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Okay, the recording is on so I am so thankful to the 5 of you, Barry university students who were able to be here tonight. You're going to really be leading this meeting.

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I will monitor and kind of guide it, but the 5 of you are going to be taking charge of this meeting and just a moment. I'm especially thankful.

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To our classroom teacher, or a speech pathologist and our parent.

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These guys are experts, they've been living this life and hopefully they can share with you the information that you're going to need to help you to be successful in this graduate. Course.

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Um, so I am going to turn it over to you, I'm going to try to keep my my.

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Open, but if there starts to be noise here, I, I will mute myself.

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I need someone to go ahead and start with the 1st question.

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Hi, well.

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Oh, hi, thank you. All. I think it's a really interesting way to do this because instead of just talking to 1 person at a time in the school, we're interviewing someone we get all the perspective at 1. so I really appreciate this.

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The 1st question is describe the characteristics of students who would be enrolled in a high school or special.

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For special education center, school, transition program.

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Include a list of disability categories that qualify students for placement in these programs.

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Okay, so maybe we might want to start with 1st.

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So, she's a classroom teacher, would you like to try and tackle that?

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Okay, absolutely, in my classroom, the students that I have 1 of the things that qualifies them is due to their cognitive limitations.

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They qualified for the alternate assessment.

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Okay, which is a standardized test that the state gives. Okay when you're looking at, who would be enrolled in my classroom.

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You're also looking at level of communication. My classroom is for those that have.

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The most limited form of communication, meaning outside of my classroom, they struggle having others understand them.

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Are being able to relate what they need they need a communication partner and basically, that's what I become.

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Is their communication partner and help them build those communication skills and whatever they're going to need in the job force.

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Sometimes the students I get don't even have a functional way to communicate, which is really sad here. They are in high school, and they don't have a language.

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So, I, they evaluate each student that I have, and I look at them and I, I realize how much time that's left in their career.

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But for they are going to leave.

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You know, our programs at 22, because if they don't have a certain amount of skills at that point.

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Then they're laying on a couch are sitting on account somewhere in the rest of their lives.

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There's no program for them, there's nowhere for them to go. Are there dropped off at a day program. So it's really important that when you're at the high school level.

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To me is that you realize the clock is ticking and that you really look at what skills they need for success and what needs to go by the wayside. Look at the relevancy of.

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Um, what you're going to instruct and why it's important and how they're going to use it.

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Go ahead. Well, the students are learning about the 13 different categories of disability that we state of Florida so maybe you could list specific.

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Category eligibility categories like a, I don't put the specific learning. Disability would not be able to be in your class. Correct?

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In my classroom, I have, I'm trying to think about specifically what you're saying, but I asked normally, my class is more than 50% autistic.

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Like I said, some form of communication or behavioral barrier, we use the DB map still, even though that's for 36 months old and I know I'm also sending for the board exam.

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So my background is an ABA using that BB map. I have found that I actually look at the barriers.

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By the time they get the high school more than I actually look at the milestones if you're familiar with that milestones are what they're accomplishing the barriers what's limiting them so I look at what's limiting them from

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academic environment.

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Because I have found that a lot of teachers up to the point before the students get to me, hadn't really focused on the barriers of what was limiting to them to the environment. But using that BB map, we're looking at social skills.

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We're looking at play skills, we're looking at being able to ask for what they want to being able to ask for what they need.

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And most of my students, but when I receive them are somewhere in that 3 year old language.

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Um, and I do have varying different exception analogies in my classroom.

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Like I said, more than 50% is typically autistic, but I do have a student with downs. I do have a few that.

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Classification isn't there.

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It's just that the cognitive, um.

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Assessments and their communication barriers.

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Have placed them in the in the self contained environment. Um, and like I said, with the program.

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Um, we're at the, um, we're a 3 to 1 ratio.

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So, I'm working with students with the most intensive instruction.

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That we can offer in our program. Does that answer your question as Scott? That? That is very good. Yes, very good. Okay.

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Okay, MS Greenberg.

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Can you talk about that? Same question? Number? 1? Please.

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My school is.

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A separate school specifically designed for a.

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So, we have.

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Autism intellectual disability that fragile.

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And all of our kids.

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Once they're there, they basically stay there until they're 22.

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Obviously, if there's specific kids that come in.

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From the cluster sites at the general education school.

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Um, their user coming over, because the real issues.

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And at my school, we provide a lot of support.

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And the general Ed schools don't usually have onsite behavior. They're usually.

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They go in and out as needed and then if our kids, you know.

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Prove that they probably could handle elsewhere. Then we try to acclimate them back out to that school, but they.

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The older kids that I have.

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Like I said, they're my, my kids are mostly 18 and 22. they've, they've been there pretty much for a long time.

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They've done, they've gone through the high school, our, our curriculum for high school curriculum that's been obviously it's adjusted.

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Based on their abilities and then once.

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Once they have reached 18.

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Then generally speaking, they will move on to the team that work on the work on the transition skills.

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But also within high school, from 1418.

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Those classified as high school.

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Their their questions are basically set up with don't owns.

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So, they still have a variety of different skills that they are. We're working on.

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Those kids will still go out on CBI.

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And you realize those skills out in the community as well.

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But the, the teachers who work with the 18 to 22 year olds, they're really trying to hone in on various skills.

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So that when they have their final with us, when they're 22 or 21 to 22 their last year.

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That's when we really discussed with the parents, you know, where they see their child going beyond my school.

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And I might use a specialist.

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We'll provide information to the parents.

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With regards to folks that are out in the community.

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So that the parents can actually go and visit both sites.

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So.

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Both.

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My my kids, I guess.

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I guess the majority of the kids that I have on my case, so probably more autistic.

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Well, like I said, I do have right now, I have a couple full classrooms of the more severely, profoundly, mentally handicapped, wheelchair, Milky, fragile.

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But those particular kids would end up more in a day program.

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So today, whereas the other kids that are more ambulatory would end up in hopefully some type of either a 1 to 1 of the parents just don't want to put them in a program. Then they would try to they can probably use.

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Their funds, because a lot of them have a med waiver.

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So, that money is also used to help pay for programming.

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Along with other needs, so if they don't want to send them to a program.

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They can hopefully use the funds to try to hire a private PCA professional I guess so. Maybe take them into the community.

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Um, but they also try to work with their caseworker, which is tied into the waiver program.

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If that makes sense. Yes, it does make sense.

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Mrs. Jersey. Are you comfortable describing the characteristics of your son?

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Yeah, sure. Happy to talk about Matthew. Okay.

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He is independent with.

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He, his, his language is has clearly his largest deficit.

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He used the picture exchange system when he was younger.

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A peck system we tried to buy, and he was not.

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His fine motor was very affected and so that was a challenge for him and we just didn't get very far with that. I did use a picture exchange system and a book that he carried around and.

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Um, if you needed something, he would pull a picture of.

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And give it to the person that he wanted to assist him, and we kind of advanced that to small sentence, making honest for on a strip.

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Where it would be, I want a cookie or whatever it was that he was needing.

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And then you'd have to pull the whole thing off and hand it to the person. And then we slowly advanced him to having to say the words.

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Or, at least make an attempt, and in the beginning, even entering sounds was very hard for him.

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And he got to the point now where he uses probably 3 to 4 word phrases, um, pretty consistently.

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He'll revert back to 1 or 2. if he's at home, he likes to get away with that. I'm going to have to stop myself and say.

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You have to make a sense and so then he'll give me a full sentence. He's probably.

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And I think I could confirm, but I would think at like, a 3rd to 4th grade reading comprehension level at this point.

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He can read signs in the community and utilize them. I mean, if you go to a store.

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And he'll look at me and say, I need to go to the restroom and I'll say, do you know where it is? And he can stay in the room and point to the sign restroom and go independently and do that.

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So, he seems to have some cognitive abilities. Certainly it's just his language is so.

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Impairing that it's hard to really get a full picture. I think of him.

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Need to do geometry. I mean, he has splinter skills if certain things he's really good at, like, certain mass things or he's very visual and so computer it's really a whiz on the computer and a lot of things he can do things that I don't understand.

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And I have to go, can you please show me what you did? Because now I need to undo it and.

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Then sort of skills he, he can be rather successful with.

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He's not a problem at all what chest feel very blessed about is very.

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Sweet and loving and happy he left to go do things.

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So him having something to do will be very important for him to have a quality of life as an adult.

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He's been special Olympics he got swimming bowling.

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Oh, gosh, I know we've done a 100 different sports with them, but swimming's been consistent. Um.

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He can do like, long distance, swimming and.

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We have them involved in a number of programs, social programs, trying to help him gather more friends of the community to be with.

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He received a therapy from diagnosis until current, and then we've always done at different levels.

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Um, in different amounts we did as much as we could on the front end, we really load it in as many hours as we could afford the insurance did not pay for it at that point. So.

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It was all private pay for years and then.

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Recently in state did mandate, they had to.

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Insurance companies would have to help cover some of that cost. So then.

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That helped a little bit, but at that point, and he was like 12 or 13. so, um.

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I just try to keep them in as much as I can. I mean, I feel like the more I can get him out.

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In the community, the better he's gone to the naval aviation flight Academy, he's done day programs.

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He's gone to overnight program.

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And use simulators of flown airplanes and apparently it was pretty good at it according to the instructors and.

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He's I found a summer camp that takes them for overnight so he went to a 5 night.

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Summer camp program, or they just.

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Do camp fires and swimming and hikes and just fun stuff and it gave him an opportunity for some independence. And he really like that.

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And then he's a part of autism Pensacola puts on a summer camp every summer.

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Called kids for camp, and we've been very lucky to be a part of that and she was 3.

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So, he does that every summer as well and they do job skill training there. I mean, he went into the community and actually worked at 4 different job sites through that camp program.

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So just trying to keep them very active and busy.

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All year, um, including summertime.

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But he's a, he's a happy kid. He's a good kid. He loves people. He's definitely not gonna want to sit in the house.

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Hoping that we can make things happen and get him some market.

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Even if it's volunteering 5 days a week, That'll be okay.

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He's productive. Okay. Very good.

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So, obviously, students, the purpose of this 1st, question was to give you an idea of the students that are in these classrooms as you're moving forward, and you have to create an IV for a student.

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And you have to create.

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A unit awake long unit.

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For a classroom, so I'm trying to make sure that you have a good.

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Clear view of the students that are in these programs. Do you have any additional questions that go along with number 1?

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Any students have any clarifying questions.

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If not, let's move forward to number 2 would like to take over now.

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I will describe the functional curriculum that would take place in these classrooms, include functional academics, curriculum and community based curriculum in your description.

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Ok, so I'm going to say, just whoever would like to start.

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From our experts.

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Do you want me to go ahead and start with this 1? That would be perfect.

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Okay, so when i1st started teaching, um, actually, it was 10 years ago.

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I did nothing but functional, but I didn't have much of a curriculum that was actually handed or given to me because a lot of the opportunities that are out there now, we're just being developed.

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Again, everything I do in my classroom.

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It needed to build a skill so I started off with my students making cards.

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Geometry was measuring and cutting the card stock.

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You know,

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practicing stamping,

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gluing production line,

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kind of stuff,

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and another skill they needed to do because when they turn 18,

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and even if it's just for social security,

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they need to be able to write their name.

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1st, and last most of my students by the time. I get them in high school.

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They can only write their 1st name. So I immediately have to start saying you're in high school. Now we need 1st and last.

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And it can take years before we get that last name in there, but at least we're going to get it in there before they're 18 and they've got to start signing official documents sooner if we can.

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The other thing to consider.

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With the functional on the writing, their name, and some of them are very large. So what happened was is I would kind of square cardstock.

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That would fit them writing their name and then they would glue it in. And every year I would make that piece a little bit smaller.

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So, by the time they need to start signing forms, they're able to sign their name.

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In the size form that they need to be able to do that.

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So that's a functional example.

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Of how I can shape how I'm changing something that the students do, and a skill that they're going to need in the transition program. And after they leave high school.

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As far as the curriculum that we have now, I am a big fan of unique learning system.

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They have a high school band, which aligns with the standards.

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Here in Florida, and they also have a transition band an example in their transition band would be a unit on feelings.

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Okay, 1 thing our students need to work on is being able to look at somebody and know when they're mad or upset or they're happy being able to assess looks person networking environment. That's very important.

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Plus, you know, just being around friends and everybody else, it's an important skill to have. So, 1 of the transition units that I printed off, and I, laminated is a feelings activity that we've use on a regular basis.

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There's job exploration, so I go over different kinds of jobs.

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And it all goes along with the same same, whatever the theme is for that month.

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And that's another reason I like it, it's theme base, the unique learning system and the transition. There's another 1 called symbol sticks. So I use pictures with words from my students.

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Mike Mr. said, Matthew can match. You can read, but many of my I've got several students that can't they only have.

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A few site words, if any words at all that they can read. So I'm still working on basic reading skills or on all of my students I'm working on key ideas and comprehension skills.

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So, when I'm going into the different activities that we're doing, that are function based, I'm constantly building those skills.

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Um, that you need on a daily basis, um.

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So, a new functional curriculum that we're using, what I was doing is we live in Florida.

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By the water, so I've made a unit on sea turtles where I was getting news clippings.

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Um, oh, I'm sorry, I simple 6, the pictures with the words, I was building vocabulary and I would teach the vocabulary over an entire semester.

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You know, I've got brought in books that talked about the local environment.

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And what I did with all of that is now.

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It was a lot of work for me, but there's a curriculum out there called.

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That helps build some of these skills and I know we're talking transition but again, when you get into the work environment, you're still going to need.

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Um, some basics abilities and skills.

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And that some of these units they have are based on.

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Functional things that we're doing and learning about our, our, our natural environment.

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Um, the weather, um.

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What should you wear today? What shouldn't you wear today? If you go into work? Um.

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How do you introduce yourself and you can through different stories? You can set examples.

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Um, for that, um, and our community based curriculum.

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Ties into that transition band right now, especially with the we go we have a social trivia calendar.

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We do that every day.

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There's just so much in it. It's hard to go into it in just 1 meeting. But what I will say is when we actually can actually go on campus and work. We work in the cafeteria.

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I have students that will start.

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The shelves and the cafeteria, they love it. They enjoy it. They watch tables.

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They could work in the library. I mean, we do a job inventory we find out what the students like to do and then we try to work with them to find a job that fits them. And then we have a couple of students.

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In my classroom that qualified, they can go down the street to a corner store.

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And they can practice talking a couple of days a week.

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Typically, that is another self contained class. We call the class and that's the 1 that has higher communication ability.

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They will go off campus and actually go to schools or local businesses and work on those job sites. While they're in high school they're junior and senior year.

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Before they transition after high school and to 1 of our.

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Transition programs.

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Do you have any coverage, Scott? You know, that was really excellent. Do any of the students have followup questions?

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Before we move on.

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Maybe you'll think of some things, so yeah, go ahead. If you do.

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I, I'm curious because we're talking about the transition when there's so much older and you're getting these students with.

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Not very much skills it seems, but yet.

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These things are supposed to be starting to be addressed more early on. Do you just find that they're not or or they are, and they just aren't ready to do it until they come to you. Okay.

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So, in the public school setting, because we don't have center based schools and our county tiers we have same age peers that we use in the, the school setting to model.

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And it's a really good program with our students. They enjoy having their same age peers with them.

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But it depends on the school and what they have, and what's available at their school.

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Most of the schools, I think that the job skills they work on.

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Are in the cafeteria,

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but in my classroom,

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you have to remember a lot of my students have struggled so much with communication and having a functional communication and some of them may have had more increased behaviors or stemming behaviors or some other things that when I get them I'm still

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decreasing those barriers or there's behaviors.

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So that they are going to be able to.

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Mine are the ones that are the farthest away.

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It's taking much longer for them. They're going to need every minute of that 22 years to make them prepared.

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For something, and that's why I said, by the time, so many times, the people before me came thinking, well, there's so much time and they focus so much, maybe on the academics.

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And at what point do you decide? Wait a minute I'm going to make that decision for this young person.

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That, you know, I'm going to focus more on the academic or on the job skill.

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Okay, and that's why in my classroom so many the times the activities I plan, and I do.

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Do both, they work on both skills they're giving, like the card example that I was giving I was working on skills that social to give the card. You know, you've got academic because you're measuring and you're cutting.

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You've got writing that goes on with that, and so I'm hitting all of those transition type skills. Things are going to need through an academic environment.

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But not, everybody's set up to do that.

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Okay, but that's the way my brain more access. The way I function with my program.

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I don't go towards clinical. There's to me there's more than functional and the clinical.

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I am much more functional. I'm looking for those opportunities that naturally occur.

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And trying to set up those natural occurrences.

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Within my classroom to work on very specific skills.

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That will really benefit them and they can be motivated and see the benefit of it.

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Did that answer your question in April?

250
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Yes, thank you. It just seems like a lot of time it's.

251
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Wasted for it. Yeah. Last before they get to you. Yeah.

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Yeah, that's kind of sad. It is but again, it's the mentality it's getting yes. Age start addressing the transition option on the at a younger age.

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But at the same time frame, you've got to go from administration down on what's actually happening in the classroom that's going to align with that statement.

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They're still working on more social skills.

255
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Okay, so skill chess checklist as opposed to an employability checklist.

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I use an employability checklist that starts with 9th grade, and I'm looking at specific job skills that go along with that employability checklist.

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But prior to the Elsa or that employability checklist, they're doing a social checklist.

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Okay, so you've got to look at if the social isn't enough.

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You know, what more could you be doing at that time frame or should you be doing.

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That's not being done.

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This seems like a perfect time for to kind of jump in and.

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Specifically, tell us what drew you to pull your son out of the other school, and put you send him his class. What about the curriculum or the program.

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Really drew you, what was your favorite aspect of it?

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Yes.

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I'll start with why I pulled them out of public school. I guess altogether.

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He was in 1st grade, and they go to the classroom to talk about teaching, you know, how they doing with reading and letter recognition and.

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And she would say we're not doing that. I taught him how to make biscuits today.

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And he was 6, and I said, well, I appreciate that, but we can do that at home. I really like for you to teach him, you know, school related things. And, and I was also pushing for inclusion time with typical peers.

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Because I feel like that, and that's proven that, I think with the peer mentor program that she's utilized very successfully.

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That when they're around their peer, they will emulate those behaviors.

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And they will through, I don't know, osmosis or just the drive to be with friends. They will have more typical age appropriate behaviors.

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And so we did have very successfully in kindergarten, and he did well, and then inclusion the teacher loved him and.

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She brought him in and the kids would read with him.

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And he would teach them some fine language.

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So, she was very good at building this community where everyone was helping everyone and wasn't.

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You know, that should help the poor disabled child. It was more of a given take and it worked beautifully.

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And then we went to 1st grade, and it just kind of all came to a screeching halt and they said, no, we can't do that. The kids are doing too much academics. There's no place to plug them in.

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Just a lot of resistance and.

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And a teacher that I would just have to say would not.

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Prepared to handle kids with significant disability and communication barriers. She had no.

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Special education background she had no.

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Prior experience, she has come out of retirement and they put her into the job and.

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You know, to me, the people in special education may be the best the best.

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You know, because it's more there's more challenges there and that's my personal opinion that typically children too.

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So, I removed him and took him to a school where they immediately met with me assessed him.

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And told me while he has communication deficit.

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He's bright and he can learn.

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Which, of course, is what you want to hear and so when I heard that, I'm sorry, my dog, my dog, when I heard that, that was a big draw for me.

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So, I put him in to the program in that school.

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And by and large, you know, it was, it was good. It wasn't great. It wasn't perfect. It was the best I could find at that time.

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I think we've come a long way in education of children with disabilities, and certainly autism.

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But at that point, we were still learning and and building and growing and school was changing.

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So fast forward to hitting 1516 and I knew that he was going to need.

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Something more functional something that was getting give him job skills and.

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The ability to be employed. Hopefully, even if it's just a part time.

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Job something that he could do after school ended and I heard I kept hearing because parents talk like crazy. So if you didn't need to know that, I mean, we network.

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I was involved in a support group here for years. We talked constantly. He was the best dentist. Who's the best doctor? He's the best teacher.

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Those kind of conversations therapists and, um.

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I kept hearing case high school repeatedly, not a particular name of a person, but just pay high school. Until I talked to my, a friend of mine.

300
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And he told me that his son was in camer's Bank of class. And then if you want Matthew in a good class, that's where you need to go.

301
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So,

302
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I wanted to put in back to school in the public school,

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and they wanted to put him at Milton High school,

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which is the community that I live in pace and Milton or right next door to 1 another.

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And they said, it's just the same as the program at pace.

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There will be no difference and he'll be in his own school and I said, well, you know, I'm happy to meet with them and we'll see.

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And so we went there and the teacher there was a coach. No, no, I'm sorry. Was a football coach.

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And he had helped in a classroom with disabilities or something like that. Very nice guy met with him talk with him.

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Very pleasant, but certainly not someone that had a master's degree that I knew missing ahead and special education and.

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The background that she had was very different from the 1 that he had. So.

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You learned to be very loud when you need to be. So we got on the emailing campaign.

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We emailed all the way up to probably the superintendent. I'm not sure and said, that's not.

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That's not the same program. They don't have a mentor program, which is a huge push for us and.

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The teacher is not the same caliber in my opinion and so we would like him to pace. And so that's what happened.

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And we've been very happy ever, so you don't wake up and think I'm going to be a parent of a special needs kid and I'm going to be.

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You know, loud and annoying.

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2 people, but you learn to do that and fortunately.

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Well, I think that's wonderful. And I, I hope the students are listening to what you're saying. Do you have any follow up questions from us discharging.

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Okay, I think you did good. I don't have any follow up questions.

320
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So MS Greenberg is down in South Florida and she's actually at a center school, she's a speech and language pathologist, but she's actively in and out of those classrooms.

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So, and in and out of the transition rooms.

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Ms. Greenberg, do you have something to add to the curriculum? Like what do you really.

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Think stands out to you about the curriculum at the school you're at.

324
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We, when i1st started at my school, I'll kind of go back a little bit when i1st started back at my school.

325
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My particular school, we didn't have anything that was real specific with regards to correct.

326
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We, we did do a lot of functional skills, because my kids at the school are as profound that academics really aren't going to start purpose for them.

327
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They're not going to use it anywhere, but we would use a lot of functional skills.

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A lot of activities of daily living and.

329
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You know, think the skills that they could probably use if they went.

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Out is the volunteer for or job training, but math science job and she hasn't etc. Wasn't anything that.

331
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You know, really would like to be functional for them, but then as time went on and it wasn't just my school I think it was state wide or county wide somewhere along the line.

332
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You know, nothing happened. And so we now have to teach or, excuse me the teachers have to teach academics the science.

333
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The job that you that all of that stuff, and it is adapted, but I'm.

334
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You know, the kids aren't going to take it anywhere.

335
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But, let me forward to the classes that are 18 to 22 year old.

336
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Since they aren't needing you, they don't do the academics per se in those rooms, but it's still continue to work on, like, a 1 to 1 correspondence on that sheet using a jig.

337
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If necessary.

338
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Um, so.

339
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Because we are now.

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My kids don't move around the costume from zone to zone. Like, they were.

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Um, like this 1 question, they have.

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A clerical set zone, they've got a kitchen zones, they have.

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What that would be considered, like a store zone, whether stocking the shelf and matching items to something on the shelf etc.

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Since they're not able to move around the room into those activity, because the teacher has to be.

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Kind of creative and make boxes of activities for their kids.

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She also actually has to.

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To some form of teaching as well, which she hadn't really had to do previously.

348
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So, now they the kids are.

349
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Like, when I used to go into the realm, and from from student to student, I was working on their communication skills, you know, trying to help them with their communication advice that they may have.

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Teaching and how they're using device.

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Make a comment or requests or anything like that, but now that we are coded, and I basically have to be my bubble.

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What I'm doing now is basically using something called everyday speech.

353
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And there's a variety different topics in there right now we're working on emotional regulation. So there's a very different topic there.

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So, we're working on recognizing emotions and and.

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Working on, um.

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I'm saying emotions of other people and.

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So that's kind of like, where I'm at this point to try to teach my kids and I spend a considerable amount of time.

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On that particular, like weekly unit.

359
00:41:36.719 --> 00:41:48.510
So, but our community based curriculum, as with, it's kind of on hold because of our kids.

360
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We're going out several times a week to try a different places. They would go to Florida.

361
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Is do some boxing and sorting down there.

362
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They go to Burlington Coat factory, Burlington Coat factory.

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And we stock cells.

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Moving just all kinds of stuff going to public.

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They would go hold on a 2nd.

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Right.

367
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Let's say she has to close her door.

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Sorry about that, um.

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So, because my kids can't go out to.

370
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Do their CPR in fact, they can't even do.

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Stuff around the school we are every class now is basically its own bubble, so.

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Community based instructions.

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Has really been put on hold everything basically been put on hold.

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Huh.

375
00:43:07.409 --> 00:43:18.659
So, but I do have classes that are high school, and they're still working on some functional academics, some meeting skills rhyming.

376
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They may even still be working on somebody called. I'm not really sure, you know, because of where they.

377
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There were really limited with the amount of hands on materials.

378
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Because of possible transmission of whatever virus that may be floating around. So.

379
00:43:41.760 --> 00:43:48.750
We, we're really doing a lot of things virtually with our kids in hopes that.

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Their understanding what it is that's being taught to them.

381
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I think that the base basics, or the main thing, it's repetition repetition repetition and really.

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Within the, the 1 activity that I do, so I'm constantly asking the same question over and over and over again.

383
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Using as much of a visual as I possibly can and helps that they'll.

384
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Graph the concept.

385
00:44:21.659 --> 00:44:27.809
All right. Very good. So.

386
00:44:27.809 --> 00:44:34.559
Um, I actually spent 2 years as an assistant principal at 1 of those center schools.

387
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Barbara County,

388
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and we had several transition classrooms and I will tell you what I appreciate it most when I would have to go in as the assistant principal and observe the teachers teaching and then have conversations

389
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with them about what I saw what I appreciated the most was when they were.

390
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Trying, even though some of the students were nonverbal, so they weren't always sure.

391
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What the students were learning from them, but they tried really hard to connect what was happening in real life.

392
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To whatever lessons they were doing.

393
00:45:15.389 --> 00:45:24.780
So, they would try to set up their classroom with those different center stations, you know.

394
00:45:24.780 --> 00:45:29.550
And if they were teaching them how to clean the bathroom sink that day.

395
00:45:29.550 --> 00:45:34.619
You know, they were somehow trying to connect it to you have a bathroom sink at your house.

396
00:45:34.619 --> 00:45:43.289
You know, and then when they went out to their community based instruction, there would always be a restroom.

397
00:45:43.289 --> 00:45:57.449
At the site where they were taking the students for for practicing job skills, and they were connect that bathroom sink again, you know, they would connect it to real life things like being clean and.

398
00:45:57.449 --> 00:46:02.250
You know, sanitizing the area and germs and all that kind of stuff. So.

399
00:46:02.574 --> 00:46:05.784
Whenever I saw the connection to real life,

400
00:46:05.934 --> 00:46:06.474
and of course,

401
00:46:06.474 --> 00:46:17.875
language you heard from all 3 of them that communication language development speech and language are just critical for our students.

402
00:46:18.204 --> 00:46:21.684
And, like I said, some of them, some of the students were non verbal.

403
00:46:22.675 --> 00:46:29.094
But they had their way of communicating and the teachers had their way of figuring out what the students were trying to say.

404
00:46:29.574 --> 00:46:44.574
So, students, when you are thinking about your IV and your units and different things, think about all those different kinds of connections as you're developing your units, and you're wanting to teach skills that are relevant and functional.

405
00:46:44.880 --> 00:46:51.000
For the life of this young person has, at some point, this young person is going to turn 22.

406
00:46:51.000 --> 00:46:56.610
And you want them to leave you with some skills that they can use.

407
00:46:56.610 --> 00:47:04.320
For the rest of their life. Okay, let's move on. I know that question 1 and 2 took a long time, but they were.

408
00:47:04.320 --> 00:47:09.539
Big ones, and so we have question 3, 4.

409
00:47:09.539 --> 00:47:17.070
5, and 6, that are really about goals and benchmarks and I talked to our experts in advance about.

410
00:47:17.070 --> 00:47:25.679
Thinking about this, so I think that more than likely we should lean on for.

411
00:47:25.679 --> 00:47:38.849
3 and 4, and maybe even 5, and is Greenberg for 6 and then for 7, it would be our parent.

412
00:47:38.849 --> 00:47:42.690
So, I need a student to ask question number 3.

413
00:47:42.690 --> 00:47:51.119
I can ask some question number 3 share 2 functional academic goals with 3 benchmarks for each for.

414
00:47:51.119 --> 00:47:57.599
Okay, Eva. Okay. So.

415
00:47:57.599 --> 00:48:01.170
A functional academic goal.

416
00:48:01.170 --> 00:48:04.710
Could be.

417
00:48:04.710 --> 00:48:11.159
1st of all you want to think about where the student is going to accomplish.

418
00:48:11.159 --> 00:48:20.849
The skill that you're working on, are they going to accomplish it in the classroom? Are they going to accomplish it? And I'll work environment like the cafeteria.

419
00:48:20.849 --> 00:48:26.219
Are they going to accomplish it in a hallway greeting others?

420
00:48:26.219 --> 00:48:31.920
Okay, so you want to 1st, think about where this is going to happen.

421
00:48:31.920 --> 00:48:41.010
Okay, and then you want to think about, let's say, I'm doing the outset and employability life skill.

422
00:48:41.010 --> 00:48:46.289
Um, assessment, so I'm going to use data that I've collected.

423
00:48:46.289 --> 00:48:53.460
On this student okay. Some of the assessments that I use, and for my students.

424
00:48:53.460 --> 00:48:57.030
Oh, you can see this.

425
00:48:57.030 --> 00:49:01.110
Anyway, this is an employee ability skills.

426
00:49:01.110 --> 00:49:11.639
Assessment and I'll just pick 1 here. I can say that in in the work environment, or in the cafeteria.

427
00:49:11.639 --> 00:49:15.809
The student, or, you know, I could say in the classroom, or I could say both.

428
00:49:16.525 --> 00:49:30.445
You know, in multiple environments, the student's going to recognize and create correct mistakes and I could say by using a task analysis. Okay, they will.

429
00:49:31.139 --> 00:49:34.260
What the task analysis would be a self check system.

430
00:49:34.260 --> 00:49:46.679
Okay, well they would go down the steps and evaluate their work. Okay so again, you kind of have to decide on that 1 in the work environment.

431
00:49:46.679 --> 00:49:52.170
All right, or you can have it as your goal, and then your benchmarks are going to be.

432
00:49:52.170 --> 00:50:00.989
Where they're going to accomplish it, you know, in the classroom, the student is going to.

433
00:50:00.989 --> 00:50:08.190
Checks their work. All right and it depends on the student. Okay. Why does a student.

434
00:50:08.190 --> 00:50:16.230
Need what is it they're doing? Are they rushing? Is that why they're not checking their work? Are they skipping steps?

435
00:50:16.230 --> 00:50:25.289
Okay, and that's where when you've got a checklist or, like, I say, a task analysis, it's the way you branch, they don't all the steps.

436
00:50:25.289 --> 00:50:28.739
Of what you want the student to accomplish.

437
00:50:28.739 --> 00:50:41.039
Okay, so a task analysis can be how you're going to assess a student, but a task analysis could be something the student uses to assess themselves to improve their own skills.

438
00:50:41.039 --> 00:50:44.760
So, it depends on the student, whether you do that with pictures.

439
00:50:44.760 --> 00:50:49.320
Or, if you're going to do that with written words, or are you going to pair the words.

440
00:50:49.320 --> 00:50:55.019
With the pictures, so when you're actually trying to figure out.

441
00:50:55.019 --> 00:51:01.889
Um, your goals and your benchmarks 1st, you've got to look at your assessments and how they relate to the student.

442
00:51:02.184 --> 00:51:12.235
And then you've got to look at what is it that they will need to accomplish and why do they need to accomplish that Scott? Why is that particular skilled important?

443
00:51:12.655 --> 00:51:21.655
And for me, I look at the barriers and I had brought that up before what is limiting them from doing better or going further than where they are right now.

444
00:51:21.960 --> 00:51:27.750
Okay, and I will address those. I have a student that.

445
00:51:27.750 --> 00:51:36.150
She stems a lot she goes off in her mind. Okay. And I'm having to bring her back. So the goal that I wrote for her.

446
00:51:36.150 --> 00:51:39.449
Was, you know, um.

447
00:51:39.449 --> 00:51:46.409
I can't remember if I started off, because it's not really in the classroom on that 1, but when.

448
00:51:46.409 --> 00:51:50.400
At school, the student when asked the question.

449
00:51:50.400 --> 00:52:01.110
Where are you okay she's going to be able to answer it. Okay. And the reason I wrote that goal.

450
00:52:01.110 --> 00:52:06.659
Was because when I ask or where are you and these questions are important.

451
00:52:06.659 --> 00:52:09.869
The person would say.

452
00:52:09.869 --> 00:52:22.260
I'm right here, but she's still wasn't with me, you could tell by her eyes. She was not with me. So again, with that student, I would until she could tell me.

453
00:52:22.260 --> 00:52:28.289
I'm in the classroom I'm in the cafeteria. I'm at school, but I'm on the bus ramp.

454
00:52:28.289 --> 00:52:35.550
Okay, all of a sudden stemming that severe stemming that really happened more. So, during.

455
00:52:35.550 --> 00:52:44.699
She finally comes back to where she's at, and she can focus on what she's doing and she can actually do her work.

456
00:52:44.699 --> 00:52:49.889
But that barrier limited her from being able to wash a table.

457
00:52:49.889 --> 00:52:54.239
Because she would just go off another direction.

458
00:52:54.239 --> 00:53:01.860
Okay, but she's very capable. So again, when you're writing that goal and you're looking at the student.

459
00:53:01.860 --> 00:53:04.920
Um, what is preventing them.

460
00:53:04.920 --> 00:53:08.519
Or what you need to be able to transition.

461
00:53:08.519 --> 00:53:14.219
Okay, and then send it for us.

462
00:53:14.219 --> 00:53:23.065
Go ahead. Well, so you're given and this 1 could possibly be given the, the school campus or something like that.

463
00:53:23.065 --> 00:53:31.644
Because this question, whether she's in the classroom or the cafeteria, I have given the school campus.

464
00:53:31.974 --> 00:53:46.135
I absolutely need to be always mindful to be very specific about what the student is given to work with. All right go ahead. Yes, and that's what I'm saying. I, when I do that, I could have said.

465
00:53:46.650 --> 00:53:52.679
You know, in the academic environment, but that's still broad.

466
00:53:52.679 --> 00:54:04.644
Because it could be that she's doing job skills so, again, but with right now, we're just on campus. So, like you said, so that would work. She's just working on campus or in the classroom. So absolutely.

467
00:54:05.755 --> 00:54:10.315
But you want to have the percentage. So, now you've got a student working.

468
00:54:10.590 --> 00:54:13.739
But you want to look at, um.

469
00:54:13.739 --> 00:54:26.639
The percentage of accuracy that you're looking for for that student okay. Or opportunities opportunities is 1 of the things I'd like to do, because it's more easily measured.

470
00:54:26.639 --> 00:54:34.650
Okay, so, at a 5 opportunities, how many of them as a student going to be successful.

471
00:54:34.650 --> 00:54:38.460
And in what time? Period so I might say the students.

472
00:54:38.460 --> 00:54:41.730
Is well.

473
00:54:41.730 --> 00:54:47.400
Um, when given 3 opportunities.

474
00:54:47.400 --> 00:54:57.210
Will be I'm sorry I don't have any. Okay. Give me just like I'm going to lead to you. You're not going to see me though, so hold on just a 2nd.

475
00:54:57.210 --> 00:55:02.489
Can you hear me? Okay so, yeah. Okay. So I'm going to read 1.

476
00:55:02.489 --> 00:55:06.809
This is easy for me to read them, pull it off my head. So the student will.

477
00:55:06.809 --> 00:55:15.510
In the classroom and prove his work attitude by completing non, preferred academic.

478
00:55:15.510 --> 00:55:20.579
At the same rate as preferred tasks, and I put.

479
00:55:20.579 --> 00:55:24.420
By the end of the and 3 consecutive trials.

480
00:55:24.420 --> 00:55:28.829
Okay, or another 1 I may have said that the student.

481
00:55:28.829 --> 00:55:33.510
We'll wait for longer than 10 minutes without walking away.

482
00:55:33.510 --> 00:55:45.119
A 100% of the time for 3 consecutive trials and the difference between those 2, I'm going to come back now to me, when it's a safety issue.

483
00:55:47.369 --> 00:55:50.429
Okay, then you're looking at 100%.

484
00:55:50.429 --> 00:56:01.019
Yes, okay. When it's not a safety issue, then you can look at possibly 80%, but you want to keep in mind that.

485
00:56:01.019 --> 00:56:05.130
You know what you're looking for and.

486
00:56:05.130 --> 00:56:10.050
You know, you don't want to say, I want the student to cross the street at 80%.

487
00:56:10.050 --> 00:56:17.639
Okay, you really, because you're looking at safety, you need that student if they're crossing the street without.

488
00:56:17.639 --> 00:56:29.280
Any kind of support to be successful 100%, then you got. So now we're talking about level of support. All right when you're writing that goal, you need to list the level of support that you're providing.

489
00:56:29.280 --> 00:56:35.010
Okay, is that support going to be how many prompts.

490
00:56:35.010 --> 00:56:40.679
Are you going to give and what level of prompt is it gonna be a verbal prompt? Is it going to be a gesture?

491
00:56:40.679 --> 00:56:48.659
Is it going to have to be full physical as it partial physical you put you touch their hand and then they know.

492
00:56:48.659 --> 00:56:55.409
So, it's real important that you're using the least amount of props.

493
00:56:55.409 --> 00:56:59.010
Possible.

494
00:56:59.010 --> 00:57:02.639
And that it's an improvement now in our county.

495
00:57:02.639 --> 00:57:05.820
What we do.

496
00:57:05.820 --> 00:57:11.010
Is our benchmarks hold on I'm coming back to you.

497
00:57:11.010 --> 00:57:18.300
Okay, our benchmarks are we have a percentage goal for the 1st, 1 and the 2nd 1.

498
00:57:18.300 --> 00:57:21.599
Is the same except.

499
00:57:21.599 --> 00:57:27.780
I might say by the end of the semester, my students going to be successful 2 out of 5 times.

500
00:57:27.780 --> 00:57:40.920
But by the end of the year, it's going to be 4 out of 5. so we're looking at semesters. So, you know, I'm expecting 50% and then 80%, by the time it's over.

501
00:57:40.920 --> 00:57:50.670
So, the benchmarks are the steps towards the final goal since the final go absolutely.

502
00:57:50.670 --> 00:57:57.480
Yes, so the answer did I answer your question?

503
00:57:57.480 --> 00:58:05.940
As far as I'm concerned you did, but I think I, maybe you should read that 1st goal to us again. Okay.

504
00:58:05.940 --> 00:58:15.000
Okay, and I'm not going to say it's perfect. No, it's okay. So this is an older goal. It's just when I found right before the meeting.

505
00:58:15.000 --> 00:58:23.909
Like I said, you can choose where you, how you word it for your student for the environment, you want it to be very specific.

506
00:58:23.909 --> 00:58:28.829
You know, so I put the student in the classroom and prove.

507
00:58:28.829 --> 00:58:32.190
Work attitude and I took that from the.

508
00:58:32.190 --> 00:58:35.369
That's the goal and then I said that.

509
00:58:35.369 --> 00:58:41.099
The rate that he completes non preferred academic tasks.

510
00:58:41.099 --> 00:58:55.554
Will be done at the same rate as preferred tasks. So important is that you didn't just say I want this student to improve and attitude because if you leave it at improving attitude, right.

511
00:58:55.795 --> 00:58:57.655
We're going to say, well, what does that mean?

512
00:58:57.960 --> 00:59:08.514
What does improve and attitude mean? You can't measure that unless you put the next piece that MS. said that he's going to improve what was it again?

513
00:59:08.514 --> 00:59:13.585
Non preferred non, preferred pass at the same rate as a preferred task.

514
00:59:14.094 --> 00:59:18.025
And that way, you can use some kind of chart, you're the classroom teacher.

515
00:59:18.204 --> 00:59:29.304
And in order for you to decide, as this student is meeting that goal, you can use some kind of a checklist each day to see if the student is completing the non preferred.

516
00:59:29.610 --> 00:59:36.030
At the same rate, as the preferred, you can measure that, but you can't just measure attitude.

517
00:59:36.030 --> 00:59:51.030
No, okay, no, and like I said, you know, sometimes you want to develop a task analysis for a task. A student can't complete. That's important. And your vehicle could be specifically about the steps.

518
00:59:51.030 --> 00:59:56.579
In that task analysis that the students not able to complete.

519
00:59:57.744 --> 01:00:10.074
Okay, so the goal could be that the student will complete this task, but the benchmarks will be each of those steps in the past analysis for that activity that the student can't do.

520
01:00:10.284 --> 01:00:15.534
So, let's say there's 6 steps and the student can't do 3 and 5.

521
01:00:16.769 --> 01:00:23.760
Okay, and I don't know if you're familiar with changning, but Cheney is important and backward changing is very important with our students.

522
01:00:23.760 --> 01:00:35.429
And so when you're using a task analysis and using backward changing again, the goal could be that the student can make a peanut butter and jelly sandwich.

523
01:00:35.429 --> 01:00:42.239
Let's say the student has trouble getting the peanut better out of the jar or the student has trouble.

524
01:00:42.239 --> 01:00:45.269
Um, you know, cutting the sandwich.

525
01:00:45.655 --> 01:00:57.025
All right, so your benchmarks might be the student will learn how to speak peanut better out of the jar with a knife. Mm. Okay. And the 2nd benchmark could be that they will cut the sandwich.

526
01:00:57.835 --> 01:01:03.655
I mean, but again, it's the skill of the student and the tasks that you're looking at and why it's important.

527
01:01:04.019 --> 01:01:16.224
Now, if the student really likes peanut butter and jelly sandwiches and 1 day, he may need to feed himself that could be a very important goal for him. Because now he can make himself something he enjoys.

528
01:01:16.494 --> 01:01:19.855
And he can be sure that if he needs to feed himself, he can.

529
01:01:21.659 --> 01:01:25.920
So, again, the relevance is also important. Very good.

530
01:01:25.920 --> 01:01:30.480
Okay, so can I get a student to ask a question for please.

531
01:01:30.480 --> 01:01:37.019
Share 2 emotional.

532
01:01:37.019 --> 01:01:41.219
Our behavioral goals with 3 benchmarks for each goals.

533
01:01:41.219 --> 01:01:52.260
Can you take care of that? Yes, I can. Okay. So going back the actual document that I was trying to figure out how to send to, you.

534
01:01:52.260 --> 01:01:55.380
And I was having technical issues.

535
01:01:55.380 --> 01:02:00.179
From a social emotional 1 of the ways that our school receives funding.

536
01:02:00.179 --> 01:02:06.510
Okay, and on our is we have multiple domains that we address in our.

537
01:02:06.510 --> 01:02:10.530
Um, and you will need to do that as well.

538
01:02:10.530 --> 01:02:15.900
From the transition point. So the 1st, 1, we talked about this curriculum and learning.

539
01:02:15.900 --> 01:02:22.829
All right, and the 2nd, 1 is for me is social emotional.

540
01:02:22.829 --> 01:02:34.409
And on social emotional, from my level of students, they require a daily note that communication between me, and the parent, and I actually place.

541
01:02:34.409 --> 01:02:40.380
Um, I have when I place on that daily note is.

542
01:02:40.380 --> 01:02:50.579
What we call a social emotional goal or the benchmarks. Okay. Go on there. So I daily. Assess the progress.

543
01:02:50.579 --> 01:02:55.110
Of those goals are and or benchmarks um.

544
01:02:55.110 --> 01:02:59.909
Every day throughout the process. Okay. Um.

545
01:02:59.909 --> 01:03:06.480
An example of 1 of the ones that I was bringing up actually the, um.

546
01:03:08.159 --> 01:03:16.170
You can look at some of the goals that I write fit both categories.

547
01:03:16.170 --> 01:03:21.420
Okay, so the 1, I told you about work attitude.

548
01:03:21.420 --> 01:03:27.480
Okay, could actually, because we're using the word attitude, it's the emotional.

549
01:03:27.480 --> 01:03:32.280
Okay, so yes, this is going to improve academics in the classroom.

550
01:03:32.280 --> 01:03:35.460
Okay, but at the same timeframe.

551
01:03:35.460 --> 01:03:38.730
The student's attitude towards work.

552
01:03:38.730 --> 01:03:42.570
It's very important part of.

553
01:03:42.570 --> 01:03:52.409
Their development okay. Several of the things on the employability.

554
01:03:52.409 --> 01:03:56.070
Skill assessment that I do addresses.

555
01:03:56.070 --> 01:04:03.420
Um, social emotional, you know, and it's their attitude towards themselves their attitudes towards others.

556
01:04:03.420 --> 01:04:07.949
And their attitude towards the job, they're doing.

557
01:04:07.949 --> 01:04:11.429
Okay, so.

558
01:04:11.429 --> 01:04:15.840
And sometimes you're looking at something that might be.

559
01:04:15.840 --> 01:04:29.159
I'm trying to think self regulatory, so another really good. 1 would be a self regulation. So I'm going to pull up my little cheat sheet here.

560
01:04:29.159 --> 01:04:32.579
And I'm going to say that.

561
01:04:32.579 --> 01:04:38.909
The condition is using a model and a model that I would use.

562
01:04:38.909 --> 01:04:44.969
Is I have a chart? That's 1 through 5 that's for self regulation.

563
01:04:44.969 --> 01:04:49.559
And it, it helps the students identify.

564
01:04:49.559 --> 01:04:54.360
Where they are emotionally, so if I have a student that can get really.

565
01:04:54.360 --> 01:04:58.199
Frustrated or.

566
01:04:58.199 --> 01:05:02.460
Has a lot of anxiety. Okay. I would use this.

567
01:05:02.460 --> 01:05:07.230
And then, when I say using a model, what I do is I've got a close then.

568
01:05:07.230 --> 01:05:11.159
And I model for the student.

569
01:05:11.159 --> 01:05:14.219
I read to them the different conditions.

570
01:05:14.219 --> 01:05:20.130
And I tell them what I see, and I let them try and identify what they feel.

571
01:05:20.130 --> 01:05:24.630
Okay, so my goal would say using a model.

572
01:05:24.630 --> 01:05:27.659
The student will.

573
01:05:27.659 --> 01:05:32.789
Let's say chart okay, they're going to chart using this graph.

574
01:05:32.789 --> 01:05:38.159
Isn't that close pen emotions?

575
01:05:39.869 --> 01:05:45.360
All right, and I'm going to say with visual prompts.

576
01:05:45.360 --> 01:05:54.360
Because it's a visual prompt and the mastery is going to be I really want to try and get it to 80%.

577
01:05:54.360 --> 01:06:00.360
By the end of the year, so I'm going to say my goal for the 1st semester.

578
01:06:00.360 --> 01:06:06.269
Will be 2 out of 4, and by the end of the year, we'll be 4 out of 5. um.

579
01:06:06.269 --> 01:06:12.599
I would say consecutive observations or.

580
01:06:12.599 --> 01:06:21.030
It's what I'd be looking for that to me is a good self regulation.

581
01:06:22.920 --> 01:06:26.190
Goal and like I said, I would be using a visual prompt.

582
01:06:26.190 --> 01:06:29.190
With them and a model.

583
01:06:29.190 --> 01:06:36.989
I think that's excellent. And they'll have this recording, so they can go back and listen.

584
01:06:36.989 --> 01:06:45.780
To work, but I think that's an excellent example. And the students, you know, that I'm going to be meeting with you to go over.

585
01:06:45.780 --> 01:06:54.539
You know, writing goals and benchmarks before you have to complete that assignment. So let's move on and get a student to ask question number 5.

586
01:06:58.860 --> 01:07:06.119
A student who hasn't said anything yet.

587
01:07:06.119 --> 01:07:13.619
Okay, share to transition goals with 3 benchmarks are each go.

588
01:07:14.909 --> 01:07:25.920
Okay, that's still me. Right that's still you and if you had just share 1 to since we're kind of the time. Yeah.

589
01:07:25.920 --> 01:07:29.309
So, for me, a transition goal.

590
01:07:29.309 --> 01:07:33.630
With the student is.

591
01:07:33.630 --> 01:07:42.869
If I have a student that I need to start traveling independently. Okay. Around campus.

592
01:07:42.869 --> 01:07:46.199
Say, so I could say on campus.

593
01:07:46.199 --> 01:07:49.349
The student will travel independently.

594
01:07:49.349 --> 01:07:57.510
To and from, and I may start with 4 locations. Okay.

595
01:07:57.510 --> 01:08:04.710
To me, that's a transition goal because the student's going to be using that goal.

596
01:08:05.760 --> 01:08:09.869
You know, to help further their, their ability, um.

597
01:08:09.869 --> 01:08:15.900
On a job site. Okay. Another transition goal.

598
01:08:15.900 --> 01:08:24.630
Could be on the job site, so the student while they are working on employability skills.

599
01:08:24.630 --> 01:08:29.159
Um, I could say that in the cafeteria.

600
01:08:29.159 --> 01:08:36.210
While stalking, the students will match and identify products.

601
01:08:36.210 --> 01:08:42.449
I could say that the student will be able to communicate with supervisor.

602
01:08:42.449 --> 01:08:46.289
When asked a question, you know.

603
01:08:46.289 --> 01:08:59.340
When the supervisor makes a directive to the student handle being told what to do, some students can't handle being told what to do. They, you know, they get frustrated. They walk off.

604
01:08:59.340 --> 01:09:03.060
No, you got to again look at the student and make a decision.

605
01:09:05.425 --> 01:09:16.074
Am I being too vague miss Scott? Sorry just got yes, no, you are. Absolutely fine. You're okay. Yeah, because I'm going to spend more time with them on this.

606
01:09:16.074 --> 01:09:26.635
I just wanted them to hear from you for you to throw out some ideas for them to be. So those are the ones that I do with my classroom with my students. Yeah, no, that's perfect. That's perfect.

607
01:09:27.204 --> 01:09:34.585
So, we're going to move on and let MS Greenberg answer the next 1 can I get a student to ask number? 6?

608
01:09:34.890 --> 01:09:46.500
Anybody be again share a speech goal and a language goal with 3 benchmarks for each goal.

609
01:09:47.819 --> 01:09:54.449
So MS Greenberg, I don't know if you brought some examples with you or not, or you can just.

610
01:09:54.449 --> 01:09:58.619
Give us something off the top of your head as examples.

611
01:09:58.619 --> 01:10:02.729
As far as like a.

612
01:10:02.729 --> 01:10:10.649
People well, that's more like, speak intelligibility and that's, you know, at the age of.

613
01:10:10.649 --> 01:10:14.010
When they're 18 to 22.

614
01:10:14.010 --> 01:10:18.390
We may or may not actually.

615
01:10:18.390 --> 01:10:23.399
Well, I specifically at my school, I don't address.

616
01:10:23.399 --> 01:10:27.420
The intelligibility piece, so much as many of my kids.

617
01:10:27.420 --> 01:10:36.479
Have more of the expressive communication skills deficits. Mm. So.

618
01:10:36.479 --> 01:10:41.670
That makes sense that really meant you're not working on articulation and stuff like that anymore.

619
01:10:41.670 --> 01:10:49.739
Too much of that, it's not particularly and, you know, some kids are severe enough intellectually that.

620
01:10:49.739 --> 01:11:00.449
And you would have to they need to be able to understand the directions when you tell them how to place things. And maybe by kids may be considered more toxic within motor planning.

621
01:11:00.449 --> 01:11:09.239
So many of them, we pretty much want to work with. How are they going to be able to express.

622
01:11:09.239 --> 01:11:18.119
There wants to needs in a variety of different environments and how they're going to deal with change.

623
01:11:18.119 --> 01:11:25.439
Yeah, how are they going to deal with being able to.

624
01:11:25.439 --> 01:11:30.329
State what they want to being able to follow directions.

625
01:11:31.284 --> 01:11:45.654
So, I mean, I have some kids right now where, because, like I said, previously, I use this site called everyday speech and there's a lot of activities in there for social emotional.

626
01:11:46.015 --> 01:11:50.545
So I have some kids that are in the.

627
01:11:51.479 --> 01:11:57.899
The higher in this transition class that are working on getting with.

628
01:11:57.899 --> 01:12:03.119
Recognizing change and.

629
01:12:04.199 --> 01:12:07.800
How to deal with change?

630
01:12:07.800 --> 01:12:10.859
They're dealing with.

631
01:12:10.859 --> 01:12:18.359
Like, role models, which would go along with the videos that I show them, and they kind of want and discuss.

632
01:12:18.359 --> 01:12:24.810
I'm just looking online, there's something called.

633
01:12:24.810 --> 01:12:28.770
Where we have a lot of benchmarks and.

634
01:12:28.770 --> 01:12:36.449
So, we get we do, like, a lot of my teachers will use a lot of the benchmarks and and.

635
01:12:36.449 --> 01:12:46.199
There's 1 section here where it's for exceptional student education, and they're, they go by grade.

636
01:12:46.199 --> 01:12:50.399
They have elementary, middle, junior and senior high through adults.

637
01:12:50.399 --> 01:12:54.210
Which is where I usually pull up a lot of mine.

638
01:12:54.210 --> 01:12:58.229
And they have.

639
01:12:58.229 --> 01:13:12.085
Therapy so there's physical, occupational and speech and language in there. So when I go in, like, right now, I'm look at the senior high and adult, because I have the 18 to 22 year old. So.

640
01:13:14.279 --> 01:13:20.069
In there, there's language therapy, so I.

641
01:13:20.069 --> 01:13:24.720
I may pull up.

642
01:13:26.279 --> 01:13:36.060
Like, an activity, like a goal here, there was a comprehension in use of the system that combines language components. You can actually click on.

643
01:13:36.060 --> 01:13:39.239
The benchmark number.

644
01:13:39.239 --> 01:13:46.470
And in there, it gives you like a variety of different things to work on.

645
01:13:46.470 --> 01:13:50.130
In there, um.

646
01:13:50.130 --> 01:13:56.159
So, we kind of I kind of use those as much and then from there, I kind of.

647
01:13:56.159 --> 01:13:59.430
Use activities.

648
01:13:59.430 --> 01:14:05.609
Um, that might be related to the benchmarks that I pull out and.

649
01:14:05.609 --> 01:14:08.670
Because I'm working with the social emotional.

650
01:14:08.670 --> 01:14:11.789
I pulled out.

651
01:14:11.789 --> 01:14:18.300
Activities or benchmarks, that kind of address, like, debate me respond Debbie. Each question.

652
01:14:18.300 --> 01:14:26.789
Being able to whether it's responding or asking a question, or.

653
01:14:27.840 --> 01:14:31.289
Being able to deal with.

654
01:14:31.289 --> 01:14:36.180
A social situation, and how they're going to respond to the social situation.

655
01:14:36.180 --> 01:14:41.909
Based on what I, what I can pull out from Benchmark.

656
01:14:43.020 --> 01:14:52.079
So, miss Greenberg students is telling you to utilize that C palms website that I've already.

657
01:14:52.079 --> 01:15:02.010
Told you about it's in canvas and I've already recommended that you look in there because you, it's just loaded with all kinds of ideas.

658
01:15:02.010 --> 01:15:08.100
When you get ready to write these goals and benchmarks, you're going to have a case study.

659
01:15:08.100 --> 01:15:17.039
And I'm going to be telling you about this student. So I think that they have both told you to pay attention to the needs of the student.

660
01:15:17.039 --> 01:15:20.850
And we'll talk more about that very soon.

661
01:15:21.175 --> 01:15:35.965
Dr, Scott, the state of Florida has access Weebly if you and if you go in there, they do a lot of trainings and if you go in there, they've actually gone in and set up plans.

662
01:15:36.329 --> 01:15:42.060
For each 1 of the big areas for us.

663
01:15:42.060 --> 01:15:47.729
Access point your access point and.

664
01:15:47.729 --> 01:15:53.159
And it's we Blake, so I think that's what you can Google, and find it.

665
01:15:53.159 --> 01:15:56.369
Um, but I have a folder with the actual web address.

666
01:15:56.369 --> 01:15:58.614
Okay, I will get that to you.

667
01:15:58.914 --> 01:16:12.895
Okay because they use a C palms, but it's actually the way it's laid out as much more user friendly once you get in there and it has things set up for you and they give a really good level of training.

668
01:16:13.555 --> 01:16:24.175
Okay, great because that's something that I wasn't aware of. Very good. Yes, they came out with the access points and I've attended several trainings in South Florida. Okay. Okay. Very good.

669
01:16:24.564 --> 01:16:36.085
So, you shared that with us, and then you share it with me and I'll share it with the students question. 7 is specifically for our parent. So, who would like to read.

670
01:16:36.569 --> 01:16:39.810
Number 7 ask question number 7.

671
01:16:39.810 --> 01:16:45.359
Someone who already spoke is going to need to do this 1.

672
01:16:45.359 --> 01:16:56.729
Number 7, as a parent share your thoughts about your child's high school transition program, what do you think is most successful and what needs to be improved.

673
01:17:02.670 --> 01:17:09.689
I would say that overall. I'm very pleased and very happy with the placement that he has.

674
01:17:09.689 --> 01:17:13.350
Um, been able to get be a part of.

675
01:17:13.350 --> 01:17:19.920
Unfortunately, with it's put a damper on many of the things that were so successful with this program.

676
01:17:19.920 --> 01:17:27.960
So, I have to say, prior to come in the offsite Mark opportunities, he worked.

677
01:17:27.960 --> 01:17:40.590
In a corner store where he stopped shelving in clean bathrooms and, you know, it was learning many different activities where he could potentially be employable.

678
01:17:40.590 --> 01:17:45.239
And the staff at the store, because it was down from.

679
01:17:45.239 --> 01:17:54.720
My husband's work what we would talk with them frequently, and they very much enjoyed him coming in and they were very pleased with his work.

680
01:17:54.720 --> 01:17:58.859
Level and his attitude and.

681
01:17:58.859 --> 01:18:02.670
You know, so those things were exciting to us and the potential of.

682
01:18:02.670 --> 01:18:13.920
Possible employment, so that was very successful to us. The onsite work opportunities were the same. I mean, he worked on a little.

683
01:18:14.395 --> 01:18:28.135
Coffee shops that they had opened up in the mornings, and he would help make coffee. Now, Matthew really liked food. He really was very generous with the cool whip and the chocolate and things. So they had to work with him on that.

684
01:18:28.135 --> 01:18:30.085
And how much was appropriate, and not.

685
01:18:30.390 --> 01:18:37.800
But he loved that he loved being a part of that, and communicating with the staff that would come up and, you know.

686
01:18:37.800 --> 01:18:50.369
He would take orders and he would engage with them and they're very socially appropriate way with coaching. And so it was very helpful skill to work on. He also worked in the cafeteria.

687
01:18:50.369 --> 01:18:55.079
And stocked drinks in the cafeteria, which he loved to do.

688
01:18:55.079 --> 01:19:01.439
And at some point, the person who worked with him, that was part of the cafeteria staff, had.

689
01:19:01.439 --> 01:19:09.720
He started a volunteering himself at lunch time to come and help her more because he enjoyed it so much. And so she was actually bringing and an extra.

690
01:19:09.720 --> 01:19:13.229
To white tables and do different things. So.

691
01:19:13.229 --> 01:19:19.109
The work opportunities were wonderful and we missed those very much.

692
01:19:19.109 --> 01:19:23.729
The functional academics that does.

693
01:19:23.729 --> 01:19:26.909
And promotes in the classroom.

694
01:19:26.909 --> 01:19:32.340
Everything has a purpose and so and everything has language intertwined.

695
01:19:32.340 --> 01:19:40.619
So, everything that he works on is working on him, communicating and discussing and answering questions. And so.

696
01:19:40.619 --> 01:19:44.579
Language is the constant in the classroom, which is.

697
01:19:44.579 --> 01:19:47.640
Wonderful and he, he's so much more.

698
01:19:47.640 --> 01:19:53.670
His communication ability is is has increased tremendously.

699
01:19:53.670 --> 01:20:04.020
The mentor program with the teams, they have typical teams that go to school there that are interested either in working with children with disabilities or.

700
01:20:04.020 --> 01:20:08.699
Have some interest in the field find out to be in this program.

701
01:20:08.699 --> 01:20:13.739
And they come in and spend time with the kids in the disability classroom.

702
01:20:13.739 --> 01:20:19.260
And they engage in communication, they have dances and parties.

703
01:20:19.260 --> 01:20:25.439
And they can get so much language out of these kids, because they're so engaged in being around their peers.

704
01:20:25.439 --> 01:20:28.949
So, I find that to be extremely successful.

705
01:20:28.949 --> 01:20:33.060
And I would say that the communication with.

706
01:20:33.060 --> 01:20:41.489
Parents is such a huge part of what's happening and I find that to be very well handled at the school.

707
01:20:41.489 --> 01:20:54.475
So, every day when Maggie comes home, I have notes, and it tells me it's design peoples and what they were working on and how he did toward those goals. But it also tells me what they were learning about what they read about what they studied.

708
01:20:54.475 --> 01:21:06.444
I mean, she doesn't write a novel she doesn't have time for that, but she puts little notes down and for someone who has a communication deficit, I can't hop in the car with him and say, would you be at school today? And.

709
01:21:06.779 --> 01:21:10.229
Yeah, no, that he's even going to give me the right answer.

710
01:21:10.229 --> 01:21:21.060
He would pull things from his memory banks that he did 2 months ago and tell me just to give me an answer because he knew I was waiting for a 1 to having the notes.

711
01:21:21.060 --> 01:21:26.100
To tell me yeah, you actually did work on that today. That's that's great. And.

712
01:21:26.100 --> 01:21:32.250
What did you think about that? And, you know, and having that carry over so when they do like a functional.

713
01:21:32.250 --> 01:21:42.029
See turtle program, then we went to the sea turtle in our has like a science lab with sea turtles and we went there.

714
01:21:42.029 --> 01:21:46.890
And we followed up and we saw the sea turtles and read about the state turtles and.

715
01:21:46.890 --> 01:21:51.390
Trying to carry over what she's doing in the classroom.

716
01:21:51.390 --> 01:22:00.239
And make it functional at home to make sure that those skills are transferred not just in a classroom setting, but across all settings.

717
01:22:00.239 --> 01:22:04.079
So, I think those things down very well.

718
01:22:04.079 --> 01:22:09.779
And very happy with the program, I mean, besides the crone of virus.

719
01:22:09.779 --> 01:22:12.989
Throwing a wrench in our train and.

720
01:22:12.989 --> 01:22:19.500
The job opportunities and wishing that he had a little bit more time with the mentors. I think even that.

721
01:22:19.500 --> 01:22:23.279
Been limited somewhat, because they're trying not to.

722
01:22:23.279 --> 01:22:27.180
You bring children from the main.

723
01:22:27.180 --> 01:22:41.250
Group of students into the classroom with fear of transmission and things like that. So, was there anything that you think would improve the program?

724
01:22:41.250 --> 01:22:52.619
Well, just getting us back on track would be an improvement this year job sites and then more time with the mentors and I know that's.

725
01:22:52.619 --> 01:23:06.930
So much opportunity they're going to have because those kids are in school and they have their own learning to do, but right. That's very enriching for my son and he enjoys it and he talks more when he's on his typical peer group.

726
01:23:06.930 --> 01:23:12.689
And, you know, they're there, and they help facilitate the language. And so there.

727
01:23:12.689 --> 01:23:19.020
Helping to produce that, but he's more motivated by his peers and he is by.

728
01:23:19.020 --> 01:23:32.069
An adult, so having more opportunities, there would be great. I think your responses are really going to help the students. They have to create a survey that they would give out to parents and.

729
01:23:32.069 --> 01:23:41.100
Teachers, and what have you, and I think your responses are really going to help them with that assignment. I'm going to do something a little different with number 8. I just came up with this idea.

730
01:23:41.100 --> 01:23:46.800
So, I need everyone to think for just a moment, because everyone's going to give a 1 sentence.

731
01:23:46.800 --> 01:24:00.750
Response everyone who's here with me tonight I want to know what is the ultimate goal for these high school transition programs. I want you to tell me now that we've been together for almost 2 hours.

732
01:24:00.750 --> 01:24:05.279
In 1 sentence what you have decided.

733
01:24:05.279 --> 01:24:09.479
Is the ultimate goal for a high school transition program?

734
01:24:09.479 --> 01:24:12.960
Okay.

735
01:24:12.960 --> 01:24:17.880
Is anyone ready? Okay.

736
01:24:17.880 --> 01:24:26.130
To build independents throughout anything, so they can have a job and spend money on things that they want to do.

737
01:24:26.130 --> 01:24:29.159
Okay to build independence.

738
01:24:29.159 --> 01:24:32.520
Someone else 1 sentence.

739
01:24:32.520 --> 01:24:38.819
To have some communication and functional skill for, like, common factors.

740
01:24:38.819 --> 01:24:41.819
Hold on Yeah.

741
01:24:41.819 --> 01:24:46.560
Okay, okay. April, April you go I think you were talking. 1st.

742
01:24:46.560 --> 01:24:55.739
Okay, I sent to have some communication and functional skills to carry into their, the rest of their life.

743
01:24:55.739 --> 01:24:59.130
Okay.

744
01:24:59.130 --> 01:25:11.130
I think what I'm hearing is, like, it's about looking at the student and seeing what's their interest and what's important to the student and then building off of that to improve their quality of life.

745
01:25:11.130 --> 01:25:14.130
Okay, someone else.

746
01:25:14.130 --> 01:25:17.579
What's the ultimate goal?

747
01:25:17.579 --> 01:25:27.329
Algo, okay to teach transfer transferable skills that are transferable across all platforms.

748
01:25:30.569 --> 01:25:36.869
Next I know I haven't heard from everyone.

749
01:25:36.869 --> 01:25:40.199
Hi, good night.

750
01:25:40.199 --> 01:25:45.420
To teach you that can assist with.

751
01:25:45.420 --> 01:25:48.750
Self determination and self advocacy.

752
01:25:48.750 --> 01:25:53.189
Each individual student. Okay.

753
01:25:53.189 --> 01:25:58.829
All right, did I get all the students then I get all the Barry students to speech.

754
01:25:58.829 --> 01:26:04.350
Okay, experts, what do you guys think? Give me 1 sentence.

755
01:26:04.350 --> 01:26:13.500
So, I really, really like, I don't want to measure name up isn't all.

756
01:26:16.050 --> 01:26:25.409
Yeah, you got it, right? I did. Oh, wow. Okay. Got it. Okay. I love how specific your goal was, and I'm piggybanking off of that.

757
01:26:25.409 --> 01:26:31.500
I want my students to be able to enter.

758
01:26:31.500 --> 01:26:34.560
Life after high school.

759
01:26:35.729 --> 01:26:39.810
In a way that they have, um, their life is to build.

760
01:26:39.810 --> 01:26:43.470
Through employment through.

761
01:26:43.470 --> 01:26:51.960
Friendships through independence, you know, very specific, whatever specific to them. Not just.

762
01:26:51.960 --> 01:26:58.289
And generality, what is and I do, have my students do a transition form. That's where I get that information.

763
01:26:58.289 --> 01:27:02.670
Very good. Okay. Experts.

764
01:27:07.104 --> 01:27:18.505
I like them all because it touches on everything. I mean, they need to improve on their ability to communicate their wants and needs more effectively.

765
01:27:19.140 --> 01:27:22.380
Not just in 1 setting, but across all setting.

766
01:27:22.380 --> 01:27:35.789
They also need to improve their independence and be able to work as independently as possible with the least amount of instruction or assistance.

767
01:27:35.789 --> 01:27:44.850
I like them off I think they touched on everything. Okay Mr.

768
01:27:44.850 --> 01:27:52.649
Yeah, I would say that my goal is for him to obtain skills that will lead to a.

769
01:27:52.649 --> 01:27:56.010
Um, good quality life.

770
01:27:56.010 --> 01:27:59.819
Post high school very good to be social.

771
01:27:59.819 --> 01:28:04.260
Work related all assets.

772
01:28:05.364 --> 01:28:17.185
Excellent. Excellent. Okay. It sounds like everyone got at least 1 sentence out of this 2 hour session. I hope that the students really learned a lot.

773
01:28:17.185 --> 01:28:30.715
I feel like I learned some things just from listening to our experts. I'm very thankful to the 5 of my students for being here and extra extra thankful to the experts for being here. I'm going to turn the recording off.

774
01:28:30.715 --> 01:28:33.654
I'm going stop the recording and then I'm going to stay.