriate, independent living
   Need postsecondary goal for further
    education/training and employment.
    – Can’t leave blank
    – Can’t simply say will “be determined later”
   Independent Living “As Needed”
    – How do you know when needed?
    – Use Adaptive Behavior Assessment
NSTTAC and OSEP Approved
 Sample Postsecondary Goals
 Go to www.nsttac.org and click under
  Indicator 13 Training Materials to see
  examples and non-examples of
  postsecondary and annual transition goals.
 Make sure to read the directions to find the
  correct file.
3. Annual Transition Goals


 What’s my goal this next year to
 reach my postschool employment,
 further education, and adult living
 goal?
 Education /Training Example
Postsecondary Goal
   Upon completion of high school, John will enroll in courses at
     Ocean County Community College.
Annual IEP Goal
   Given Ocean County Community college information, John will
     demonstrate knowledge of the college’s admission
     requirements by verbally describing these requirement and
     identifying admission deadlines with 90% accuracy by
     November, 2007.
Education /Training Example
Postsecondary Goal
  Upon completion of high school, John will enroll in
   courses at Ocean County Community College.
Annual IEP Goal
  Given Ocean County Community college
    information, John will demonstrate knowledge of
    the college’s admission requirements by verbally
    describing these requirement and identifying
    admission deadlines with 90% accuracy by
    November, 2007.
        Employment Example
   Postsecondary Goal
    – John will work in an on-campus part-time
      job while in college.
   Annual IEP Goal
    – John will be able to report 3 possible
      occupations for part-time employment
      based on the results of career
      assessments through career counseling
      with the guidance counselor.
        Employment Example
   Postsecondary Goal
    – John will work in an on-campus part-time
      job while in college.
   Annual IEP Goal
    – John will be able to report 3 possible
      occupations for part-time employment
      based on the results of career
      assessments through career counseling
      with the guidance counselor.
    Independent Living Example
   Postsecondary Goal
    – Upon completion of high school, Lissette will learn
      to utilize public transportation, including the public
      bus and uptown trolley
   Annual IEP Goal
    – Given travel training situations, Lissette will
      demonstrate sitting quietly and refraining from
      talking to strangers while utilizing public
      transportation at least two times across three
      opportunities.
     Annual Transition Goal:
    Employment (page 5, form 7)
   Goal
    – Sam will undertake extended work-study
      experiences at community-based job locations to
      identify at least one job that obtains a 90%
      characteristic and and 90% job activity match.
   Short-Term Objectives
    – Sam will correctly identify 100% of the illustrations
      used in the characteristic and job activity match
      process across three consecutive trials.
    – Sam will correctly identify 80% of the activities and
      characteristics at a job site across three
      consecutive trials.
4. Coordinated Activities and
Responsible Parties


What will I do and who will help me
to reach my employment, further
education, and adult living goal?
        Annual Independent Living
          Coordinated Activities
   Coordinated Activities       Responsible Parties
    – Volunteer at the            – Sarah and special
      independent living            education teacher
      center to help teach
      daily living and
      communication skills.
    – Parents will provide        – Sarah and parents
      opportunities at home
      to help Sarah improve
      daily living and
      communication skills.
    Annual Employment Coordinated
       Activities (page 5, Form 7)
   Coordinated Activities           Responsible Parties
     – Complete career                – Cathy and school
       exploration class at
                                        counselor
       local CareerTech
       center.
     – Parents will help              – Cathy and parents
       facilitate visits to
       discuss artistic
       occupations with those
       actually working in the
       field, and expose her
       to a variety of artistic
       formats (i.e., drama,
       dance, and visual arts).
     Annual Education/Training
Coordinated Activities (page 4, Form 7)
    Coordinated Activities          Responsible Parties
     – Bill will share his            – Bill and special
       weekly goal attainment           education teacher
       plan with his family.
                                      – Bill and parents
     – Bill will build his SOP
       with his family to share
       at the IEP meeting.
Annual Employment Coordinated
   Activities (page 5, form 7)
   Coordinated Activities      Responsible Parties
    – Complete work-study        – Sam, transition
      experience at                coordinator, and voc
      cooperating                  rehab counselor
      community-job sites.

    – Become involved in
      Voc Rehab’s work
      experience program.
5. Course of Study



What classes can I take to help me
accomplish my postsecondary
goals?
     Use the Student-Directed
    Transition Planning Lessons
 Students develop their own course of study
 Matches postschool goals
 Based on students’ understanding of their
  interests and skills
www.ou.edu/zarrow/pilot




           http://education.ou.edu/zarrow
6. Referral to Vocational
Rehabilitation Counselor


How does the vocational
rehabilitation counselor know about
me?
      Complete Referral Form
 Ask your DRS counselor for form to use
 Family and student must go to DRS to
  formally apply for services
 Without application DRS will not do
  anything
 Now under “order of selection”
7. Students and Parents Told
About Transfer of Rights at Age
of Majority


 What happens when I turn 18?
    Teach About Age of Majority
   Teach students and parents about informed
    consent
    – Ability to make knowledgeable choices about
      activities that may have significant impact on
      that person’s life
    – Implies adequate info about the issue, knows
      the consequences, and can use this info to
      make a decision
   At 18 students can make own IEP decisions
    – Transfer of parent rights to student
    – Notification of meeting addressed to student
      with copy to parents
8. Obtaining Parental Permission
for Outside of IEP Team
Members to Attend IEP Meetings


  What must be done to invite outside
  of school agencies or a friend to
  attend my IEP meeting?
 Outside Agency or Person
        Permission
 Must invite outside agencies that my
  become involved in providing or paying for
  transition services
 Must obtain written parental consent
    – Can be done once for all annual meetings for a
      particular student
    – On page 2 of IEP review (OSDE Form 8)
    – Written communication from parent (email)
For More Information Contact:
Jim Martin
University of Oklahoma
Zarrow Center for Learning Enrichment
Carpenter Hall Room 111
Norman, OK 73019
Phone: 405-325-8951
E-mail: jemartin@ou.edu

				
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