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ImprovingTeacherPracticesAboutTransitionThroughProfessional

LeadershipTeamsPresentedatOregonStatewideTransitionConference

Portland,Oregon,Feb,172017DevelopedandPresentedBy

MultnomahEducationServiceDistrictTransitionPlanningTeamReginaM.MorenoED.D.- EducationalConsultant

Elizabeth Juaniza-SasoM.S.- TransitionNetworkFacilitatorJeanneSwiftED.S.- SPEDCoordinator

JodiJohnson– EmploymentTrainingTechnician1

PresentationDescriptionCriticalExamination•DevelopmentandImplementationofMESD’sTeacher-ProfessionalLeadershipTeam(PLT)onTransitionfocusingonyouthwhoexperienceseveretoprofoundintellectualdisabilities

• AlignmenttoExecutiveOrder15-01• EffortstocomplywithOregonStateGuidanceonMockShelteredWorkshops(MSWs)

•WIOA(WorkforceInnovationsOpportunitiesACT)• Evidencebasedpractices

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Introduction

•Who’sintheaudience?

•Whoarewe?

•Whodoweserve?

• TransitionNetworkFacilitator(TNF)Grant3

FirstSteps• Wheredowestart?

• Whatpersonneldowehave?

• What’sinplace?

• What’sworking?

• What’shinderingus?

• What’smissing?4

StepOne• ExamineOregonOARs,E.O.15-01,GuidanceonMockShelteredWorkshops(MSWs)Indicator13andWIOA(5Pre-Ets;Jobexploration,workbasedlearningexperiences,postsecondaryeducation,workplacereadinessandselfadvocacy)

• ExaminedcurrentstatusofMESD’sTransitionprogrampractices• Observations– broad→narrow• Conversations– specificfocus• Teachersurvey

• ProfessionalDevelopment• Synthesizingourinitialinformationandmembercheckingforaccuracy

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(Moreno,Juaniza-Saso,&Morin(8.16.16)

ReturnRate- 6/8received

EssayQuestion(Moreno,Juaniza-Saso,&Morin(8.16.16)1. Pleaselistthetypesofformalandinformalassessmentsyoucurrentlyusetodeterminetransition-relatedgoalsfortransitionagestudents(14-21)inthefollowingareas:•Vocationalcareer•Independentliving•Post-secondaryeducation•Self-determinationandpersonalsafety•Recreation/leisure

2. Pleasedefineanddescribeawhat“throughline”iswhentransitionprogramplanningfortransition-agestudents(14- 21)?

3. Pleaseidentifywhataspectsoftransitionpolicyandproceduresthatyouwouldlikeclarified,relatedtoplanningfortransitionagestudents(14-21).

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ProfessionalDevelopmentInterest

StepTwo:DevelopingthePLTTransitionPlanningTeam

•Definedroles• Clarifiedpurpose• Createdmissionstatement•Defined“Transition”asalignedtoMESD’sFLSprogram• Identifiedkeyvocabulary/terminology• Timelineandlogistics• Continualcross-checkwithPre-Ets,PostSecondaryGoalsareas• Continualcross-checkwithteacherinput 15

MESDFLSTransitionPlanningTeam

• FLSProgramCoordinator• InstructionalConsultant• OregonStateTNF• TwoETT• RVCT• LeadTeacher–Transitionage

StepThree:InitialWorkofthePlanningTeam

• Conductedindepthliteraturereviewonbestpractices

• Frameworkforourworkingmodelisgroundedfromtheconstructsofth• LeastDangerousAssumption(A.Donnellan,1984;CJorgensen,2005),• CriterionofUltimateFunctioning(L.Brown,JNietupski&Shamre-Nietupski,1976),

• DignityofRisk(Browder,1987)and• Self-Determination(M.Wehmeyer,1995,1998,2005,2010).

• OngoingdevelopmentofOUROWN knowledgearoundlocal,state,andnationalpractices

• MetwithresearchersatUofOonPSG,ODE,VR,DDandcommunitypartnerstraining,attendedDCDTConference&MorningStar(2016webinar)

• DivisiononCareerDevelopmentandTransition(DCDT)• DeeperknowledgeofE.O.15-01andMSWGuidance

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NutsandBolts:PlanningTeam

• Identified•PLTmembers(requiredvs.invited)•CommunitypartnerstoattendPLTmeetings•NeedforanadditionalETT(EmploymentTrainingTechnician)

• ScheduledPLTMeetingDatesfortheYear(4→8)

• Outlinedwhattoaddressfirstandsubsequentlysequencedinformationthroughouttheyear

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ParentParent

NutsandBolts:PlanningTeam

• TransitionToolkit(TTK)analysis- identifiedresourcesmeaningful

toMESDFLSprogram

o DevelopedTTKanalysisgridwithLikertScale

o AnalysisofUniqueLearningSystems(ULS)TransitionPassport

o Identifyreadilyavailablematerials- mostrequiredmodification

• Inventoryofclassroomsitededicatedtolifeskillstraining 20

Items in Kit 28 Need to add 1 of 29 listed – Adaptive behavior ScaleKit Items Reviewed 26

Assessment Tool 12/26 46%

Curriculum 11/26 42%

Resource 16/26 61%

Profound 7/26 (27%) 7/7 (100% of which need significant modification for relevance

Severe 9/26 (35%) 6/9 (67% of which need some modification for relevance)

Mod/Severe 17/26 (65%) 6/17 (35% of which likely to need modification for relevance)

Moderate/Mild 22/26 (85%) 6/22 (27% of which can be modified, if needed

Moreno, R. & Juaniza-Saso, E. 10.4.16

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Conductageappropriatetransitionassessment(NSTTAC)✓incorporateassistivetechnologyoraccommodationstoallowanindividualtodemonstrateabilitiesandpotential.✓ occurinenvironmentsthatresembleactualvocationaltraining,employment,independentliving,orcommunityenvironments.✓ produceoutcomesthatcontributetoongoingdevelopment,planning,andimplementationof“nextsteps”intheindividual’stransitionprocess.✓ varied,includeasequenceofactivitiesthatsampleindividual’sbehavior&skillsovertime.✓verifiedbymorethanonemethodandbymorethanoneperson.✓datamustbesynthesized,interpretedrelevanttoindividualsw/disabilities&families✓dataandresultsoftheassessmentprocessmustbedocumentedinaformatthatcanbeusedtofacilitatetransitionplanning.✓selectedmethodsofAXsbeappropriateforthelearningcharacteristics(e.g.cognitive,physical,stamina,endurance)oftheindividualincludingculturalandlinguisticdifferences.

Sitlington,Neubert,andLeconte(1997)

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FirstPLTMeeting• SharedwhatwelearnedfromUofOvisit• SummarizationofOregonrequirements• PagebypageoverviewofOregon’sTransitionResourceHandbook

• Sharedourinitialdata:practices,beliefs,gapsetc.

• Providedanopenforumforongoingteacherinput

• Identifiedagencypartners

• OverviewofCommunityBasedInstructionsites(CBI)

• Fullsupportandrepresentationofprogramleadership 25 26

Whatdidwelearn?Takeawaysfromthe1stPLTmeeting

• NeedPATH(PlanningAlternativeTomorrowswithHope)

• Re-organizeagendaitemsfortheyear

• Identifiedwhat communitypartnerstoinviteandwhen

• SLOWDOWNourpace

• In-depthprofessionaldevelopmentonPostSecondaryGoalsandCourseofStudy

• MSWs:identifywhattheyareandhowtoadjustwithintheFLSprogram

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Whatdidwelearn?EmphasizethePremiseofaQualityGoal

•BasedonPINSandotherage-appropriatetransitionassessment(AX)outcomes•Onegoalforeachadultoutcomearea

•AdultOutcomeAreas•EducationorTraining(required)•Employment(required)•IndependentLiving(whenappropriate)

• Goalrequiresthestudenttoapplyknowledgeandskillsgainedduringhighschoolor10-21yearprogram?

•PSGmaychangefromyeartoyear,sometimesslightly,sometimesgreater

•Foreachpost-secondarygoal,theremustbeanannualgoal.TheIEPgoalwilladdresshowthestudentwillmakeprogresstowardsthestatedpost-secondarygoals.

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Whatdidwelearn?(Continued)• ClarifyforteammembersrolesandresponsibilitieswithinMESDandgrant

relatedpersonnel

• Transportationbarriers,refineVRprocessandclarifyDDroleandservices

• LiteraturereviewofassessmentsrelatedtoMESDFLSstudentpopulation,inordertocompleteacomprehensiveassessmentprofile,includingPreference,Interests,NeedsandStrengths(PINS),crosscheckofthePre-EmploymentTransitionServices(Pre-ETS)

• Currentgap:AdaptiveBehaviorScaleandFunctionalCommunicationProfile

• ModifiedULSTransitionPassport,Job/Careerinterestsurveys- developedspecializedprotocol

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MESDTRANSITIONPATH10.26.16

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MESD Transition PLT PATH Outcome October 28, 2016 (updated statues on 1.6.17)

Task / Item Who By When Status NotesPS Goal Training Gina/Jodi/Lizzie Oct 28th (on

going)Initial level-Completed on Oct 28

This needs to be more in depth completed. Gina will report to leadership IEP Review findings

1 community partner – paid employment

Jodi/Robbie March 1st In Progress

PCP Trainers and $ Heather Nov 15th Unknown

Four new community partners Jodi Feb 1st In Progress

Baseline inventories CBI Jodi/Gina Chris and Bill

March 1 In Progress

Coordinate organize consortium

Lizzie March 3 In Progress- ongoing First mtg, we need to re-schedule

Coordinate organize Parent night

Lizzie March 3 In Progress

Hire Temp Subs Cara/Jeremy On going Unknown

Google Doc for PLT teams Cara Nov 19th Unknown Create a g-doc for Transition team

List of AX Tools and purchase list

Jeremy/Gina Dec 15 Initial level-Completed onNov 29, 2016

Next step is to review items, agree on protocols and purchase any AX f necessary.

PCP Tracking Tool Gina Dec 1st Not Started as of 1.6.17

Dates identified.

Define Vision for Course Work Gina/Lizzie Feb 1st Not Started Need further discussion in order to move on or postpone

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TRANSITIONIEPANALYSIS• LiteratureReview,OregonTransitionResourceHandbook,UofO,OregonStateSchoolAge:IndividualProceduralComplianceReview(PCR)Form(2016)• 68itemchecklist

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Tasks(November- January)• Developedcounty-wideTransitionSpecialistConsortium• RECT(RegionalEmploymentCoordinatorandTrainer)tojoinTransition

team• FinalizedlistofTransitionAssessmentsFLSprogram-wideuse• TransitionIEPanalysis(samplegroup)- continuedtrainingonPSG• CBIinventory(taskanalysis)perclassperstudent• Transportationresolved- schedules• PATHupdates• NeedforPCPtrainedfacilitators• AdditionalPLTdateswithleadershipsupport 34

AdheringtoODEMSWGuidance•DevelopedavisionforaLifeSkillsandVocationalReadinessTrainingRoomfollowingtheMSWGuidance“

MSWif…Notpartofaninstructionalsequence,suchasteachinggeneralizationofskills.Instructionalsequencedoesnotincludeinstructionthatconsistssolelyoftheactivitiesdescribedinallof(a),(b),and(c)above.(SectionII.6).“…Appropriatepre-vocationalactivities/transitionservicesmustbeincludedinastudent’sprogramasapartofavocationalinstructionalsequenceandbealignedtoastudent’smeasurablepost-secondary goals thatarebaseduponthestudent’spreferences,interests,needsandstrengths(PINS)

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FebruaryandBeyond•ScheduleandmodifiedULSstudentinterestsurvey(Piloted,twoPara-educatorstrained,willscheduledPCPMarchtraining

•Annualreviewformforindividualstudentcommunityexperienceplanninggrid

•StudentInventoryofSchool-widejobs(listofjobsasalignedtoIEP)

•LifeSkillsandVocationalReadinessTrainingRoomInventory

Toassurealignmenttostudent’sPSGs

• Finalizeandin-serviceonthe“lifeskillstrainingclassroomsite”

• CoordinateandorganizeParentNight36

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Post Secondary Goals

Course of Study

Individual Instructional Plan with Data Task Analysis and

Collection Form

Life Skills/Voc Classroom Site – Ensure Instructional sequence that apply to PSG and serves as

a trajectory for broader application

Annual Review of Student Community Skills Training

School-wide Job List

Annual Review of Student Community

Skills TrainingSchool-wide Job List

SafeguardingtoAvoidMSWModel

1. Education and/or Training

2. Employment3. Daily Living

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ANNUAL REVIEW of STUDENT COMMUNITY SKILLS TRAINING SCHOOL-WIDE JOB LIST

CODE for applicability:Education = 1Training = 2 Employment = 3Independent Daily Living = 4

Current Teacher: great teacherStudent/IEP date

YyyyyDate

YyyyyDate

YyyyyDate

YyyyyDate

YyyyyDate

YyyyyDate

YyyyyDate

YyyyyDate

Exit Year 2017 2017 2017 2017 2018 2018 2019 2019Community Skills

TrainingTask

Cafeteria-greeter-server

Sweeping outside

Rinsing and recycling milk cartons

Set up chairs; library delivery with wagon

Laundry; attendance to office

Post School Goal

PSG(code #[s])

1,2, 4 1,2 1,2, 4 2,3,4,

IEP Goal Alignment

Given less familiar task in school setting, will follow staff direction, complete every step and stay on task for duration of work time.

Follow 6 step routine in school setting with no more than one prompt per step

Given familiar functional task, will perform task efficiently and with increased independence

Will complete three new voc tasks in school or community settings with no aggression

Data collection in place

Current Teacher: great teacher 2 Student/IEP date

Name Name Name Name Name Name Name Name

Exit Year 2017 2018 2018 2018 2019 2019 2019 2019

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Modified from Employment First by R Moreno, 2016

Taskscontinued• FocusonIEPdevelopmentandcourseofstudy• FocusonVRreferralprocessAdditionalfundingforLifeskillstraining

classroomsite• InstructionalplanstosafeguardagainstMSWmodel• Purchaseassessmentsandmaterials• ModelortemplateforstudentportfoliotocomplementSOPuponexit• DevelopsupplementalTransitionPracticesguideforFLSprogramin

additiontotheOregonTransitionResourcehandbook• CreatedandpilotedamodifiedFoodHandlersStudyGuideforFLS

program• Inprocess– StudentPCPTrackingTooltotrackpathwayfrom8th,

grade11th andgradeatage20 44

AchievementsoftheMESDTransitionFLSPLTandFLSTransitionProgram

• ShiftingParadigm”LeastDangerousAssumptionandDignityofRisk”

• Clearerlongtermvisionwithanticipatedimprovedstudentpreparedness

• Improvedcommunitypartnerships(State,Vendors,LEA’s,Parentsetc.)anddevelopingprogrammodel

• Making progress in obtaining - community partnership for paid employment

• Makingprogressinobtainingfournewcommunitypartners• ImprovingqualityofstudentIEPs,Studentprograms,Student

instructionalopportunities,settings,curriculum&materials• ImprovedPLTParticipation,membermotivationandincreased

teacherknowledgeStrongerPLT!

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ResourcesTransitionCommunityNetworkhttp://triwou.org/projects/tcn

ExecutiveOrder15-01https://www.oregon.gov/gov/Documents/executive_orders/eo_15_01.pdf

ODEGuidanceonMSWhttp://www.ode.state.or.us/news/announcements/announcement.aspx?ID=14115&TypeID=4

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THANKYOU

QUESTIONS?

• ForFurtherinformationContactJeanneSwiftSpecialEducationCoordinator

MultnomahEducationServiceDistrict(MESD)503-257-1674

jswift@mesd.k12.or.us47

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ThefivePre-ETS(ODE2016)WIOA(July22,2014):VRincollaborationwithLEAstoprovidepre-employmenttransitionservicesforallstudentswithdisabilitieswhoareeligibleorpotentiallyeligibleforVRservices.

1. Jobexplorationcounseling;2. Work-basedlearningexperiences,mayincludein-schoolorafterschool

opportunities,outsidethetraditionalschoolsetting(includinginternships),providedinanintegratedenvironmenttothemaximumextentpossible;

3. Counselingonopportunitiesforenrollmentincomprehensivetransitionorpost-secondaryeducationalprogramsatinstitutionsofhighereducation;

4. Workplacereadinesstrainingtodevelopsocialskillsandindependentliving;and

5. Instructioninself-advocacy,whichmayincludepeermentoring. 49 50

IEP MEETING/TRANSITION PLANNING (Oregon Department of Education)

PREFERENCES: BEGINWITHAGEAPPROPRIATETRANSITIONASSESSMENTS

FormalorInformal: Based on Preferences,Interests,Needs,Strengths

INTERESTS- WRITEMEASUREABLEPOSTSECONDARYGOALSIncludeEducation,Training,Employment,and,ifappropriate,IndependentLivingSERVICES:Instruction,relatedservices,communityexperiences,and/ordailylivingactivities

NEEDS - DESIGNCOURSEOFSTUDy- MultiyeardescriptionofcourseworkdesignedtohelpmeetPSG

DEVELOPANNUALIEPGOALS- MustincludeAcademicANDFunctionalGoals

STRENGTHS: COORDINATEWITHADULT/TRANSITIONAGENCIES