student-directed transition planning 0. vision for further education will you go to school after...

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Student-Directed Transition Planning


Lesson 4

Vision for Further Education

By

Lorraine Sylvester, Lee L. Woods, and James E. Martin

University of Oklahoma College of Education

Department of Educational Psychology Zarrow Center for Learning Enrichment

Preparation of SDTP supported in part by funding provided by the US Dept. of Education, Office of Special Education Program, Award #: H324C040136 Copyright 2007 by University of Oklahoma Permission is granted for the user to duplicate the student materials and PowerPoint files for educational purposes. If needed, permission is also granted for the user to modify the PowerPoint files and lesson materials to meet unique student needs.



Will you go to school after high school?

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Vision for Further EducationYour vision for life after graduation from high school may require you to get more education.

You and your family will discuss options for further education that will meet your needs, as well as your family’s needs.

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• You and your family will learn about different educational options available to you after high school graduation.


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• You’ll learn how to advocate for and get the services and accommodations you’ll need to be successful in your post-secondary education.


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• You and your family will learn how going to college or other post-secondary schools is different from going to high school.

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We’ll gather important information about your preferences, interests, strengths, and needs.


Vital and Confidential Records

Medical records - Tests and evaluations School records - IEP, transcripts, assessment reports Work history - Income Tax records Family information Identification

Birth Certificate Social Security Card State ID or Drivers License CDIB (Certificate of Degree of Indian Blood) Passport

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Gathering Information• You need to keep important documents in one place.

Things like school records, medical records, family information, school and work history are important to keep.

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Input Circle

Teacher

Input

Family

Input

Student

Input

Summary

We’ll use the Input Circleto gatherinformation foryour transitionIEP about…

Further Education

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Imagine:…You just graduated

from high school.

What kind of job doyou want?Where are you goingto live?Will you get moreeducation?


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What did you want to be:

• In Elementary School?

• In Middle or Junior High School?

• Now? – Do you need further education to achieve

your dreams?

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• Your dreams of continuing your education after you graduate from high school.

To work in the job or career you want, do you need more education or training after graduation?

Your family, teachers, or counselors can help you decide.

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Will I continue with my education after graduation?

• Do I want to continue school or training after graduating from high school?

• What does my family think about me getting more education after high school?

• What new information do I need about the types of education or training available to me?



• Your preferences guide you toward what you want to do.

• Your interests, strengths, limits, and needs also affect your choices.

• Your parents consider these, and what is good for your family, or community.

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• Preferences - A preference is liking one education option over another.

• What are your preferences for going back to school after high school?

• What are your family’s preferences for your further education?

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• Interests - What you like and that you want to learn more about

• What are some of your job interests?

• Will you need more education to achieve your job choices?

• Is your family interested in your getting more education to gain more skills?

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Strengths - What you do well

• What are your educational strengths?• What does your family think are your

educational strengths?• What are your family’s strengths?• Who else could you ask about your

strengths?

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Vision for Education

Needs - Needs are what you have trouble doing that may require supports or accommodations to achieve your education goals after graduation.

• What are your needs now in high school?• What do you think your needs will be after graduation?• What do your family members think are your needs?• How do you get the supports you need if you go to

school after graduation?

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Transition IEP

• The transition pages of your IEP specifically addresses your interests and preferences, strengths, and needs about getting more education or training after graduation.

• Can you find where this information would go on your IEP?

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Considerations About Further Education (Activity #1)

• Cost (in-state compared to out-of-state; scholarships might be available)– Go to www.okahead.org for available scholarships

across the country for students with disabilities.

• Location (in or out of state)• Transportation (in and out of state)• Living on your own or with family or friends

What does your family think?

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Family Discussion - Homework

• Use the Family Discussion -Activity #1 form to talk about education and training plans after high school graduation.

• Your family’s input will help you plan and write your Transition IEP.

• You will include this information on the Input Circle that you’ll do later in this lesson.

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Vision for Further Education• Will my course-of-study

help me get into the school or training program I want?

• Will I be able to use the same supports that I now have?

• How do I get accommodations I need?

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Types of High School Diplomas

• Regular or Advanced Diploma?

• Adjusted Diploma?

• Certificate of Attendance?

• Occupational Diploma?

• GED (General Educational Development test)

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Types of High School Diplomas

• What’s the difference between these documents?

• Will my diploma allow me to get the type of education I want after high school?

• Will my diploma allow me to go to college? • What classes do I need to take in high school

to get the diploma I want?


What Will Your Diploma Be?

Find out from your special education teacher or counselor what kind of diploma you are working toward in high school.

You are probably taking classes so you can achieve the diploma you need.

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Considerations

• Will I need to take the ACT or SAT or other tests?

• Will I need help, or accommodations to take the test?


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College Board Testing - ACT or SAT

• Do you need testing accommodations?• What do you need and how do you get the

accommodations?• College Board (testing service) can accept

documentation from your school regarding accommodations on your IEP.

• Ask your special education teacher or counselor about how to make the accommodation arrangements.

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Common Requirements to Receive Educational Accommodations

• Your specific disability (evaluation or testing within the last 5 years)

• Relevant educational, developmental, and medical history (your IEP)

• Description of testing techniques• Description of functional limitations• Description of specific accommodations• Professional credentials of the evaluator

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You and Your Family Have Decided You Will Get Further Education or Training, but Where and How?

Your options might include:– Career and Technical Education– Community College (usually 2 years)– College or University (at least 4 years)– Military Education– Apprenticeships– Trade School– Company-specific training programs

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Career & Technical Education

• Offers you the opportunity to learn about and have experiences in a career that interests you, maybe even before you graduate from high school.

• Provides either a vocational certificate or license, or an applied associate’s degree.

• Schools are near most communities.

Association for Career and Technical Education,

www.actonline.org

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Career & Technical Education CAREER CLUSTERS

Government/Public Administration

Law/Public Safety/Security

Architecture/Construction

Agriculture/Food/Natural Resources

Science/Technology/Math/Engineering

Marketing/Sales/Service

Manufacturing

Transportation/Distribution/

Logistics

Arts/A-V Technology/Communications

Finance

Business/Management/

Administration

Human Services

Education/Training

Hospitality/Tourism

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• Usually a 2-year program that offers both educational and technical training opportunities.

• Usually offers remedial courses in reading, math and writing.

• Degrees offered:– Associate (2 year degree)– Certifications– Licensures

Community College

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Community College• Sample programs offered:

– Healthcare– Dentistry– Hotel management– Childcare– Technology– Auto mechanics– Pre 4-Year College Program

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Community College• You can start out at a community

college to take basic classes and get comfortable with going to college.

• You can transfer from a community college to a 4-year university or college in order to get a more advanced degree.

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University or Four Year College

• A program that offers a degree after four years of study.

• A variety of program offerings are available, each with their own specific requirements.

• If you start out at a community college first, be sure your classes will transfer to the 4-year college or university.

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University or Four Year College

In addition to standard for-credit classes, most universities offer classes for audit or no credit so that you have the opportunity to participate in a class without the pressure of a grade.

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Military EducationThe military can train

you for a variety of jobs.

You are eligible for educational benefits if you are active or reserve duty in the Army, Navy, Air Force or Marines, but you must first enlist in one branch of the service.


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Military Education

• Other options for military education right after high school include Air Force, Naval, or Coast Guard Academies.

• Require personal recommendations and good grades.


Trade School and Apprenticeships

This website gives helpful information on apprenticeships and trade schools you could pursue.

http://www.doleta.gov/atels_bat/stateoffices.cfm

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CSI #1 - U.S.A (College Scene Investigation)

• Virtual visit: http://www.campustours.com

• Visit in person:• Phone:

– A community college, career technical, or 4-year college of your choice to get information. Activity #2)

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CSI Worksheet 1

• Subject area of interest?

• Admission requirements?

• SAT or ACT scores?

• Cost? Scholarships?

• Medical services?

• Transportation issues?

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CSI Worksheet Findings

• Dorm or housing?

• Classrooms?

• Teachers?

• Students?

• Recreation?

• Disability services?

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Disability ServicesDisclosure

• When applying for admission to a college, you do not have to identify yourself as having a disability.

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Disclosure

• However, AFTER you’ve been admitted, you MUST identify yourself as a person with a disability, provide required documentation, and request disability services in order to obtain accommodations to meet your needs.

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Confidentiality• Together with your family and teachers, you will be compiling

information that is personal and private. This means you do not have to reveal or discuss this information with anyone else, unless you want to.

• However, there may be times that you’ll need to reveal information about yourself so that you can get help if you need it for work, more education, or living.

• Do your remember what “confidential” means?

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Confidentiality Reminder:

*FERPA: Family Educational

Rights and Privacy Act. This

act keeps your educational

records and information out of

the hands of people who

should not have them. Your

school protects your records.

HIPAA: Health Insurance Portability and Accountability Act. This act keeps your personal health and medical information out of the hands of people who should not have it.

These laws help ensure that your educationaland medical information remains confidential.

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CSI (#2) Disability Support ServicesActivity #3

From the program that you contact, find out about the disability accommodations that would be available to you, using the worksheet provided.

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CSI (#3) ACCOMMODATIONSActivity #4

Accommodations: Strategies or devices that help you learn and show what you’ve learned.

• List the accommodations you have now to help you learn in high school?

• Accommodations will not happen automatically - you MUST ask for them.

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Accommodations All of the things on the worksheet are considered accommodations.

You’ll have to show documentation about your disability and the supports you might need before you will get accommodations in college.

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• Accommodations are not intended to provide

an advantage over other students. • Only appropriate accommodations should be

used. • Remember, your college transcript will not

show that you requested accommodations.

Accommodations


Now, you’ll take the information you’ve gathered so that you can develop a shared vision for further education with your family.

This process will help you:1. Set post-secondary education

goals2. Develop a plan for further

education.3. Manage your plan for further

education.4. Reflect on and adjust your plan

with your family.

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Activity 1: Putting it all Together

• Let’s review how to use the Input Circle

• Then, we’ll see an example of a student’s use of the Input Circle to detail his interests, strengths, and needs regarding a vision for further education.

Family InputStudent Input

Teacher InputVision

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Teacher InputSummaryInput Circles

• Lesson 1 introduced the Input Circle

• You gathered information about your disability.

• Let’s review what goes in each section.

Informationfrom you

Information from your family.

Information fromyour teachers.

Statement thatcombines inputfrom you, yourfamily, and teachers.

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Case Study 1

• Pat is a 17 year old student in 11th grade who has a learning disability.


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Further Education Interests• Pat wrote a statement about

the things he wanted to do after high school that would require more education.

• His input showed his interest in teaching young children; however, he’s not sure about going to college because his reading is poor, and it would mean leaving his home town.

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Teacher InputSummary

I want to teach little kids; but I don’t knowIf I can make itIn college because myreading ispoor. Thenearest college is60 miles away.

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Further Education Interests• Pat asked his parents what

they thought of him getting more education.

• They expressed concerns about cost and distance away from home.

• They agreed that he would make a good teacher, and that he should pursue this somehow, if possible.




Pat has always wanted to be a teacher. He would make a good teacher; but he

doesn’t readwell. We can’t afford to send him to college, and it’s far

away. We wish he could go to

college close to home.

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Further Education Interests• Then Pat’s teacher

gave input about his getting more education.

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With the exception of reading, Pat’s grades are good. I think he would be acceptedin the closest regional college or he could go to the community college close by.

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Further Education InterestsSummary Statement

• Pat and his teacher then combined information from all three sections into a summary statement in the center.

• Pat looked for similarities and reworded long phrases to include all the information.

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With the exception of reading, Pat’s grades are good. I think he would be acceptedin the closest regional college or he could go to the community college close by.

My parents, teachers,and I agree that I willattend the communitycollege for teacher education. I can transfer to the4-yr. college after my basics are done.

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Further Education Strengths• Pat asked his parents

what they thought his strengths were for getting more education.

• They talked about his persistence, creativity, and ability to work hard to learn lessons in advance so that he can teach 5 year olds at Sunday School class.



Pat is creative, and prepares lessons well ahead

of time sothat he is successful teachingat Sundayschool.

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Further Education Strengths• Pat then wrote down

his strengths for further education.

• He works hard and plans his Sunday school lessons ahead of time.

• His students like the lessons.





I work on and planmy Sunday schoollessons eachnight afterdoing myhome-work. Thekids likemy lessons.

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Further Education Strengths• Pat talked with his teacher.• She talked about his

persistence on hard tasks, and good math scores.

• She said he will take a sample ACT test to see where he might need some support for reading.

• She will help arrange a visit to the community college.






Pat works very hard to do well inmath. Pat is taking a more active roleIn his IEP, and is learning what accommodations work best for him. We’ll arrange a visit to the community college.

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Further Education Strengths• Pat and his teacher then

combined information from the three sections into a summary statement.

• Pat again looked for similarities, and shortened some phrases.

• His strengths were written into a summary statement.






Pat works very hard to do well inmath. Pat is taking a more active roleIn his IEP, and is learning what accommodations work best for him. We’ll arrange a visit to the community college.

My family, teachersAnd I agree that IWill start out at ourCommunity college.I’m learning whataccommodations work best for me.

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Further Education Needs• Pat asked his parents what

things they thought he needed to work on before going to college.

• They gave answers based on his reading difficulties, and ways to overcome them.

• They thought about how his disability might affect his learning at the community college, and maybe later on at a 4-year college.



Pat has difficultyReading and filling out applications. We usually read things to him, and help

him fill things out.

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Further Education Needs

• Pat wrote about some of the needs he thought would impact getting further education.

• He wrote about his difficulty with reading and writing.

• Pat might need support at college for reading and writing activities.



Pat has difficultyReading and filling out applications. We usually read to him, and help


My writing is

pretty messy, and

I don’t readvery well, andI mighthave trouble

rememberingwhat I read.

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Further Education Needs• Pat’s teacher gave input

about how his reading and writing might impact getting into college.

• She talked about his low reading scores and difficulty with comprehension and writing.

• She talked about how books on tape, and computer screen readers helped Pat complete projects in school.





My writing is

pretty messy, and



Reading tasks will be difficult for Pat. Having things read to him or on tape will help. Computer screen readers will make assignments easier.

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Further Education Needs - Summary• Pat and his teacher

combined his needs into a summary statement.

• Pat again looked for similarities and reworded some phrases.

• Pat’s further education needs were summarized in the center circle.





My writing is

pretty messy, and



Reading tasks will be difficult for Pat. Having things read to him or on tape will help. Computer screen readers will make assignments easier.

My parents, teachers,and I agree that bookson tape,and maybe a computer screen reader would help me in classes at the community college.

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Teacher InputVision

• Everyone gave their vision for further education summary for Pat.

• Pat summarized everyone’s input for his central vision statement about further education.

Further Education Vision

I will live at home &

I will needhelp with reading andwriting. Ihope to transfer toa 4-yrCollege.

go to the community college for teacher

We are happy forPat to stay near home as Pat goes to the community college to begin work on be- coming a teacher. We

plan to help him with the

application process.

Pat should do well at the communityCollege with reading and writing supports. Taking the ACT will help him know what level of English or math to begin. He’ll need a computer, books & notes taped.

I will live at home andgo to the communitycollege to take basicclasses toward an elementary education degree. I’ll need help withreading and notes. I planto transfer to a 4-yr college.

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Activity: Write your own Vision for Further Education using the Input Circles • Take 4 blank input

circles home so you and your family can complete a circle for your further education:– Interests– Strengths– Needs– Vision


Teacher InputVision

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Activity: Interests, Strengths & Needs Summary Statements

• Students review all input from their outer circles to make summary statements for

• 1) strengths input circle• 2) interests input circle • 3) needs input circle.



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Vision for Further Education Statement • After reviewing

everyone’s summary statements for your interests, strengths and needs and their input about your further education vision, you write the Further Education Vision in the center of the Vision Input Circle.


Teacher InputVision

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• Share your vision for further education with the class.

• Your vision may change often.

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Sharing Your Vision

• Share your Vision for Further Education with your family. Make changes as needed.

• Have your family sign the homework.

• We’ll refer to this vision in the next lesson.


Do you and your family agree with your vision and plans?

Has your vision for further education changed?

What has changed?

You can expect some changesas you move toward achievingyour vision!



AwarenessTerms &Concepts of Transition

TransitionGoals

Vision forEmployment

Vision forAdultLiving

Vision forPostsecondaryEducation

Course ofStudy

Connecting withAdult SupportServices

Summary ofPerformance

What’s Next?

student-directed transition planning 0. vision for further education will you go to school after...

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