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4+ Services and Postsecondary Transitions - Iowa

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1. What are the critical elements of transition programming for students with disabilities who are considering attending college? What might this look like and sound like throughout the high school years for the student/IEP team?

2. How can we use results of transition assessments and summary of performance within the IEP to plan for students with disabilities after high school?

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1.  CTE is a ever growing, ever changing route for General Ed and special education students. What are the benefits of CTE for students with disabilities? What do they need to know about themselves, their current functional performance, and the career clusters to be prepared?

2. There are many acronyms and buzzwords around CTE.. Create a vocabulary list for yourself if that would be helpful!

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1.  What activities, expectations, and practices promote self determination in transition age students? How is this an important step towards self advocacy?

2. Review the lists of activities for high school students. Choose one or two - What supports or scaffolding do you anticipate students with disabilities needing to complete these tasks.

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1. Please be comfortable with the basics of this chapter. No need to memorize all of the different terms. We will watch a video and engage a bit with updates to this topic.

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Some critical elements of transition programming and preparing students with disabilities to go to college are: Use person-focused planning when beginning the journey to postsecondary education. This means making sure you focus on the student as much as possible and their goals. Another element is teaching and providing opportunity for self-advocacy skills. This allows the student a chance to learn how to advocate for themselves as they continue on in their postsecondary education and in everyday life. The next element is to develop standard-based IEP goals. This will help prepare the student for their postsecondary education and guide them to where they need to be. Another element is to provide a strong summary of performance. This is where you really need to give a lot of information on what the student is good at and what they need to work on. This allows the student to get the supports they need as they go to college. The next element is to develop authentic partnerships with parents and families. This helps guide the transition to postsecondary education and allows nice collaboration between all members involved in the transition team. The last element is providing students with opportunities to explore postsecondary education options. The students should be given the chance to look around at all options available to them and have a say in what they do.

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When looking at the results of transition assessments, it is important to take the scores and make goals around them so the student can work to make progress on them. This will also provide some data for the college the student decides to attend after high school and allow them the chance to get the supports they need.

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CTE prepares the students for potential jobs that are based in manual or practical activities. This is a great way for students with disabilities to practice what it would be like in a working environment and gain skills they need to be successful in a working environment. Students need to know their strengths and things that are challenging for them in order to get the most out of this experience. This will allow them to practice on what is challenging for them and learn skills that will help them improve.

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According to the text, middle school is a great time for students to really be involved in their IEP. This gives them a chance to start advocating for themselves and having a say in their IEP. They can share interests, hobbies, talents, etc that can all be addressed in the IEP. As the student gets older, they can work towards exploring career interests, participate in extracurricular activities, enroll in expiatory classes etc. These are all steps towards self-advocacy as they get older. In high school, students can become even more independent with things and attend college fairs, job-shadow, volunteer, etc. These and many other things help the student promote self determination. As the students get older and more independent, they can have a say in what they do which in turn will allow for practice with self-advocacy.

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One thing I noticed in all four of the high school activity lists was talking with a counselor/ college visits, asking for forms/letters, etc. I think social skills would be a major thing to need supports on when doing these activities. I think working nohow to talk professionally would be a much needed skill for this. As the students begin to go tour colleges, talk with administration, ask for letters of recommendation, etc, it is important that they know how to do so professionally so they make a good impression on the colleges.

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The critical elements are person-focused planning, an appropriately developed IEP, well documented Summary of Performance, family partnership, and ability to explore. This will look like the students showing active engagement in IEP meetings to put the focus on the student. It is critical to explicitly instruct self-advocacy skills so that they can demonstrate this in their IEP meetings and post high school. The IEP should be standards based so that students can gain knowledge that will help them in a postsecondary school. The student will need to have the essential information in the summery of performance to show their school what their strengths and areas of improvement are. It is necessary for students to have the opportunities to explore postsecondary schooling The team should be authentically collaborating with families during the entire process of their student’s IEP and transition planning.

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We can use the results by developing the student’s IEP based off the scores that they received on their assessments which will allow for their goals to individualized to their needs. Along with creating goals, the IEP team should collaborate with the college to share the data from the assessments.

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The benefits of CTE for students with disabilities are more academic course taking, more achievement, completing an effective academic curriculum and vocational program of study, more likely to graduate from high school, employed in higher paying jobs, and more likely to enroll in postsecondary education. Students need to know their strengths and areas to improve on, preferred and non-preferred activities. For current functional performance, students need to what accommodations they need in the work environment, and what their skills are. Career clusters involve multiple possibilities that individuals can choose from with the skills learned from CTE courses.

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Students should be involved with their IEP in middle school. This will allow them to share vital information about themselves with their preferences and nonpreferences along with their likes and dislikes. It is necessary for students to engage in active engagement, demonstrate leadership in IEP meetings, and using decision making skills to advocate for themselves. This is an important step towards self-advocacy because individuals need to have these skills in order to effectively ask for something that they need. In highschool, as they lead their own IEP meetings, they can share the activities that they participate in, volunteer for organizations, learn and take part in various jobs and colleges, figure out what classes to take in high school to prepare them for post high school, completing the necessary items for what they will be doing after high school like applications and forms. These are a few activities that teachers can encourage their students to do which will help grow their self-determination skills.

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There was a common skill that I recognized in the list of high school activities for students. They need to be able to take the initiative to meet with their counselor, attending activities, doing educational activities during the summer, preparing for exams, doing internships, asking for recommendations, and many more activities. Students need to have courage to do these activities by showing initiative and demonstrating their social skills. Students will be showing various skills to professional people, so it is crucial that they have met expectations of the various skills that are required of them.

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This chapter hits home with me in my professional career. While I was the academic advisor at Coe College for the Upward Bound program, I had the opportunity to be that "Extrinsic Support" for students to succeed in college. On page 56, it speaks in volumes of the importance of extrinsic support.
I would help with everything related to post-secondary planning, registration, applications, FAFSA, college visits, etc. We as edicators must be that extrinsic support for our students as they navigate college or their post-secondary journey.

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CTE, Trade School, Hands on Training, Union Trades, Vocational, Etc. Alot of buzz words as stated by Mrs. Colony for the ever growing and changing world of Career and Technical education. Employability skills is the buzz word for me that needs to be addressed and focused on for all students, but expecially for students with a disability. They must know how to prepare for an interview, have the training desired for that empoyment opportunity and navigate through an interview. Having some experienes of some trades, hands on jobs and career exploration will set them up for success after high school. We can do this in the high school setting.
I took many students on field trips to pipe fitters union, carpenters union, nesper sign and others to get them a visual look at what they could do one day. Also to network and meet the people of the career.

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In my interview for the prior homework assignment, I had this discussion with my student. She discussed her growth within her IEP, her new college choices and how she has developed within her academic journey. On page 110 it talks about how Juniors and Seniors should develop a sense of ownership for thier learning needs. As this ocurs I feel is a pivotal time for teachers, counselors and such to bring college to the student. And also the student to college's. Take college visits, have admissions counselors come visit your classroom, talk with college graduates and give information to your students.

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1. Some of the critical elements of transition programming for students with disabilities who are considering attending college includes using person-focused planning, teaching and providing opportunities for students to practice self-advocacy skills, and providing opportunities for students to explore postsecondary options. During the high school years for the student, this looks like assisting students (and their support system) to recognize their strengths, talents, interests, and challenges that may arise with their postsecondary goals. In addition, it's important for the student to have a clear knowledge of themselves, their strengths, needs, preferences, and interests to be able to advocate for themselves. For students to become strong self-advocates, they must receive explicit instruction in high school along with adequate practice of these skills. Another critical element for students is providing students with information on postsecondary options, helping students look for postsecondary options via internet or phone calls, encouraging them to tour and/or visit the campus, and connect with personnel on the campus (or campuses) that they are interested in attending following high school.

2. We can use the results of transition assessments and summary of performance within the IEP plan for students with disabilities after high school because it can help students with their self-advocation of their interests, preferences, strengths, and needs with data to back this up as they are relevant to the next educational environment. This can also help students determine what accommodations (if any) they will need in their postsecondary education experience. The results of transition assessments can also help students determine areas at school, at home, and in the community that the student may need to continue working on before leaving for college. This could include money management, daily living skills like cooking, health care, legal issues, etc.

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1. CTE can greatly impact students with disabilities as they work on a variety of skills that could help them with academic subject matter due to it being taught through contextual learning. This could help students with disabilities in their generalization of skills for their future employment and/or education. CTE can also help students explore their interests and different careers as they progress through school, rather than having that exploration occur following their secondary education. For CTE, it's important for students to understand their physical limitations, strengths, their abilities, and what careers (or career clusters) they are interested in to be prepared.

2. Words/phrases to know surrounding CTE:
- Career Assessment
- Career Exploration
- Career clusters
- Career Pathways
- Apprenticeship Programs

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1. Some activities to promote self determination in transition aged students includes the following: exploring interests/careers, participating in extracurricular activities, identifying strengths and needs, identifying preferences, assist in collecting data/evidence to share with IEP team and for SOP, identifying career goals/postsecondary education goals, etc. These items can help students communicate their interests and what they want to do postsecondary. These items can help students with disabilities explore what they want to do postsecondary and continue to build connections and/or relationships during their secondary education years.

2. An activity for high school students that students with disabilities may need supports or assistance completing would be preparing an admission essay. Students with disabilities may need additional support in this area. This could include assisting them with formulating ideas on how to respond to the essay prompts, assisting them with creating a basic outline, and helping them review the essay once it's completed. This is an area that students would need to have prior instruction in to be successful in this area. Refer to past essays written for class to help the student generalize those writing skills to this postsecondary writing task.

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How do you write goals that are specific enough to meet the needs of the student, but also general enough to be observable / measurable across a variety of settings?

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How do you write goals that are specific enough to meet the needs of the student, but also general enough to be observable / measurable across a variety of settings?

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How can we give students meaningful feedback throughout the day on their soft skills? 

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How can we give students meaningful feedback throughout the day on their soft skills? 

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Should we be collaborating with outside agencies that our students are receiving services from when it comes to writing goals? More specifically, services where they have additional goals. Should these goal areas be different?

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Should we be collaborating with outside agencies that our students are receiving services from when it comes to writing goals? More specifically, services where they have additional goals. Should these goal areas be different?

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Talking about different agencies supporting our students made me think of this. I can clarify when we all come back together if needed. For example, if a student receives in-home services from the Arc where they have goals they work on (SCL goals is what we call them) and they are also in the special education program, should their goals look different or similar? I know someone who works on community safety, physical activity, and participation for their SCL goals through the Arc. Do we need to collaborate with this agency to ensure that we as teachers are making sure they have different goals at school? Or similar goals? Hopefully this makes sense. - Cal

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1. Pre-planning is very important.  I believe that making sure we are assessing student interests and strengths. We also need to make sure that we are providing opportunities outside of school to practice real-world experiences. Also, focusing on study skills and independently living skills if they are planning on going to college.
2. Same as planning and creating IEP goals we need to make sure that we are focusing on purposeful goals that are individually created for each student.  If a student is in the transition center that we have in schools we have more control over what they are focused on.