2013 Research to Practice PresentationMary Etta Taylor, Education Associate, SCDE - Office of Exceptional childrenSherry R. Williams, Education Associate, SCDE - office of student intervention services, eeda team

http://www.youtube.com/watch?v=gE857DJWX2w The Crazy Ones

http://www.youtube.com/watch?v=SswMzUWOiJg Think different

We may think it impossible for some students to achieve their dreams but Albert Einstein was labeled “retarded” Henry Ford wanted to create a car The Wright brothers wanted to fly Isadora Duncan thought of “modern dance” ML King, Jr. wanted “rights” for all people Amelia Areheart wanted to be the first

woman pilot Jim Henson wanted a career making

puppets

The EEDA requires an IGP for all students in grades 8 – 12.

True False

http://www.polleverywhere.com/multiple_choice_polls/x9xsBrRaRA8bNgb

Students diagnosed with PMD may be removed from the IGP system so as not to affect the 100% completion rate. True False

http://www.polleverywhere.com/multiple_choice_polls/U2PIs3utsMfa5pG

IDEA legislation changes No longer use PMD, TMD classifications New language

New EEDA IGP Success Planner tool No longer “removing” PMD students from

system so as not to affect 100% participation

Individual Graduation Plans for Students with

DisabilitiesNEW: ALL students

(YES – ALL)

No discrimination Awareness of legislation, students Communication/collaboration Consideration of IEP, 504

accommodations (if appropriate) Integration of IGP goals

(academic/career) during IEP, 504, transition discussions

The guidance counselor should lead IEPs since they have to lead the IGP. True False

http://www.polleverywhere.com/multiple_choice_polls/j5dTc85aOzWZCnT

All students must complete an IGP 59-59-140

IGP will align career goals and student’s course of study 59-59-20

IGP must incorporate provisions of student’s IEP when appropriate 59-59-140

IGP must be approved by certified guidance counselor, student, and student’s parent, guardian or designee 59-59-140

Guidance Counselors attend and lead the IGP and attend (not lead) the IEP

Career Specialist should always defer to the Guidance Counselor when the activity is not within their scope of practice (academic issues, counseling)

Career Specialists are minimally involved in the IGP/IEP process to share information related to career exploration

District Special Education Teachers

Guidance Counselors

District Professionals

StateOffice of Exceptional Children StaffEEDA staff

Transition IEPs

Mary Etta Taylor, SCDEOffice of Exceptional Children

State Performance PlanIndicator # 13

Percent of youth with IEPs aged 16* and above with an IEP that includes appropriate measurable postsecondary goals that are annually updated and based upon an age appropriate transition assessment, transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals, and annual IEP goals related to the student’s transition services needs. There also must be evidence that the student was invited to the IEP Team meeting where transition services are to be discussed and evidence that, if appropriate, a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority. (20 U.S.C. 1416(a)(3)(B))

*In South Carolina: Aged 13 and above

IEP Process for Transition

Includes: •Courses of study•Instruction•Related services•Community experiences•Employment and other post- • school adult living objectives•Accommodations/Modifications

When appropriate:•Daily living skills•Functional vocational evaluation

Step I:Measurable

Post-secondary Goals

Step II:Present Levels of

Academic Achievement and

Functional Performance

as determined by appropriate assessments

Step III:Transition

ServicesAccommodations

Modifications

Step IV:Measurable

Annual Goals

Age-appropriate transition

assessments

•Training/Education •Employment•Independent Living Skills – when appropriate

based on

that address

Transition IEP

Transition is a coordinated set of activities for a student with a disability that is designed with an outcome oriented process.

The components include plans for Instruction Related services Community experiences Post school outcomes

Post Secondary Education Employment

Considerations for Transition IEPs

Student Interests and Preferences– Formal and informal interviews– Formal and informal interest inventories: For

example: South Carolina Occupational Information System, etc.

SC Career Clusters– South Carolina Education and Economic

Development ActCourse of Study– Description of the student’s course of study as

driven by student’s interest and preference and linked to the chosen career cluster.• Example: The student will complete the

required 24 units to receive a high school diploma.• Non example: Listing of every course the

student will take in his/her high school career

Considerations for Transition IEPs

Transition Objectives– Choose the areas based on present levels of

performance Age of Majority– Student who will be 17 during the life of the

IEPDiploma/Certificate– If the district diploma is selected, the IEP team

must ensure that the parent(s) understands that this is not a South Carolina High School diploma.

– Anticipated date of graduation based on course of study.• The date can be changed by the IEP team as

appropriate

Transition Assessment

Employment

Education/ Training

Independent Living

Should Address Three Areas

Guiding Questions

1. Where is the individual presently?

2. Where is the individual going?

3. How do we get the individual there?

(Colorado DPI, 2005)

Types of Transition Assessments

Formal and Informal

Types of Transition Assessments

Formal:• To learn about a wide variety of skill levels

in various areas (e.g., vocational, academic, social)

• Published tests: scores that compare students to others

• A starting point

Types of Formal Assessments

• Learning style inventories• Academic achievement tests

(Woodcock Johnson)

• Adaptive behavior scales (Vineland)

• Aptitude tests (Differential Aptitude Test)

• Interest inventories (Self-Directed Search [Forms E, R, and Explorer]

Types of Transition Assessments

Informal:• Observing the student in various

academic and work experiences

• Talking with the student about likes and dislikes

• Setting up experiences to allow the student to try something that that may be of interest

• Often teacher-made

• Often does not result in a score

Types of Informal Assessments

• Observation: watching or listening to an individual’s behavior and recording relevant information

• Interviews/ Questionnaires: structured or unstructured conversations through question-and-answer format

• Environmental Analysis: carefully examining the environment in which an activity normally occurs

• Curriculum based assessments: task-analysis, portfolio assessments, work sample analysis, criterion-referenced tests

(Test, Aspel, & Everson, 2006 - Transition Methods for Youth with Disabilities)

Transition Assessment Areas

• Self-Determination Skills• Independent Living Skills• Vocational Interests & Skills• Career Exploration Skills• Academic Skills

Transition Assessment Sourcesinclude, but are not limited to, the

following:

• Informal interviews with

students• Student completion of interest inventories

• Questionnaires to establish studentinterests and preferences

• Functional vocational evaluations

• Interviews with the family

• Student observations

• Formal interest surveys, aptitude tests and other surveys

• Quarterly or semester grades throughout high school

• Current psychological assessment data indicating areas of strength and weakness

• College entrance exam scores if applying to 4-year colleges

Transition Assessment Information Gathering Form

Student:__________________________ Age:______________ Date:___________

Completed by: SpEd Teacher____ Student____ Family____ Gen Ed Teacher____ Admin____ Counselor____ Other____

Needs Strengths Preferences Interests Work Experience Interpersonal: Academic: Functional: Community: Vocational:

Interpersonal: Academic: Functional: Community: Vocational:

Expressed: Observed: Tested:

School-based: Community-based:

KNOWLEDGE CHECK

• The IEP and IGP have similar goals. Which is not a component of both the IEP and IGP:• Assessments (formal and informal)• SC Career Clusters• Graduation/certification/diploma requirements• Employment/training/independent living goals• All of the above• None of the above• http://www.polleverywhere.com/

multiple_choice_polls/KaeZNroq3sRp5Vt

DO YOU FEEL LIKE A HERO? HELP OTHERS REACH THEIR GOAL:

HTTP://WWW.YOUTUBE.COM/WATCH?

NR=1&V=KZLXWP6VFDE&FEATURE=ENDSCREEN

MORE THAN CAREER MORE THAN CAREER ASSESSMENTS ASSESSMENTS

Presented by:Sherry R. Williams

What types of assessments are

out there?

InterestSkills

ValuesPersonalityLearning StylesMultiple Intelligences

WHAT IS MY PURPOSE?

• CAREER AWARENESS

• SELF AWARENESS

SELF AWARENESS

You have to know about yourself before you can choose a career – to include your learning styles and personality

Learning Styles

• Theory– “Learning styles is the way in

which each learner begins to concentrate on, process, and retain new and difficult information.”• Dr. Rita Dunn, Professor and

Director of the Center for the Study of Learning and Teaching Styles, St. John’s University, NY.

– Theories vary in the number of ways people learn

Learning Styles Theory 1:

Global vs.

Analytic Cognitive Processing

Global Vs. Analytic LearnerGlobal

• Big picture then details• Music or noise• Soft light• Informal• Need breaks• Intake• Mobility• Little structure needed• Tactile, kinesthetic• Lack motivation• Lacks persistence• Remembers faces• Impulsive• Uses body language

Analytic• Step by step• Quiet• Bright light• Formal design• Strong need to finish

task• No intake• No mobility• Structure needed• Visual, auditory learner• Highly motivated• Highly persistent• Remembers names• Reflective• Not emotional

Global Vs. Analytic Resources

• Online learning styles inventory• http://www.engr.ncsu.edu/learningstyles/ilsweb.html

• Learn more at• http://www.thelearningcommunity.us/Portals/0/Tips

%20for%20Parents_Global%20vs%20Analytic%20Learners.pdf

• VARK Assessment, 1992 by Neil Fleming• Based on Myers-Briggs Personality Type

Indicator • Structured specifically to improve learning

and teaching.

http://www.vark-learn.com/english/page.asp?p=questionnaire

LEARNING STYLES THEORY 2:LEARNING STYLES THEORY 2:VVISUAL/AAURAL/RREAD &WRITE/KKINESTHETIC

Inventories

• Myers-Briggs Type Indicator™• Isabel Briggs Myers and Katherine Cooks

Briggs• Based on Carl Jung• Introvert/extrovert (Orientation to Life)• Sensing/iNtuitive (Perception)• Thinking/feeling (Decision Making)• Judgment/perception (Attitude to

Outside World)

• Must be certified interpreter

• Multiple Intelligences

LEARNING STYLES THEORY 3:

Inventories

CITE Learning styles instrument•A.M. Babich, P. Burdine, and Randol P. Albright

• 9 learning styles

Teele Inventory for Multiple Intelligence (TIMI)•Dr. Sue TeeleCreated a spatial inventory entitled The Teele Inventory for Multiple

Intelligence (TIMI), which is used in over 10,000 locations and in twenty-five countries. This inventory can be Multiple Intelligences

Multiple Intelligences• Howard Gardner• 9 intelligences• Cognitive model which has VARK inclusion but extends to other

dimensions• http://www.edutopia.org/multiple-intelligences-learning-styles-quiz• used with children as young as two years of age.

Multiple IntelligencesDr. Howard Gardner, professor of

education at Harvard University•Developed in 1983 •I.Q. testing is far too limited •Dr. Gardner proposes 9 intelligences (to account for a broader range of human potential in children and adults) •Theory

– Most people have all intelligences– Most people can develop each intelligence– No intelligence exists by itself– There are levels of intelligence within each

of the intelligences

Considerations

• At risk students• Divergent Learners• Students with special needs• Special education• ESOL• Homeless students

MASLOW’S HIERARCHY OF MOTIVATION

Esteemreputation, self respect

Emotional Love, belonging, friends

Self actualization

Safety/securityHome, medical needs, job, money

PhysiologicalBreathing, sleep, water, food

Special Education• Special education students need to

receive equal career services• Disabled students have varying

needs• Visual impairments• Auditory impairments• Verbal impairments• Orthopedic impairments• Multiple impairments• Emotional/mental health

impairments• Learning disabilities• Traumatic brain impairments• Homebound/medical issues• Autism/Asperger's• others

At-Risk Students

Define• At-risk student Committee legislative definition• School-aged moms/students• 18 year old 10th graders• Divergent learners• The Crazy Ones Video

What to keep in mind• May read below level so some assessments may not

be as good as others• Some may not have English skills and need

assessments in their native language• Some students may have technology issues related to

disabilities• 80% of school dropouts are body/kinesthetic learners

but classes are taught via verbal/auditory techniques• 80% of dropouts are divergent learners

Learning Styles Of At-risk Youth

• Frequent motion• Social-cooperative learning• Soft light• Comfortable seating• Manipulatives/involvement• Visuals• Resist direct instruction• Global learners• High calorie intake during intense

engagement in study

Divergent Learners

• Theory• Dr. Carol B. Johnson (1998)• Divergent learners are not at-risk but they can become

at-risk. At risk and divergence should not be used interchangeably.

• Definition• Divergent learners have a clear and meaningful

departure from the traditional-logical-sequential view - that view most associated with high achievement in traditional school curricula. (Core principles of Divergent Learners, Dr. Carol Johnson)

• Assessments• Divergent Ranking Guide (Taylor/Johnson 1999)

Video Resources

• http://www.pbs.org/wgbh/misunderstoodminds/• http://www.npr.org/player/v2/mediaPlayer.html?

action=1&t=1&islist=false&id=4460341&m=4463493

• Dr. Mel Levine talks about• 3 million US students received special learning disability

services

• students’ minds being wired differently• Label the problem, not the child• how future prison populations are estimated by

behavior records of 4th graders• 90% of prison population have reading problems• no adult is perfect at everything so why do we

expect students to be good at everything

CAREER AWARENESSThat’s a whole other presentation!

Special Populations…..

• Holland’s Party• Colors• Others

RESOURCES:

KAPES AND WHITFIELD BOOK

CONTACTS

Mary Etta Taylor•metaylor@ed.sc.gov•803-734-0705

Sherry R. Williams•srwillia@ed.sc.gov•803-734-6267