Let’s Get This Party Started!

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Lets Get This Party Started!. Post Secondary/ Transition Program Development. Melanie H Johnston, MA melanie@britesuccess.com. The future belongs to those who believe in the beauty of their dreams. Eleanor Roosevelt. - PowerPoint PPT Presentation

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<p>Celebration!</p> <p>Lets Get This Party Started!Post Secondary/ Transition Program Development</p> <p>Melanie H Johnston, MAmelanie@britesuccess.comThe future belongs to those who believe in the beauty of their dreams.Eleanor Roosevelt</p> <p>The National Secondary Transition Technical Assistance Center defines a postsecondary goal to be </p> <p>generally understood to refer to those goals that a child hopes to achieve after leaving secondary school (i.e., high school)" rather than "the process of pursuing or moving toward a desired outcome." </p> <p>http://www.nsttac.org/tm_materials/post_secondary_goals.aspx.</p> <p>Federal Definition of Transition Transition services means a coordinated set of activities for a child with a disability that:1. is designed within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate movement from school to post school activities, including post- secondary education, vocational education, integrated employment, continuing and adult education, adult services, independent living or community participation 34CFR 300.43(a)(1)4Starting at age 15 (and at a younger age, if determined appropriate), IEP must Include Measurable postsecondary goals based on the students preferences and interests, as they relate to transition from school to post-school activities, in the areas of:Employment (e.g., integrated competitive employment);Postsecondary education and training (e.g., career and technical education and training, continuing and adult education, college); andIndependent living skills (when appropriate) (e.g., adult services, independent living or community participation).</p> <p>The whole of life is but a moment of time. It is our duty, therefore to use it, not to misuse it.PlutarchDesigning Postsecondary (PSE)/Transition Programs for All Students</p> <p>PSE/Transition Program Elements</p> <p>A System for Postsecondary (PSE)/ Transition Program Development</p> <p>Whos Job Is It? There is no I in TEAM. TEAM are the collective stakeholders in the outcome. </p> <p>A Clear System - Team </p> <p>Identify the Key PlayersAdministratorsTeachersSupport StaffLocal Inclusive PSE programsCommunity ResourcesAgencies</p> <p>CollaborativeShared Vision and GoalsWell DefinedDistrict Position/PoliciesAdministrative Role/ ResponsibilitiesStaff Roles/ResponsibilitiesPlan for Team accountability</p> <p>A Clear System - Policy</p> <p>System Check! Policy Based on Current Laws and Mandates</p> <p>ISD PolicyDetermine what Current Policies ApplyEvaluate need for additional Policies</p> <p>A Clear System - Policy</p> <p>System Check! From Policy to Procedure AccountabilityPolicyalign existing legislation (e.g., IDEA, HEA, NCLB, WIA, SSA, Transportation Act, DD Act, Medicaid, Olmstead) to support increased access to PSE for students with intellectual disabilities.</p> <p>ProcedureAdministrative/Department Decision-Making for curriculum/program designSpecial Ed. Roles DefinedAssessment and PortfolioGen. Ed &amp; Voc. Ed. Roles defined</p> <p>Procedures Include:Providing Assessment and Accurate student informationIEP and Transition PlanPortfolioProcess for identifying placement needs District Personnel responsibilitiesSchool-business partnershipsProviding program supportsFormal &amp; informal Interagency agreements/ MOUCommunity transition teamsCollecting Postschool Outcomes</p> <p>A Clear System Service Continuum</p> <p>Plan for a Range of DisabilityAll students with disability are entitled to PSE/Transition educationIndividualization requires a multifaceted approach PSE/Transition to prepare the child for life after public school includes more severely involved ID students </p> <p>http://www.transitioncoalition.org/transition/ics.php </p> <p>Define Continuum StepsPrograms should be defined to include those with the most severe disabilities to the highest performing.PSE/Transition must look different than Secondary/HS. Process for determining where students should enter the program and criterion for advancement.</p> <p>Focus on Critical Program Elements Instructional Strategies Instruction designed to meet educational needAcademicsAppliedcareer and technical education and training continuing and adult education/collegeIndependent Living EmploymentSelf-DeterminationInclusion/AccessSocial InclusionPeer SupportsSchool (PSE)Tutor/Mentoring Community Mentoring Natural Community SupportAccessInclusionForming relationships</p> <p>Three Main Types of PSE/Transition ProgramsHart, Grigal, Sax, Martinez, Will (2006) http://www.communityinclusion.org</p> <p>Mixed/hybrid model: Students participate in social activities and/or academic classes with students without disabilities (for audit or credit) and also participate in classes with other students with disabilities (sometimes referred to as "life skills" or "transition" classes). This model typically provides students with employment experience on- or off-campus.Substantially separate model: Students participate only in classes with other students with disabilities (sometimes referred to as a "life skills" or "transition" program). Students may have the opportunity to participate in generic social activities on campus and may be offered employment experience, often through a rotation of pre-established employment slots on- or off-campus.Inclusive individual support model: Students receive individualized services (e.g., educational coach, tutor, technology, natural supports) in college courses, certificate programs, and/or degree programs, for audit or credit. The individual student's vision and career goals drive services. There is no program base on campus. The focus is on establishing a student-identified career goal that directs the course of study and employment experiences (e.g., internships, apprenticeships, work-based learning). Built on a collaborative approach via an interagency team (adult service agencies, generic community services, and the college's disability support office), agencies identify a flexible range of services and share costs.</p> <p>24This model provides students with experience on- and off-campus.</p> <p>Employment Experience WBLOJTPaid employmentSocial and/or academic classes With/without students with disabilitiesFor credit or audit</p> <p>This model only provides students participation with other students with disabilities.Traditionally referred to as "life skills" or "transition" program. Pre-established employment experience Rotation of pre-established employment slots on- or off-campusSheltered Workshop activitiesAcademic ClassesLimited to independent/ daily living skillsSocial classes Generic social activities on campus or in community</p> <p>Not a Campus Based model, the focus is on establishing a student-identified career goal that directs the course of study and employment experiences.Collaborative interagency approachAgencies id. Range of services and share costsEmployment ExperienceWBLInternshipsApprenticeships College Courses, certificate programs, degree programsAudit or Credit basedIndividualized support servicesEducational coach, tutors, technology, etc. With/without students with disabilities</p> <p>A Clear System Staff Roles</p> <p>Staff RolesWell defined team accountabilityEducational responsibilityVocational responsibilityCommunity Partnership development responsibilityCollaboration responsibilityFamiliesTransition portfoliosAgencies</p> <p>A Clear System Accountability</p> <p>AccountabilityProgram TrackingStudent involvement Account for all PSE/Transition students at some levelFunctional vocational evaluationPlacement requirements for each level of district programUpdated regularly Availability of age-appropriate instructional environments for students at least 18 years of ageParental/Family involvementPost-secondary education optionsTrack scope of all student placements and success across ProgramsGovernmental Agency involvementCommunity involvementPost School Outcomes Student TrackingRelate data and progress to IEP goals/objectives and Transition PlanAcademicVocational Employment Independent LivingSelf Determination SocialGovernmental agency services http://www.transitioncoalition.org/transition/ics.php Instructional Support and Accountability http://www.esc11.net/Page/1280 </p> <p>Federal Transition Requirements Beginning not later than the first IEP to be in effect when the child turns 16 ... and updated annually, thereafter, the IEP must include Appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living 34CFR 300.320( b)( 1) 32Federal Transition Requirements The transition services (including course of study) needed to assist the child in reaching those goals. 34CFR 300.320( b)( 2) 33A Clear System Individualization</p> <p>Not a One-Size-Fits All PropositionA Discovery Process Program Driven by AssessmentIEPTransition PlanGoals/ObjectivesIdentified need for supports</p> <p>To find what you seek in the road of life, the best proverb of all is that which says:"Leave no stone unturned."Edward Bulwer LyttonMultiple ConsiderationsAbilitiesInterestsCultureCommunity</p> <p>Hoffman and Vargas (2005), Karp, Bailey,Hughes, and Fermin (2004), and Pennington (2004), PSE can include the following possibilities:</p> <p>Streamlining K16 educational systems to avoid duplication of courses and to reduce remediation rates.</p> <p>Preparing students for the rigor of the postsecondary curriculum.</p> <p>Clearly communicating expectations to students about the level of preparation that is required for college-level work.</p> <p>Presenting college as a viable option for students, particularly those whose family members are not college graduates or those who may not have planned to attend college themselves.</p> <p>Expanding the curricular options beyond the traditional high school curriculum.</p> <p>Increasing student motivation to complete a college degree.</p> <p>Providing a range of appropriate supports for students in college-level courses.</p> <p>Strengthening the educational pipeline to encourage more students to complete postsecondary degrees or certificates.</p> <p>Increasing the affordability and availability of college.Center for High School ExcellenceLearning Point Associateswww.learningpt.org</p> <p>A Clear System Self-Determination &amp; Advocacy</p> <p>Federal Transition Requirements the public agency shall invite a child with a disability to attend his or her IEP meeting if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals... 34CFR 300.321( b)( 1) If the child does not attend the IEP Team meeting, the public agency must take other steps to ensure that the childs preferences and interests are considered. 34CFR 300.321( b)( 2) 40</p> <p>Self Advocacy</p> <p>Self DeterminationFamily InvolvementCommunity ConnectionCultural SensitivityDeliberate Curriculum/Resources Agency connectionsInstruction Developing Skills for IndependenceAccess to trainingAccess to communityAccess to interestsAccess to employment</p> <p>A Clear System Interagency Agreements/Community Partnerships</p> <p>Multi-agency transition planning for young people is key to providing high quality transition services.</p> <p>Interagency Cooperation is the key to a smooth transition from student to consumer.</p> <p>44Consumer Responsible Transition</p> <p>Federal Transition Requirements To the extent appropriate, with the consent of the parents or a child who has reached the age of majority majoritythe public agency must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition services. CFR34 300.321( b)( 3) 45</p> <p>46State/Local ServicesVoc/Rehab - DARSEligibility determination to figure out if you qualify for servicesAssessment of vocational needs to learn more about your interests, skills, and the services and support you might needDevelopment of an Individualized Plan for Employment that outlines your goals and the services you will receiveCoordination of services to reach your goal of employmentPost-employment services to help you keep your job once you get it</p> <p>47</p> <p>Community Service Providers</p> <p>Independent Living Centers (DADS, HCS)Independent Living Research Utilization Project(where you can find contact info for your Statewide Individual Living Council (SILC)http://www.ilru.orgNational Council on Independent Living(to find contact info for local-level ILCs)http://www.ncil.org</p> <p>Community OrganizationVolunteer OpportunitiesSocial Connections</p> <p>48</p> <p>Facilitating Stakeholder RelationshipsNetworkingFamilyGovernment AgenciesCommunity ProvidersPlan MeetingCoordinateParticipation InsistenceSelf-Determination/AdvocacyEmpower the student/consumer and family 49</p> <p>CLIENT ASSISTANCE PROGRAM(CAP) </p> <p>Judith Sokolow, CAP Coordinator Client Assistant Program Advocacy, Inc. 7800 Shoal Creek Blvd., Ste. 171-E Austin, TX 78757 (512) 454-4816 E-mail: info@advocacyinc.orgWeb: www.advocacyinc.org</p> <p>50</p> <p>A System for Postsecondary (PSE)/ Transition Program Development</p> <p>Resourceswww.esc11.netwww.communityinclusion.orghttp://imdetermined.orgwww.learningpt.orgwww.ThinkCollege.netwww.transitiontocollege.netwww.education.umd.edu/oco</p> <p>53</p>