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![Page 1: 2013 Research to Practice Presentation Mary Etta Taylor, Education Associate, SCDE - Office of Exceptional children Sherry R. Williams, Education.](https://reader037.fdocuments.us/reader037/viewer/2022110323/56649d815503460f94a66824/html5/thumbnails/1.jpg)
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
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http://www.youtube.com/watch?v=gE857DJWX2w The Crazy Ones
http://www.youtube.com/watch?v=SswMzUWOiJg Think different
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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
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The EEDA requires an IGP for all students in grades 8 – 12.
True False
http://www.polleverywhere.com/multiple_choice_polls/x9xsBrRaRA8bNgb
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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
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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
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Individual Graduation Plans for Students with
DisabilitiesNEW: ALL students
(YES – ALL)
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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
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The guidance counselor should lead IEPs since they have to lead the IGP. True False
http://www.polleverywhere.com/multiple_choice_polls/j5dTc85aOzWZCnT
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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
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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
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District Special Education Teachers
Guidance Counselors
District Professionals
StateOffice of Exceptional Children StaffEEDA staff
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Transition IEPs
Mary Etta Taylor, SCDEOffice of Exceptional Children
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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
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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
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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
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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
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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
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Transition Assessment
Employment
Education/ Training
Independent Living
Should Address Three Areas
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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)
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Types of Transition Assessments
Formal and Informal
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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
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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]
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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
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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)
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Transition Assessment Areas
• Self-Determination Skills• Independent Living Skills• Vocational Interests & Skills• Career Exploration Skills• Academic Skills
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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
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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:
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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
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DO YOU FEEL LIKE A HERO? HELP OTHERS REACH THEIR GOAL:
HTTP://WWW.YOUTUBE.COM/WATCH?
NR=1&V=KZLXWP6VFDE&FEATURE=ENDSCREEN
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MORE THAN CAREER MORE THAN CAREER ASSESSMENTS ASSESSMENTS
Presented by:Sherry R. Williams
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What types of assessments are
out there?
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InterestSkills
ValuesPersonalityLearning StylesMultiple Intelligences
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WHAT IS MY PURPOSE?
• CAREER AWARENESS
• SELF AWARENESS
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SELF AWARENESS
You have to know about yourself before you can choose a career – to include your learning styles and personality
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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
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Learning Styles Theory 1:
Global vs.
Analytic Cognitive Processing
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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
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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
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• 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
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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
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• Multiple Intelligences
LEARNING STYLES THEORY 3:
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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.
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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
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Considerations
• At risk students• Divergent Learners• Students with special needs• Special education• ESOL• Homeless students
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MASLOW’S HIERARCHY OF MOTIVATION
Esteemreputation, self respect
Emotional Love, belonging, friends
Self actualization
Safety/securityHome, medical needs, job, money
PhysiologicalBreathing, sleep, water, food
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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
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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
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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
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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)
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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
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CAREER AWARENESSThat’s a whole other presentation!
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Special Populations…..
• Holland’s Party• Colors• Others
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RESOURCES:
KAPES AND WHITFIELD BOOK
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CONTACTS
Mary Etta Taylor•[email protected]•803-734-0705
Sherry R. Williams•[email protected]•803-734-6267