Transcript Document

It Takes a Village: Planning A Good Life with
the Decision-Making Matrix
2013 Beat The Heat Conference
June 26, 2013
Presented by: Denise Geiger, K-12 Services District
Transition Coordinator; Kimberly Greer, 18+ Transition
Teacher
[email protected]
[email protected]
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Laws that Guide Transition
Planning
Standard Based IEP
No Child
Left Behind
IDEA 2004
Meaningful
Outcomes
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Heart of the IEP is the PLAAFP
Academic Achievement
Functional Performance
* Meet the child’s needs caused by her
disability so she can participate in and
progress in the general education
curriculum(academic)
* Meet each of the child’s other needs
caused by her disability that affect her
ability to learn(functional)
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Transition
A constellation of services, supports, and
programs that promotes movement to the
student’s desired post-school outcome.
Coordinated set of activities, with a focus
on adequate yearly progress, toward
attaining a long-range goal.
From a presentation by Jane M. Williams, Ph.D., UNLV, The Role of Standards-Based Education
in Transition, July 24, 2004 in Austin, Texas
TEA refers to these above transition needs as INDICATOR 13
http://www.nsttac.org
(National Secondary Transition Technical Assistance Center)
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Transition/Functional Assessment
Transition
Should begin by age 14 or younger, if determined appropriate by the ARD
committee.
Determine appropriate measureable postsecondary goals based upon age
appropriate transition assessments related to training, education, employment,
and where appropriate, independent living skills, and the transition services
(including courses of study) needed to assist the child in reaching those goals.
New insert to IDEA 2004. Updated through Tx Commissioner’s Rules Sept. 1, 2012
Functional Performance- Includes areas other than academics. This is to review
how the student is functioning socially and behaviorally*
Should begin by age 3 and continue through the age of 21.
* IDEA The Manual for Parents and Students About Special Education Services in
Texas 2012
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Transition vs. Functional
Transition
Functional
D.M.M
SPIN
Self Advocacy Checklist
Self Advocacy Checklist
Student Independence in the
Classroom
Vocational Competencies
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Transition Sequence in the IEP
Age-appropriate transition assessments
& appropriate, measurable post-school goals.
Present level of academic achievement and
functional performance.
Course of study.
Transition services.
Annual measurable goals & (objective
benchmarks).
Interagency responsibilities and linkage.
From a presentation by Nancy Hunter, keynote speaker at Region XIII, February 16, 2007
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Transition Assessment Rationale
Tools that identify student’s S.P.I.N.
Tools that evaluate baseline of current
functional performance for IEP
measurements.
Tools that establish functional
performance level adequate for
graduation or employment readiness.
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Transition
DecisionMaking
Matrix
Universal Functional
Language to build
classroom tools for
all students K-12,
teacher, parents, and
support staff.
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Performance Categories
Think
Independence Level
Based on
Cognition VS
Functional Performance
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Gallery Walk
What’s your idea of the independence
levels?
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Life Domains
Performance expectation numbers differ within each independence
level. Life domains PE’s are read across grid, not down grid.
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Transition
DecisionMaking
Matrix
Universal Functional
Language to build
classroom tools for
all students K-12,
teacher, parents, and
support staff.
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Performance Expectations (PE)
Are:
1. Desired End Points of Educational
Programs.
2. Criteria For Achievement.
3. Based On Major Life Roles In Which
The Student Should Consistently
Perform. (Functional Performance)
4. Are hence Behavioral and
Cognitive in Nature.
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Idea Generators
Created by LISD Staff as concrete examples
of Performance Expectations of the DMM.
Idea Generators are examples of “typical
developmental skills” for an age group.
Idea Generators are not the research tool.
Performance Expectations are the research
tool.
Idea Generator are used to create the
collaborative “Picasso”.
Idea Generator is compared going down
each life domain to determine current level of
functional performance.
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The Picasso of Transition
by Collaborative Team
Idea Generators overlapped to
identify consensus.
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Moving Towards Reduced Behavioral
Support
Independent in
new behavior
skill.
Unconscious
Competent
Conscious
Competent
Conscious
Incompetent
Unconscious
Incompetent
Student
Mastery
“Good effort at ...
I like how you . . .
Anything you want to
change . . .”
“Nice try at … Can
you show me
another way for
next time?”
“That’s kind of the idea.
Let’s explore how else
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you can do it. “ (Model)
Review of DMM Steps
Identify students current strengths using idea
generators on the DMM.
Create a Picasso from collaborative
information. (Minimum of 3 people)
Read Performance Expectations (P.E.)
Prioritize 2 P.E.’s per domain that reflect
current needs.
Tally P.E.’s for consensus on priority needs.
Write Measurable goal & objectives that
blend P.E.s and academic benchmarks.
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Present Levels of Academic Achievement
and Functional Performance
Accurate, Complete and Current
(based on current assessment/
evaluation information)
Captures general and critical
educational needs
Written in objective terms that are
measureable and observable
using; time, condition, behavior,
and criteria.
Balance of AA and FP objectives.
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The Importance of PLAAFP
(Renamed in IDEA 2004)
Competencies
Aptitudes
Transition
Needs
Education/Training
Interests
Employment
Preferences
Adult Living
Social/Recreation/ Leisure
Coordinated
Set of
Activities
with
Goals and
Objectives
Services
(time)
Placement Decisions/Course of Study
General Education/Special Education/Career Technical Education/Community Based Learning
Identify and Establish Agency Links
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How to Leverage Information…
Student power point
Moving information into IEP
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Self-determination
Self-Determination—“acting as the primary
causal agent in one’s life and making
decisions and choices regarding one’s quality
of life free from undue external influence or
interference.”
Functional Outcomes:
Individual becomes a self-sufficient and self-regulated learner.
Individual feels empowered to be in control of his or her own
learning.
Increases an individual’s involvement in his or her own learning
process.
Instruction in self-determination serves as an entry point to
maximizing one’s learning potential by use of strategy-based
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self-assessments.
Major Component Elements of SelfDetermined Behavior:
Self-Awareness
Self-Knowledge
Choice Making Skills
Decision Making Skills
Goal Setting and Attainment Skills
Problem Solving Skills
Independence
Self-Instruction Skills
Risk-taking and Safety Skills
Self-Observation and Self-Evaluation Skills
Self-Advocacy and Leadership Skills
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Essential Characteristics of SelfDetermined Behavior:
Make choices and decisions as needed.
Exhibit some personal or internal control
over actions.
Feel capable and act that way.
Understand the effects of own actions.
Student Story (Taylor)
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Independence in the Classroom
Assessment tool for teachers
Self-assessment for student.
Modeled from the Decision-Making
Matrix.
Addresses the functional skills needed
for independence in lifelong learning.
Helps identify inclusion needs.
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Self-Advocacy Checklist
Effective for all ages
Applicable to all environments
It identifies students strengths and
weakness.
Creates a road map for long-term
training.
Powerful self-determination tool.
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TEA Indicator 13 Checklist – Tied to the
Texas State Performance Plan (SPP)
The IEP includes measurable postsecondary
goals. (300.320)
3.
The IEP includes coordinated, measurable
annual IEP goals. (300.320)
1.
Initial transition services discussion occurs no
later than the first IEP to be in effect before
the student turns age 14. LISD’s guideline is
the age of 14.
2.
Age appropriate transition assessments are
completed.
3.
Students strengths and needs are identified.
4.
The IEP is reviewed and updated at least
annually.
5.
Annual IEP goals facilitate movement towards
postsecondary goals.
The IEP includes transition services in the form
of coordinated activities. (300.43)
1.
The student is invited to ARD/IEP meeting.
2.
Student preferences and interests are taken
4.
5.
6.
7.
into consideration in the development of the IEP.
Students needs, taking into account student
strengths, preferences and interests are
reflected in identified postsecondary goals.
Based on student needs, transition services in
the form of coordinated activities include
instruction, related services, community
experiences, development of
employment/adult living and if appropriate,
acquisition of daily living skills and provision
of functional vocational evaluation.
The IEP includes a course of study that
supports postsecondary goals.
With the consent of parents or adult student,
any agency responsible for providing
transition services is invited to the ARD/IEP
meeting.
The ARD committee reconvenes to develop
alternative strategies when participating
agencies failed to provide transition services.
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Wrapping up.
Questions for presenters?
Please complete your self
evaluation forms.
Presenter evaluation forms.
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