Transcript STUDENT LEADERSHIP AND SELF

New Mexico Transition
Initiatives: Policy Effecting
Improved Outcomes
Adolfo Vasquez, NMPED Special Education Bureau
James Alarid, Ph.D., N.M. Highlands University
Glenn Damian, Regional Education Cooperative #4
Ginger Blalock, Ph.D., Educ-Transition Consulting LLC
Marilyn D’Ottavio, Albuquerque Public Schools
Communities of Practice
Model

Common purpose and goals

Diverse membership

Participatory framework

Connections with larger
community

Dynamic in terms of
membership and activities
From: Buysse, V., Sparkman, K.L., & Wesley, P.W. (2003). Communities of practice:
Connecting what we know with what we do. Exceptional Children, 69, 263-277.
Conceptual Framework
Data Collection
& Use
National Partners
NM Core Team
Interagency
Collaboration
Improve Student
Outcomes
Student Leadership
of
Professional
Development
Varied Advocacy Groups & Efforts
Children’s Medical Services
Healthy Transitions
Coordinating
Council
CYFD Youth in
Transition Task
Force
Statewide
Transition
Coordinating
Council
NM Employment
Initiative for PWDs
Local/Regional
Transition Teams
of
The New Mexico Approach
Effective Transition
Practices
Increase Capacity to
Implement Effective
Transition Practices
Data Collection
Professional
Development
Facilitate Implementation of
Effective Transition
Practices
Policy Analysis
and Change
Technical
Assistance
Mission of the STCC

The mission of the STCC is to facilitate,
through the cooperation of all its members,
the smooth transition of eligible students with
disabilities from school to post-secondary
education and/or training and employment.
STCC-initiated Activities
O’Leary’s Transition
Outcomes
Project
National
Communities
of Practice
STCC
Kohler’s Transition
Taxonomy
of
REC 4 Post School
Outcomes Survey
Varied Professional Development
Activities
UNC Project TRAC
KU Transition
Coalition
Summer Transition
Institute
International DCDT
Conference
Transition Specialist
Cadre Quarterly
Meetings
Professional
Development
Training of Trainers
of
Regional and
District Trainings
Student Leadership Efforts
Transition Specialist
Summer Transition
Cadre Meeting
Institute Speakers
Speakers
Student-run
Enterprises
Student
Leadership
Funding for DCDT
Conference
Presentations &
Participation
of
STCC Membership
Linkages with Other SEB-funded
Initiatives
Transition Initiatives
LRE Initiative
Leadership
Development
Project
Improve Student
Outcomes
Families as Faculty
Early Childhood
Initiative
PBS Initiative
STCC-influenced Policy Changes
Graduation Requirements
For all Students
Grades 8-12 =
Next Step Plan
Rehabilitation
Counseling
Licensure in the
Schools
STCC
Pathways to the
Diploma for
Students w/IEPs
of
DDPC-funded Student
Leadership &
Self-determination
Project
Rehabilitation Counseling
Licensure in New Mexico
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DEFINITIONS:

A. Rehabilitation counseling means services provided by
qualified personnel in individual or group sessions that focus
specifically on career development, employment preparation,
achieving independence, and integration in the workplace and
community of a student with a disability who receives services
under the federal Individuals with Disabilities Education Act
(IDEA). The term also includes vocational rehabilitation services
provided to a student with disabilities by vocational rehabilitation
programs funded under the federal Rehabilitation Act of 1973,
as amended.

B. Related fields means a degree in such areas as sociology,
psychology, school counseling, guidance and counseling,
education, special education, social work, and mental health.
Rehabilitation Definitions
(cont’d)

C. Transition services means a coordinated set
of activities for a student with a disability, as
defined in the Individuals with Disabilities
Education Act 2004, that
(1) Is designed within an outcome-oriented
process that promotes movement from school to
post-school activities, including postsecondary
education, vocational training, integrated
employment (including supported employment),
continuing and adult education, adult services,
independent living, or community participation;
Rehabilitation Definitions
(cont’d)
(2) Is based on the individual student’s
needs, taking into account the student’s
preferences and interests; and
(3) Includes instruction, related services,
community experiences, the development of
employment and other post-school adult
living objectives, and, if appropriate,
acquisition of daily living skills and functional
vocational evaluation.
Licensure Requirements

Persons seeking licensure in rehabilitation
counseling pursuant to the provisions of this
regulation shall meet the requirements of
Subsections A, B, C, D or E of 6.63.11.8
NMAC:

A. Valid certificate as a Certified
Rehabilitation Counselor issued by the
Commission on Rehabilitation Counselor
Certification,
Licensure Requirements
(cont’d)

B. Master’s degree in rehabilitation counseling from a
regionally accredited college or university. This requirement
shall be satisfied by meeting the requirements of
Subsections B(I) or B(2)below.

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(I) A master’s degree awarded by a New Mexico college
or university must incorporate the New Mexico State
Board of Education’s approved competencies in
rehabilitation counseling.
(2) A master’s degree awarded by a college or university
outside of New Mexico must be for a rehabilitation
counseling program approved by the New Mexico State
Board of Education.
Licensure Requirements
(cont’d)
C. Master’s degree in school counseling, vocational
counseling or other related field and the provisions of
Subsection C( 1) or C(2) below.
(1) One (1) year of experience in rehabilitation counseling,
or (2) Fifteen (15) semester hours of credit in the
rehabilitation counseling competency areas of
vocational/transition assessment, medical aspects of
disability, psychosocial and/or psycho-cultural aspects of
disability. case management in rehabilitation counseling,
issues and practices in rehabilitation counseling, or
placement aspects of rehabilitation counseling.
Licensure Requirements
(cont’d)

D. Bachelor’s degree in rehabilitation counseling from
a regionally accredited college or university and one
())year of experience in a public or private facility in
which direct vocational rehabilitation counseling is the
primary job responsibility. The degree requirement shall
be satisfied by meeting the requirements of
Subsections D( 1) or D(2) below.
Licensure Requirements
(cont’d)
(1) A bachelor’s degree awarded by a New Mexico
college or university must incorporate the New
Mexico State Board of Education’s approved
competencies in rehabilitation counseling.
(2) A bachelor’s degree awarded by a college or
university outside of New Mexico must be for a
rehabilitation program approved by the New
Mexico State Board of Education.
Licensure Requirements
(cont’d)

E. Bachelor’s degree in a related field and the provisions of
Subsection E( 1) or E(2) below.
(1) two (2) years of experience in a public or private facility
in which direct vocational rehabilitation counseling is the
primary job responsibility, or
(2) Fifteen (15) semester hours of credit in the rehabilitation
counseling competency areas of vocational/transition
assessment, medical aspects of disability, psychosocial
and/or psycho-cultural aspects of disability, case
management in rehabilitation counseling, issues and
practices itt rehabilitation counseling, or placement aspects
of rehabilitation counseling.
Entry Level
Rehabilitation Competencies
Competencies for Entry-Level Rehabilitation Counselors. The
rehabilitation counselor will be able to:
A. Provide those individualized and/or group services, which will assist in
career development, employment preparation, self-determination
development; vocational assessment, and integration in the workplace and
community for all students.
B. Demonstrate job development skills and address application of job
modification assistance.
C. Provide technical assistance to special education teachers in developing
transition plans and implementing those plans.
D. Provide program development at the high school and middle school level
that supports transition planning and provides a continuum of career
development activities from exploration through planning.
Entry Level Rehabilitation
Competencies (cont’d)
E. Provide assistance with course selection and registration for
middle school and high school students including special
education students.
F. Demonstrate strong leadership skills and teamwork through
interagency collaboration; working with general education staff,
vocational education staff: parents, students, employers, adult
service providers and post secondary education
representatives.
G. Demonstrate knowledge of labor markets, post-secondary
opportunities, curricula and materials that support the
identification of student aptitudes, interests, preferences, and
strengths.
H. Participate in meetings of individualized educational program
(IEP) teams that address transition requirements for students
served under the Individuals with Disabilities Education Act
Entry Level Rehabilitation
Competencies (cont’d)
I. Provide staff development in the area of transition for students
with disabilities including training for students, employers,
counselors, teachers, parents, and other service providers.
J. Provide leadership in self-determination, including facilitating
the participation of students in their own IEP team meetings.
K. Work with the NM Public Education Department of to ensure
compliance with applicable state and federal regulations.
L. Participate in professional development activities to maintain
knowledge of preferred practices.
Application Tips

Applicants need letters of recommendation identifying
experiences:
One of your letters must be from a supervisor/principal.
The supervisor/principal should Identify his or her role in the
first paragraph.
• All letters must clarify your experiences by connecting them
to the entry-level NM Rehabilitation Counselor Competencies
The licensure unit does not understand:
• ChoiceMaker curriculum
• Transition Specialist Cadre
• Summer Transition Institute
Tips (cont’d)
The licensure unit does understand: (Below are examples of what
should be included in your supervisor’s letter and on your
resume of skills.) (See competencies on page 2 of regulations)
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Implemented self-determination curriculum to facilitate
participation of students in their own IEP meetings
Participated in state level transition trainings in areas of:
Career/vocational assessment
Networking with adult agencies
Facilitated parent participation in transition
Established a district/regional transition team
Provided transition training to parents, students and staff
Provided assistance with course selection
STUDENT LEADERSHIP AND
SELF-ADVOCACY PROJECT
Funded by the N.M. Developmental
Disabilities Planning Council
2002-2006
Purpose of Student Leadership &
Self-Advocacy Project
Increase student involvement and leadership in
educational planning (and integration with
peers without disabilities) by teaching selfdetermination and self-advocacy skills.
By
Providing training to statewide teams of
students and school personnel through selfdetermination curricula (using various
curricula and a peer training model).
And by
Evaluating the results of school-based
implementation.
3 Phases of Funding with
Varied Contractors
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Phase 1 (2002-03): Via Regional Education
Cooperative (REC) 3 (north central NM) and
REC 4 (northeastern NM)
Phase 2 (2003-04): Via Executive Leadership
Council (Santa Fe) & the Statewide Transition
Coordinating Council (STCC)
Phase 3 (2005-06): Via N.M. Highlands
University’s Center for Education & Study of
Diverse Populations & STCC
Partners – Phase 1
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Steve Aguirre, REC 3 Director
Glenn Damian, REC 4 Transition
Coordinator
James Alarid, NM Highlands Univ.
School Districts
Partners – Phases 2 and 3
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James Alarid, Project Director, N.M. Highlands
University
Carole Brito, Project Director, CESDP, N.M. Highlands
University
Ginger Blalock, Lead Trainer, Special Education,
University of New Mexico
Karen Chism, Asst. Trainer, Transition Coord./Region
IX Education Cooperative
Paula Kohler, Evaluator, Western Michigan University
School Districts
The Project met the following
NMDDPC 5-Year State Plan objective
(Emphasis 2: Education & Early Intervention)

To provide training to teams of
students with disabilities and school
personnel in self-advocacy skills, such
as self-directed Individualized
Education Plans, public speaking,
facilitation skills, etc.
Phase 1 Strategies
Innovative local implementation ideas that
integrated:
 Students with significant support needs
 Student-created PowerPoint presentations
 Computer-based learning
 Inclusive delivery model
 Improved long-term student outcomes
Steps in Implementing the
Project (Phase 3)
1. Recruit districts (at least 25 schools)
2. Prepare on-site trainers/technical assistance
support personnel
3. Deliver training workshops to participating
districts who commit to implementation
4. In 2005-06, identify and train peers to provide
support to students on-site
5. Support districts in implementation with onsite and distance-delivered TA
6. Collect data at district level (1000 students)
Alignment Opportunities
• State-recommended IEP Form
• Transition Outcomes Project; Transition
Specialist Cadre Mission Statement
• Pathways to the Diploma
• Interim and Final Next Step Plans
• High School Initiative targets (rigor, relevance,
relationships)
• IDEA requirements and New Mexico’s Standards
for Excellence
• No Child Left Behind Act requirements
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
•
•
•
•
•
•
INTERAGENCY
COLLABORATION
• Collaborative Framework
• Collaborative Service Delivery
Program Philosophy
Program Policy
Strategic Planning
Program Evaluation
Resource Allocation
Human Resource Development
Data Collection and Analysis
• Specific self-determination and leadership
instruction implemented, and how
• Student demonstration of skills (IEPs, other)
• Documentation of additional student
leadership roles
• Measurement of teacher, parent, and student
satisfaction
• Measurement of training workshops’ efficacy
• Dissemination of results across several
venues
Sample Stats – Phase 2
Participating
Districts
# of Students
w/IEPs
# of Special
Ed Tchrs
A.P.S.
74
8
Bernalillo
5
3
Clovis
335
La Academia de
Esperanza Charter
48
# of Ss
no IEPs
# of Gen’l
Ed Tchrs
2
23
1
3
Las Vegas
210
18
135
= = = = = = = = = = = = = = = = = = = = = = = =
TOTAL
750+
80
325+
10
Sample Student Outcomes –
Phase 3 (0-3 point scale)
1.
I identified my post-school goals (what I want to do after H.S.)
2.79
2.
I provided information about my strengths
2.74
3.
I provided information about my limitations or problem areas
2.58
4.
I provided information about my interests
2.87
5.
I provided information about the courses I want to take
2.55
6.
I reviewed my past goals and performance
2.36
7.
I asked for feedback/info from others at my IEP meeting
2.31
8.
I identified the support I need
2.47
9.
I summarized the decisions made at the meeting
1.65
Sample Student Comments –
Phase 3 – “What I Liked”
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It mattered what I thought and wanted for my life
Got to say what wanted. Liked being in charge
Getting to talk first and not my mom.
PUTTING INFO ON POWERPOINT.
I GOT TO HOST THE IEP. I FELT I WAS BEING LISTENED TO. I GOT TO KNOW MY
TEACHERS BETTER.
THAT PEOPLE GAVE ME RESPECT.
I LIKED THE FEEDBACK EVERYONE GAVE ME
HAVING CHOICES FOR ONCE.
I GOT TO PICK MY CLASSES. I GOT TO TALK ABOUT MY INTERESTS.
LIKED BEING MYSELF. BEING HAPPY. PEOPLE TOLD ME HOW GOOD I DID ON MY
GOALS.
EVERYBODY WAS HERE AND EVERYBODY LISTENED TO ME.
I WAS ABLE TO "ADVOCATE" FOR MYSELF, WHICH FELT GOOD.
I WAS INCLUDED IN DECISION MAKING. IT WAS SHORT.
THEY WERE LISTENING TO ME SPEAK.
I GOT TO RUN IT. I GOT TO USE THE GOALS I WORKED ON FOR MY
POSTSECONDARY PREP CLASS.
MOSTLY THAT EVERYONE WAS CONCENTRATED ON THE THINGS THAT I WANTED
TO DO/FINISH IN THE NEXT YEAR. THINGS THAT I HAVE GOTTEN BETTER ON