Begin With The End In Mind - Texas DCDTtexasdcdt.org/files/conference/VMitchell.pdf11/4/15 1 Begin With The End In Mind 0 Stephen Covey’s “End in Mind” matches State and Federal

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BeginWithTheEndInMind0 StephenCovey’s“EndinMind”matchesStateandFederalLawforTransitionServices:0 PostsecondaryGoalsshoulddrivethesecondaryIEP.0 Howdoyouknowwhattoteachduringthesecondaryyears?0 TEKS:TexasCurriculumStandards0 WherearetheTEKS?Inthesecondarycourses.0 WhatabouttheIEP?TEKSdriven0 Whataboutthe18+IEP?

The18+IEP0 Ifthe18+IEPisTransition-Driven,thenwhatdoesitlooklike?0 WELL…….Whatiseachstudent’splanforafterhighschool?(Trulyindividualizedforeachstudent)

ContinuumofServicesfor18+Whoarewetalkingabout?

•  Adultstudentswhoareleast18yearsofageandnotover21/22,dependingonthebirthdate.

•  AdultstudentswhohavecompletedALLcourserequirementsandstatewideassessmentforgraduation

•  HasNOTof]iciallygraduated•  Hasnotmetthe§89.1070(b)(3)•  Orgraduatedunder89.1070(b)(3)andrequestedtoreturn;§89.1070(f)

•  http://ritter.tea.state.tx.us/rules/tac/chapter089/ch089aa.html

Created and presented by Mitchell-Panter Consulting, LLC

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ParadigmChangesNeeded•  OurparentsareNOTabouttoletusexitanystudentsbeforeages21/22.

•  Ourdistrictistoosmalltohavean18+Program.•  Wedon’thaveenoughstaff.•  Wehaveagreatprogramandwillnolongerusethe“yellowbus”.Wejustgotthemoneytobuyavanforthe18+program.

CONTINUUM OF 18+ SERVICES

!

" # $%

%

&

Current models that you may find in a Texas District

TRADITIONAL HIGH SCHOOL PROGRAM

COMMUNITY BASED 18+ PROGRAM

CAMPUS BASED 18+ PROGRAM

DISTRICT BASED 18+ PROGRAM

" #

CAMPUS BASED PROGRAM 18+ STUDENTS ARE SEPARATE FROM TRADITIONAL HS PROGRAM BUT STILL REMAIN ON A HS CAMPUS

HIGH SCHOOL PROGRAM 18+ STUDENT INVOLVED IN A TRADITIONAL HS PROGRAM FOR 5-7 YEARS

!! & %

DISTRICT BASED PROGRAM 18+ STUDENTS ATTEND A PROGRAM THAT IS IN THE COMMUNITY BUT THE SITE IS STILL OWNED/OPERATED BY THE ISD

$% COMMUNITY BASED PROGRAM 18+ STUDENTS ONLY ATTEND SITES IN THE COMMUNITY THAT ARE ACCESSIBLE TO ANYONE IN THE COMMUNITY

Where are services provided?

18+ Continuum

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" #

CAMPUS BASED PROGRAM YELLOW SCHOOL BUS OR ISD VEHICLE

HIGH SCHOOL PROGRAM YELLOW SCHOOL BUS PROVIDED BY ISD

!! & %

DISTRICT BASED PROGRAM YELLOW SCHOOL BUS OR ISD VEHICLE

$%

COMMUNITY BASED PROGRAM BY STUDENT/FAMILY DISTRICT PROVIDES TRAVEL TRAINING

How is transportation provided?

18+ Continuum

Comparison of 18+ Program Components

TRADITIONAL HS CAMPUS BASED 18+ DISTRICT BASED 18+ COMMUNITY BASED 18+

SCHOOL BASED SCHOOL BASED DISTRICT BASED (MAY BE IN COMMUNITY BUT OPERATED BY ISD)

COMMUNITY BASED ONLY

LIMITED COMMUNITY TRAINING

LIMITED COMMUNITY TRAINING SOME COMMUNITY TRAINING EXTENSTIVE COMMUNITY

TRAINING

ISD TRANSPORTATION ISD TRANSPORTATION ISD TRANSPORTATION NO TRANSPORTATION FROM ISD

BELL SCHEDULE BELL/SCHOOL SCHEDULE BELL/SCHOOL SCHEDULE ADULT SCHEDULE

FULL DAY FULL/PARTIAL DAY (AT LEAST 2-4 HRS)

FULL/PARTIAL DAY (AT LEAST 2-4 HRS) SEVERAL TIMES PER WEEK

NO NATURAL SUPPORT NO NATURAL SUPPORT LIMITED NATURAL SUPPORT EXTENSIVE NATURAL SUPPORT

GRADES/CREDITS NO GRADES/CREDITS NEEDED

NO GRADES/CREDIT NEEDED

NO GRADES/CREDITS NEEDED

ZeroRejectfor18+

TraditionalModel•  Wherearestudentswhoareinhospitalbeds?

•  Wherearestudentswithsigni]icantissueswithED/BD?

•  WherearethestudentswithIDwhoare“runners”?

Non-TraditionalModel•  Wherewillthestudentinthehospitalbedbeafterpublicschool?

•  WhatwillstudentswithED/BDbedoingafterpublicschool?

•  Whowillbethesupportsystemafterpublicschool?

Created and presented by Mitchell-Panter Consulting, LLC

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TEKSandTransition-BasedIEPs?

•  18+Servicesareforadultstudentswhohavecompletedthestatecurriculum(TEKS)andmeetgeneraleducationrequirementsforgraduationfortheSchoolFoundationProgram

•  TheIEPofan18+adultstudentis:•  Transition-BasedNOTTEKS-Based

TransitionAssessmentToolsMustAnswertheQuestions,sowhatarethequestions?

•  Employment,Education/Training,andIndependentLiving•  Whatarethepostsecondarygoals?•  Whataretheenvironments?•  Whataretheneededskillsandbehaviorsofeach?•  Critical:

•  Person-CenteredPractices•  Person-CenteredTransitionAssessment/PCTA

•  InstituteforPerson-CenteredPracticesatTAMU&UT•  DevelopingaLifePlan

Exampleof18+TransitionAssessments

Thisisanexample.

Whattoolsdoesyourdistrict

have?

YouneedthePCTAand/orLife

Plan

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Person-CenteredTransitionAssessment(PCTA)

Person Centered Transition Assessment

© Institute on Person Centered Practices, a collaborative partnership between the Texas Center forDisabilityStudiesattheUniversityofTexasatAustinandtheCenteronDisabilityandDevelopmentatTexasA&MUniversity.

1

Name:School: D.O.B. Facilitator: Dateofinitialassessment:Participantsinplanning:Whatotherslikeandadmireaboutme:• Asdf• Asdasd• Asdfasd• adsfas

• asgasd • aasdfasd • aafsdf

RelationshipMap:

Peoplewhosupportathomeandotherplaces

Family

Friends

Schoolstaff

Family

Myownfriends

Institute for Person-Centered Practices Relationship Map Important to and Important For What Others Need to Know Characteristics of Persons who Support Me Communication Chart

18+TeachingMaterialsNotACurriculum

Paco&HighSchoolLife

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PacoAfterHighSchool

Paco&Mom’sDraftofAdultLife

1.  CanweworktohavePacoworkM-T-WandvolunteerTh-F?2.  Afterwegetthatstabilized,canweaddpostsecondaryed?3.  Whatismom’scurrentschedule?WheredoesPaco]itin?Whatdoeshe

needtoknow?

PacoandTransition-AlignedPLAAFPs

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InstructionalNeedstoGoals&Objectives

PacoandLevelsofSupport

Weneedmoreinformation:- Exactlywhatsupportdoesmom/familygiveinthecommunity?- Exactlywhatsupportdoesschoolstaffprovideatschoolandinthecommunity?- UsetheLevelsofSupportandbespeci]icaboutwhatneedstochange!

Paco&ThePeopleWhoSupportHim

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Transportation&SocialLife

1-Momwill]indoutifitworkstodrivePacoeverydaytoeverywherehegoes!2-PlanB:ShouldthePCAdrivePacoinhispersonalvehicle?Why/WhyNot?3-HowdowehelpPacotohavegirlswhoarefriendsandknowhowtoactaroundthem?

AdultFundingforPaco

✔PostsecondaryEducation/Training✔Employment✔ Volunteer✔  IndependentLivingSkills

MorePostsecondaryEdforPaco

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Rural/SmallISD-PacoInstructionalNeeds•  WarehouseCBVI•  Teachwarehouseskills•  ExtendCBVIhours•  JobCoach•  Fadesupports•  TravelTrain

Results•  Foundlocalbusinessrunoutofthehome

•  Onlinesalesanddistribution

•  Extendhours•  Fadesupports•  Pedestrian/BikeTravelTraining

LevelsofSupport

Whatareyoudoingtofadesupport?“YOU”don’texistinthestudent’slifeafterhighschool!!!!

Why?Whatdidwedotochangethat?TheroleoftheFBAandBIPDidweandtheparentscreatethisproblem?

LevelsofSupportforHenry•  Doyouneedtoteachtheskill?

•  Re-teachtheskill?•  Insertanaccommodation?

•  Ifnoneoftheabovework,thenanaturalsupportandnotapaidsupport.

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RelationshipMap

WEMUSTFADEDISTRICTSUPPORTSPCTAhasa“RelationshipMap”.Naturalsupportsarethemajorityofthestudent’slifesowhyaren’tweusingthose????

EvaluatingWhatYouHave18+ Evaluation & Strategic Planning District Name ______________________________ Date _____________

©2014, 2015. Mitchell-Panter Consulting, LLC; Montgomery, TX. All rights reserved. 1

EVALUATION MATRIX FOR 18+ SERVICES DESIGN

RANKING SCALE OF 1 TO 10: Rank each item on a scale of 1 to 10 based upon its priority to your district’s 18+ services. For example, on #8, addressing safety concerns is of great importance, but if you do not currently have students with safety concerns for self or others, then this is not a priority for this school year.

Framework for Recommendation for Placement Met Not

Met

Priority on a

Scale of 1 to 10

Next Steps To Improve or To Implement

1. Students must be 18 years of age or older 2. Students must have completed course credit

requirements and statewide assessment for graduation, but not have yet graduated.

3. In spite of meeting graduation requirements, students have not met the requirements of 89.1070(b)(2) and would benefit from a continued special education services, under federal law.

4. The transition assessment and other assessment data is developed to identify instructional needs that are Transition-based.

5. Behaviors that create a safety concern for self and others have been considered as a part of the appropriateness of placement in an adult program in the 18+ Continuum. (NOT all behavior is a factor!)

6. For the Community-Based 18+ Model, students are assigned to the H.S. campus for PEIMS purposes only. Communication from the parent and student must be with the 18+ staff and designated 18+ administrator, not the H.S. The attendance count is sent daily to the H.S.

7. Other than the initial placement ARD, the 18+ ARD Meetings are not held on the high school campus. The ARD meeting can be held at the special education office or a neutral location. A designated appraisal staff person and administrator for 18+ or the case manager model can be used for 18+ ARD Meetings.

1.Developan18+StrategicPlanningCommittee.2.Reviewthecharacteristicsofapromisingpractices18+programdesign.3.DevelopNextStepswhereneeded.4.DevelopareasonableandpurposefulActionPlantostartorimprovean18+programinyourdistrict.

RuralandSmallDistricts•  Itcanbedone•  Becreative•  FindtheChamberofCommerce

•  FindtheLionsClubandKeyClub

•  FindtheRodeoCommittee

•  Talkwiththechurches

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ContinuousImprovementPlanfor18+

VickieJMitchell,Ed.D

Mitchell-PanterConsulting,[email protected]

936-494-9080

(2012, Rev. 2015) Developed by Dr Vickie J Mitchell; Mitchell-‐Panter Consulting, LLC., Montgomery, TX.

18+ PROGRAM: TRANSITION ASSESSMENT MATRIX

Transition Assessment

Employ

men

t Skills

PS Edu

c. /

Training

Inde

pend

ent

Living

/Daily

Living

Skills

Commun

ity

Participation

& Access

Tran

sportati

on

Health

Self-‐

Determinatio

n

Social Skills

Commun

icati

on

Levels of

Supp

ort

Time

Man

agem

ent

Prod

uctiv

ity

Aptitud

e

Rec/Leisure

Brigance Employability Skills Inventory

X

Vineland Adaptive

Behavior Scales X X X X X

MPC Productivity Chart

X X X X

Person-‐Centered Thinking/Planning

X X X X X X X

MPC LIFE Plan X X X X X X X X X X Reading-‐Free Vocational

Interest Inventory X X

Enderle-‐Sevenson Transition Rating Scale (ESTR)

X X X X X X

(Severe/ Multi)

X X

Transition Planning Inventory

X X X X X X X X X

Task Analysis X X X X ARC Self-‐

Determination Scale

X X X

Community Assessment*

X X

Ansell-‐Casey Life Skills (III)

X X X X X X X

MPC Levels of Support

X X X

Functional Analysis of

Transportation* X

MPC Social Mapping

X X

(2012, Rev. 2015) Developed by Dr Vickie J Mitchell; Mitchell-‐Panter Consulting, LLC., Montgomery, TX.

Transition Assessment

Employ

men

t Skills

PS Edu

c. /

Training

Inde

pend

ent

Living

/Daily

Living

Skills

Commun

ity

Participation

& Access

Tran

sportati

on

Health

Self-‐

Determinatio

n

Social Skills

Commun

icati

on

Levels of

Supp

ort

Time

Man

agem

ent

Prod

uctiv

ity

Aptitud

e

Rec/Leisure

Unique Learning Systems; Transition

Assessments

X X X X X X X X

Informal Measure of Productivity

X X

THEA, ACCUPLACER, or

COMPASS Practice Test

X

Assistive Technology

Needs Inventory-‐Communications Application*

X X X

Technology and Adult

Environments X X X X X X X X X X X X X X

* From the ProEd Series: (1) Informal Assessments for Transition Planning, (2) Informal Assessments for Employment and Career Planning, (3) Informal Assessments for Independent Living and Community Participation.

© 2013, 2015. Mitchell-‐Panter Consulting, LLC.; Montgomery, TX. All rights reserved. 1

LIFE PLANNING TOOL FOR ADULT SCHEDULES Student: Date: District: Parent(s): Assessment Administrator: ________________________________ 1. Where will your young adult live for the first year after leaving high school? 2. Where will your young adult be during the day and what will he/she be doing? Complete the adult schedule below:

Times Monday Tuesday Wednesday Thursday Friday 8:00 9:00 10:00 11:00 12:00 1:00 2:00 3:00 4:00 5:00 6:00 7:00 8:00 9:00

★ Revise the schedule to develop a comprehensive adult schedule for the student.

Times Monday Tuesday Wednesday Thursday Friday 8:00 9:00 10:00 11:00 12:00 1:00 2:00 3:00 4:00 5:00 6:00 7:00 8:00 9:00


What does he/she know and can already do in the environment/schedule on Page 1? What does he/she need to know or be able to do? (PLAAFPs)

Skills He/She Learned – Matches PS Goals What He/She Needs to Learn

Instruction Needs: (The “What He/She Needs to Learn” is a list of instructional needs. Which are the “Priority Needs” to address for the IEP goals & objectives to be developed?) Supports and Levels of Support (if needed):

• What is the existing level of support the adult student has a school, at home, and in the community?

• If school staff is always with the adult student in the classroom, cafeteria, hallways, getting on a special bus, and/or next to the student in the community for CBI and CBVI, then who will provide that level of support and supervision in adult life? BE SPECIFIC. ADDRESS SUPPORT NEEDS FOR EACH POST-SCHOOL ACTIVITY.

After High School, In What

Places/Skills Will Someone Be Needed to Provide Support?

After High School, Who Will Provide That Support?

Primary Secondary


Transportation: Walk, ride bicycle, family member will transport, carpool, taxi, volunteer church or local organization, van pool, para-transit, local metro? Social Life and Rec/Leisure: Technology: (Use of technology to text, communicate, job search, video prompts, MapQuest/pedestrian, contacting employer or friends, communicate, stay on task, etc.)

1. What does the adult student have personal technology devices that can be used at home, school, and in the community?

2. Will the parent support the student learning to use his/her personal technology devices to implement the adult plan, as needed?

Funding:

• What funding is in place to support adult placements, supports, and services? ☐ DARS ☐ MH/IDD ☐ SSI ☐ Medicaid ☐ Other:

• What funding sources are available, that is not in place and need to be applied for?

Did You Consider?

• Postsecondary Education/Training • Employment/Volunteer Work • Independent Living Skills

NOTES:

©2012, 2013. Mitchell-‐Panter Consulting, LLC. Montgomery, TX. All Rights Reserved.

LEVEL’S OF SUPPORT T-‐CHART A Process to Increase Student Level’s of Independence Column 1: In this column, list the supports you are providing to the adult student for tasks you believe they should be able or need to be able to do for themselves. . Column 2: In this column, determine what you will do to help the adult student become more self-‐determined and independent. Does a skill need to be taught? If teaching the skill does not work, determine an accommodation that promotes independence or the use of natural supports. Column 3: Chart progress. Have the adult student, if appropriate, evaluate his/her progress on the “Level of Support” skill/behavior you chose to target (Student Self-‐Monitored Progress). Under the “Teacher” Column for the Job Coach, Paraprofessional or teacher to chart progress on the Level of Support skill or behavior that was targeted as the “Support” priority to address. Make adjustments, if needed. Teacher Name: ______________________________________ Date: ___________________ Adult Student Name: ______________________________________

Question: What am I doing for my student that he/she needs to be able do for him/herself?

What skill, behavior, or accommodation can be taught

or developed to facilitate independence for the adult

student?

Student/Teacher/JC Evaluation of Progress

(Date and Rating) C = Continue CM = Continue/Making Progress M = Met

Student Teacher

18+ Evaluation & Strategic Planning District Name ______________________________ Date _____________


EVALUATION MATRIX FOR 18+ SERVICES DESIGN

RANKING SCALE OF 1 TO 10: Rank each item on a scale of 1 to 10 based upon its priority to your district’s 18+ services. For example, on #8, addressing safety concerns is of great importance, but if you do not currently have students with safety concerns for self or others, then this is not a priority for this school year.

Framework for Recommendation for Placement Met Not

Met

Priority on a

Scale of 1 to 10


1. Students must be 18 years of age or older 2. Students must have completed course credit

requirements and statewide assessment for graduation, but not have yet graduated.

3. In spite of meeting graduation requirements, students have not met the requirements of 89.1070(b)(2) and would benefit from a continued special education services, under federal law.

4. The transition assessment and other assessment data is developed to identify instructional needs that are Transition-based.

5. Behaviors that create a safety concern for self and others have been considered as a part of the appropriateness of placement in an adult program in the 18+ Continuum. (NOT all behavior is a factor!)

6. For the Community-Based 18+ Model, students are assigned to the H.S. campus for PEIMS purposes only. Communication from the parent and student must be with the 18+ staff and designated 18+ administrator, not the H.S. The attendance count is sent daily to the H.S.

7. Other than the initial placement ARD, the 18+ ARD Meetings are not held on the high school campus. The ARD meeting can be held at the special education office or a neutral location. A designated appraisal staff person and administrator for 18+ or the case manager model can be used for 18+ ARD Meetings.



8. Because the student has completed course and statewide assessment requirements, the student is no longer in the TEKS curriculum nor taking general education courses, therefore it is not required to have a general education teacher participate as a member of the ARD Committee. (TAC §89.1050)

9. The student should not be in general education courses, including CTE. A CTE teacher is not required at an 18+ ARD because the student is not in CTE nor is CTE being considered. If the student needs vocational training, then who in the adult community provides the needed instruction and support?

Administrative Considerations Met Not Met

Priority on a

Scale of 1 to 10


1. If the district goes to open enrollment, will this impact the ISD 18+ services and funding.

2. Open Enrollment Considerations: Students residing in another district and accessing an open enrollment option would not have his/her adult day in the ISD community and would need the design of their adult day within the boundaries of the district in which they reside. Since ISD is not required to travel to another district to provide adult day services, open enrollment students would be provided transition services on the high school campus or district-based 18+ program.

3. Has the district planned for students, ages 18-21, who may request to enroll or graduated and request to return, were homeschooled or graduated from a private school? What is the district’s decision-making process for a “Request to Return”?



4. If the district has a continuum of 18+ services that include on-campus 18+ and/or district-based 18+, and a community-based 18+. Least restrictive environment is always a consideration for placement. A district may chose to implement a district-based 18+ in addition to the campus-based and community-based model, however, it is also appropriate for the continuum to consist only of a campus-based 18+ and community-based 18+ model.

5. The district has determined the PEIMS codes that are appropriate for the 18+ placements in the ISD, the Continuer and graduation codes, and provided that list to the appropriate staff responsible for making the coding decisions and entering the data.

6. The district has reviewed the process for developing courses for the 18+ program. The courses do not have to follow the high school model as the students are no longer in TEKS.

7. In rural districts or districts with extended areas without businesses, what is the district’s policy about transporting out of district boundaries?

8. Has the district developed a local “Interagency Planning Committee” to develop partnerships with a common vision of the shared clientele, common purpose, shared resources and services, and transition from school to post-school?

Non-Negotiables Met Not Met

Priority on a

Scale of 1 to 10


1. Transportation: Information is shared with parents that the least restrictive environment for transportation in an adult schedule is not the yellow school bus but rather the use of adult transportation options, both public and private. The student/parent/18+ team identifies



the post-school transportation options and partner with the parent to conduct travel training and implement the adult travel mode.

2. The daily schedule is dictated by the transition assessment and PCTA/Life Plan results.

3. Every student’s schedule is different. 4. 18+ students do not go back to the high school

campuses to take classes as they have completed high school requirements. The students are members of the adult community and community education options are investigated and accessed, if appropriate.

5. The placement is reviewed if it is not working. An ARD Meeting should be convened to determine the appropriateness of the IEP and if the high school campus 18+ services would be more appropriate. Decisions must be data-driven and student-centered.

6. The student follows the adult work calendar and not the school calendar, such as spring break, summer, and winter holidays.

7. The adult schedule drives the IEP schedule page and not the high school bell schedule.

8. If a student begins 18+ on a school calendar/bell schedule, longitudinal data provides evidence of the transition to an adult schedule and the least restrictive adult environments.

9. Students do not participate in high school activities that are limited to enrolled HS students. 18+ students participate in adult and community activities.

10. 18+ students continue Special Olympics but not on the high school team. 18+ students participate on the adult Special Olympics community team.

11. Parents and students follow a signed 18+ contract similar to a VAC contract of partnership.

12. The 18+ program has a procedures manual. 13. Students who obtain full or part-time

employment or unpaid jobs are coded 08.



14. Students exit the 18+ services when the IEP has been met. This means students may enter and exit 18+ services at any point during the school year.

15. Nothing in federal law states that rural or urban/suburban with outlying areas without businesses or postsecondary institutions are exempt from implementing Transition Services. Has the district studied innovative solutions to address employment, postsecondary education/training, independent living, funding, transportations and supports?

16. To meet Indicator 14, the effectiveness of the Transition Services provided must have a “sustainability” component. What process does your district use to ensure sustainability?

Prospective Students Met Not Met

Priority on a

Scale of 1 to 10


1. There should be a process in place to assist in the identification of students for whom an 18+ placement is appropriate.

2. A step-by-step list has been developed as a guide for data collection, observations, etc. for the purpose of gathering data appropriate to the 18+ placement decision-making process.

3. A meeting is held with the prospective student and parent/guardian of the student, being considered for an 18+ placement, to share information and obtain input prior to the ARD.

4. Person-Centered Planning and the Life Plan are conducted with each of the prospective students, in addition to other Transition Assessments considered appropriate.



Transition Assessment Met Not Met

Priority on a

Scale of 1 to 10


1. The district has an 18+ Transition Assessment Matrix of assessment tools specific to young adults and the community.

2. Person-Centered Planning and the Life Plan are two of the Transition Assessment tools used in the 18+ Program.

3. The transition assessments used match the questions about the student, related to the measureable postsecondary goals for employment, education/training, and independent living, which include transportation barriers.

4. The assessment tools used have a strong adult student and parent input component.

5. Transition Assessments include formal, informal, aptitude, interests, preferences, and performance data. (over time)

6. Performance data collected in the implementation of the IEP and used as Transition Assessment data, include but are not limited to, task analysis, levels of support, productivity, time sampling, social mapping, etc.

7. Rural and extended urban/suburban districts have considered the barriers the barriers to Transition Services in the outlying areas and have identified assessment tools to help answer the IEP planning questions, if needed?

8. Parents and students complete an interview and application process, following the Transition Assessment, and before the ARD to consider the appropriateness of placement.



Instructional Resources and Curriculum Met Not Met

Priority on a

Scale of 1 to 10


1. There is a role for related services in 18+ has been addressed and relates to adult needs and the transition IEP. For example, requesting for the AT person to review the use of the Dynavox the student is using and if common “smart” technology, that is less expensive and more readily available in adult life, would be more appropriate.

2. The student’s Transition-based IEP guides the instruction and teaching materials, not a published curriculum. The 18+ staff have been trained how to use the IEP as the guide for instruction and instructional materials to implement the IEP.

3. The instructional materials match the instructional needs of the adult students, are age-appropriate, and address dignity of life issues with instruction in the community. The 18+ staff uses community materials as much as is possible and available.

4. Student and parent input in the PCTA and the Life Plan are used to identify specific concerns within the instructional needs, such as learning money using cash versus a debit card, etc.

5. The 18+ staff and students use technology for instruction, modeling, data gathering, and communication.

6. The 18+ staff uses Video Modeling and Video Prompting as an instructional tool and to increase independence and reduce paid support. (Ryan Kellums model)

7. Does the district utilize and teach the use of technology to adult students in 18+ to address options that are not readily available in rural or outlying urban/suburban areas or when the disability limits out of home time, such as online learning, online certifications or degrees, self-employment with online marketing, sales, etc.



8. Does the district utilize technology to instruct students, on their personal devices, to use apps to tell time, stay on a schedule/reminders, track responsibilities (such as the # of glasses of water consumed), texting, mobility such as using the Pedestrian feature on MapQuest or other apps, picture schedules, read text using free apps, etc.

Staffing and Scheduling Met Not Met

Priority on a

Scale of 1 to 10


1. Scheduling is determined by data from the adult day design formed in PCTA and/or Life Plan assessment meetings, developed by the ARDC, and decided by the ARD Committee.

2. Staffing in the community may be one-on-one or in small groups, with no more than 4 students per staff member. Instruction should not be in large groups. Student/staff ratio should be determined based upon student need, regarding instructional and support decisions.

3. Hiring 18+ Staff: Neither the teachers nor the paraprofessional positions are hired by “district appointed position”. It is an application and interview process with specific expectations and training. The staff hiring is protected from “placements” that occur because of displaced personnel or other expedient or political reasons. This staffing described in the previous sentence will result in failure of the evidence-based design. It is crucial that the best of the best be selected, because the staff will not be on high school campuses under the watchful eye of administrators. Both teachers and paraprofessionals must be self-starters, problem solvers, and professional representatives of the district who will spend



90% of their time in the community with community, agency, business, and other adult partners.

Data Collection Met Not Met

Priority on a

Scale of 1 to 10


1. Task Analysis are used to collect data. Adult students assist in the development of the task analysis. (Combine the activity with Video Modeling)

2. Technology data collection tools are used, such as video modeling, error monitoring, etc.

3. Data is collected regarding levels of support and fading support.

4. Student-Monitored IEPs are used, as a student involvement strategy, in the 18+ program.

5. Data is collected on productivity and time sampling.

6. The data gathering and progress monitored includes a student and parent input component.

7. There is a structured process in place to ensure that data is collected and analyzed for the purpose of making instructional decisions, support decisions, and progress monitoring.

8. Data is collected and analyzed to determine results using SPP Indicator 14 criteria; the number of students, the # employed, the # attending postsecondary education, the # connected to agency supports.



Postsecondary Education Options Met Not Met

Priority on a

Scale of 1 to 10


1. The district or 18+ staff have investigated postsecondary options available to adults within the local community and distance learning/online options.

2. The 18+ administrator(s) have visited the Office for Disability Support Services to discuss student enrollment, support options, course/training options, and a district partnership, if that is appropriate.

3. A decision has been made regarding the funding (who will pay) for postsecondary education participation. (DARS, scholarship, district, or parent). Remember FAPE!

4. Staff members assist parents and students to enroll the adult student into the postsecondary education institution and provide documentation to the Office for Disability Support.

5. If the postsecondary schedule is for an individual student, then the design of the 18+ support staff operates similar to the support design of a VAC student, however the student is not employed and not coded as 08. It is the support design that is similar.

6. Rural districts or urban/suburban districts with outlying areas, work with the adult student and parent to identify adult transportation options and/or online education, or the possibility of designing personalized services using agency funds for which the student qualified.



Employment Met Not Met

Priority on a

Scale of 1 to

10


1. The purpose of CBVI at the high school level is for career awareness, career investigation, vocational skill/behavior training, and acquisition of paid employment. If the student did not have CBVI in high school, the design of CBVI in the 18+ must be purposeful, match the training needed to facilitate the post-school employment goal, and is designed to move to paid employment while the student is in the 18+ program.

2. If the ARD Committee determines that employment is not appropriate, after having made a good faith effort during H.S. CBVI and/or the 18+ CBVI, or the parent states that the adult student will not participate in paid employment after high school, the ARDC must determine the appropriate instructional needs and supports based on information from the PCTA and Life Plan.

3. 18+ students who are in paid part-time or full-time paid employment or unpaid jobs are coded 08.

4. The case manager works with the student and family to meet with the local Center for Independent Living, Catholic Charities, Social Security Office or other local resources to learn how to participate in paid employment and not lose the SSI payments, navigate the Medicaid Waiver Program, etc.

5. District Boundaries and Employment and Education/Training: The boundaries are not dictated by district boundaries as in CBVI training. However there should be a district decision and/or policy. Employment needs are determined using Transition



Assessment. If the job is outside of the district boundaries, then the scope of the training, support, and location must be addressed. This is not a frequent occurrence but must be planned for, especially in suburban and rural communities where the only employment or training opportunities are located outside of the district’s boundaries.

6. Rural districts and urban/suburban districts with outlying areas work closely with the adult student and parents to identify employment goals, local opportunities, transportation options, and/or collaborate to design self-employment models in locations where businesses do not exists. (Remember, federal law does not exempt educators from meeting employment responsibilities based upon locality.)

7. The 18+ case manager, works to transition the employment support to DARS, or to the parent/guardian/family, or to work with the parent/guardian to design a paid support system with agencies funds such as HCS, CLASS, etc., if the student is a client of the Waiver List funds.

8. The 18+ staff, specifically the case manager, trains and mentors the parent or other designated support individuals to take over the support that has been provided by the 18+ staff. This strategy transitions the support from the district to the parent/family prior to the student exiting public school and the 18+ services.



Agency Support Systems Met Not Met

Priority on a

Scale of 1 to 10


1. During the PCTA and Life Plan, 18+ staff work with the student and parent to determine the paid supports needed and the agencies aligned with the services in the community.

2. During the PCTA and Life Plan, the 18+ staff work with the student and parent to determine the natural supports needed and the individuals who support the adult student in the home and community.

3. The 18+ staff assists the parent and student to navigate the agency system, make the phone calls, applications, and online information gathering in order to apply for adult services.

4. The 18+ staff assist parents/students to connect with agencies and organizations such as: SSI, Waiver List, Center for Independent Living, MH-IDD, DARS, Catholic Charities, Transportation, medical cards and resources, community food stamps, if needed, etc.

Parent/Student Partnership Met Not Met

Priority on a

Scale of 1 to 10


1. 18+ students use the Student-Led IEP Model to be meaningfully involved in the Transition Assessment, data analysis, IEP planning, and as a member of the ARD Committee.

2. 18+ students use the Student-Monitored IEP Model to be meaningfully involved in self-monitoring their own progress and goal attainment.

3. Parents are involved in the Transition Assessment and data gathering for the IEP planning.

4. During the PCTA and Life Plan, the 18+ staff work with the student and parent to determine



the paid supports needed and the agencies aligned with the services in the community.

5. Parents and students are involved in helping to plan the draft IEP for the ARD Meeting.

6. The student/parent/district partnership uses strategies to move from district support systems to natural and community support systems.

7. The student/parent/school partnership includes public/private/family transportation (depending on what is available in the community). The goal is to transition to the least restrictive adult option for transportation. (Think “sustainability”)

8. The 18+ staff communicates with each parent to determine the best method and time to communicate; phone, email, text, as well as day or night.

9. At the end of each year, we have a meeting for parents of prospective students to share information about the 18+ Services. Current and past students and parents share their stories.

10. The case manage for each 18+ student works with the parent to communicate what is being done, when, how, and the progress of the adult student. The parent is involved, to the degree possible, in order for the parent to learn how to support their adult student when the student exits.

11. The case manager works with each adult student to develop multiple methods to communicate between the 18+ staff and the student, such as, student conferences, telephone, email, and/or text messages if the student has a personal cell phone or technology to facilitate text messages.

© 2013. Mitchell-‐Panter Consulting, LLC. Montgomery, TX. All rights reserved.

18+ GUIDANCE FOR SMALL, RURAL or SUBURBAN DISTRICTS

Your Mantra Should be: “I cannot put adult life in place at the high school!”

Service Component Strategies and Resources

Employment

• Conduct the “VAC-‐Style Drive-‐Thru” the community. • Where do locals work? • Your community members belongs to a Chamber of Commerce,

Lion’s Club, Downtown Assn, Economic Development Council, Rodeo Committee, etc.

• Employment: Restaurants, antique store, hardware store, city hall, churches, family businesses (hidden businesses) etc.

• Self-‐Employment: (1) DARS paid for violin repair lessons, (2) Student started a Worm Tea business at home, (3) Family sells items on Ebay collected from garage sales.

• Coordinate with your CATE Department.

Postsecondary Education/Training

• Where do community members go to college, training, continuing education, or single class learning experiences?

• Does the college/trade school have a van or bus that goes through your town? Is there a community board for carpool ads?

• Classes at churches, town recreation centers, Workforce Solutions • Talk with your counselors & CATE Department. What do they know?

Community Services and Agencies

• Churches • Conduct a “Data Dig”. Where do local citizens go if they need a job,

financial assistance? • Will one of the churches consider: dances, recreation,

transportation pals? • What high school services are portable into adult life? • DARS; MH/IDD; Medicaid Waiver List • Consumer Directed Services (CDS) with DADS: Consumer Managed

Personal Assistance; Community Attendant Services; Living Support Services. Hire, Manage, timesheets/payroll, consumer is the agent.

• The Arc Micro-‐Boards • Group Home run by parents; Duplex with young men on one side

and Personal Care Attendant on the other side.

Transportation

• How do local workers get to work? • Travel training is: Pedestrian, carpool, bicycle, taxi, family, etc. • Conduct a Transportation Community Access Assessment. • Work with the churches. Will they consider developing a volunteer

transportation program to support community citizens with disabilities, senior citizens, low-‐income families without a car, who need to get to work or college?

Natural and Paid Support Systems

• Help parents understand “fading supports” and how to assist. • Help parents see a visual of what the Adult Schedule will look like

without the school schedule, bus, and staff. • A big component of CBVI and VAC is ensuring that co-‐workers and

managers learn how to be part of the natural support. • Identify the circle of support (PCT). Who, besides mom? • Technology as a natural support. • Job sharing, volunteer or attend CE together. Use DADS $ and CDS!

© 2013. Mitchell-‐Panter Consulting, LLC. Montgomery, TX. All rights reserved.

©2010. Mitchell-Panter Consulting, LLC; Montgomery, Texas. All rights reserved. 1

A PLAN FOR THE CONTINUOUS IMPROVEMENT OF ADULT TRANSITION SERVICES 18-21 CIP

____________ INDEPENDENT SCHOOL DISTRICT 2015-2016

Persons Responsible for the Implementation of the Plan: Name Position ____________________________ _________________________________ ____________________________ _________________________________ ____________________________ _________________________________ ____________________________ _________________________________ ____________________________ _________________________________ ____________________________ _________________________________ ____________________________ _________________________________


YEARONEContinuous Improvement Plan

Goal 1: Develop a 5-Year Plan and begin to identify goals, actions, resources, timelines, and persons responsible

Action PersonResponsible Resources TargetDatefor

Completion Evidence

What activities must be initiated in order to meet the goal listed above?

Which person(s) should be responsible for initiating and completing the activity?

What resources (materials; staff; funds etc) are needed to implement and complete the goal?

Be specific. List a date.

What evidence would indicate the goal had been met?



Goal 2:


Completion Evidence








Goal 3: ________________________________________________________________________________________________ ________________________________________________________________________________________________


Completion Evidence






Documents

Begin With The End In Mind - Texas DCDTtexasdcdt.org/files/conference/VMitchell.pdf11/4/15 1 Begin With The End In Mind 0 Stephen Covey’s “End in Mind” matches State and Federal