Embedded Files
Procedure for Obtaining CEU Hours for Special Education Teachers Within Lyon County School District
Procedure for Obtaining CEU Hours for Special Education Teachers Within Lyon County School District
STEPS:
Gain prior approval before starting modules/units for CEU hours from jkersey@lyoncsd.org
Upload hours/certification/workbook to Google Forms listed below
Wait to be issued Lyon County School District CEU certification before uploading to the state
Upload LCSD CEU certification to state once received
Lyon County School District special education teachers looking for continuing education hours (CEUs) will need to gain prior approval from the LCSD Transition Coordinator before receiving CEU credits for state licensure - jkersey@lyoncsd.org before being awarded credit. Out of district employees looking for CEU hours must consult their own district's policies before earning CEU hours.
Once approval has been given, please complete the modules and then use the link below to upload CEU hours https://docs.google.com/forms/d/e/1FAIpQLSdlpOHAdoZG0KGMTZXcXIv-1bPxHmJnfTME3hDJ8Dr7mosnNA/viewform to a Google Form. Once uploaded we will issue Lyon County School District CEU hours you can upload to the state.
Some sections will not be listed for CEU hours, but for a resource into personal education development. This section will be separated in black and will be at the very bottom of the page.
Transition Coalition Learning Modules:
Transition Coalition Learning Modules:
Get an overview of the transition requirements of IDEA and best practices in planning. Participants will practice using the major components required in transition IEPs and access materials and information to use for planning.
Receive an overview of career development as a critical aspect of vocational training and employment experiences for students with disabilities. Information and resources are provided for teachers to use with students in employment and school settings.
Move beyond awareness and understanding of stereotypic cultural differences when working with families from culturally and linguistically diverse backgrounds during transition. Utilize information and activities on how culture influences people and systems, and how the differences in values and perceptions of disability can affect families’ access to services.
Explore some of the unique strengths and challenges encountered when working with families and use a framework for supporting collaboration, and increasing mutual understanding in parent-professional partnerships.
Learn about the significance of completing high school, reasons why students with disabilities drop out, strategies, and community-wide approaches that promote school completion. This module is full of useful resources, tips, and tools that you can use right now!
Gain general knowledge of self-determination and a framework for providing self-determination instruction to students. Information about numerous curricula and instructional resources and links to them are provided.
Complete this module to identify various types and approaches to transition assessment and understand the steps of the assessment process. Critical elements of the assessment process and information about the use of various formal and informal assessments are provided.
Real work experience is the strongest indicator of post school employment! Learn the why, what, when and how of a quality work-based learning (WBL) program. Watch videos of employers. Get strategies. Download tools to help your young adults have real career-focused work experiences.
Learn the transition supports needed for students with emotional and behavioral disabilities. Participants will be able to identify the critical features of successful transition programs for adolescents with ED/BD, describe the transition specialist’s role in the process, and apply models of job and support.
Writing Effective Transition Plans
Writing Effective Transition Plans
"CCTS’s offers asynchronous training on Writing Effective Transition Plans through a series of eleven PowerPoint modules.
Training Objectives
Training Objectives
Identify and describe the components of transition planning.
Explore and identify online assessments and related resources to support student centered transition development.
Determine the presence or absence of transition components within an IEP.
Identify transition practices you will implement to build meaningful transition plans and maximize student participation.
Training Format
Training Format
Each training module includes a PowerPoint presentation with accompanying workbook activities.
In your own time, review PowerPoint presentations on your own or with a group.
Complete activities in the WETP Workbook.
Expect to spend 30-40 minutes per module, including activities.
Materials needed for each module
Instrucitonal PowerPoint or PDF file
WETP Work Book
An IEP with transition services (your own)
Training module materials (available in Google Drive)
Materials for all modules are located in the WETP Training Materials Google Drive folder. Links to individual module folders are included below.
You will also need to access the WETP Work Book.
Student-Led IEPs
Student-Led IEPs
Updated 12/09/19
CCTS’s offers asynchronous training on Student-Led IEPs (SLIEP) through a series of seven PowerPoint modules.
Training Objectives
Training Objectives
Upon completion, participants will be able to:
Discuss student engagement levels and benefits of student IEP participation
Describe steps for developing student skill sets focusing on self-determination for IEP participation
Identify and explore supporting instructional materials that can be infused or integrated into existing curriculum
Identify a variety of IEP participation formats to support students in leading their IEP meetings
Reflect, apply and develop a plan for next steps back in your district
Training Format
Training Format
Each training module includes a PowerPoint presentation with accompanying workbook activities.
In your own time, review PowerPoint presentations on your own or with a group.
Complete activities in the SLIEP Workbook.
Expect to spend 30-40 minutes per module, including activities
Materials Needed for Each Module
Materials Needed for Each Module
Instructional PowerPoint or PDF file
Training Module Materials (Available in Google Drive)
Training Module Materials (Available in Google Drive)
Materials for all modules are located in the SLIEP Training Materials Google Drive folder. Links to individual module folders are included below.
You will also need access to the SLIEP Workbook.
Developing Job Shadow Experiences
Developing Job Shadow Experiences
CCTS's Developing Job Shadow Experiences (DJSE) training is available in seven asynchronous modules.
Training materials are available at no charge.
Training Objectives
Training Objectives
Upon completion, participants will be able to:
Identify the essential components for developing meaningful job shadow experiences.
Describe how to incorporate job shadow activities into transition instruction and assessment practices.
Discuss the steps for developing individual and/or group job shadow sites.
Reflect, apply, and develop a plan for next steps in your district.
Training Format
Training Format
Each training module includes a PowerPoint presentation with accompanying workbook activities.
On your own or with a group, review each module's PowerPoint presentation slides and notes.
Complete activities in the DJSE Workbook.
Expect to spend 30-40 minutes per module, including activities.
Materials needed for each module
Materials needed for each module
Access to instructional PowerPoint or PDF file (7 total)
Downloaded copy of DJSE Workbook
Training module materials (available in Google Drive)
Training module materials (available in Google Drive)
Materials for all modules are located in the DJSE Training Materials Google Drive folder.
Links to individual module folders are included below.
You will also need to download your own copy of the DJSE Workbook"
Indiana University's Portal to Professional Education
Indiana University's Portal to Professional Education
Transition IEP Miniseries
Transition IEP Miniseries
" Started Oct 11, 2019
To enroll, please login or sign-up.
Courses available in this program:
Course Overview
Course Overview
Learn about Indiana's transition IEP and the IEP process in this seven course series. This seven course series will cover:
Transition IEP: Introduction
Student Involvement
Present Levels of Performance
Transition Assessments and Postsecondary Goals
Transition Services and Activities / Adult Agency Supports
Transition IEP: Annual Goals
Transition IEP: Conclusion
A certificate of completion (documenting contact hours) will be awarded for each of the seven courses in the series.
How to Access
How to Access
If you do not already have an IU Guest Account, you must create one. You’ll find more information about creating an IU Guest Account here.
After obtaining access to an IU Guest Account, come back to this page and click login to enroll. "
https://expand.iu.edu/browse/iidc/instrc/programs/transition-iep-miniseries
Virginia Common Wealth University
Virginia Common Wealth University
Online Courses
Online Courses
"Our online courses offer high-quality, intensive training on aspects related to transition. CTI offers two types of courses: facilitated and self-paced. The facilitated courses follow a schedule and have narrated videos, readings, and required assignments designed to help the participant apply course content. The self-paced courses do not follow a set schedule and allow the participant to review the narrated presentations and resources at their own pace. To participate in either of these types of opportunities, you will need a computer with (preferably high-speed) Internet access, Adobe Flash Player software within your browser, and a sound card with speakers in order to listen to the presentations (full text transcripts are provided for all lectures and multimedia)."
"Next Offering: March 30 - April 3 2020. Please subscribe to the Weekly CTI News Blast for the latest information on course registration.
This free five-week interactive course includes a variety of class activities to examine the strategies and use of evidence-based transition practices for transition planning to promote positive student outcomes, increase knowledge of transition assessments, and explore options to prepare students for postsecondary education and or training, competitive employment and living, and participating in communities."
"Next Offering: January 27 - March 8 2020. Please subscribe to the Weekly CTI News Blast for the latest information on course registration.
This six-week interactive course is an introductory overview to the supported employment process. This course is designed to provide secondary educators of students with disabilities the knowledge, skills, and tools necessary for the development of effective meaningful paid employment opportunities."
"The Center on Transition Innovations is excited to offer, “Get Ready for College: A Resource for Teens with Disabilities.” This online resource will provide students with the information they need to successfully navigate the college preparation, selection, and disability services process. Online modules contain presentations and activities that can be used to equip individual students or groups with the knowledge and skills they need before transitioning to postsecondary education."
"The Center on Transition Innovations is excited to offer a free self-paced training series entitled, “Work-Based Learning: Changing the Outcomes.” This series will include three online modules, each focusing on a different aspect in the development and implementation of work-based learning activities for students with disabilities."
Please subscribe to the Weekly CTI News Blast for information on future course registration.
Upcoming CTI Webcasts
Upcoming CTI Webcasts
"Connect to live video presentations using your computer. Each webcast is captioned.
You need an Internet connection and a web browser (test your system).
CTI webcasts are free of charge.
A certificate of completion for recertification is available for participants who complete various online training activities.
An archive of the webcast will be available to all subscribers.
All webcasts are followed by opportunities to ask the presenter questions via a web board.
Technical support is available by phone and e-mail. Contact Teri Blankenship at tcblanke@vcu.edu or (804) 828-2197."
Archived CTI Webcasts
Archived CTI Webcasts
"View our archived video presentations along with their handouts and additional resources. Each webcast is captioned and technical support is available by phone and e-mail. Registration is free and required."
About the CEMs
About the CEMs
"Course Enhancement Modules (CEM) include usable resources for faculty and professional development providers to include in effective opportunities for teachers and leaders to learn about and use evidence-based practices. Each CEM is designed to be used in whole or in part to support teacher and leader learning at the pre-service and in-service levels."
Need guidance on how to use the Course Enhancement Modules? Visit our “How to” page.
Culturally Relevant Education
Culturally Relevant Education
"The purpose of this course enhancement module (CEM) is to provide foundational knowledge related to culturally relevant education, including common terms, examples in selected content areas, and information about managing the classroom and individual behaviors. It is designed to be used flexibly for pre- and in-service teacher and leadership professional learning."
View Course Enhancement Module
Evidence-Based Transition Planning and Services
Evidence-Based Transition Planning and Services
"This CEM is designed to build the knowledge and capacity of educators working with pre–service and/or in–service teachers who are teaching diverse students to read. The module can be adapted and is flexible to accommodate faculty and professional development (PD) provider needs. The anchor module and speaker notes can be used in their entirety to cover multiple courses or PD sessions. Alternatively, specific content, activities, and media can be excerpted as needed to enhance existing course and/or PD content."
View Course Enhancement Module
Disciplinary Literacy
Disciplinary Literacy
"In addition to content-area strategies, students must learn and use specific strategies to comprehend complex text in particular disciplines. Disciplinary Literacy refers to the specifics of reading, writing, and communicating in a discipline. It focuses on the ways of thinking, the skills, and the tools that are used by experts in the disciplines."
View Course Enhancement Module
Classroom and Behavior Management
Classroom and Behavior Management
"Through this CEM, participants will learn about assessment tools and intervention practices that can be integrated within a comprehensive, evidence-based behavioral intervention program. These tools and practices involve multiple levels of interventions, including schoolwide, classwide, small-group, and individual behavioral supports. As participants gain knowledge about how to use these tools and practices effectively, they will become proficient in using behavioral data to guide intervention decisions, matching the behavioral intervention to the function of behavior and the intensity of a student’s needs."
View Course Enhancement Module
Universal Design for Learning
Universal Design for Learning
"This CEM is designed to build the knowledge and capacity of educators who are working with Universal Design for Learning (UDL). It offers an overview as well as practical recommendations."
View Course Enhancement Module
Evidence-Based Practices for Students with Severe Disabilities
Evidence-Based Practices for Students with Severe Disabilities
"Through this CEM, participants will learn how to plan instruction to provide students with severe disabilities opportunities to learn academic content linked to state standards as well as the social, daily living, and job skills needed for life after high school."
View Course Enhancement Module
Inclusive Education
Inclusive Education
"Inclusive education refers to the school-wide approach to delivering supports and services to students with disabilities in general education settings (Sailor & McCart, 2014). Inclusive education is not a program or a place but a practice of valuing all students as members of chronologically age-appropriate general education classrooms. Within an inclusive service-delivery model, no special classrooms exist except for those that provide integrated enrichment and supplemental instructional activities for all students (Halverson & Neary, 2009)."
View Course Enhancement Module
MTSS for Mathematics
MTSS for Mathematics
"The course enhancement module (CEM) on Multi-Tiered Systems of Support (MTSS) in Mathematics is designed to assist faculty at institutions of higher education (IHEs) and professional development providers in the training and development of all educators. This CEM provides information and resources about how to prepare teacher and leader candidates or current practitioners to create effective instructional environments for all students, including students with disabilities and their nondisabled classmates."
View Course Enhancement Module
Evidence-Based Reading Instruction K-5
Evidence-Based Reading Instruction K-5
"This CEM is designed to build the knowledge and capacity of educators working with pre-service and/or in-service teachers teaching a diversity of students to read. The module can be adapted and is flexible to accommodate faculty and professional development provider needs. The anchor module and speaker notes can be used in their entirety to cover multiple courses or professional development sessions. Alternatively, specific content, activities, and media can be used individually to enhance existing course and/or professional development content."
View Course Enhancement Module
School Leadership for Students with Disabilities
School Leadership for Students with Disabilities
"Through this Course Enhancement Module (CEM), participants will learn about school leadership that supports the learning of students with disabilities within effective inclusive schools so that they have opportunities to achieve positive life outcomes. The CEM addresses varied dimensions of school and collaborative leadership necessary to foster collective responsibility for students with disabilities, including partnerships with parents and families. In addition, the CEM addresses the role of district leaders in supporting effective instruction for students with disabilities."
PD Certificates for Teachers
PD Certificates for Teachers
"Flexible, user-friendly, and built around reliable and trustworthy resources, IRIS PD Certificates for Teachers allow individual users to pursue certificates for professional development hours. Through this feature, practitioners can work through a wide variety of our modules and—after completing a pre-test and post-test—receive verification of completion and an indication of the number of hours it typically takes users to complete that resource.
Getting started couldn’t be simpler: Create an account with a username and password. Next, browse available IRIS STAR Legacy Modules and select the ones that best suit your PD needs. Thirty-three modules are now available, and more are added all the time.
Once you have created an account and selected a module, you will:
Your IRIS PD Certificate (email or PDF) includes your name, the module you completed, the date, the hours you earned, and your pre- and post-test scores, if you choose.
Want to share at-a-glance information about IRIS PD with your principal, superintendent, or other school administrator? We’ve done the work for you. Download and print this handy factsheet.
IRIS Modules can be used as self-study units for which learners can earn a Certificate of Completion. These certificates are appropriate for professional development requirements in circumstances where clock hours are accepted. IRIS Modules, however, are not equivalent to courses through which learners can earn credit hours (rather than clock hours), such as those offered through a university or continuing education office that include associated transcripts."
The IRIS CENTER has over 33 modules and counting. Some free, some paid. There are two Transition modules that are free with one requiring payment.
Beyond Transition: Explore the Other 30 Learning Modules Below
Indicator 13 Training
Indicator 13 Training
"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 age appropriate transition assessment, transition services, including course 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 must also 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))
Indicator 13 Module Directions
Indicator 13 Module Directions
The Indicator 13 Module consists of a video, handouts, post-assessment, and resources. Prior to starting the video, preview the handouts. There may be some that you wish to print or make available electronically while viewing the video. For example, the Indicator 13 Interactive Notes and the Indicator 13 PowerPoint with Script may be great handouts to have available while viewing.
Following the completion of the video, complete the Post-Secondary Goals Worksheet and the Indicator 13 Post-Assessment.
Indicator 13: How to Write a Transition IEP that is Compliant with Indicator 13
Indicator 13: How to Write a Transition IEP that is Compliant with Indicator 13
Post-Assessment
There are a total of 10 multiple choice questions. You must score an 80% or higher to pass. Once the Indicator 13 Module has been viewed in its entirety, select the best answer for each question.
Indicator 13 Module Post-Assessment
Handouts
Handouts
The Big Picture: IEP Process for Transition
Transition Assessment Gathering Form
Post-Secondary Goals Worksheet
National Secondary Transition Technical Assistance Center Indicator 13 Checklist
Additional Resources
Additional Resources
PaTTAN
PaTTAN
An Overview for Compliant Secondary Transition Practices
An Overview for Compliant Secondary Transition Practices
Under the Individuals with Disabilities Act (IDEA) of 2004, Part B, established the need for each state to develop State Performance Plans which address accountability requirements. Within the State Performances Plan (SPP), Indicator 13 is the basis for effective and compliant secondary transition practices.
The Indicator 13 Compliance Module Series is a training series developed by PaTTAN and Intermediate Unit Secondary Transition consultants in response to the accountability requirements under the Individuals with Disabilities Education Act ( IDEA ) of 2004, Part B State Performance Plans as it relates to secondary transition. The module series highlights effective practices in secondary transition. The series is designed to provide an overview of the seven areas required by Indicator 13 for compliant, secondary transition practices.
Each module contains a pre-test, PowerPoint presentation, effective practices Q&A discussion and a post-test. Participants are encouraged to view the Overview Module prior to completing any of the individual content modules.
The Modules:
The Modules:
Overview: The Overview module provides and introduction to the Indicator 13 Compliance Module Series and explains the format of each of the six modules in this series.
Module 1: This module provides a compliance and effective practices overview of outside agency and student involvement in the IEP meeting.
Module 2: This module provides a compliance and effective practices overview of interest/preference, academic, and functional assessment.
Module 3: This module provides a compliance and effective practices overview of Post-Secondary Goals related to education/training, employment, and independent living.
Module 4: This module provides a compliance and effective practices overview of how to annually update the three Post-Secondary Goal areas.
Module 5: This module provides a compliance and effective practices overview of the “transition grid” section of the IEP . Included in this section is a discussion regarding Courses of Study, Activities and Services related to the Post-Secondary Goals.
Module 6: This module provides a compliance and effective practices overview of Measurable Annual Goals
Indicator 13 Effective Transition Practices (recorded 9/25/2019)
Indicator 13 Effective Transition Practices (recorded 9/25/2019)
*Video at bottom of section
Handouts:
Handouts:
Effective-Practices-Listening-Guide.docx
Measurable-Annual-Goals-at-a-Glance.docx
File-Review-Guide-2019-2020.docx
2019-2020-Indicator-13-Checklist.docx
Indicator 13 – What LEAs Need to Know for CMCI (recorded 9/13/2019)
Indicator 13 – What LEAs Need to Know for CMCI (recorded 9/13/2019)
*Video at bottom of section
Handouts:
Handouts:
Legislation Impacting Secondary Transition
Legislation Impacting Secondary Transition
Recent legislation at the federal and state level has greatly impacted secondary transition requirements. During this webinar, the presenters shared the core tenants of recent legislation and policy specific to secondary transition including: Individuals with Disabilities Education Act (IDEA, 2004), Every Student Succeeds Act (ESSA), Center for Medicare and Medicaid Services Final Rule (CMS Final Rule), Workforce Innovation and Opportunities Act/ & Section 511 (WIOA), Act 26 of Pennsylvania, and PA 339 (Comprehensive Guidance Plan). This recording explores the relevancy of this legislation as it pertains to secondary transition planning within the educational setting.
Viewers will be able to:
Viewers will be able to:
Identify major legislation impacting secondary transition
Discuss the differences and similarities of the various legislation
Explain the relevancy of recent legislation for secondary transition programming
Questions and Answers
Questions and Answers
Webinars
Collaborative Interagency Partnership 2020-20201 School Year
This was a joint presentation done by NTACT and WINTAC staff10.23.20- Five-part Webinar series on Pre-Employment Transition Services
This series of pre-recorded webinars highlights the five required pre-employment transition services. Each of the five webinars include curricula/activities, state spotlights, examples of expected outcomes and ways to identify student progress, tips for successful service delivery, and additional supports and resources that may be used to provide these services for students with disabilities. The webinars are hosted by The Workforce Innovation Technical Assistance Center (WINTAC), and The National Transition Technical Assistance Center (NTACT).Closed Captioning will stream during each of the pre-recorded webinars. A copy of the transcript is also available upon request. Presentation materials are available for download once registered. Please be sure to complete the evaluation located in the Web links pod in the Adobe room. CRC credits (1.5) will be awarded upon completion and submission of your evaluation.
To register and view this recorded webinar, please visit the following link(s) to each webinar:5.22.20 - Pre-Employment Transition Services: A Guide for Collaboration Among State Vocational Rehabilitation Agencies and Education Partners
This is a pre-recorded webinar providing an overview of the Pre-ETS Guide for Collaboration Among State Vocational Rehabilitation Agencies and Education Partners. This webinar is hosted by WINTAC, The George Washington University, Center for Rehabilitation Counseling Research and Education, and presented in partnership with NTACT, The National Technical Assistance Center on Transition, and Transcen Inc. This one hour pre-recorded webinar can be viewed at any time and will highlight the main sections of the new Pre-ETS Guide for Collaboration Among State VR & Education Partners, as well as resources and strategies for how the guide can be used as a tool to enhance and strengthen VR education partnerships at the state and local level.
Closed Captioning will stream during the recording. A copy of the transcript is also available upon request. Presentation materials are available for download once registered. Please be sure to complete the evaluation located in the Weblinks pod on the site. CRC credits (1) will be awarded upon completion and submission of your evaluation.
Click this link to view the webinar.4.23.20 - Thirsty Thursday Think Tank: Pre-ETS in the Pandemic
This WINTAC Pre-Employment Transition Services virtual discussion is hosted by the George Washington University, Center for Rehabilitation Counseling Research and Education. The purpose of this virtual discussion is to highlight and share the creative ways State VR agencies are responding to the COVID 19 crisis and collaborating with their partners to deliver pre-employment transition services. A copy of the transcript is available upon request. Presentation materials are available for download once registered. Please note there are no CRC credits available for this virtual discussion.
Click here to register and view this recorded webinar.4.21.20 - Instagram, Snapchat, TikTok and Beyond – Using Social Media for Peer to Peer Engagement
WINTAC, NTACT and YTAC hosted a webinar on how teenagers and young adults are connecting and supporting one another during the COVID 19 crisis in our country. This webinar, presented by youth engagement and leadership professionals, explored effective practices and resources that can promote and enhance communication and engagement of students and youth with disabilities. Resources are posted below.4.14.20 - Strategies and Resources for Students with Complex Support Needs in Distance Learning Environments
WINTAC, NTACT and YTAC hosted a webinar addressing the challenges in providing educational and employment preparation learning experiences in virtual and distance learning environments for students with the most complex support needs. This webinar provided examples of effective programming strategies and practices to help support students and youth with the most significant disabilities in their transition journey.4.8.20 Providers and the Pandemic
This WINTAC webinar is hosted by The George Washington University, Center for Rehabilitation Counseling Research and Education. This webinar focuses on strategies to help you in working with vendors to deliver services now and into the future including: several states sharing work they have done with providers and approaches they are taking, covering topics including communication, billing/invoicing, exceptions, creative strategies for continuation of services and more, and an overview of the Wintac.org Resources for Distance Service Delivery and provider specific resources.4.7.20 Employment Preparation and Work Based Learning Experiences in a Virtual World
WINTAC, NTACT and YTAC hosted this webinar which explores effective practices, resources, and strategies for family members and professional staff in supporting students with disabilities to be able to access and participate in work-based learning experiences in virtual and distance learning environments during these challenging times.3.31.20 - Vocational Rehabilitation and WIOA Youth Programs Introduction to Series:
This webcast provides an introduction to this technical assistance series that was created as a follow-up to the jointly developed technical assistance document entitled: Collaboration Opportunities: WIOA Youth and Vocational Rehabilitation Programs. This joint document provides a high-level overview of the programs in order to improve coordination of workforce preparation activities and employment services between the two programs and more effectively serve youth with disabilities.Vocational Rehabilitation and WIOA Youth Programs Collaboration Opportunities Part 1: Introduction to VR Program: This webcast provides an overview of the VR program and services.
Vocational Rehabilitation and WIOA Youth Programs Collaboration Opportunities Part 1: Introduction to WIOA Youth Program: This webcast provides an overview of the Youth program under the Workforce Innovation and Opportunity Act.
The purpose of these two separate, but complimentary webcasts is to allow staff and service providers of the two programs the option to listen to either or both webcasts, depending on the level of understanding and familiarity with the respective programs. In the coming months, we will release two additional webcasts which discuss effective collaboration strategies to serve youth and students with disabilities and will highlight effective examples from states.
3.24.20 - Providing Transition-Focused Activities Online and At Home
NTACT staff and others shared tips and resources to support the continued learning and skill development of transition age students, while school and community access are severely restricted due to COVID-19. Resources are posted below, as well as the captioned recording.
8.16.19 - Collaborative Partnerships: Strategies for CRPs on Pre-Employment Transition Services.
This pre-recorded webinar for the RRTC is presented by WINTAC and Transcen, INC. shares information on the current transition environment and how it is creating opportunities for students with disabilities and those that support their success. The CRP Guidebook is highlighted. Additionally, practices will be shared that create effective collaborative partnerships between providers, schools and VR, including how their joint and individual roles and responsibilities can be leveraged to improve services to students. Closed Captioning will stream during the recording. A copy of the transcript is also available upon request. Presentation materials are available for download once registered. Please be sure to complete the evaluation located in the Web links pod on the site. CRC credits (1.) will be awarded upon completion and submission of your evaluation.
Click this link to view the webinar5.20.19 - Pre-Employment Transition Services Topic Area Update
This pre-recorded session can be viewed at any time, and provides states with information regarding the pre-employment transition service tools, resources, and products available on the website; as well as a brief description of the common activities, outcomes and impact expectations around pre-employment transition services for State VR Agencies. We also highlight joint collaborative work across the WINTAC topic areas, and partnerships with other TA centers.
Click this link to view the webinar3.12.19 - WIOA, Career Pathways, and Pre-Employment Transition Services Webinar
The following webinar was developed in partnership with the WINTAC Pre-Employment Transition Services Team and the Career Pathways for Individuals with Disabilities (CPID) project in Virginia. This training provides a brief overview of career pathways and pre-employment transition services as outlined in WIOA. We also provide an introduction to the Career Pathways for Individuals with Disabilities (CPID) project in Virginia, and how all three work together to support the vision for individuals, especially students with disabilities in WIOA.
Click this link to view the webinar. CRC Credits are available.2.8.19 - WIOA & IDEA Performance: Transition Planning & Aligning Outcomes
This webinar can be viewed at any time and will identify strategies for states to meet the needs of VR performance while taking into consideration the intersection with transition planning and service deliver for students with disabilities. Closed Captioning will stream during the recording. A copy of the transcript is also available upon request. Presentation materials are available for download once registered. Please be sure to complete the evaluation located in the Weblinks pod on the site. CRC credits (1) will be awarded upon completion and submission of your evaluation. (Note: Disregard the date and time that is displayed on the registration page as that is the date it was recorded.)
Click this link to register and view this recorded webinar.
12.20.18 - Overview of Pre-Employment Transition Services
This 1.5 hour pre-recorded webinar can be viewed at any time, and provides an overview, includes applicable definitions, outlines the scope of services, providing or arranging for pre-employment transition services, required, coordination and authorized pre-employment transition service activities. Closed Captioning will stream during the recording. A copy of the transcript is also available upon request. Presentation materials are available for download once registered. Please be sure to complete the evaluation located in the Weblinks pod on the site. CRC credits (1.5) will be awarded upon completion and submission of your evaluation. (Note: Disregard the date and time that is displayed on the registration page as that is the date it was recorded.)
Click this link to register and view this recorded webinar.10.3.18 - Using Explore-Work.com Pre-Employment Transition Services Online Modules
This 30 minute recorded webinar provides an overview and demonstration of Explore-Work.com. WINTAC has worked with Employment Resources, Inc. (ERI), the University of Wisconsin-Madison, and the University of Wisconsin-Stout Vocational Rehabilitation Institute (SVRI) to design a series of web-based modules that align with the five required WIOA Pre-Employment Transition Services activities for use with students with disabilities.Closed Captioning will stream during the recording. A copy of the transcript is also available upon request. Presentation materials are available for download once registered. Please be sure to complete the evaluation located in the Weblinks pod on the site.
To register and view this recorded webinar, visit this link
Introductory Guide to Explore-Work.Com3.2.18 - On the Right Track Part 2 State Strategies: Tracking & Reporting Pre-Employment Transition Services
In this recorded webinar, the WINTAC Pre-Employment Transition Services team and the Common Performance and Reporting team is hosting the Alaska and Maryland State Vocational Rehabilitation Agencies to share their strategies for the tracking and reporting of pre-employment transition services. Our State partners will share their processes for capturing the information necessary for accurate reporting, including policies, procedures, and internal controls, as well as opportunities and recommendations for tracking outcomes for potentially eligible students with disabilities who receive pre-employment transition services.
Closed Captioning will stream during the recording. A copy of the transcript is also available upon request. Presentation materials are available for download once registered. Please be sure to complete the evaluation located in the Weblinks pod on the site. One CRC credit will be awarded upon completion and submission of your evaluation.
To register and view this recorded webinar, visit this link2.7.18 - On the Right Track Part 1: Tracking & Reporting Pre-Employment Transition Services
In this recorded webinar, the WINTAC Pre-Employment Transition Services team is hosting our WINTAC partner at the National Disability Institute Rachel Anderson, who is the technical assistance & training manager and subject matter expert for performance reporting. Part one of this webinar series will focus on the required data elements for tracking and reporting pre-employment transition services for both in-house and purchased services. Requirements and ideas for capturing the information necessary for accurate reporting, including policies, procedures, and internal controls, as well as opportunities and recommendations for tracking outcomes for potentially eligible students will be highlighted.
Closed Captioning will stream during the recording. A copy of the transcript is also available upon request. Presentation materials are available for download once registered. Please be sure to complete the evaluation located in the Weblinks pod on the site. One CRC credit will be awarded upon completion and submission of your evaluation.
Be sure to stay tuned for part two of this Webinar Series on the Tracking and Reporting of Pre-Employment Transition Services where Alaska and Maryland will share their state strategies for meeting these reporting requirements.
To register and view this recorded webinar, visit this link.
6.8.17 - Joint Webinar on Career Counseling for Students with Significant Disabilities: Strategies for Success
Topic: Career Counseling for Students with Significant Disabilities: Strategies for Success WINTAC and NTACT are partnering to present a June 8th live webinar on the topic of Career Counseling for Students with Significant Disabilities.
To view this recorded webinar, visit this link.5.5.17 - Pre-Employment Transition Services: SEA Formal Interagency Agreement Webinar
This is a pre-recorded webinar available on demand and presented by the WINTAC Pre-ETS team, RSA, NTACT, and Nevada VR and DOE. In this webinar presenters share information on the requirements of the Formal Interagency agreement, background, the requirements under IDEA that align with the agreement, the toolkit to assist in the development of the agreement, and Nevada's experience revising their SEA agreement to be consistent with WIOA.
Closed Captioning will stream during the recording. A copy of the transcript is also available upon request. Presentation materials are available for download once registered. Please be sure to complete the evaluation located in the Web links pod on the site. One CRC credit will be awarded upon completion and submission of your evaluation.
To register and view this recorded webinar, visit this link5.1.17 - Pre-Employment Transition Services: State Implementation - Three State Strategies, Challenges, and Lesson Learned
In this recorded webinar, the WINTAC Pre-Employment Transition Services team, along with representatives from Alaska, Maryland, and Nebraska, share their implementation strategies and challenges related to implementation of Section 113 (Pre-Employment Transition Services) of the Workforce Innovation and Opportunity Act (WIOA).
Presentation materials are available for download once registered. Please be sure to complete the evaluation located in the Weblinks pod on the site. One CRC credit will be awarded upon completion and submission of your evaluation.
To register and view this recorded webinar, visit this link.3.9.17 - VR & School Partnerships to create Community-Based Work Experience Opportunities for Students and Youth with Complex Support Needs
Join staff from the national technical assistance centers on this webinar on strategies for partnerships between schools and vocational rehabilitation to support students with high support needs in community-based work.2.9.17 - Competitive Integrated Employment Products & Tools: An NTACT/WINTAC Infomercial
NTACT has partnered with practitioners in the field and the WINTAC to develop Competitive Integrated Employment resources. The focus of the resources is planning and implementing employment preparation activities for secondary students with disabilities.2.8.17 - Pre-Employment Transition Services
Archived webinar, done in collaboration with PATTEN, that gives an overview of Pre-employment transition services, outlines cross Technical Assistance Centers collaboration , and features examples from state VR agencies in California, Delaware, DC, New Hampshire, & Pennsylvania. You will be able to download the transcript and slides of the presentation.2.8.17 - Joint Youth TAC Webinar: A Snapshot of Youth-Focused Technical Assistance Centers:A Guided Tour of the Intersections and Distinctions Across Five of the Nation’s Disability and Youth-Focused TA Centers.
The Workforce Innovation and Opportunity Act (WIOA) requires vocational rehabilitation (VR) agencies to set aside at least 15% of their federal funds to provide “pre-employment transition services” to “students with disabilities who are eligible or potentially eligible for VR services.” During this webinar, offered in collaboration with the National Community of Practice on Secondary Transition, presenters from across the country present examples of effective strategies, activities and resources that are currently being implemented in a variety of states to meet the five required pre-employment transition services areas.
Other Online Courses
The National Deaf Center has several free online courses available for CRC credits. This includes Deaf 101, Effective Communications Course Series, Test Equity Course Services, and Deaf-Centered Practice.
www.wintac.org/topic-areas/pre-employment-transition-services/training
Wintac. (2016). Training. WINTAC | Working together with Vocational Rehabilitation programs and their partners to effectively implement the requirements of WIOA. https://www.wintac.org/topic-areas/pre-employment-transition-services/training
Think College Module
Think College Module
This module provides information to families who want to learn more about the possibilities for their sons or daughters with intellectual disabilities to attend college. The module describes college options, identifies how college is different from high school, discusses the changing role of families once students are in college, and offers strategies for families and students on how they may navigate those differences. The module also outlines ways to prepare for college and how to choose a college that will be a good fit. Options for how to pay for college are discussed and finally, families and students will be able to check their understanding with a quiz.
eLearning for Educators
eLearning for Educators
eLearning for Educators
eLearning for Educators
Online courses and mini-trainings designed for busy K–12 educators who serve students with disabilities.
The eLearning for Educators Project offers affordable online courses and no-cost mini-trainings. New offerings are available now with more coming soon.
The project is one of the OSPI Special Education State Needs Projects.How Our Offerings Work
Access offerings anytime, anywhere.
Available continuously.
Available to all educators.
Focus on relevant topics in special education.
Clock hours accepted by OSPI for certificate maintenance.
Course and Mini-Training Offerings
Course and Mini-Training Offerings
Courses and mini-trainings are offered continuously which means there are no registration deadlines.
When you're ready, register and get started. You'll have three months to complete your course or mini-training. Offerings are delivered 100% online via Canvas.
New Offerings Available Now!
Family-Professional Partnerships in Early Childhood
Family-Professional Partnerships in Early Childhood
Learn about effective family-professional partnership practices and why strong and trusting family-professional partnerships are crucial for students with disabilities.
$40, 10 Clock Hours
Mini-Training Module: Progress Reporting in the Special Education Process
Mini-Training Module: Progress Reporting in the Special Education Process
An overview of the purpose, regulatory requirements, and timeliness of progress reporting. No Cost, 0 Clock Hours
This new mini-training module is the second in a developing menu of online mini-training modules (two to four hours) that specifically address common training needs arising from the Special Education Citizen Complaint (SECC) process. Developed in collaboration with and vetted by OSPI, the mini-training modules provide an option for school districts looking for vetted training in response to a SECC decision. Designed for individual or group access at no cost. Clock hours are not available for the mini-trainings.
Accommodations and Assistive Technology
Accommodations and Assistive Technology
Accommodations for Students with Disabilities
(10 clock hours, $40)
Provides an overview of accommodations for students with disabilities including instructional accommodations, testing accommodations, and documentation of accommodations on the individualized education program.
Quality Indicators for Assistive Technology
Quality Indicators for Assistive Technology
(15 clock hours, $60)
Designed as a book study on Quality Indicators for Assistive Technology (QIAT): A Comprehensive Guide to Assistive Technology Services—a valuable and credible resource for evaluating, choosing, deploying, and supporting assistive technology (AT) services.
Universal Design for Learning
Universal Design for Learning
(10 clock hours, $40)
Examines the three principles of Universal Design for Learning (UDL) and discusses how to apply these principles to the four curricular components—goals, instructional materials, instructional methods, and assessments.
Assessment and Instruction
Assessment and Instruction
Autism Spectrum Disorder: An Overview for Educators and Evidence-Based Practices
(12 clock hours, $48)
Provides information on the early signs of autism spectrum disorder (ASD), as well as an overview of the difference between a medical diagnosis and an educational determination of ASD. Resources include notes on instructional considerations for teachers who have children and students with ASD in their classrooms, as well as things to keep in mind when working with families of those children and students. It highlights strategies that have been shown to be effective in teaching appropriate behaviors and skills and decreasing inappropriate behaviors with children and youth with ASD. It also explores strategies that are particularly effective with young children, elementary and middle school students, and high school students.
Classroom Assessment: Progress Monitoring
Classroom Assessment: Progress Monitoring
(10 clock hours, $40)
An overview of progress monitoring—how it can affect the outcomes of students, how to implement curriculum-based measurement, and how to use progress monitoring data to make instructional decisions. All basic academic areas are addressed with a special emphasis on reading.
Differentiated Instruction
Differentiated Instruction
(12 clock hours, $48)
Discusses the importance of differentiating three aspects of instruction: content, process, and product. It explores the student traits—readiness level, interest, and learning profile—that influence learning.
Evidence-Based Practices
Evidence-Based Practices
(12 clock hours, $48)
An introduction to evidence-based practices including identifying and selecting a practice or program, implementing a practice with fidelity, and evaluating learner outcomes and fidelity.
Students with Deaf-Blindness: Foundations
Students with Deaf-Blindness: Foundations
(20 clock hours, $80)
Introduction to working with students who have a combined vision and hearing loss including identification, challenges, and strategies.
Behavior and Classroom Management
Behavior and Classroom Management
Classroom Management and Addressing Challenging Behaviors
(20 clock hours, $80)
Highlights the importance of establishing a comprehensive classroom behavior management system and provides practical strategies for helping students become independent learners and addressing noncompliant and disruptive behaviors.
Functional Behavioral Assessment
Functional Behavioral Assessment
(12 clock hours, $48)
Explores the basic principles of behavior and the importance of discovering the reasons that students engage in problem behavior. The steps to conducting a functional behavioral assessment and developing a behavior plan are described.
Early Childhood
Early Childhood
Early Childhood Environments and Behavior Management
(10 clock hours, $40)
Provides information on how to set-up effective inclusive early childhood classroom environments. It discusses the interrelated physical, social, and temporal components of those environments, as well as adaptations to help teachers meet the needs of children with disabilities. Also includes information on early childhood behavior management with an emphasis on creating developmentally appropriate expectations and designing proactive systems for teaching and reinforcing appropriate behaviors.
Secondary Transition
Secondary Transition
Introduction to Transition Services
(10 clock hours, $40)
Introduction to the transition process and components required by current regulations for secondary students receiving special education services.
Secondary Transition: Agency Connections
(12 clock hours, $48)
Provides an overview of several agencies that work with students with disabilities as they transition from school to work. Gain a basic understanding of the resources and supports available to all students, including those for whom competitive employment may not be an option.
Secondary Transition: All Roads Lead to Employment
(11 clock hours, $44)
Explores assessments, resources, and lesson plans in the areas of emotional intelligence, self-determination, self-advocacy, independent living, and supports for employment to ensure that students with disabilities receive the services and supports necessary to pursue their post-school expectations.
Secondary Transition: Postsecondary Education and Training
(12 clock hours, $48)
Provides an overview of the many transition services available to support a student’s transition from high school to postsecondary education and training, including non-traditional college options. Gain an understanding of how IEP teams can plan coordinated services that will help students with disabilities make progress toward their postsecondary transition goals.
Secondary Transition: Working More Effectively with Diverse Youth and Families
(8 clock hours, $32)
Provides an overview of important issues involving students with disabilities from culturally and linguistically diverse (CLD) backgrounds and the challenges facing CLD students, their families and the caregivers who support them. Explore cultural competency, transition, language access laws, adult service eligibility, agency collaboration, and person-centered planning. Gain an understanding of CLD issues, best practices, and the resources and supports available.
Special Education Processes
Special Education Processes
Mini-Training Module: Prior Written Notice in the Special Education Process
(No cost; 0 clock hours)
An overview of the purpose, regulatory requirements, and timeliness of Prior Written Notice.
Identification of Students with Disabilities
(10 clock hours, $40)
An overview of the special education process by which students are identified as having a disability and in need of special education and related services and, therefore, an individualized education program.
Special Education Consistency Index
(30 Clock Hours, $120)
An advanced and rigorous course on the Washington State Special Education Consistency Index Initiative, designed to lead to certification as a Special Education Consistency Index Scorer. Those registering should be experienced in conducting and reviewing special education evaluations and in developing and reviewing individualized education programs (IEPs). The course emphasizes the purpose and intent of the Special Education Consistency Index initiative, how to conduct a Consistency Index review using the research-based diagnostic tools, and how to use the web-based, companion Data Collection and Reporting Platform. Successful course completion certifies you as a Special Education Consistency Index Scorer and gives you access to the Consistency Index platform for three years.
How to Register
How to Register
Register online. Payment for courses may be made by major credit card, debit card, electronic check, or purchase order. The mini-training modules are offered at no cost and are not eligible for clock hours. Within two business days, you’ll receive an email from eLearning for Educators with your start and end-dates, as well as your login information.
Coming Soon
Coming Soon
High-Leverage Practices in Special Education
Secondary Transition: Writing Effective Transition Plans
Secondary Transition: Student-Led IEPs
Contact
eLearning for Educators
Sem II E3120
(360) 867-6070
Fax: (360) 867-6575"
TeachME Professional Development
TeachME Professional Development
Course Description
Course Description
"Transition services from school to post-school activities for students with disabilities require a coordinated set of activities within an outcome-oriented process. This continuing education course, developed using information from the U.S. Department of Education, Office of Special Education and Rehabilitative Services, discusses transition planning, services, and requirements, education and employment options for students and youth with disabilities after leaving secondary school, and supporting decisions made by students and youth with disabilities. In addition, real life examples, a sample flow chart of the transition process, and a glossary of key terms used in the transition process are presented.
CE Course Objectives
CE Course Objectives
1. Summarize current efforts to ensure that all students and youth with disabilities are equipped with the skills and knowledge to be engaged in the 21st Century workforce.
2. Highlights educational opportunities, credentials, and employment strategies designed to assist students with disabilities as they prepare for a meaningful postsecondary education and thriving career.
3. Describe services and key requirements of the IDEA and the Rehabilitation Act that facilitate the transition from school to post-school activities.
4. Discuss transition services within a framework of structured planning, meaningful youth and family engagement, and State agency coordination and accountability.
5. Outline specific actions to be taken while transitioning and available services and supports for students and youth with disabilities.
6. Present key elements of supported decision-making and describe the practice of informed choice to assist students and youth with disabilities in their decisions for adult life.
7. Define key terms that are relevant to the transition process and examine real life examples."https://www.teachmeceus.com/ceu-courses/transition-planning-for-students-with-disabilities-.php
I'm Determined
I'm Determined
6 modules
I’m Determined Modules
I’m Determined Modules
The modules are designed to provide background information on the self-determination movement for people with disabilities and the history of the Virginia Department of Education’s I’m Determined Project. These modules provide a strong foundation for beginning your journey toward self-determination.
Module One – The History of Disability
Module Two – Disability History and Awareness Month (DHAM)
Module Three – Parents Developing Self-Determination in Their Youth
Module Four – Students Determined to Take Control of Their Education and Their Lives
Module Five – Teachers as Implementers
Module Six – Time to Reflect
Transition IEP Checklist Series.pdfTransition Assessment Training
https://instrc.indiana.edu/HTML5Trainings/TransitionAssessment/Transassess1/transassess13.html#
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