CSI: Transition (Clues for a Self Investigation for Middle School Students with Disabilities)
Part of the NEXT STEPS Series Parent Educational Advocacy Training Center
By Cathy Healy Cherie Takemoto Pierre Ames
www.peatc.org
1 © Parent Educational Advocacy Training Center 2007
Parent Educational Advocacy Training Center Our Mission
Our Outreach
Our History
Building positive futures for Virginia’s children by working collaboratively with families, schools and communities in order to improve opportunities for excellence in education and success in school and community life. Our special focus is children with disabilities.
PEATC is committed to reaching all families, including traditionally underserved, rural and low‐income populations and those families that do not know how their effective involvement can make a difference. Outreach efforts include program support for diverse populations across the Commonwealth.
Since 1978, PEATC has been committed to promoting active partnerships between parents and professionals. These partnerships continue to lead to positive results for children.
PEATC was one of the first parent training and information centers in the nation, funded by the federal government to serve the families of children with disabilities throughout Virginia. Building on our successful history of creating positive futures for children with disabilities, today PEATC serves families, schools and communities who are interested in investing in children with and without disabilities.
CSI: Transition is a publication of the Parent Educational Advocacy Training Center. It is funded in part by the VA State Improvement Grant # 87123‐H323A040011 and the U.S. Department of Education Grant # H328M040022‐07. The views expressed in this publication do not necessarily reflect those of the funding sources. PEATC does not endorse any product or service referred to in this publication.
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Acknowledgements PEATC would like to thank the Virginia Department of Education and the Virginia Intercommunity Transition Committee for their support and guidance on this project. Additionally PEATC would like to thank the following advisors and reviewers. Detective Steve Milefsky Andrea Sobel Ed.D. Homicide Squad/Cold Case Educational Consultant Fairfax County Colleen A. Thoma, Ph.D. Amy Hunt Associate Professor Parent Virginia Commonwealth University Department of Special Lisa D. Holland Virginia Department of Education and Disability Policy Education Training and Technical Assistance Center at Radford Christopher Thoma Student, self – advocate University Pamela J. Leconte, Ed.D. Corinne Weidenthal, Ed.D. Education Program George Washington Specialist University U.S. Department of Department of Teacher Preparation and Special Education Education Katherine M Wittig Virginia Department of Anne Lipnick MSW Educationʹs Alexandria City Public Schools Training and Technical
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CSI: Transition (Clues for a Self-Investigation) Table of Contents ACKNOWLEDGEMENTS
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INTRODUCTION
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CHAPTER 1: LAUNCHING AN INVESTIGATION
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CHAPTER 2: WHAT ABOUT ME, RIGHT NOW?
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CHAPTER 3: NOTHING ABOUT ME, WITHOUT ME
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CHAPTER 4: WHAT’S AHEAD?
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CHAPTER 5: WHO IS THERE TO HELP?
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CHAPTER 6: TESTING, TESTING AND MORE TESTING
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CHAPTER 7: REVIEW AND WRAP UP
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APPENDIX A: EVIDENCE VAULT
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APPENDIX B. DISABILITY LAWS
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APPENDIX C. CREDITS FOR GRADUATION AND INDUSTRY CERTIFICATION
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APPENDIX D. ACCOMMODATION TERMINOLOGY
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APPENDIX E. COMMON SPECIAL EDUCATION ACRONYMS
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APPENDIX F: WEBOGRAPHY
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APPENDIX G: SELECTED REFERENCES RELATED TO MIDDLE TO HIGH SCHOOL TRANSITION
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Introduction CONGRATULATIONS! You have survived the move to middle school! By now you’ve probably settled in and have adjusted to new surroundings, and new people. But middle school can be a tense time for students. Many report experiencing moments of feeling “awkward” and “totally out of it”. Are my clothes right? Do I have the right electronics? It’s also a time when homework gets more difficult, and adults expect you to have a lot more information stored in your brain than you seem to possess. Middle school, while very real right now, is a temporary stopping off point. Here, you have a chance to begin setting your sights, and begin planning for the person you are about to grow into. Trying to envision how you will be, look, act, or live, far into the future is a challenge for most middle school students as well as many young adults. Here’s a reality check for you. Your dreams about being —a rock star, TV star, sports star, crime scene investigator, Internet mogul— or other magnificently successful person need to be molded into a workable plan of action. Very soon, if you haven’t already been asked to, you will need to start choosing academic classes and elective areas of interest. You will also be asked to consider the type of work you would like to do in the future and whether or not post secondary education is a goal. To get you started we’ve developed this handbook, CSI: Transition (Clues for a Self Investigation). This manual will walk you through a process that will help you uncover evidence and piece together clues about yourself and the world around you. Throughout this investigation you will begin to learn how to prepare for high school and more importantly for adulthood. Before we begin we invite you to get acquainted with how real detectives work to solve a case.
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Chapter 1: Launching an Investigation In a crime scene a Forensic Investigator sometimes known as the Major Investigative Detective (MID) is the person who is responsible for the entire investigation from start to finish. As the MID your job is to understand how to find clues, draw conclusions, and how to use this information to guide your own success. You must also understand who else is involved, their functions and the types of activities they conduct. Once you have uncovered information, and are aware of who is available to assist, you can begin to take the first steps in developing a working plan to move you toward the future of your own design. The Major Investigative Detective must be curious to the point of being nosy in order to uncover clues. A clue is often referred to as a ʺleadʺ—something that enables the investigator to move the case forward. A lead may be a witness statement or a piece of evidence processed at the laboratory by the forensic scientist. Interviewing skills are the greatest asset of the investigator. Never assume someone has told you everything. If the right question doesn’t get asked, even of an expert witness, the detective may not get an answer because people donʹt always volunteer everything they know about a subject. Your basic interviewerʹs protocol is who, what, when, how, and why. Be sure to ask these questions and don’t be shy about repeating the questions until you’ve exhausted all possible answers. Once you find the answers to your questions the information can be entered into the evidence vault (Appendix A). Let’s begin. Case File 1‐01: As the Major Investigative Detective you must launch an investigation. The focus of the investigation is you. You are in your late 20s and sitting in what looks to be a living room. You are surrounded by family, friends, and other people. There is a birthday cake and balloons close to you. A checkbook, pen and some papers are on the table next to you. On the wall is a bulletin board, with a posting that looks like a schedule. On the bookcase behind you is a bowl with a set of keys. You look happy, surprised, and contented. Others in the room are munching on food and drinking soft drinks.
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Interview protocol We have developed a list of questions for you to help you get started with your investigation. You may want to think of other questions and add them to your interview protocol. Also, feel free to enter answers in the spaces provided. You might want to refer back to your case file from time to time to refresh your memory or reveal more clues.
Who are all the people in this scene? ____________________________________________________________________________________ ___________________________________________________________________________________ ____________________________________________________________________________________ When is the scene taking place? ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ What is happening here? ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ How did these people get here? ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ Why are they here? ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ Other questions I want answers to: ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________
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Evidence: Evidence is information legally admissible in court. It may be testimonial (eyewitness), physical (object) or circumstantial (series of events or circumstances) which help to build a case against a suspect. It is often proof that cannot be disputed. To help you understand evidence we have provided the information that is most apparent. You may discover evidence as well. Evidence: A checkbook, a pen, some papers, and keys are in the scene. There is a schedule on the bulletin board and other people are with you. What we also know is that it is your birthday and people are having a good time. Other evidence: ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ 8 © Parent Educational Advocacy Training Center 2007
Clues: Remember a clue is a lead that helps you move the case forward. The presence of so many people to celebrate your birthday could mean several things—you have friends, you have co‐workers, or you have professionals assisting you in your life. The check book and pen could mean you are pretty independent paying your own bills. The schedule on the bulletin board could mean you have lots of activities in your life. Could it also be a bus schedule or a class schedule? What do you think it is? Other clues: ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________
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Chapter 2: What about me, right now? We see you in a future scenario. Do you wonder what you did in your life to get to that point? As the Major Investigative Detective on this case please continue with your investigation by beginning at the beginning. Let’s find out about you right now. When you refer to your case file you may have noticed some things about yourself that you don’t see now. Do you have keys to your house now? Do you make decisions about how to spend money now? Do you have spending money now? Do you decide how you celebrate your birthday? Do you decide who your friends are or do people choose you to be a friend? First, pinpoint the things in your life that you like to do and those that are not something you like to do. Remember you are searching for clues about how you became the future you. By asking questions of yourself you will be able to narrow down important evidence that helped you move ahead.
Interview protocol Likes/Dislikes —what do you really like to do and what do you really not like to do? List your likes and dislikes Likes Dislikes Ex. computer games_____ Ex. doing math homework ______________________
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Strengths and abilities – Now that you’ve figured out things you enjoy let’s investigate other things about you. When you have to tackle new tasks what helps you to do these things? What about you helps you to learn or do something new? What are some of the things that help you relate well to others? What is enjoyable, fun, or motivating? Circle all that you are good at Listening to instructions Reading instructions Giving directions verbally Writing directions down for someone Drawing pictures Writing stories Remembering people,
Doing chores or tasks
places, things, dates
every day
Jumping, running, catching,
Playing with friends
throwing Add other things here ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ 11 © Parent Educational Advocacy Training Center 2007
Supports/Adaptations —we’re almost done with your own personal investigation about yourself. Think now about the things in your life that have been provided to you by others that seem to make doing things much easier. Circle all that apply to you: Do I need supports related to… Doing school work
Getting around campus
Eating lunch
After‐school activities
Getting dressed
Thinking of things to do
Add other ideas: ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ 12 © Parent Educational Advocacy Training Center 2007
Circle all that apply: Do I need accommodations or modifications for Homework assignments
Taking tests
Individual or group work
Physical education
Add other ideas ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ 13 © Parent Educational Advocacy Training Center 2007
Chapter 3: Nothing about me, without me Please refer back to Case File 1:01. As a twenty something year old adult you are very comfortable in your own skin and you are very much in control of your own life. Your own personal inventory may have uncovered evidence about your strengths, abilities, likes and dislikes that have helped to direct the future you. However as a middle school student you have probably observed that grown‐ups have been the ones to make decisions for you. Sometimes they forget to include you; not because they don’t want to but because they want to protect you and do what’s right for you. Now is the perfect time for you to begin taking the lead. Instead of letting people make decisions for you or talking on your behalf at meetings, try talking for yourself. Remember the only stupid question is the question not asked. Hello, my name is…
Interview protocol
Am I comfortable speaking at a meeting with mostly adults present? ____________________________________________________________________________________ ____________________________________________________________________________________ Where can I get practice speaking up in a group? ____________________________________________________________________________________ ____________________________________________________________________________________ Who is someone I trust enough so that I can practice talking about myself? ____________________________________________________________________________________ ____________________________________________________________________________________ What do I need practice saying? ____________________________________________________________________________________ ____________________________________________________________________________________ How do I begin? ____________________________________________________________________________________ 14 © Parent Educational Advocacy Training Center 2007
____________________________________________________________________________________ Having practice talking in meetings is a good first beginning to being in charge of your future. As you gain confidence in speaking up you will find that others will either want to help you set your goals or they will want to set goals that they believe you should have. To help plan for the life that you want you might want to adopt the phrase nothing about me, without me. The phrase dates back to the South African disability movement in the late 20th century. It means in spite of disabling conditions, you have a voice and a choice in what happens in your education and in your life. It also means that you must pay the price for having that voice and choice by assuming some of the responsibility for what happens to you. A major part of taking charge of yourself and your life is understanding your disability, figuring out how it relates to the rest of the world, and how the rest of the world views your disability. In many aspects of your life— at school, at home and in the community—it may not be necessary to let others know that you have a disability. You do not have to share information about your disability as it is your choice. However, if you don’t, the people in school or the people you work for may not have to provide accommodations that are helpful to you. Sometimes it can work to your advantage to let others know about how your disability affects you and your life. Letting people know “this is what it is”, “this is what it means for me”, and “this is what I need in order to work around it” might make it easier for you.
Interview protocol Who do I need to tell about my disability? ____________________________________________________________________________________ ____________________________________________________________________________________ What do they need to know about my disability? ____________________________________________________________________________________ ____________________________________________________________________________________ When is it appropriate to talk about my disability? ____________________________________________________________________________________ ____________________________________________________________________________________
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How will sharing information about my disability be helpful to me? ____________________________________________________________________________________ ____________________________________________________________________________________ Why is it important to be able to talk about this? ____________________________________________________________________________________ ____________________________________________________________________________________ What evidence do you have that it is important to be able to talk about how your disability affects the way you do things? ____________________________________________________________________________________ ____________________________________________________________________________________ Evidence: (example) My Sunday school teacher didn’t know I had difficulty reading and asked me to read out loud in class. Clues: (example) If I’d told her that reading out loud was a struggle for me and made me feel uncomfortable before the class started maybe she would not have asked me to read out loud in class. To learn more about self determination please visit the PACER Center web site. http://www.pacer.org/tatra/self.htm
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Chapter 4: What’s ahead? Your parents, your teachers, and your business community are all hoping you will work hard in school so that you will be ready to fill the great jobs that are opening up every day. It used to be that it took 18 years to grow a worker but today it seems to be taking a little bit longer. The U.S. Department of Labor (USDOL) projects that most of tomorrow’s high paying jobs will require education beyond high school. The world of work has changed significantly in the 21st century. In the 1950’s lots of jobs were available to people with only an 8th grade or high school diploma. But many of those jobs no longer exist today. Instead, rapid changes in technology and the ease of conducting business around the world have changed the way that we work and the types of work that we do. Plus the Bureau of Labor Statistics projects that people between the ages of 18 and 34 will hold as many as 11 jobs. There is also a trend that people will work more independently operating their own small businesses. Future workers will need to continue their education if these predictions are true because education enhances your chances to be flexible—to fit into different jobs. Today more and more employment opportunities are opening up to people with disabilities because of technology advances, better education, and more effective laws that support the rights of individuals with disabilities. Worker accommodations to support employment are less costly and more accessible than in previous years. So it is important that as you begin to look to the future you begin to see the world of possibilities that awaits and that you plan accordingly. This leads us to the question of education. How much education does a person need and what is it really worth?
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What’s a diploma worth? Where will it take me? According to a Bureau of Labor Statistics1 report, ʺcollege graduates age 25 and over earn nearly twice as much as workers who stopped with a high school diploma. College graduates have experienced growth in real (inflation‐adjusted) earnings since 1979. In contrast, high school dropouts have seen their real earnings decline.ʺ Education and Training Can Pay!2 (Unemployment and earnings for full‐time wage and salary workers aged 25 and older.)
A great website for finding careers is www.vaview.org your main source for career and education information within the state of Virginia. This website lists alternate career choices, in fact, the lists are overwhelming! www.iseek.org
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U.S. Department of Labor http://www.careervoyages.gov/careerchangers‐doeseducationpay.cfm U.S. Department of Labor http://www.careervoyages.gov/careerchangers‐doeseducationpay.cfm
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Virginia High School Diplomas The Commonwealth of Virginia values education and recognizes that individuals have different strengths and aptitudes. For this reason there are different types of diplomas that Virginia students can receive. Each diploma option has requirements and each represent different academic achievement. As a middle school student now is the time to see the different pathways that are available to you through the range of diplomas you might be eligible for obtaining. •
Advanced Studies Diploma – 24 credits including 9 verified credits. This diploma requires specific courses in English, math, lab science, history and social studies, foreign language, arts, PE, and electives). This diploma places you on track to attend college and you can often receive college credits while in high school.
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Standard Diploma – 22 credits including 6 verified credits. This diploma requires certain courses in English, math, lab science, history and social studies, arts, PE, and electives). With this diploma you can apply to attend two and four year colleges.
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Modified Standard Diploma – (for students with disabilities) 20 credits including specific courses in English, math, lab science, history and social studies, arts, PE, and electives. Though you must take statewide exams, you do not have to pass them. You must pass the numeric and literacy competency tests (at the 8th grade level) that are required by the Board of Education. This diploma won’t necessarily mean that you are ready to take college level courses, or that a college will accept this diploma.
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Special Diploma ‐ You will receive this diploma if you complete the requirements of an Individualized Education Program (IEP) and do not meet the requirements for a Standard, Advanced Studies, or Modified Standard Diploma. This diploma does not meet the requirements to permit entry into a typical college program though education opportunities on a college campus might be available to you in other ways.
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General Achievement Diploma – for students, who are at least age 18, requires certain courses and passing the General Equivalency Diploma (GED) exam. This diploma meets the requirements for attendance in most two year colleges.
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High School Industry Credentialing High schools may also offer occupational skills training. The Virginia Office of Career and Technical Education provides information about the types of industry credentials high school students can work towards. The Path to Industry Certification: High School Industry Credentialing initiative encourages students to work toward a selected industry credential or state license while pursuing a high school diploma. Students who earn a credential by passing a certification or licensure examination may earn up to two student‐selected verified credits to meet graduation requirements. More information about these options can be obtained at their website. http://www.pen.k12.va.us/VDOE/Instruction/CTE/certification/
Interview protocol What industries will be hiring when I leave school? ____________________________________________________________________________________ ____________________________________________________________________________________ What education or skills training do I need? ____________________________________________________________________________________ ____________________________________________________________________________________ What kind of diploma will I want from high school? ____________________________________________________________________________________ ____________________________________________________________________________________ What study skills do I need to have? ____________________________________________________________________________________ ____________________________________________________________________________________ Can I manage my time well in order to complete assignments? ____________________________________________________________________________________ ____________________________________________________________________________________
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Who can help me learn study skills and time management? ____________________________________________________________________________________ ____________________________________________________________________________________
Work experience Education and skill development are both important areas to consider in your investigation. Unfortunately education and skills alone will not ensure you are ready for a job. Did you know that many employers are looking to hire people with some experience? Employers are looking for people who have a good track record in terms of dependability and showing up on time. Surveys of employers reveal that they need skilled people who can work in teams, interpret written information well, be adept at verbal communication, have a good work ethic, and not be afraid to try new things. Work experience helps individuals be socially appropriate in a job. It enhances your ability to transition easily into the work culture. The good news is that experience is derived from many different types of activities. Planning now will help you to know who in high school can connect you to work experience. Activities related to work can even help you learn more about yourself and what types of work seem to fit you best. Invaluable work experience can come from any one of these activities and most high schools often will help connect students to some of these. 1. Volunteering – working without wages for the sole purpose of gaining the experience or to determine interest or match. 2. Job Shadowing – spending time at work with someone in a field you are interested in working in or wish to know about. 3. Internships – A paid, volunteer or academic credit earning opportunity to work on a job while you learn to do the job. 4. Mentoring – Having someone (often called a mentor) share knowledge, information and expertise with you about an occupation, profession or career that you are interested in entering. 5. Trial work – work on a job to determine your ability to do the job and/ or your interest. 21 © Parent Educational Advocacy Training Center 2007
6. Service Learning ‐ integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities.
Interview protocol Where can I get practice working? ____________________________________________________________________________________ ____________________________________________________________________________________ What type of work will be best for me? ____________________________________________________________________________________ ____________________________________________________________________________________ What skills do I already have? ____________________________________________________________________________________ ____________________________________________________________________________________ What skills do I need to acquire? ____________________________________________________________________________________ ____________________________________________________________________________________ Who can help me figure these things out? ____________________________________________________________________________________ ____________________________________________________________________________________ To learn more about service learning please visit the service learning web site. www.servicelearning.org.
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Chapter 5: Who is there to help? In previous generations, having a disability meant that you were not expected to achieve academically, participate fully in your community, or even support yourself with a job. As a result of these pervasive attitudes in society the US Congress passed laws to help individuals with disabilities have greater access and participation in education and all other areas of life. There are three major pieces of legislation established to support individuals with disabilities in school and beyond. They have been established to protect you and ensure that there is funding to pay for services to help you. The most important law for you to know about now is the Individuals with Disabilities Education Act (IDEA). You have probably attended meetings with groups of people who are discussing how well you are doing in school, outside of school, and in other areas of your life. If you haven’t attended these meetings you will begin doing so very soon. These meetings are known as Individualized Education Program (IEP) meetings and they are governed by IDEA. The IDEA law refers to how your education needs to be designed so that you can learn as much as possible. It requires that you be invited to the IEP meetings no later than your 15th birthday. Consider this group of people as your team as they will help you plan your academic career and develop your IEP. They will check in periodically to make sure you are progressing academically and revise the plan if needed. Additionally they will help you begin looking forward so that you can figure out what you need to put in place in high school to better prepare you for life after school ends. The IEP team is co‐lead by you, your parents, and your case manager. The people on the team are teachers, therapists, school administrators, and others you and your co‐leaders decide are important to help you with your planning. The Appendices at the end of this handbook contains more in depth info about the IDEA and other laws that have been established to protect you.
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Interview protocol What can laws do to protect me? ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ What do I need to know about the IEP process? ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ How should I prepare for an IEP meeting? ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ 24 © Parent Educational Advocacy Training Center 2007
Other witnesses People who know you well may have a vision for how you will be as an adult. Though how they see you and what they want for you may be very different than your own ideas it is interesting to hear their views about you. For the final part of your investigation find 2 to 3 trusted adults to talk with. They may be a parent, or other family member; a favorite teacher; athletic coach; or even a friend’s parent. Spend a few minutes with them to learn their insights.
Interview protocol How do you see me in the future? ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ What type of work do you see me doing in the future? ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ How do you think I should begin to plan my future? ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ Knowing what you know about what it takes to be an adult what if anything would you have done differently in high school? ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ Why would you do that? ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ 25 © Parent Educational Advocacy Training Center 2007
Chapter 6: Testing, testing and more testing In order to continue an education, or get a job, or prove to others that you can live the life you want, you need to provide evidence that you have learned things. Testing is a 21st century reality and though it may feel like a device intended to annoy you, it is a necessary tool. Consider testing as a part of an investigation to gather evidence about you. For students with disabilities testing or assessments have two major purposes—they determine your eligibility for services and they also document how well you are learning. Testing can reveal your unique interests and strengths, areas where you need more help, and accommodations or support to succeed. People on your IEP team can help you understand the results of your testing, but did you also know that testing has another purpose? How well students do in all schools across the state is measured through a systemized testing mechanism called the Standards of Learning. This information helps policy makers know when schools are excelling or in need of extra help. A student’s individual test scores tells universities and post secondary education programs which students will do well in their schools and who will need special help to get ahead. Information from testing informs businesses where to locate because they can see that schools are doing a good job in preparing future workers.
Virginia Standards of Learning The Virginia Standards of Learning (SOL) set targets and expectations for what you are expected to learn and what teachers are expected to teach in the areas of English, mathematics, science, history/social science, technology, the fine arts, foreign language, health and physical education, and driver education. The tests are given at grades 3 through 8 and for certain high school subjects. They are supposed to give parents and teachers an idea of your progress in relation to the SOLs and to make sure that schools are teaching the information that is required by the SOLs Students with disabilities also take the standardized tests because everyone wants to be sure that you are learning. There is help for you with these tests and if the type of class work you are taking isn’t covered by the standardized tests you will have other ways of demonstrating what you’ve learned.
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SOL Test with Standard Accommodations allow you to take a test in a different way without changing what the test is measuring, such as using a calculator or formula table on an 8th grade math test, word processor or spell check, and multiple test sessions. SOL Test with non‐Standard Accommodations may greatly change what the test is measuring, such as having the English test read aloud, dictation to a scribe in the writing test. Virginia Grade Level Assessment (through 8th Grade) allows for a collection of your work that shows that you can do the work at your grade‐level according to SOL blueprints in case your disability prevents you from taking the SOL test, even with accommodations. The credit is verified within your local school system. Virginia Substitute Evaluation Program (high school) allows for a collection of your work that shows you can do the work at your grade‐level , according to SOL blueprints in case your disability prevents you from taking the SOL test, even with accommodations. The credit is verified at the State level Other Substitute Tests – have been approved as alternatives to the regular SOL tests.
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Virginia Alternate Assessment Program is a test for students who are taking classes that teach to the same SOL standards as other students in their grades although they must still achieve high standards. Even if a student passes the test, they will not receive a verified credit for the purposes of graduating for high school.
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Interview protocol What tests have I taken in the past? ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ What tests will I be taking before I enter high school? ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ What can I do to prepare for these tests? ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ Do I need some special accommodations or modifications to help with my tests? ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ Who can help me plan for taking tests? ____________________________________________________________________________________
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____________________________________________________________________________________ ____________________________________________________________________________________ Once in high school, will I need to take any other tests? ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________
If I don’t plan to go on to college or other education after high school must I still take tests? ____________________________________________________________________________________ ____________________________________________________________________________________
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Chapter 7: Review and wrap up The time has come for you to begin to piece together your investigation. The clues you have uncovered about yourself and the evidence of what is needed to meet future goals will be of help to you and your IEP team. The result of your efforts will be the development of a really good working IEP and transition plan that will help position you to excel in high school and beyond. This final interview protocol is to help you summarize your investigation.
Interview protocol What things should others know about me? _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ What things should I share about my disability? ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ What things will help support me due to the disability? ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ Am I able to make plans for myself and follow through with them? ____________________________________________________________________________________ 30 © Parent Educational Advocacy Training Center 2007
____________________________________________________________________________________ ____________________________________________________________________________________ In what ways am I able to make choices? ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ Do I know how to ask for help? ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ Have I talked with my family about the type of high school diploma I want? ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ Do I have the study skills and time management skills I need to be successful in school and life? ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ Do I have enough life skills so that I can be independent? ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________
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Who can I ask for help in school? ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ Have I talked with my family about post secondary education? ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ Do I have a general sense of the types of work I would like to do? ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ What do I do for fun? ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ Do I understand my role at IEP meetings? ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ If so, what is my role? ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ 32 © Parent Educational Advocacy Training Center 2007
If not, who can help me better understand my role at the IEP? ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________
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Appendix A: Evidence Vault What my investigation has found. My strengths are ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ My disability is ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ The help/accommodation I need to get around school is ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ The help I need when taking tests is ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ My current academic achievement is ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ 34 © Parent Educational Advocacy Training Center 2007
The academic achievement I would like is ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ When I am not in school I like to ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ In the future, the types of work that are of interest to me are ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ Other areas I need to get more information about are
________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________
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Appendix B. Disability Laws The Individuals with Disabilities Education Improvement Act of 2004 (IDEA) is the legislation that supports you right now while you are in school. It requires local school systems to provide you with a free appropriate education. The specialized services that the IDEA provides are known as special education. There are many parts to this law that your parents, guardians, and teachers must follow closely. Public money (tax payer dollars) is being invested in you and your responsibility is to make the most of the education being offered. The most important part of the IDEA is that it will support your education as long as you are found eligible for services under the 13 categories of disability through the age of 21. The other significant piece of IDEA is that schools have to provide specialized services to you. They cannot refuse you because they don’t have a teacher or they don’t have enough money. They must ensure that you have an education because the law entitles you to an education. Entitlements are a great help to youth with disabilities but they are also a privilege that must be taken very seriously. The second type of legislation that can be important to you is called the Workforce Investment Act, (WIA). It provides funding to support adults and eligible youth who are seeking to become a part of the workforce by providing career counseling, job coaching, skill assessment and other services. WIA Title 1 Provisions for Eligible Youth has less to do with your immediate day to day schooling in middle school but in some communities, WIA services include creating summer job opportunities for students. As this federal law is primarily investing its resources in the growth and viability of a workforce the services they provide may not be available until you reach the age of 18 and beyond. For more information about how the Workforce Investment Act serves youth please visit the National Collaborative on Workforce Development for Youth website. http://www.ncwd‐youth.info/index.html Another section of WIA is Title IV Rehabilitation Act (Rehab Act) Vocational Services for Youth with Disabilities. This section of the law really begins to work for students as they transition from secondary education into work or post secondary education. The Rehab Act has been established to pick up where IDEA leaves off and in some instances can support students who are not eligible for IDEA services. 36 © Parent Educational Advocacy Training Center 2007
Section 504 of the Rehabilitation Act of 1973 is important legislation but has a slightly different purpose. IDEA and WIA ensure that funding is available to provide educational and other services to help support you. Section 504 of the Rehab Act is a civil rights law. It is designed to protect you from being closed out of opportunities because of discriminatory practices. Section 504 guarantees certain rights to individuals with disabilities, by assuring that entities receiving federal funding create access to whatever services are offered to non‐ disabled people. The Americans with Disabilities Act (ADA) is also a civil rights law that has been established to “eliminate discrimination of Americans with disabilities in critical areas such as employment, housing, public accommodations, education, transportation, communication, recreation, institutionalization, health services, voting, and access to public services.” This is a very important piece of legislation that works “to assure equality of opportunity, full participation, independent living, and economic self‐sufficiency” by individuals with disabilities. The ADA is a federal law that will protect you throughout your lifetime. For more information about the Section 504 and the Americans with Disabilities Act please visit the US Department of Justice web site. http://www.usdoj.gov/crt/ada/pubs/ada.htm#Anchor‐Sec‐49575
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Appendix C. Credits for graduation and industry certification Credits needed for a Virginia diploma There are two types of credits in Virginia‐ʺstandard units of creditʺ and ʺverified units of creditʺ. Without these you will not qualify for the diploma. A standard unit of credit is awarded when you successfully complete 140 clock hours of instruction and the objectives of a course. A verified unit of credit is awarded when you earn a standard unit of credit and get a passing score on an end‐of‐course SOL test or another test approved by the Board of Education. Students in special education have a variety of ways to getting verified credit:
High School Industry Credentialing The Path to Industry Certification: High School Industry Credentialing initiative encourages students to work toward a selected industry credential or state license while pursuing a high school diploma. Students who earn a credential by passing a certification or licensure examination may earn up to two student‐selected verified credits to meet graduation requirements. A credential is defined as: • • • •
A complete industry certification program. e.g., Certified Nursing Assistant (CNA). A pathway examination that leads to a completed industry certification. e.g., automotive technician examinations from ASE A state‐issued professional license. e.g., Cosmetology An occupational competency examination. e.g., skill assessments from the National Occupational Competency Institute (NOCTI)
More information about industry certification programs can be found at the High School Industry Credentialing site. http://www.pen.k12.va.us/VDOE/Instruction/CTE/certification/
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Appendix D. Accommodation terminology Words like accommodations, modifications, supplementary aids and services describe ways to make it easier for you to have access to the same options and opportunities as people without disabilities. Eyeglasses are one of the most commonplace supplementary aids used across the nation. Though often we wouldn’t think twice about getting eyeglasses other accommodations are not so readily available. Knowing what they are and how to ask for them will help you make sure that programs and services do not discriminate against you. This is a way of guaranteeing your civil rights. Universal Design – accommodations are built into a program or service. No further individual accommodations may be needed. For example, the Virginia SOL tests are untimed so that students who need extended time do not need to request an accommodation. Some common examples of universal design include ramps, elevators, close‐captioned television and html tags on web graphics. Some commonly used assistive technology devices like a joy stick, text‐ to‐speech computers, and remote controls were invented to accommodate people with disabilities, but are commonly used by many people without disabilities. In other words, universal design considerations from the start often improve access and use for people with and without disabilities. Formal Supports, Accommodations and Modifications – need to be put into place when services, adjustments or changes are needed to provide equal access for you. Supplementary aids, services, accommodations and modifications might include things like testing accommodations (specified for school tests and an SOL tests) like extended time, test items read and/or answered orally, multiple test sessions, modified tests. It can include assistive technology such as text‐to‐speech readers, spell check/grammar check, computers or calculators. You may also need organizational modifications such as an assignment notebook check, extra set of textbooks at home or extended time to complete assignments. Informal supports – the type of help you get (or give) to a family member or friend. These types of support include such things as a ride to school, help on homework, reminding to get something done or help with cooking or shopping. Informal supports also might be things you use to help with your daily life like an alarm clock, an assignment book, or a map.
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Appendix E. Common special education acronyms 504: Section 504 Plan ABA: Applied Behavior Analysis AT: Assistive Technology BIP: Behavioral Intervention Plan CAPD: Central Auditory Processing Disorder CSA: Comprehensive Services Act CSC: Child Study Committee ESY: Extended School Year FAPE: Free Appropriate Public Education FERPA: Family Educational Rights and Privacy Act FBA: Functional Behavioral Assessment IAES: Interim Alternative Educational Setting IEE: Independent Educational Evaluation IEP: Individualized Education Program IDEA: Individuals with Disabilities Education Act IDEA 2004: Individuals with Disabilities Education Improvement Act of 2004 LD: Learning Disability
LRE: Least Restrictive Environment MDR: Manifestation Determination Review NCLB: No Child Left Behind (Act) OCR: Office of Civil Rights OHI: Other Health Impairment PBIS: Positive Behavioral Interventions and Supports PWN: Prior Written Notice PRC: Parent Resource Center SSDI: Social Security Disability Insurance SSI: Supplemental Security Income SOL: Standards of Learning TBI: Traumatic Brain Injury VAAP: Virginia Alternate Assessment Program VGLA: Virginia Grade Level Alternative Assessment VSEP: Virginia Substitute Evaluation Program WIA: Workforce Investment Act
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Appendix F: Webography Virginia Organizations PEATC‐Parent Educational Advocacy Training Center – Virginia’s parent training and information center for families of children and youth with disabilities www.peatc.org Also visit this site to use the NEXT STEPS Guide for Future Planning http://www.peatc.org/NEXT_STEPS/rsahome.htm VDOE – Virginia Department of Education has information about graduation requirements and alternatives, SOLs, special education and rights. http://www.doe.virginia.gov/ VDOE has a special site devoted to transition http://www.doe.virginia.gov/VDOE/sped/transition/ If you have questions about how to receive verified credit toward a high school diploma, ask your teacher or go to Virginia’s Assessment Website: http://www.pen.k12.va.us/VDOE/Assessment/home.shtml T/TAC – Training and Technical Assistance Centers are funded by VDOE to provide training and technical assistance to professionals. TTAC Online is a portal to the separate regional T/TACs and web‐based and classroom training and technical assistance. http://www.ttaconline.org PRC’s (Parent Resource Centers) in Virginia are locally‐based information centers for families who have children with disabilities. http://www.pen.k12.va.us/VDOE/Instruction/Sped/prc_list.pdf DRS – Virginia Department of Rehabilitative Services provides assessment, support, training and assistance for employable youth and adults with disabilities. http://www.vadrs.org/ Virginia Board for People with Disabilities – Virginia’s Developmental Disabilities Council http://www.vaboard.org VITC – Virginia Intercommunity Transition Council http://www.doe.virginia.gov/VDOE/sped/transition/vtr.shtml 41 © Parent Educational Advocacy Training Center 2007
VOPA – Virginia Office for Protection and Advocacy Individual and systems advocacy http://www.vopa.state.va.us/ VDOLI – Virginia Department of Labor and Industry Apprenticeship programs http://www.dli.state.va.us/ VA VIEW: Virginia VIEW A free website to guide students, parents and educators about career choices http://www.vaview.vt.edu CIL’s – Centers for Independent Living are places where persons with disabilities learn empowerment and develop the skills necessary to make lifestyle choices. Centers provide services and advocacy to promote the leadership, independence, and productivity of people with disabilities. http://www.vadrs.org/cbs/cils.htm CSB’s – Community Service Boards provide local services for youth and adults who have developmental disabilities, mental retardation or autism, mental health needs or substance abuse issues. http://www.dmhmrsas.virginia.gov/SVC‐CSBs.asp Virginia Department of Transportation http://www.virginiadot.org/default_flash.asp Transportation programs and services
U.S. Governmental Agencies Social Security Administration http://www.ssa.gov/ Find out more about social security and Supplemental Security Income (SSI) USDOL – United States Department of Labor http://www.dol.gov/ HUD – United States Department of Housing and Urban Development http://www.hud.gov/
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Portals to more information Job Accommodations Network (JAN) a free service of the Office of Disability Employment Policy in the US Department of Labor. Good information about ADA, accommodations and employment of people with disabilities. http://www.jan.wvu.edu/ Finding a Job that is Right for You: A Practical Approach to Looking for a Job as a Person with Disability is a useful place to start. http://www.jan.wvu.edu/job/ Self‐advocacy Online – audio‐enhanced learning and strategies for effective self advocacy http://www.selfadvocacyonline.org iseek – portal to exploring information about careers, education, job‐seeking and growing your own business http://www.iseek.org/ Career Voyages – a site for students, parents, career counselors and others who are looking for information on high growth, in‐demand occupations along with the skills and education needed to attain those jobs. This web site is the result of collaboration between the U.S. Department of Labor and the U.S. Department of Education. http://www.careervoyages.gov/ National Service Learning Clearinghouse (NSLC) – a clearing house of resources, definitions, information about how to get started in service learning opportunities. www.servicelearning.org/welcome_to_service‐learning/service‐learning_is/index.php National Association of State Directors of Special Education (NASDSE) Research of instructional strategies and academic programming http://www.nasdse.org/ National Center for Secondary Education and Transition (NCSET) is a portal to a wealth of information for youth, families and professionals who are interested in helping youth plan for youth to achieve successful futures. http://www.ncset.org National Collaborative on Workforce and Disability for Youth (NCWD)is a source of information for employment and youth with disabilities. http://www.ncwd‐youth.info/ 43 © Parent Educational Advocacy Training Center 2007
Self‐advocacy Online – audio‐enhanced learning and strategies for effective self advocacy http://www.selfadvocacyonline.org Transition Coalition – Transition resources and other links for professionals and family members http://www.transitioncoalition.org/cgiwrap/tcacs/new/index.php Virginia College Quest – Family and student‐friendly site devoted to students with disabilities who are planning to go to college http://www.vacollegequest.org/ Beach Center on Families and Disabilities, The Beach Center is the Rehabilitation Research and Training Center of Policies and Families. Their website has information on self‐determination, person‐centered planning, parent‐professional partnerships, cultural diversity and more. http://www.beachcenter.org/ Kids as Self Advocates (KASA) KASA Project at Family Voices, is a national, grassroots network of youth with disabilities and needs (and friends), speaking out. They are leaders in their communities who help spread helpful, positive information among their peers to increase knowledge around various issues. Those issues include: living with disabilities, health care transition issues, school, work, and many more. http://www.fvkasa.org/ National Alliance for Secondary Education and Transition (NASET) c/o Institute for Community Inclusion, is a national voluntary coalition of more than 40 organizations and advocacy groups representing special education, general education, career and technical education, youth development, multicultural perspectives, and parents. http://www.nasetalliance.org/ National Collaborative on Workforce and Disability for Youth (NCWD/Youth) c/o Institute for Educational Leadership provides information about employment and youth with disabilities. Check out their Guideposts for success. http://www.ncwd‐youth.info/ National Dissemination Center for Children with Disabilities (NICHCY) NICHCY provides free information to assist parents, educators, care‐givers, advocates and others in helping children and youth with disabilities become participating members of the community P. O. Box l492, Washington, D. C. 200l3, (800) 695‐0285. 44 © Parent Educational Advocacy Training Center 2007
www.nichcy.org PACER Center provides information and publications to families, professional and self advocates, with a good selection of information on transition, supported employment, and other adult life issues. http://www.pacer.org/tatra/index.htm Youth hood provides students and their teachers, mentors, and parents with an online, interactive, research‐based, transition curriculum focused on preparing for life after high school. The site has a very youth‐friendly feel to it to attract students, and yet is designed for use in the classroom, community center, or home setting. http://www.youthhood.org/
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Appendix G: Selected references related to middle to high school transition Abrams, Patricia, Dr. & Moore, Marianne (2006), Priority Projects Update: Focus on Secondary Transition. State Special Education Advisory Committee Meeting Arlington Public Schools, Office of Special Education (2006) Transitions, http://www.arlington.k12.va.us/stud_serv/special_ed/transition.html Bureau of Labor Statistics, US Department of Labor (2006) Working in the 21st Century, http://stats.bls.gov/opub/working/page6a.html Carol, Katherine. Tango Times, Volume 15. Strategies for Helping Young Adults in Transition: A Mother’s Wisdom Covey, Sean (1998) The 7 Habits of Highly Effective Teens. Franklin Covey Co. Elias, Maurice J. (2001) Middle Matters: Middle School Transitions: It’s Harder Than You Think. Gaylord, V., Agosta, J., Barclay, J., Melda, K. & Stenhjem, P. (Eds.) (2006) Impact: Feathure Issue on Parenting Teens and Young Adults with Disabilities 19 (2). [Minneapolis: University of Minnesota, Institute on Community Integration.] Hertzog, C. Jay & Morgan, Lena (2006) In Case You Missed It: Building Bridges Between Middle Schools and High Schools Holland, John L, PhD (1994) Psychological Assessment Resources, Inc. Self‐Directed Search: Assessment Booklet. A Guide to Educational and Career Planning iSeek Solutions—Minnesota Internet System for Education and Employment Knowledge (July 2006) http://www.iseek.org/sv/index.jsp King, Tamiya (2005) Associated Content Library: Back to School: Preparing Your Child for the Classroom. http://www.associatedcontent.com/article/8495/back_to_school_preparing_your_child.html Legters, Nettie & Kerr, Kerri (2001) Dropouts in America: How severe is the Problem? What do we know about intervention and prevention? Easing the Transition to High School: An Investigation of Reform Practices to Promote Ninth Grade Success Manchester High School Guidance Department (2006) Transitioning to High School: Tips to Help Prepare Middle School Students for High School Marchex, Inc. (2006) Virginia Community Colleges, Community Colleges and Technical Schools, http://www.50states.com/cc/virginia.htm
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Marchex, Inc. (2006) Virginia Colleges and Universities, Popular Virginia Colleges http://www.50states.com/college/Virginia.htm Mizelle, Nancy B. (1999‐08‐00) ERIC Clearinghouse on Elementary and Early Childhood Education Champaign, IL. Helping Middle School Students Make the Transition into High School Saskatoon Public School Division, Inc. (2004) Instructional Strategies Online, What is K‐W‐L? Know‐ Want to Know‐Learned, http://olc.spsd.sk.ca/DE/PD/instr/strats/kwl/index.html National Alliance for Secondary Education and Transition (NASET) (2005) National Standards and Quality Indicators http://www.ncset.org/websites/naset.asp Saskatoon Public School Division, Inc. (2004) Instructional Strategies Online, What is K‐W‐L? Know‐ Want to Know‐Learned, http://olc.spsd.sk.ca/DE/PD/instr/strats/kwl/index.html Schumacher, Donna (1998‐06‐00) ERIC Clearinghouse on Elementary and Early Childhood Education Champaign, IL. The Transition to Middle School. ERIC Digest Takemoto, C. & Flynn, Nona (2001). Parent Educational Advocacy Training Center (PEATC), How to Talk So Schools Will Listen Fact Sheet US Department of Labor and US Department of Education, (2006) Career Voyages http://www.careervoyages.gov/ Virginia Department of Education (2006), Project Graduation, What is a “standard unit of credit” and a “verified unit of credit”? Virginia Department of Education (2006), Vocational‐Technical Centers, http://www.pen.k12.va.us/Div/
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PEATC Parent Educational Advocacy Training Center Main Office 100 N. Washington St., Suite 234 Falls Church, VA 22046 703-923-0010 Richmond Regional Office 2922 West Marshall St. Richmond, VA 23230 804-819-1999 Toll Free Voice/ TTY 1-800-869-6782 Fax 1-800-693-3514 www.peatc.org
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