Transcript Getting It Done…Building an Effective Network within a State

Getting It Done: Preparing All
Students for Post-School Success in
Idaho
Idaho Transition Cadre
Hailey, ID
October 2, 2013
National Secondary Transition
Technical Assistance Center
What’s an NSTTAC?
• U.S. Department of Education, Office of Special
Education Programs (OSEP) funded technical
assistance & dissemination center
• NSTTAC = National Secondary Transition
Technical Assistance Center
• January 1, 2006 - December, 2014
• Pronounced: /IN / STAK
• Housed at UNC Charlotte and partner with
Western Michigan University
NSTTAC Charge
Provide TA
and
disseminate
resources
Improve
student
outcomes
Build state
capacity
Foster data
collection
and use
What Does NSTTAC Offer to Me?
• Disseminates federal policy/legal information through
state departments of public instruction
– Secondary transition compliance (e.g., SOP, 1-13)
• Facilitates research-to-practice
• Offers resources to Idaho DOE (&59 others) to help the
state build its efforts to improve secondary transition
• Responds to requests for information from stakeholders
NSTTAC’s Technical Assistance
Intensive – more
face to face,
intensive work in
LEA
Targeted/ Time Limited –
workshops, consultation
All States - website, capacity building
institute, phone and e-mail
Intensive TA States
• Bureau of Indian
Education
• Delaware
• Florida
• Georgia
• Idaho
• Indiana
• Louisiana
•
•
•
•
•
•
Maine
Missouri
Rhode Island
Tennessee
Utah
Washington, D.C.
NSTTAC Technical Assistance
National
• Engage in NSTTAC activities
• Provide resources
State
• Build state-specific capacity
• Address state-specific
Idaho
context(s)
Local
• Empower local improvement
Blaine
• Engage directly in local context
County
Context for Improving Practice
Factors

Federal policy

State and local
policy

Community

Effective
practices
IDEA Accountability Mandates
• Continuous Improvement Monitoring Process
(CIMP) – Compliance with IDEA
• State Performance Plan (SPP)
– Set targets for key compliance and performance data
(indicators)
• Annual Performance Report (APR)
– Report key compliance and performance data
(indicators) – did you meet the target?
Using Transition Indicators to Improve What We Do
Post-School Outcomes
~Indicator 14~
 Postsecondary education and/or training
 Employment
 Independent living
Not so good?
Good?
Why? Why Not?
Dropping Out
Graduation
~Indicator 2~
~Indicator 1~
 Expectations and standards?
 Various pathways available?
 Linkage to post-school environments?
 Why?
 Appropriate programs?
 Address student and family needs?
What’s the Quality of Our IEPs?




~Indicator 13~
Measurable post-school and annual goals
Transition-related assessments
Course of study, services, and activities
Coordination of services
Critical Interrelationship
Quality IEPs
Achieving postschool outcomes
Staying in
School
Graduating
Critical Interrelationship
Establishing
transition
education and
services
Developing
individual
student IEPs
Preparing students
for the future
Cadre to Build Capacity
Process
Improve
student
outcomes by
improving
what we do!
Cadre to Build Capacity
 Increase
knowledge
Process
 Reflect on current
practices
 Develop plans to
address needs
How do we do that?
• Content
• Data review and use
• Strategic planning
• Support each other
• Leave with an actionable plan!
NSTTAC Model Strategies
Taxonomy for Transition
Programming
Family
Involvement
Student-Focused
Planning
Student
Development
Program
Structures
Interagency
Collaboration
Taxonomy for Transition Programming
STUDENT-FOCUSED
PLANNING
FAMILY INVOLVEMENT
• Family Training
• Family Involvement
• Family Empowerment
• IEP Development
• Student Participation
• Planning Strategies
STUDENT DEVELOPMENT
PROGRAM STRUCTURES
• Life Skills Instruction
• Employment Skills Instruction
• Career & Vocational Curricula
• Structured Work Experience
• Assessment
• Support Services
• Program Philosophy
• Program Policy
• Strategic Planning
• Program Evaluation
• Resource Allocation
• Human Resource Development
INTERAGENCY
COLLABORATION
• Collaborative Framework
• Collaborative Service Delivery
Taxonomy for Transition Programming
STUDENT-FOCUSED
PLANNING
FAMILY INVOLVEMENT
• Family Training
• Family Involvement
• Family Empowerment
• IEP Development
• Student Participation
• Planning Strategies
STUDENT DEVELOPMENT
PROGRAM STRUCTURES
• Life Skills Instruction
• Employment Skills Instruction
• Career & Vocational Curricula
• Structured Work Experience
• Assessment
• Support Services
• Program Philosophy
• Program Policy
• Strategic Planning
• Program Evaluation
• Resource Allocation
• Human Resource Development
Academic Skills
Instruction
INTERAGENCY
COLLABORATION
• Collaborative Framework
• Collaborative Service Delivery
Data-Based Decision Making
• What data?
– Indicator data
– Student outcome data (in and post school)
– Exit survey data
– Data across agencies
– Teacher knowledge data
• Why data?
A “Tool” to Facilitate Planning
• What are we
doing now?
• Current
Status
• A plan
Focus
Questions
• What do we need
to do?
• What will we do?
• How will we
measure our
progress?
“Must - Have” Cadre Materials
• Agenda
• Handouts (from registration and more!)
• Team planning tool
• Evaluation
• Attitude!
How Will Your District
Plans Get Done?
• Communicate the message back home
• Who was missing?
• Who else is doing this work in your State?
region of the State? district?
– Playing with others
– Playing alone
• Use Cadre
Make Progress
•
•
•
•
•
•
Reconvene
Measurable goals
Activities toward the goals
Assign tasks
Deadlines
Celebrate your successes!
• Monitor your progress and continue to meet!
Why Is Evaluation Important?
• What gets measured, gets done
• If you don’t measure results, you can’t tell
success from failure
• If you can’t see success, you can’t reward
it
Osborne & Gaebler, 1992, Chapter 5, “Results Oriented Government”
What Do You Do If When
It Doesn’t All Work Perfectly?
• Self-determined model of planning
– Each plan is based on YOUR context
– Identify goals you can achieve
– Identify goals that are meaningful to YOUR district
• Reconvene
• Network to problem solve – think up, down,
and across
Off we go…
Need to Be Doing What Works
Flash Back to 1984
What to do ?????
What Does Research Tell Us?
EvidenceBased
Practices
• Are based on rigorous research designs
• Have demonstrated a record of success for improving
student outcomes
• Have undergone systematic review process using quality
indicators to evaluate level of evidence
ResearchBased
Practices
• Are based on rigorous research designs
• Have demonstrated a record of success for improving
student outcomes
Promising
Practices
• Are based on research
• Have demonstrated limited success
• Have used a ‘weak’ research design
Unestablished
Practices
• Are not based on research
• Have no data to support effectiveness
• Based on anecdotal evidence and/or professional
judgment
What Does the Field Tell Us?
EvidenceBased
Practices
• Are based on rigorous research designs
• Have demonstrated a record of success for improving
student outcomes
• Have undergone systematic review process using quality
indicators to evaluate level of evidence
ResearchBased
Practices
• Are based on rigorous research designs
• Have demonstrated a record of success for improving
student outcomes
Promising
Practices
• Are based on research
• Have demonstrated limited success
• Have used a ‘weak’ research design
Unestablished
Practices
• Are not based on research
• Have no data to support effectiveness
• Based on anecdotal evidence and/or professional
judgment
NSTTAC Builds On
Transition Practices Research
• Serves as a conceptual framework
• Provides a foundation for change
• Helps focus efforts and initiatives
• Provides concrete information
Taxonomy for Transition
Programming
Family
Involvement
Student-Focused
Planning
Student
Development
Program
Structures
Interagency
Collaboration
Taxonomy for Transition Programming
STUDENT-FOCUSED
PLANNING
FAMILY INVOLVEMENT
• Family Training
• Family Involvement
• Family Empowerment
• IEP Development
• Student Participation
• Planning Strategies
STUDENT DEVELOPMENT
PROGRAM STRUCTURES
• Life Skills Instruction
• Employment Skills Instruction
• Career & Vocational Curricula
• Structured Work Experience
• Assessment
• Support Services
• Program Philosophy
• Program Policy
• Strategic Planning
• Program Evaluation
• Resource Allocation
• Human Resource Development
INTERAGENCY
COLLABORATION
• Collaborative Framework
• Collaborative Service Delivery
Taxonomy for Transition Programming
STUDENT-FOCUSED
PLANNING
FAMILY INVOLVEMENT
• Family Training
• Family Involvement
• Family Empowerment
• IEP Development
• Student Participation
• Planning Strategies
STUDENT DEVELOPMENT
PROGRAM STRUCTURES
• Life Skills Instruction
• Employment Skills Instruction
• Career & Vocational Curricula
• Structured Work Experience
• Assessment
• Support Services
• Program Philosophy
• Program Policy
• Strategic Planning
• Program Evaluation
• Resource Allocation
• Human Resource Development
Academic Skills
Instruction
INTERAGENCY
COLLABORATION
• Collaborative Framework
• Collaborative Service Delivery
Student Development
• Student Development = the “stuff” of
the educational program
What We Have Done
• Reviewed experimental research to identify
evidence-based practices in secondary transition
• Identified 63 evidence-based practices
• Developed over 75 Research to Practice Lesson
Plan Starters
Taxonomy
Category
Evidence-Based
Practices
Research to Practice
Lesson Plan Starters
Student Focused
Planning
6
9
Student
Development
56
98
Family
Involvement
1
0
Program
Structure
9
9
37
Student Development
Teaching Academic Skills
• Using Mnemonics
• Using Peer Assisted
Instruction
• Using Self-Management
Instruction
• Using Technology
• Using Visual Displays
Teaching Functional Life Skills
• Using Backward Chaining
• Using Constant Time Delay
• Using Forward Chaining
• Using Progressive Time
Delay
• Using Self-Monitoring
Instruction
• Using a System of Least to
Most Prompts
• Using a System of Most to
Least Prompts
• Using Total Task Chaining
Student Development
Teaching Banking Skills
• Using Community Based
Instruction
• Using Constant Time Delay
• Using Simulations
Teaching Community
Integration Skills Using
Community Based
Instruction
Teaching Food Preparation
and Cooking Skills
• Using Computer Assisted
Instruction
• Using Constant Time
Delay
• Using Response
Prompting
• Using Video Modeling
• Using a System of Least
to Most Prompts
Student Development
Teaching Grocery Shopping
Skills
• Using Computer Assisted
Instruction
• Using Community Based
Instruction
• Using Response Prompting
• Using a System of Least to Most
Prompts
Teaching Home Maintenance
Skills
• Using Response Prompting
• Using Video Modeling
Teaching Laundry Tasks Using
Response Prompting
Teaching Leisure Skills
• Using Response Prompting
• Using Constant Time Delay
Teaching Safety Skills
• Using Community Based
Instruction
• Using Progressive Time Delay
• Using a System of Least to Most
Prompts
Student Development (more)
Teaching Counting Money
Using the One More Than
Strategy
Teaching Finance Skills Using
an Extension of Career
Planning Services after
Graduation
Teaching Purchasing Skills
• Using Community Based
Instruction
• Using the One More Than
Strategy
• Using Progressive Time
Delay
• Using Response
Prompting
• Using Simulations
• Using a System of Least
to Most Prompts
Student Development
Teaching Self Determination
Using Whose Future Is It
Anyway?
Teaching Goal Attainment
Using the Self Determined
Learning Model of
Instruction
Teaching Social Skills
• Using Response Prompting
• Using Self-Management
Instruction
• Using Simulations
Teaching Communication
Skills
• Using Community Based
Instruction
• Using a System of Least to
Most Prompts
Student Development (last one!)
Teaching Employment Skills
• Using Community Based
Instruction
• Using Response Prompting
Teaching Job Specific Skills
• Using Computer Assisted
Instruction
• Using Constant Time Delay
• Using Self-Management
Instruction
• Using a System of Least to
Most Prompts
Teaching Completing a Job
Application Using
Mnemonics
Promising Practices to Teach
Academics
Constant Time
Delay
Graduated
Sequence of
Instruction
Prompting
Strategies
Role Play
Strategy
Instruction
Structured
Inquiry
Systematic
Instruction
a prompting procedure that uses variations in the time intervals between
presentation of the natural stimulus and the response prompt
uses concrete, then representational, then abstract (math)
to transfer stimulus control from response prompts to the natural stimulus
(most to least or least to most [verbal, gestural, physical])
simulations and problem solving scenarios through application
Includes mnemonic. Also other cognitive strategies, schema based, use of cue
cards to prompt steps in a strategy (math, writing)
structured hands-on experiments with formative feedback from the teacher
(Science)
model, lead, test
Research to Practice Lesson Plan
Starters
•
•
•
•
•
•
Objective
Setting/materials
Content to be taught
Teaching procedures
How to evaluate student learning
Reference used to write lesson plan starter
45
The Missing Link
PostSchool
Outcomes
Lesson Plans
Practices
46
Transition Practices Research
Predictors!
Practices!
Macro Level
Micro Level
• Systems
 Specific
interventions
• Programs
• “Generic” practices
nsttac.org
Predictors of
Post-School Success
•Career Awareness
•Program of Study
•Community Experiences
•Self-Determination*
•Graduating with a Diploma*
•Self-Care/Independent Living
•Inclusion in General Education*
•Social Skills*
•Agency Participation*
•Occupational Courses*
•Paid Work Experience*
•Parent Expectations (new)
•Parental Involvement*
NSTTAC, 2009; Coyle, 2012
•Student Support
•Transition Instruction*
•Vocational Education*
•Work Study*
What do I do now?
Career Awareness
• job shadowing, internships, guest speakers,
industry tours, Career Technical Education
classes, or career fairs
• identify skills and qualifications required for
occupations
• embed career awareness in the general
curriculum
• explicit connections between academic skills
and use in various careers
• age appropriate student assessment of career
awareness (e.g., interest inventories)
Occupational Courses
• career awareness activities, career planning, and
vocational assessments in all occupational courses
• include technology, 21st century skills and employability
skills for specific career/career cluster content
• hands-on and community-based opportunities to learn
occupational specific skills
• Universal Design for Learning principles in CTE programs
• course offerings throughout the school day so scheduling
conflicts do not restrict student access to occupational
courses
• occupational courses that represent a wide variety of
occupational clusters
Paid Work Experiences
• opportunities to participate in job shadowing, work-study,
apprenticeships, or internships
• instruction in soft skills (e.g., problem solving, communicating
with authority figures, responding to feedback, promptness) and
occupational specific skills (e.g., clerical, machine operation)
• transportation training
• instruction in obtaining (e.g., resume development) and
maintaining a job
• link eligible students to appropriate adult services services prior
to exiting
• ensure employment training placements offer opportunities for
(1) working 30+ hours/week, (2) making minimum wage or
higher, with benefits, and (3) utilizing individualized supports
and reasonable accommodations
Vocational Education
• sequence of entry level and advanced integrated academic
and vocational courses
• combination of in-school and community-based academic,
competency-based applied, and hands-on learning
experiences, based on the local labor market
• connection to postsecondary education and/or employment
through site visits and connections with support services
• opportunities to earn certificates in certain career areas
• career counseling and guidance to assist students in career
planning
• career development through volunteer work, job shadowing,
work-study, apprenticeships, or internships.
Exit Exam/ Diploma Status
• test-taking strategies and study skills
• assist students to plan for and use
appropriate accommodations
• standardized practice tests periodically to
monitor progress towards
• student remediation assistance if they fail the
test
• multiple opportunities to take the test as
allowed by the school/district for all students
Inclusion in General Education
• administrative support (e.g., professional development for
teachers and paraprofessionals, common planning,
providing paraprofessionals) to teachers for students with
disabilities included in general education classrooms
• specific instruction to support students with disabilities
who are included in general education (e.g., differentiated
instruction, learning strategies, study skills, organizational
skills, personal management skills)
• a receptive school atmosphere for including students with
disabilities in general education by educating
administrators, teachers, other staff, and students about
person-first language and disability rights
Program of Study
• ensure program of study is inclusive,
academically rigorous, and supported by
Universal Design for Learning principles
• multiple opportunities (e.g., career technical
education; community-based work; schoolbased enterprises; dual credit through a
cooperative agreement) for students to
acquire needed credits to achieve standard
diploma
Self-Determination Skills
• student driven IEP process to allow students to
demonstrate self-awareness, goal setting, problem solving,
and self-advocacy
• embed choices into the general curriculum and daily
lessons and provide opportunities for students to practice
self-determination skills
• teach students to self-monitor and provide opportunities
for students to practice the self-monitoring strategy
• functional communication system to engage in choice
making
• opportunities for students to develop self-awareness by
engaging in honest and respectful discussions
• foster the development of students’ leadership skills
Self-Care/ Independent Living Skills
Provide instruction, as needed based on assessment
data, in:
• financial planning
• self-help
• cooking
• home maintenance
• using transportation
• accessing community services
• time/ organizational management
• social roles/ citizenship
• critical thinking
Social Skills
• integrate social skills instruction across the curriculum
• opportunities for students to practice conversational,
negotiation skills in context
• assist to use problem-solving skills when difficult
interpersonal situations arise
• provide parent and school staff information and training in
supporting age-appropriate social skill development, taking
into consideration the family’s cultural standards
• use augmentative communication (AC) and assistive
technology (AT) devices to encourage communication
• ecological assessments to identify the social skills students
will be expected to perform in each context
Predictors of In-School Success
•Academically on-track in freshman year
•Attendance
•Teacher expertise and excellence
•Career academies, other transition programs
•Mentors (formal or informal)
•After school programs
•Parental involvement
•Transition-focused IEP goals
Need to Be Doing What Works