iTransition:

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An Inside Look

• iTransition
• A Free Online Curriculum

TeleTraining May 21, 2008
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An Inside Look
iTransition A Free Online Curriculum
TeleTraining Co-Moderators
Katherine Bruni
Cindy Camp
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Greta Palmberg
Greta Palmberg is a Transition Specialist with
PEPNet-Midwest and also works as a Transition
Support Instructor for Intermediate District 287
in Plymouth, MN.  She is responsible for
transition training at a local level,
collaborates on transition initiatives at the
state level, and works nationally with PEPNet
Outreach Staff to provide professional
development and technical assistance in the area
of transition.  Ms. Palmberg has extensive
teaching and training experience. She earned an
M.Ed. in Educational Administration and a BS in
Special Education and has teaching certification
in the areas of Deaf/Hard of Hearing, Learning
Disabilities, Emotional/Behavioral Disorders, and
Developmental Cognitive Disabilities. In
addition, Ms. Palmberg is the parent of a
college-aged son who is deaf.
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Amy Hebert
Amy Hebert is an Outreach Specialist with
PEPNet-South serving Arkansas, Alabama, and
Mississippi. She has provided professional
development activities and technical assistance
in the area of transition both locally and
nationally. Her background includes a wide range
of experiences such as Educational Interpreting,
Community Interpreting, Deafness Research and VR
Counselor for the Deaf. Ms. Hebert received her
Masters degree in Deafness Rehabilitation from
the University of Arkansas in Fayetteville, and
her Bachelors degree in Interpreting from the
University of Arkansas at Little Rock (UALR)
Interpreter Education Program. Currently, Amy is
pursuing her Ph.D. (ABD) in the Rehabilitation
Research and Education program from the
University of Arkansas in Fayetteville.
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Questions

• Please tell us about this exciting transition
  resource and for whom it would benefit.
• What were some of the concerns about transition
  that prompted the development of the iTransition
  curriculum? And why did PEPNet decide to develop
  an ONLINE curriculum?
• How old are the students for whom this curriculum
  is developed? Even though this curriculum was
  developed for students who are Deaf and Hard of
  Hearing, does it have applications for students
  with other disabilities?

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A free, online transition curriculum available at
www.pepnet.org
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Concerns About Transition

• Career planning
• Postsecondary options
• Academic skills
• Life management skills
• Access and accommodations
• Self-assessment
• Self-determination
• Rights and responsibilities

Academic competence is critical, but not
sufficient for successful transitioning to
adulthood.
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Why Online Training?

• Large numbers of institutions
• Large populations
• Geographically dispersed
• Cost Effective
• Online data collection
• Convenient for users

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• iTransitionsupports students transition
  planning,from middle schoolthrough the first
  years of college.

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Questions

• Would you please introduce us to the four
  trainings or components of this Online
  curriculum?
• The iTransition Online Curriculum is tied to
  important Indicators that must be addressed by
  educators. Would you tell us how iTransition can
  help educators address these indicators?

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• The iTransition curriculum
• has four trainings
• that can be completed in any order.

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OSEP Indicator 13 and iTransition

• Identify clear and meaningful postsecondary
  goals.
• Students will set postsecondary goals using
  postsecondary education and career exploration
  activities in Its My Plan!
• Students can record their postsecondary goals and
  transition planning information and resources in
  eFolio My Online Portfolio!
• Identify annual IEP goals that help meet
  postsecondary goals.
• Students can learn to write SMART goals to help
  achieve their postsecondary goals in Its My
  Life!
• In Its My Plan!, students create a checklist and
  identify the tasks that need to be completed
  during high school to prepare and apply for
  postsecondary education.
• Base postsecondary goals on age appropriate
  assessment.
• Based on a students needs, preferences and
  interests, Its My Plan! assessment activities
  help students choose a career path and matching
  postsecondary education plan.

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OSEP Indicator 13 and iTransition

• Transition services that focus on improving
  academic and functional achievement to facilitate
  movement from school to post-school.
• Students learn self-advocacy skills and life
  skills needed on a college campus in Be the One!
• In Its My Life!, students will increase their
  skills in the areas of goal setting, time
  management, study skills, and working with
  disability services.
• Transition services that include courses of study
  that align with the students postsecondary
  goals.
• Based on their career interests in Its My Plan!,
  students will choose a High School Plan of Study
  that lists a proposed plan of coursework in high
  school. These plans of study are based on the
  States Career Clusters Initiative, 2007,
  www.careerclusters.org.

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Questions

• How does one access the iTransition Its All
  About Me! Curriculum?
• Would you please tell our audience about the
  technology requirements for the iTranstion
  Online Curriculum?

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The iTransition trainings are located on the
PEPNet website.
www.pepnet.org
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• Students can sign into the iTransition training
  at www.pepnet.org/itransition.

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Web Entry Page for iTransition
Click on a diamond to enter training
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Questions

• The first component is called Career Interests
  and Education Choices Its My Plan! What will
  students learn in this component? Would you tell
  us about the lessons that are part of this
  component? And what are some of the special
  features of this component?
• I understand that there are reporting features
  included in this first component. Can you tell
  us about these summary reports and how teachers
  AND students can use them in the planning process?

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(No Transcript)
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There are four lessons in this training
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Signed video clips are an extra feature in this
training.
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Questions

• The second component is about a virtual freshman
  orientation experience. Would you explain the
  exciting highlights of this component? And help
  us understand some of the orientation activities
  that have been developed for students.

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(No Transcript)
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Welcome to the four-day freshman orientation at
State College! Experiencing the first week on
this fictional campus, students learn about
differences between K-12 and higher education,
typical services and departments on campus, and
tips for life as a freshman.
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Overview

• This is the map of the fictional State College
  campus.

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• Some of the orientation activities
• Open a school e-mail account
• Obtain a school ID and class schedule
• Use a student ID card and the ATM machines
• Learn about Disability Services
• Request accommodations
• Take a quiz on the laws covering
• disability accommodations
• Meet with academic advisors
• Learn to use a syllabus.

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Questions

• The third component addresses the essential
  skills for college. What are these essential
  skills, and how does this Online curriculum help
  students learn these skills?
• Please help us understand how this component can
  help students who are entering the workforce and
  training opportunities as well as college.

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(No Transcript)
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• Whats in the Goal Setting lesson?
• Think about current and future goals
• Learn how to set reasonable, achievable goals
• Identify campus resources to achieve goals

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Whats in the Time Management lesson?

• Why time management is important
• Techniques, equipment, and campus resources to
  improve time management
• Differences between high school and college
  scheduling

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• Whats in the Study Skills Lesson?
• Differences between high school and
  college academics
• How to read a course syllabus
• Study tips

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Questions

• 13. Embedded throughout this Online Curriculum
  there are useful tools for students and
  professionals who work with them. Would you
  please discuss the Study Skills Questionnaire and
  the Teachers Guide?

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• Students complete a Study
  Skills Questionnaire to assess their skills and
  preferences for studying.

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Questions

• 14. Another virtual experience for students
  involves the Disability Services Office. Would
  you explain this virtual activity in the third
  component?

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Whats in Working with Disability Services
lesson?

• Differences between high school special
  education and college disability services
• Differences among college DS offices
• Resources and servicesavailable at DS
• Preparing for the first visitto DS

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• Students tour a
  fictional DS officeand prepare a list of
  questions to ask DS staff.
• They also see a
  sample DS intake form, so they know what
  DS staff may ask them about
  accommodations, their disability, and more.

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Question from Audience Member Sent through
E-Mail Instant Messaging
Email - pepnet.south_at_gmail.com AIM -
pepnetsouth
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Questions
15. The fourth component is different than the
first three training components. Would you tell
us about the eFolio? How was it developed, and
just exactly what is the content of an
eFolio? 16. Can those who are participating in
this TeleTraining see an example of an eFolio?
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(No Transcript)
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PEPNet eFolio Contents

• Future Goals
• Support Staff
• Transition Areas
• Self Knowledge for
• Career Direction
• Postsecondary Planning
• Accommodations
• College Living Skills
• College Resources
• Resume Information

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This is an example of an eFolio.

• Sites can contain a wide variety of designs and
  information.

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Questions

• What aspects or features of an eFolio make it so
  much fun for students? And what are some of the
  applications or uses of the eFolio for ALL
  students making a transition from high school to
  the world of work or to college?
• How can the other three components of iTransition
  be integrated into the eFolio?

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Questions
19. Currently, many parents and professionals are
concerned about youth accessing Online activities
and programs. What are some of the safety
features that are built into the eFolio?
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Questions
20. There are Support Materials that would be
useful to teachers and other professionals.
Would you talk a little bit about these materials
AND about the training opportunities that are
available to teachers, transition specialists, VR
counselors, high school counselors, disability
service providers, and other professionals in
each of the four regions of PEPNet?
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• Teacher Guides for each training with lesson
  extensions and additional teaching information
• PowerPoint presentations of each of the four
  trainings to be used for personnel preparation
  activities
• Knowledge Base FAQ and online technical support

These materials and resourcesare available
online at www.pepnet.org
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Question from Audience Member Sent through
E-Mail Instant Messaging
Email - pepnet.south_at_gmail.com AIM -
pepnetsouth
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Special Thanks to Our Presenters
Greta Palmberg and Amy Hebert
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What Does PEPNet Do?

• Conducts training with secondary, postsecondary,
  vocational, and adult education professionals and
  support staff regarding transition and
  postsecondary educational services for students
  who are deaf and hard of hearing
• Develops a technical assistance network for the
  target groups
• Demonstrates how technology can be used to
  provide access and accommodations within programs
  for individuals who are deaf and hard of hearing

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PEPNet-Midwest St. Paul College 235 Marshall,
St. Paul, MN 55102651-846-1337
(Voice)651-846-1537 (TTY)651-221-1339 (Fax)
PEPNet-West National Center on Deafness
California State University, Northridge18111
Nordhoff StreetNorthridge, California 91330-8267
818-677-2099 (tty/v) 818-677-6270 (fax)
PEPNet-Northeast National Technical Institute
for the Deaf Rochester Institute of Technology 52
Lomb Memorial Drive, Rochester, New York
14623-5604 [phone] (tty/v) (585)
475-7660 (Fax)
PEPNet-South Center on DeafnessClaxton Complex
A239The University of TennesseeKnoxville, TN
37996-3442(865) 974-0607 (tty/v)[phone]
(Fax)
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Kentucky Tennessee West Virginia Outreach
Site Tricia Davis Eastern Kentucky
University Center on Deafness 245 Wallace
Building 521 Lancaster Ave. Richmond, KY
40475-3102 [phone] (V) [phone]
(Fax) Tricia.Davis_at_eku.edu
PEPNet-South Central Office Center on
DeafnessClaxton Complex A239The University of
TennesseeKnoxville, TN 37996-3442(865) 974-0607
(V/TDD)[phone] (FAX)pepnet-south_at_utk.edu
Georgia Florida Outreach Site Katherine
Bruni Georgia Perimeter College 324 Knots
Circle Woodstock, GA 30188 [phone]
(V/TDD) [phone] (Cell/Text) [phone]
(Fax) katherine.bruni_at_pepnet.org

Arkansas Alabama Mississippi Outreach
Site Amy Hebert University of Arkansas at Little
Rock 2801 S. University DSC 113 [phone]
(v) [phone] (Fax) amyhebert_at_ualr.edu
South Carolina North Carolina
Virginia Outreach Site Pat Varner-Bland Clemson
University 225 S. Pleasantburg Drive Greenville,
SC 29606-5616 [phone] (V) [phone]
(Fax) pvarner_at_clemson.edu
Texas Louisiana Outreach Site
Jennie Bourgeois Louisiana State
UniversityOffice of Disability Services111A
Johnston HallBaton Rouge, LA 70803(225)
578-4913 (V)[phone] (TDD)[phone]
(Fax) jsbourg_at_lsu.edu
Cindy Camp Jacksonville State UniversityDisabilit
y Support Services700 Pelham Road
North Jacksonville, AL 36265(256) 782-8387
(V/TDD) [phone] (Fax) ccamp_at_jsu.edu
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Upcoming Events
Technology Education of the Deaf, Exploring
Instructional Access Technologies, An
International Symposium http//www.rit.edu/techsy
m/ Deaf Adolescence Conference http//www.flagle
r.edu/page1.aspx?id2560 South East Regional
Institute on Deafness http//www.serid.org
/serid1/index.html Addressing the Needs of
Students Labeled Deaf and Low Functioning,
At-Risk or Deaf Blind Conference www.esc4.net
June 23rd 25th, 2008 October 5th - 8th,
2008 October 22nd - 26th, 2008 November 18th -
20th, 2008