Building Transition Capacity - Texas Council of Administrators of ...
Great Ideas Convention 2015 Learning Labs
Building Transition Capacity Annie Bryan, Jimmie M Mize, M.Ed., and Dirk A Goldsmith, Katy ISD
jm1
Building Transition Capacity A Process of Looking Through Different Lenses Annie Bryan MEd – Katy ISD Instructional Officer for Homebound, Special Education & Itinerant Programs Dirk Goldsmith MEd – Katy ISD Work Based Learning Specialist J Michael Mize MEd, LPC – Independent Consultant
Transition: Federal Guidance The term “transition services” means a coordinated set of activities for a child with a disability that(A)Is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to postschool activities, including post secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living or community participation (B)Is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests
Transition Begins at Birth
Slide 1 jm1
through lens jimmie mize, 1/6/2015
History • TEA Transition Review Process • Report to TEA
TEA Katy ISD
• The Start – • How to meet TEA guidelines • What can we learn from the process
Building Capacity: The Three Year and Beyond Approach - Overview 1st YEAR
• District/Campus Focus • Training Delivery System – Basic • Gap Analysis
2nd YEAR
• Folder Documentation Consistency – Folder Reviews • Training Delivery Systems Changes – Campus Focus • Post-Secondary Goal Templets
3rd YEAR and Beyond
• Training Delivery Systems Becomes Digital • Reaching All Levels of Administration and Staff – Focus on Groups/Sub-Groups to Train • What Now & What Next? • Transitions Assessments • Keeping Goals in Mind • Student Centered Planning • Self-Determination • Self-Advocacy
Building Capacity: The Three Year and Beyond Approach
1st YEAR
•District/Campus Focus •Training Delivery System – Basic •Gap Analysis
Building Capacity: The Three Year and Beyond Approach
2nd YEAR
• Folder Documentation Consistency – Folder Reviews • Changes in Training Delivery System– Campus/Parents Focus • Post-Secondary Goal Templets
Building Capacity: The Three Year and Beyond Approach
3rd YEAR and Beyond
• Training Delivery System Becomes Digital • Reaching All Levels of Administration, Staff and Parents – Focused on Individualized training groups • What Now & What Next? • Transitions Assessments • Keeping Goals in Mind • Student Centered Planning • Self-Determination • Self-Advocacy
Where are we regarding compliance? Meeting student/family needs and staff training at each level to support individual students and family needs?
Identify Areas of Training Needs
•Gap Analysis – Based on Folder Reviews •Awareness of Training Needs •Individual Trainings, Group Training, TOT
Where are we regarding compliance? Meeting student/family needs and staff training at each level to support individual students and family needs?
Transition Training Team
• Decision to build a transition training team • Identifying Staff Training Groups • Process of Shifting Capacity to “Where the rubber meets the road.”
Where are we regarding compliance? Meeting student/family needs and staff training at each level to support individual students and family needs?
Approach – Analysis of Folder Documentation
•Training
2014-15 Required Campus Transition Training Printed Name
Signature
Campus
ID Number
Where are we regarding compliance? Meeting student/family needs and staff training at each level to support individual students and family needs?
Approach – Analysis of Folder Documentation
•Documentation Consistency
CM/SLP/Diagnostician__________________________________Student____________________ CM/SLP/Diagnostician__________________________________Student ____________________ Grade_____________ Grade_____________ Campus______________________ Campus______________________ARD ______________________ARD Reviewed________________ Katy ISD Desktop Review Form for SPP: II-13 CHECK THE APPROPRIATE RESPONSE
YES
NO
1. Are there appropriate measurable postsecondary goals in the areas of training, education, employment, and, where appropriate, independent living skills?
☐ ☐ ☐ ☐ ☐
☐ ☐ ☐ ☐ ☐
☐ ☐ ☐
☐ ☐ ☐
2. Are the postsecondary goals updated annually? 3. Is there evidence that the measurable postsecondary goals were based on age appropriate transition assessment(s)? 4. Are there transition services in the IEP that will reasonably enable the student to meet his or her postsecondary goals? 5. Do the transition services include courses of study that will reasonably enable the student to meet his or her postsecondary goals? 6. Is (are) there annual IEP goal(s) related to the student’s transition services needs? 7. Is there evidence that the student was invited to the IEP Team meeting where transition services were discussed? 8. If appropriate, is there evidence that a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority?
NA
Teacher
TH/DIAG Teacher Teacher Teacher Teacher DIAG
☐
TH/DIAG
Special Education Department Memo to Principals Indicator 13 Checklist –Item number 8 (Transition Agency Request Letter) Transition services are discussed in secondary ARD Committee meetings for every student annually prior to the 14th birthday and every year after. Consent for Agency participation needs to be considered and documented for each of those students each year. This requirement stems from the State Performance Plan Indicator 13 checklist, item #8: (See Notice of ARD pgs.1 & 2) Item # 8 states, if appropriate, is there evidence that a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority? (Notice of ARD pg.2 and Transition Agency Letter) For those students who have not yet reached the age of 14, it might not be appropriate to invite an agency representative. If this is the case, please document in the ARD paperwork that agency participation has been considered, but not needed based on the student’s age and grade level. For those students who are 14 years of age and older, consent for agency participation should be obtained. Each Case Manager or designee by the campus is responsible to send the attached letter to the parents explaining the reason for the request, with a section in the bottom portion which should be used as documentation of the parents’ response. Please document the date sent and resend if not returned in order to document the numbers of attempts the letter was sent to the parent. Submit the documentation of attempts with dates of contact into the audit folder in order to document that the Transition Agency letter was sent to the parent. The Diagnostic Specialists and the Speech and Language Pathologists have a list of agencies that they provide at ARD Committee meetings and access to the Consent to Release/Request Confidential Information form to send with the included letter. Please share this information with the appropriate staff members such as the Diagnostic Specialist, Speech and Language Pathologist, Team Leaders/Department Chairs and other campus administrators. cc. Diagnostic Specialists, Speech and Language Pathologists, Special Education Team Leaders and Department Chair
Where are we regarding compliance? Meeting student/family needs and staff training at each level to support individual students and family needs?
Approach – Analysis of Folder Documentation
•Post secondary goals – elements
State Performance Plan Indicator 13 When Who What
Outcome
Post-Secondary Goal Required Elements After high school or After graduation Use the student’s first name What WILL the student do to reach this goal: • participate in a community sheltered workshop • attend technical school • receive on-the-job training What is the goal/target: • to learn/gain independent skills in the area(s) of ___________. • to complete training to work/volunteer as a ________. • to gain job skills to work in the area of _____________.
Education/Training: After high school, Katy WILL receive on-the-job training with a guided support/training from the employer. Employment: After high school, Katy WILL volunteer in a flower shop 4 hours a week (describe support if needed.) Independent Living Skills: After high school, Katy WILL get on-the-job training to gain skills and become more independent when providing change to customers.
Education/Training Post-Secondary Who What Outcome Goal:
When
After high school,
Katy
WILL live at home
and with parent support will continue to gain skills in the area of personal health (brushing teeth independently, combing hair, dressing self)
After graduation,
Alexander
WILL attend a training program
in a state/community/private special needs program to receive training on daily living skills and social/community integration skills.
After exiting public school,
Cimarron
WILL have a job coach with on-job-training as a volunteer
to gain independent skills in the area of greeting and interacting with customers in a public setting.
Employment Post-Secondary Goal: When
Who
What
Outcome
After high school,
Katy
WILL attend
a state/community/private special needs program to receive training on daily living skills and social/community integration skills to gain volunteer work skills in the area(s) of ______________.
After graduation,
Alexander
WILL receive
On-the-job training form coworkers and job coaches as a supported employee in the area of __________.
After exiting public school,
Cimarron
WILL have a job coach with on-jobtraining
to work as a volunteer at a retail store (describe support if needed).
Independent PostPost-Secondary Goal: When
Who
What
Outcome
After high school,
Cimarron
WILL live at home with her family
and work on dressing herself independently with supervision.
After graduation,
Cimarron
WILL live in a group home
and with assistance will continue to gain skills in feeding and grooming herself independently.
After high school,
Cimarron
WILL take a driving class, w/parent support,
to take a state modified drivers license test to receive a driver’s license.
After graduation,
Cimarron
WILL live
in assisted living/residential setting.
After exiting public school,
Cimarron
WILL take one step verbal directions
and complete tasks with no redirection.
After exiting public school,
Cimarron
Will, with parent support,
learn to use public transportation (bus and taxi).
After high school (when), ______________________ (student’s name) WILL__________________________ (what) WILL ___________________________ (outcome).
Begin with the end in mind.
Building Transition Capacity Annie Bryan, Jimmie M Mize, M.Ed., and Dirk A Goldsmith, Katy ISD
jm1
Building Transition Capacity A Process of Looking Through Different Lenses Annie Bryan MEd – Katy ISD Instructional Officer for Homebound, Special Education & Itinerant Programs Dirk Goldsmith MEd – Katy ISD Work Based Learning Specialist J Michael Mize MEd, LPC – Independent Consultant
Transition: Federal Guidance The term “transition services” means a coordinated set of activities for a child with a disability that(A)Is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to postschool activities, including post secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living or community participation (B)Is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests
Transition Begins at Birth
Slide 1 jm1
through lens jimmie mize, 1/6/2015
History • TEA Transition Review Process • Report to TEA
TEA Katy ISD
• The Start – • How to meet TEA guidelines • What can we learn from the process
Building Capacity: The Three Year and Beyond Approach - Overview 1st YEAR
• District/Campus Focus • Training Delivery System – Basic • Gap Analysis
2nd YEAR
• Folder Documentation Consistency – Folder Reviews • Training Delivery Systems Changes – Campus Focus • Post-Secondary Goal Templets
3rd YEAR and Beyond
• Training Delivery Systems Becomes Digital • Reaching All Levels of Administration and Staff – Focus on Groups/Sub-Groups to Train • What Now & What Next? • Transitions Assessments • Keeping Goals in Mind • Student Centered Planning • Self-Determination • Self-Advocacy
Building Capacity: The Three Year and Beyond Approach
1st YEAR
•District/Campus Focus •Training Delivery System – Basic •Gap Analysis
Building Capacity: The Three Year and Beyond Approach
2nd YEAR
• Folder Documentation Consistency – Folder Reviews • Changes in Training Delivery System– Campus/Parents Focus • Post-Secondary Goal Templets
Building Capacity: The Three Year and Beyond Approach
3rd YEAR and Beyond
• Training Delivery System Becomes Digital • Reaching All Levels of Administration, Staff and Parents – Focused on Individualized training groups • What Now & What Next? • Transitions Assessments • Keeping Goals in Mind • Student Centered Planning • Self-Determination • Self-Advocacy
Where are we regarding compliance? Meeting student/family needs and staff training at each level to support individual students and family needs?
Identify Areas of Training Needs
•Gap Analysis – Based on Folder Reviews •Awareness of Training Needs •Individual Trainings, Group Training, TOT
Where are we regarding compliance? Meeting student/family needs and staff training at each level to support individual students and family needs?
Transition Training Team
• Decision to build a transition training team • Identifying Staff Training Groups • Process of Shifting Capacity to “Where the rubber meets the road.”
Where are we regarding compliance? Meeting student/family needs and staff training at each level to support individual students and family needs?
Approach – Analysis of Folder Documentation
•Training
2014-15 Required Campus Transition Training Printed Name
Signature
Campus
ID Number
Where are we regarding compliance? Meeting student/family needs and staff training at each level to support individual students and family needs?
Approach – Analysis of Folder Documentation
•Documentation Consistency
CM/SLP/Diagnostician__________________________________Student____________________ CM/SLP/Diagnostician__________________________________Student ____________________ Grade_____________ Grade_____________ Campus______________________ Campus______________________ARD ______________________ARD Reviewed________________ Katy ISD Desktop Review Form for SPP: II-13 CHECK THE APPROPRIATE RESPONSE
YES
NO
1. Are there appropriate measurable postsecondary goals in the areas of training, education, employment, and, where appropriate, independent living skills?
☐ ☐ ☐ ☐ ☐
☐ ☐ ☐ ☐ ☐
☐ ☐ ☐
☐ ☐ ☐
2. Are the postsecondary goals updated annually? 3. Is there evidence that the measurable postsecondary goals were based on age appropriate transition assessment(s)? 4. Are there transition services in the IEP that will reasonably enable the student to meet his or her postsecondary goals? 5. Do the transition services include courses of study that will reasonably enable the student to meet his or her postsecondary goals? 6. Is (are) there annual IEP goal(s) related to the student’s transition services needs? 7. Is there evidence that the student was invited to the IEP Team meeting where transition services were discussed? 8. If appropriate, is there evidence that a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority?
NA
Teacher
TH/DIAG Teacher Teacher Teacher Teacher DIAG
☐
TH/DIAG
Special Education Department Memo to Principals Indicator 13 Checklist –Item number 8 (Transition Agency Request Letter) Transition services are discussed in secondary ARD Committee meetings for every student annually prior to the 14th birthday and every year after. Consent for Agency participation needs to be considered and documented for each of those students each year. This requirement stems from the State Performance Plan Indicator 13 checklist, item #8: (See Notice of ARD pgs.1 & 2) Item # 8 states, if appropriate, is there evidence that a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority? (Notice of ARD pg.2 and Transition Agency Letter) For those students who have not yet reached the age of 14, it might not be appropriate to invite an agency representative. If this is the case, please document in the ARD paperwork that agency participation has been considered, but not needed based on the student’s age and grade level. For those students who are 14 years of age and older, consent for agency participation should be obtained. Each Case Manager or designee by the campus is responsible to send the attached letter to the parents explaining the reason for the request, with a section in the bottom portion which should be used as documentation of the parents’ response. Please document the date sent and resend if not returned in order to document the numbers of attempts the letter was sent to the parent. Submit the documentation of attempts with dates of contact into the audit folder in order to document that the Transition Agency letter was sent to the parent. The Diagnostic Specialists and the Speech and Language Pathologists have a list of agencies that they provide at ARD Committee meetings and access to the Consent to Release/Request Confidential Information form to send with the included letter. Please share this information with the appropriate staff members such as the Diagnostic Specialist, Speech and Language Pathologist, Team Leaders/Department Chairs and other campus administrators. cc. Diagnostic Specialists, Speech and Language Pathologists, Special Education Team Leaders and Department Chair
Where are we regarding compliance? Meeting student/family needs and staff training at each level to support individual students and family needs?
Approach – Analysis of Folder Documentation
•Post secondary goals – elements
State Performance Plan Indicator 13 When Who What
Outcome
Post-Secondary Goal Required Elements After high school or After graduation Use the student’s first name What WILL the student do to reach this goal: • participate in a community sheltered workshop • attend technical school • receive on-the-job training What is the goal/target: • to learn/gain independent skills in the area(s) of ___________. • to complete training to work/volunteer as a ________. • to gain job skills to work in the area of _____________.
Education/Training: After high school, Katy WILL receive on-the-job training with a guided support/training from the employer. Employment: After high school, Katy WILL volunteer in a flower shop 4 hours a week (describe support if needed.) Independent Living Skills: After high school, Katy WILL get on-the-job training to gain skills and become more independent when providing change to customers.
Education/Training Post-Secondary Who What Outcome Goal:
When
After high school,
Katy
WILL live at home
and with parent support will continue to gain skills in the area of personal health (brushing teeth independently, combing hair, dressing self)
After graduation,
Alexander
WILL attend a training program
in a state/community/private special needs program to receive training on daily living skills and social/community integration skills.
After exiting public school,
Cimarron
WILL have a job coach with on-job-training as a volunteer
to gain independent skills in the area of greeting and interacting with customers in a public setting.
Employment Post-Secondary Goal: When
Who
What
Outcome
After high school,
Katy
WILL attend
a state/community/private special needs program to receive training on daily living skills and social/community integration skills to gain volunteer work skills in the area(s) of ______________.
After graduation,
Alexander
WILL receive
On-the-job training form coworkers and job coaches as a supported employee in the area of __________.
After exiting public school,
Cimarron
WILL have a job coach with on-jobtraining
to work as a volunteer at a retail store (describe support if needed).
Independent PostPost-Secondary Goal: When
Who
What
Outcome
After high school,
Cimarron
WILL live at home with her family
and work on dressing herself independently with supervision.
After graduation,
Cimarron
WILL live in a group home
and with assistance will continue to gain skills in feeding and grooming herself independently.
After high school,
Cimarron
WILL take a driving class, w/parent support,
to take a state modified drivers license test to receive a driver’s license.
After graduation,
Cimarron
WILL live
in assisted living/residential setting.
After exiting public school,
Cimarron
WILL take one step verbal directions
and complete tasks with no redirection.
After exiting public school,
Cimarron
Will, with parent support,
learn to use public transportation (bus and taxi).
After high school (when), ______________________ (student’s name) WILL__________________________ (what) WILL ___________________________ (outcome).
Begin with the end in mind.
