Choices-In-Transition Model Program: Outreach & Training
Fabricio E. Balcazar, Principal Investigator
Christopher B. Keys, Co-Principal Investigator
Department of Disability and Human Development
University of Illinois at Chicago
Project Funded by the US Department of Education, Office of Special Education Programs CFDA 84.324R
The Choices-In-Transition Model Program has been implemented with ethnic minority youth with disabilities in the Chicago area for the past seven years. Through this time, the model has been tested with students in high school, at the middle school level, high school graduates, and students who dropped out.
The goal of the model is to support participants in the process of successful transition, improved academic success, increased self-determination and attainment of vocational and/or educational goals. This model also provides for culturally sensitive family education and support, and enhances individual participants' abilities to access resources they can use to attain successful post-school outcomes. Evaluation of the model indicates that it is effective in enabling youth to achieve their educational, vocational and independent living goals and that participating youth are more likely to reach their transition-related goals than comparison youth.
We propose to disseminate this empirically verified, comprehensive and interactive model throughout the city of Chicago in collaboration with the Chicago Public School District. Participating schools will learn how to develop and evaluate a transition program that incorporates prescriptive teaching to help students learn about goal-driven mentoring, goal setting, action planning, help-recruitment, becoming involved in the educational planning process and working with mentors. Parents and educators will be brought together to learn about improved ways of working together and understanding the best practices of transition efforts to maximize opportunities for post-school success in ways that empower youth. Simultaneously, teachers will be able to participate in teacher action-research that can improve their teaching practices through self-reflection and self-monitoring. Once identified, sites will be enrolled as participants in one of four options (4 high schools per condition [for a total of 16 schools], with at least 1 teacher and10 special education students participating from each target school). Option #1-Teacher In-service training-only; Option #2 - Teacher In-Service training plus follow-up implementation support; Option #3 - Teacher follow-up support only. Option #4 - Control schools. Option 1: During the Teacher in-service component, participating high schools will be able to access in-service training for their teachers, transition coordinators, administrators and related service personnel. This in-service component will be conducted during a two-day workshop and will include training on the implementation, evaluation and sustainability of the model. Participating teachers will learn how to teach the model curriculum and evaluate its effectiveness through the use of pre-post measures, goal attainment scaling, and the collection of field notes. One teacher will volunteer to participate in the data collection process. Teachers will receive copies of the curriculum and the instructor's guide. Option 2: In addition to the teachers' workshop, the follow-up implementation will include monthly site visitations to monitor and support progress. Program staff will conduct meetings with teachers and students to identify needs, provide support and ensure that the model implementation is achieving the desired effects. Option 3: In this condition, participating teachers will receive copies of the training materials and instructors guide but will not attend a training workshop. In stead, teachers will receive follow-up support and technical assistance regarding program implementation. Option 4: Control schools. These schools will receive copies of the curricula and teachers' guide at the end of data collection (for the target classroom). However, teachers from these schools who may want to implement the curriculum with students not-participating in the research can do so. We are looking at recruiting both juniors and seniors to participate in the training and data collection. All teachers participating in the research process (16) will receive $1,000 each to support classroom activities with the participating students involved in data collection.
This interplay between research and practice will enhance educator's abilities to try strategies in their classrooms, assess the effectiveness of these strategies and revise approaches and methods to meet the needs of diverse students both in general and special education. This outreach project has the potential to change how transition services are provided in the state of Illinois and inform other states around the country.
Roosevelt High School seniors attend a college fair in Chicago:
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If you need more information call us at 312-413-9466
NEW: Choices in Transition Newsletter no 1
LINKS:
NEW MANUAL:
What am I going to do after High School?
Teacher's guide (Word Document)
Students' guide (PDF)
NEW MANUAL:
A Road Map to Personal Success (English):
Teacher's guide (Word Document)
Students' guide (PDF)
GUiA DE AUTO-AYUDA PARA LA IDENTIFICACION DE NECESIDADES COMUNITARIAS Y LA TOMA DE ACCION (Spanish)
Indice the Acciones (Spanish)
