Transcript Slide 1
Web Conference Series
October 23, 2006
“Student Participation”
Marianne Murphy, MSW
Nancy Hinkley, MS Ed., CAS
Michele Cowen- Conference Support
Jeffrey Trondsen- Technology
Cornell University
Employment and Disability Institute
Mid State Transition Coordination Site
Ithaca, New York
Employment and Disability Institute
www.edi.cornell.edu
Agenda
OVERVIEW
Individual with Disabilities Improvement Act 2004
New York State Performance Plan
Effective Transitions: Indicator #13
Student Participation
Indicator #13
Part I
Issue # 1
Assessment & Self Determination
Practice
Polling Question
Individuals with
Disabilities Education
Improvement Act of 2004
NYSED VESID, DJ, 3/29/06
INDIVIDUALS WITH DISABILITIES EDUCATION
IMPROVEMENT ACT 2004
3 Priority Areas
FAPE
DISPROPORTIONALITY
General Supervision
20 Quality Indicators
Effective Transitions:
Indicator #13
Indicator #14
General Supervision
Effective Transitions
Indicator #13 Percent of youth aged 15 and above with an
IEP that includes coordinated, measurable, annual IEP goals
and transition services that will reasonably enable the student
to meet the post-secondary goals.
Indicator # 14
Percent of youth who had IEPs, are no
longer in secondary school and who have been competitively
employed, enrolled in some type of postsecondary school, or
both, within one year of leaving high school.
Federal IDEA 2004 ((20 U.S.C. 1416(a)(3)(B))
NEW YORK STATE
PERFORMANCE PLAN
http://www.vesid.nysed.gov/specialed/spp/home.html
New York State 6 new data
collection areas
Indicator
7
Indicator
8
Indicator
11
Indicator
12
Indicator
13
Indicator
14
preschool
children
parent
involvement
consent to
evaluate
children
referred
Secondary
Post
Secondary
Outcomes
Transition
Total # IEPs in
Compliance
(Checked ‘yes’)
Citation
Issue
8 NYCRR
§200.4(d)
(4)(i)(c)
When the CSE met to consider transition service needs, the
school district invited the student. If the student did not
attend, the district ensured that the student's preferences
and interests were considered.
8 NYCRR
§200.4(d)
(2)(ix)(b)
The IEP includes appropriate measurable post-secondary
goals based upon age appropriate transition assessments
relating to training, education, employment and, where
appropriate, independent living skills.
8 NYCRR
§200.4(d)
(2)(ix)(a)
Under the student’s present levels of performance, the IEP
includes a statement of the student’s needs, taking into
account the student’s strengths, preferences and interests,
as they relate to transition from school to post-school
activities.
8 NYCRR
§200.4(d)
(2)(iii)
Each IEP includes measurable annual goals consistent with
the student’s needs and abilities, including (if applicable)
benchmarks or short-term objectives.
Documentation
Look at:
IEPs:
Post-secondary goals
Present levels of
performance
Annual goals
Short-term
instructional objectives
and benchmarks, as
appropriate
Percentag
e in
Complian
ce
Determination of
Compliance
Y
N
Evidence
Look for evidence of:
Direct student involvement in determining preferences and interests, transition needs and post-secondary goals.
Present levels of performance indicate the student's strengths, preferences and interests.
Present levels of performance identify the student's needs relating to transition.
Post-secondary goal statements include goals relating to training, education, employment and independent living.
Post-secondary goals are measurable (i.e., observable).
Post-secondary goals are based on age-appropriate assessment information.
Annual goals are recommended that would incrementally help the student to achieve his/her post-secondary goals.
Goals are not the same on all IEPs but are unique to the individual.
Total # IEPs in
Compliance
(Checked ‘yes’)
Citation
Issue
8 NYCRR
§200.4(d)
(4)(i)(c)
When the CSE met to consider transition service needs, the
school district invited the student. If the student did not attend,
the district ensured that the student's preferences and interests
were considered.
8 NYCRR
§200.4(d)
(2)(ix)(b)
The IEP includes appropriate measurable post-secondary goals
based upon age appropriate transition assessments relating to
training, education, employment and, where appropriate,
independent living skills.
8 NYCRR
§200.4(d)
(2)(ix)(a)
Under the student’s present levels of performance, the IEP
includes a statement of the student’s needs, taking into account
the student’s strengths, preferences and interests, as they relate
to transition from school to post-school activities.
8 NYCRR
§200.4(d)
(2)(iii)
Each IEP includes measurable annual goals consistent with the
student’s needs and abilities, including (if applicable)
benchmarks or short-term objectives.
Documentation
Look at: IEPs:
Post-secondary
goals
Present levels of
performance
Annual goals
Short-term
instructional
objectives and
benchmarks, as
appropriate
Percentag
e in
Complian
ce
Determination of
Compliance
Y
N
Evidence
Look for evidence of:
Direct student involvement in determining preferences and interests, transition needs and post-secondary goals.
Present levels of performance indicate the student's strengths, preferences and interests.
Present levels of performance identify the student's needs relating to transition.
Post-secondary goal statements include goals relating to training, education, employment and independent living.
Post-secondary goals are measurable (i.e., observable).
Post-secondary goals are based on age-appropriate assessment information.
Annual goals are recommended that would incrementally help the student to achieve his/her post-secondary goals.
Goals are not the same on all IEPs but are unique to the individual.
Total # IEPs in
Compliance
(Checked ‘yes’)
Citation
Issue
8 NYCRR
§200.4(d)
(4)(i)(c)
When the CSE met to consider transition service needs, the
school district invited the student. If the student did not attend,
the district ensured that the student's preferences and interests
were considered.
8 NYCRR
§200.4(d)
(2)(ix)(b)
The IEP includes appropriate measurable post-secondary goals
based upon age appropriate transition assessments relating to
training, education, employment and, where appropriate,
independent living skills.
8 NYCRR
§200.4(d)
(2)(ix)(a)
Under the student’s present levels of performance, the IEP
includes a statement of the student’s needs, taking into account
the student’s strengths, preferences and interests, as they relate
to transition from school to post-school activities.
8 NYCRR
§200.4(d)
(2)(iii)
Each IEP includes measurable annual goals consistent with the
student’s needs and abilities, including (if applicable)
benchmarks or short-term objectives.
Percentag
e in
Complian
ce
Determination of
Compliance
Y
N
Documentation
Evidence
Look at:
IEPs:
Post-secondary goals
Present levels of
performance
Annual goals
Short-term
instructional objectives
and benchmarks, as
appropriate
Look for evidence of:
Direct student involvement in determining preferences and interests, transition needs and post-secondary
goals.
Present levels of performance indicate the student's strengths, preferences and interests.
Present levels of performance identify the student's needs relating to transition.
Post-secondary goal statements include goals relating to training, education, employment and
independent living.
Post-secondary goals are measurable (i.e., observable).
Post-secondary goals are based on age-appropriate assessment information.
Annual goals are recommended that would incrementally help the student to achieve his/her postsecondary goals.
Goals are not the same on all IEPs but are unique to the individual.
Total # IEPs in
Compliance
(Checked ‘yes’)
Citation
Issue
8 NYCRR
§200.4(d)
(4)(i)(c)
When the CSE met to consider transition service needs, the
school district invited the student. If the student did not attend,
the district ensured that the student's preferences and interests
were considered.
8 NYCRR
§200.4(d)
(2)(ix)(b)
The IEP includes appropriate measurable post-secondary goals
based upon age appropriate transition assessments relating to
training, education, employment and, where appropriate,
independent living skills.
8 NYCRR
§200.4(d)
(2)(ix)(a)
Under the student’s present levels of performance, the IEP
includes a statement of the student’s needs, taking into account
the student’s strengths, preferences and interests, as they relate
to transition from school to post-school activities.
8 NYCRR
§200.4(d)
(2)(iii)
Each IEP includes measurable annual goals consistent with the
student’s needs and abilities, including (if applicable)
benchmarks or short-term objectives.
Percentag
e in
Complian
ce
Determination of
Compliance
Y
N
Documentation
Evidence
Look at:
IEPs:
Post-secondary goals
Present levels of
performance
Annual goals
Short-term
instructional objectives
and benchmarks, as
appropriate
Look for evidence of:
Direct student involvement in determining preferences and interests, transition needs and post-secondary goals.
Present levels of performance indicate the student's strengths, preferences and interests.
Present levels of performance identify the student's needs relating to transition.
Post-secondary goal statements include goals relating to training, education, employment and independent living.
Post-secondary goals are measurable (i.e., observable).
Post-secondary goals are based on age-appropriate assessment information.
Annual goals are recommended that would incrementally help the student to achieve his/her post-secondary goals.
Goals are not the same on all IEPs but are unique to the individual.
Transition
Needs
Preferences
Interests
Life after School
Results
Measurable
Post
Secondary
Goals
Strengths
Measurable Post Secondary Goals
Appropriate
Assessment
Transition
PLPS
Transition
Needs
Annual
Goals
Needs
Preferences
Interests
Life after School
Results
Measurable
Post
Secondary
Goals
Strengths
Measurable Post Secondary Goals
Appropriate
Assessment
Transition
Needs
Measurable
Post
Secondary
Goals
PLPS
Transition
Needs
Annual
Goals
Courses of
Instruction
Transition
Services
Preferences
Interests
Life after School
Results
Strengths
Measurable Post Secondary Goals
Appropriate
Assessment
Transition
Appropriate
Assessment
Strengths
Needs
Preferences
Interests
Incremental
Progress
11th Grade
PLPS
10th Grade
Transition
Needs
Annual
Goals
9th Grade
Courses of
Instruction
Transition
Services
Life after School
Results
Measurable
Post
Secondary
Goals
Measurable Post Secondary Goals
Last year
Life after School
Results
Measurable Post Secondary Goals
Education
Training
Employment
Independent Living Skills
John will self advocate
for his service needs,
college and
employment support
MPSG: Independent Living Skills
Exit
11th
Grade
10th
Grade
9th
Grade
Problem Solving
Communication
Organization
Self-Esteem
Self-Confidence
John will self advocate
for his service needs,
college and
employment support
Strength Based Assessment
Exit
Accomplishments
Student aptitudes
11th
Grade
10th
Grade
9th
Grade
Student Goals
Recent evaluations
Vocational assessment
Parent input
Recommendations
John will self advocate
for his service needs,
college and
employment support
Present Levels of Performance
Exit
Unique Needs
Individualized
11th
Grade
10th
Grade
9th
Grade
Parent Input
Student Input
Student Abilities
Student Needs
Resources
John will attend his IEP meeting
with a portfolio showing the
classes he took, the progress he
made, and thoughts about what
he would like to do next year.
Annual Goals
Exit
11th
Grade
10th
Grade
9th
Grade
Specifics
Measurable
Achievable
Relevant
Time-Related
8 NYCRR §200.4(d) (4)(i)(c)
When the CSE met to consider transition
service needs, the school district invited the
student. If the student did not attend, the
district ensured that the student's
preferences and interests were considered.
Three Phases of Student Participation •
Self Awareness
•
Self Determination
•
System Awareness
Leading to Students Eventually Running their Own
IEP Meetings with Adult-level Self-Advocacy Skills
Polling 2
Three Phases of Student Participation •
Self Awareness
•
Self Determination
•
System Awareness
Leading to Students Eventually Running their Own
IEP Meetings with Adult-level Self-Advocacy Skills
Start with the Initial Transition Assessment
(prior to age 15 or as part of initial evaluation)
Follow-up with annual assessments
• All should have parental interview and various
student components.
• All should focus on identifying student’s strengths
as well as needs in the various areas.
• All should contribute key information to the PLPs –
select student-specific assessments.
Several types are listed on our web resource link:
http://www.ilr.cornell.edu/edi/p-webconinfo.cfm
What is a
Strength-Based
Assessment?
(SBA)
What are the Beliefs Behind SBA?
•
All children have strengths.
•
A child’s motivation may be enhanced when the
adults around him/her point out their strengths.
•
Failure of a child to acquire a skill does not mean a
deficit; instead it indicates that a child has not been
afforded the experiences and instruction to master the
skill.
•
The goals, objectives, and services included in
Individualized Education Programs (IEPs) and family
service plans need to be based on the strengths of the
child and family.
Sample pages from a commonly used SBA
Strength Based Assessment
District:
Age:
Other Questions:
Further Education: Approach it
as lifelong learning. I.e., What
do you want to learn more
about?
“What if” question: Are there
any other jobs or careers that
seem interesting to you?
Community Living: When
you’re not working or learning
more, what do you want the rest
of your life to be like? Feel free
to give examples like join the
volunteer ambulance corps,
sing in the church choir, get
married and have a family, etc.
Notes:
It is common for students to say
there are no barriers. Most
teenagers feel that they can
achieve what they want. This
topic is revisited in “What
Helps” when we ask the student
what strategies help them to
succeed.
Projected Graduation Date:
Dreams: What are your hopes and dreams for the
future?
Student:
Interview Date:
Parent Dreams: What are your hopes and dreams for
your child’s future?
Employment/Career (always ask “What interests
you about that field/ job?”):
Further Education:
Community Living:
“What if" question:
Fears: What will stand of the way of reaching your
dreams?
Fears: What will stand in the way of your child’s
dreams?
Sample SBA pages (continued)
Other Questions:
Introduce this section as the
opportunity for the student to brag
about her/himself.
Free Time: When you are done with
your homework and your chores what
do you like to do? It’s okay to ask the
student for detail. I.e., if the student
says they watch TV, ask them what
their favorite network or show is.
Same for music.
Like best about your job: Ask them if
they have any chores at home or jobs
outside the home i.e., mowing lawns,
babysitting, etc.
Other Questions:
What do you need to be able to
achieve your hopes and dreams?
You may want to read what they
said in that section.
What helps:
When you’re
having a tough day what can people
do to help you cheer up and feel
better?
Abilities: What are your strengths, talents,
abilities, gifts, skills and likes?
Parent:
School:
Hobbies:
Best Subject:
Favorite Subject:
What do you like to do when you have free
time?
Words your friends would use to describe
you:
What did you like best about your (job,
Tech Center) experience?
What do you really dislike?
What helps? What helps you to be
successful? What can people do to help you
do a good job?
What is the best way to teach you something
new?
Parent:
School:
Three Phases of Student Participation •
Self Awareness
•
Self Determination
•
System Awareness
The capacity to manage one’s own affairs, make
one’s own judgments, and provide for oneself.
Application
Applied experiences /
culminating activity
Take action to complete plans
and evaluate results
Skills
Knowledge
Self
knowledge:
Exploration of
personal,
academic,
work
preferences
SelfDetermination
Where am I
going? Set
expectations
and goals to
meet these
needs and
interests
What do I need to know?
What am I learning?
Why am I learning it?
How can I use it?
student
Self-Determination
and the
Student-Centered
Transition Planning
Process
(aka person-centered planning)
Sample SBA pages (continued)
Student:
Interview Date:
District:
Other topics/ideas discussed, Things to do, concerns, etc:
(Indicate what is to done, who will do it and when:
Measurable Post Secondary Goals
(The Measurable Post Secondary Goal statements use the student’s and parent’s own words from the interview and is based upon the student’s
expressions of their hopes and dreams for the future. The Abilities section is also a source for information. To compose these statements use
wording that is measurable. For example, Chris’s post secondary goal for employment is to pursue a career in nursing.
Employment:
Post Secondary / Training
Independent Living
Transition Checklist
Student:
DOB:
Action req’d?
Agency/action
VESID
(2nd year before graduation)
OMRDD / DDSO
(by age 14*)
OMH / DCMH
(by age 14*)
Supplemental Needs Trust
(age 13 if plan to
apply for SSI at age18)
Driver’s License
(age 16)
Community Mobility (age 16)
SSI Application
(age 18*)
Guardianship
(age 18*)
Selective Service
(males age 18)
Resume
(work or college bound)
College Supports
set up after acceptance
Other:
Other:
Other:
Who
When/Dates
Comments
NYS offers two web-based tools
for ongoing assessment & portfolio development:
Career Plan
&
Career Zone
http://www.albany.edu/twoyear/careerplan/
http://www.nycareerzone.org/
•Downloadable plans
•Online portfolio
•Continuous career development process
Career Plan & IEP Transition
Career Plan
Components:
Self Knowledge
Skills / Application
Career Exploration
Future Goals and
Decision Making
Skills / Applications
IEP Transition
Components:
Present Levels of
Performance
Measurable Long Term
Adult Goals
Annual goals
Coordinated Set of
Activities
Three Phases of Student Participation •
Self Awareness
•
Self Determination
•
System Awareness
The ability to understand and navigate both
organizational structures and informal networks to
achieve one’s goals.
The Importance of Self-Advocacy
After high school, the student must self-identify
as an individual with disabilities and request
reasonable accommodations in the
workplace or educational setting.
What better way to learn these skills than through training
students to advocate within the IEP process?
student
Strength-Based
Assessment
Student-Centered
Transition Planning
Self Determination
Community
student
“I have found the best way to
give advice to your children is to
find out what they want and then
advise them to do it.”
~Harry S. Truman
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Go Directly: http://www.ilr.cornell.edu/edi/p-webcon-postsurvey.cfm
Go to
EDI Web Site (http://www.ilr.cornell.edu/edi/)
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Evaluation:
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Or go directly:
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Contact Information:
Marianne Murphy, Mid-State Transition
Coordination Site Manager
V: 607-255-1664
e: [email protected]
Nancy Hinkley, Transition Specialist
V: 607-255-1109
e: [email protected]