Hope you were able to dig into last week's video a little and explore some of those Evidenced Based Predictors. As always, please reach out if you have any questions. This week we are going to jump back into the Taxonomy of Transition Programming and continue in the Student Development section. Don’t forget to check out a few upcoming events at the bottom of the tidbits.
Innovative Strategies Grant Livebinder
ODE’s Office for Exceptional Children sponsored grants for 16 recipients to implement “innovative strategies” to improve their postsecondary transition programming during the 18-19 school year. As you can see our region had two recipients which were Girard and the ESC of Eastern Ohio (Mahoning County ESC at the time of the grant). This Livebinder contains each recipient's plan, resources, and even a replication guide for others to follow if they wanted to implement it within their district. Notice the tabs at the top organize the grants into each area of the taxonomy. If these grant opportunities come about again we will definitely keep you posted but in the meantime, the Livebinder is a great resource to help develop your students.
ODE’s Secondary Transition Modules
What better way to develop your students than developing your skills and knowledge around postsecondary transition planning. ODE has modules that cover each area of the Taxonomy. These modules will not only familiarize you with the taxonomy but also give you some great resources that you can use in the classroom. You can access these modules through your OH|ID account but if you do not have one, or want each access this link will give you the same access.
Writing Transition Goals and Activities
Some of the subcategories of the student development section include; academic skills, Life, Social, and Emotional Skills, and Employment and Occupational skills. As you all know before we can work on any of those skills we need to develop goals and activities, based on data, to teach these skills. This resource is great because it will talk you through the thought process when developing a goal or activity. It will also give you questions to ask in order to gain more information about your student before developing their goal or activity. Finally, this resource gives you a ton of examples of goals and activities that can fit into the three sections on the IEP. Remember as the document states; if we are to prepare students to successfully transition to the responsibilities of adult life, how can we accomplish this without knowing where the student is going?