Web Conference Series October 23, 2006 “Student Participation”

Web Conference SeriesOctober 23, 2006

“Student Participation”

Marianne Murphy, MSW

Nancy Hinkley, MS Ed., CAS

Michele Cowen- Conference Support

Jeffrey Trondsen- Technology

Cornell University

Employment and Disability Institute

Mid State Transition Coordination Site

Ithaca, New York

Employment and Disability Institute www.edi.cornell.edu

Agenda

OVERVIEWIndividual with Disabilities Improvement Act 2004

Student Participation

New York State Performance Plan

Effective Transitions: Indicator #13

Assessment & Self Determination

Indicator #13 Part I Issue # 1

Practice

Polling Question

Individuals with

Disabilities Education

Improvement Act of 2004

NYSED VESID, DJ, 3/29/06

INDIVIDUALS WITH DISABILITIES EDUCATION IMPROVEMENT ACT 2004

3 Priority Areas

20 Quality Indicators

FAPE DISPROPORTIONALITY General Supervision

Effective Transitions: Indicator #13Indicator #14

General Supervision

Effective Transitions

Indicator #13 Percent of youth aged 15 and above with an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the student to meet the post-secondary goals.

Indicator # 14 Percent of youth who had IEPs, are no longer in secondary school and who have been competitively employed, enrolled in some type of postsecondary school, or both, within one year of leaving high school.

Federal IDEA 2004 ((20 U.S.C. 1416(a)(3)(B))

Indicator 12

children referred

Indicator 7

preschool children

Indicator 8

parent involvement

Indicator 13

Secondary

Transition

Indicator 14

Post Secondary Outcomes

Indicator 11

consent to evaluate

NEW YORK STATE PERFORMANCE PLAN

New York State 6 new data collection areas

http://www.vesid.nysed.gov/specialed/spp/home.html

Citation Issue

Total # IEPs in Compliance

(Checked ‘yes’)

Percentage in

Compliance

Determination of Compliance

Y N8 NYCRR

§200.4(d) (4)(i)(c)

When the CSE met to consider transition service needs, the school district invited the student. If the student did not attend, the district ensured that the student's preferences and interests were considered.

8 NYCRR §200.4(d) (2)

(ix)(a)

Under the student’s present levels of performance, the IEP includes a statement of the student’s needs, taking into account the student’s strengths, preferences and interests, as they relate to transition from school to post-school activities.

8 NYCRR §200.4(d) (2)

(ix)(b)

The IEP includes appropriate measurable post-secondary goals based upon age appropriate transition assessments relating to training, education, employment and, where appropriate, independent living skills.

8 NYCRR §200.4(d) (2)

(iii)

Each IEP includes measurable annual goals consistent with the student’s needs and abilities, including (if applicable) benchmarks or short-term objectives.

Documentation Evidence

Look at:IEPs:Post-secondary goalsPresent levels of performanceAnnual goalsShort-term instructional objectives and benchmarks, as appropriate

Look for evidence of:Direct student involvement in determining preferences and interests, transition needs and post-secondary goals.Present levels of performance indicate the student's strengths, preferences and interests.Present levels of performance identify the student's needs relating to transition.Post-secondary goal statements include goals relating to training, education, employment and independent living.Post-secondary goals are measurable (i.e., observable).Post-secondary goals are based on age-appropriate assessment information. Annual goals are recommended that would incrementally help the student to achieve his/her post-secondary goals.Goals are not the same on all IEPs but are unique to the individual.

Citation Issue


(Checked ‘yes’)

Percentage in

Compliance


Y N8 NYCRR

§200.4(d) (4)(i)(c)


8 NYCRR §200.4(d) (2)

(ix)(a)


8 NYCRR §200.4(d) (2)

(ix)(b)


8 NYCRR §200.4(d) (2)

(iii)


Look at: IEPs:Post-secondary goalsPresent levels of performanceAnnual goalsShort-term instructional objectives and benchmarks, as appropriate



Citation Issue


(Checked ‘yes’)

Percentage in

Compliance


Y N8 NYCRR

§200.4(d) (4)(i)(c)


8 NYCRR §200.4(d) (2)

(ix)(a)


8 NYCRR §200.4(d) (2)

(ix)(b)


8 NYCRR §200.4(d) (2)

(iii)





Citation Issue


(Checked ‘yes’)

Percentage in

Compliance


Y N8 NYCRR

§200.4(d) (4)(i)(c)


8 NYCRR §200.4(d) (2)

(ix)(a)


8 NYCRR §200.4(d) (2)

(ix)(b)


8 NYCRR §200.4(d) (2)

(iii)





Strengths Needs Preferences

Transition

InterestsAppropriate Assessment

Measurable Post

Secondary Goals

Mea

sura

ble

Po

st S

eco

nd

ary

Go

als

Lif

e af

ter

Sch

ool

Res

ult

s


Transition


PLPS

Transition Needs

Measurable Post

Secondary Goals

Annual Goals

Mea

sura

ble

Po

st S

eco

nd

ary

Go

als

Lif

e af

ter

Sch

ool

Res

ult

s


Transition


Courses of Instruction

Transition Services

PLPS

Transition Needs

Measurable Post

Secondary Goals

Annual Goals

Mea

sura

ble

Po

st S

eco

nd

ary

Go

als

Lif

e af

ter

Sch

ool

Res

ult

s


Transition


Last year

11th Grade

10th Grade

9th Grade

Incremental Progress

Courses of Instruction

Transition Services

PLPS

Transition Needs

Measurable Post

Secondary Goals

Annual Goals

Mea

sura

ble

Po

st S

eco

nd

ary

Go

als

Lif

e af

ter

Sch

ool

Res

ult

s

Measurable Post Secondary Goals

Life after School Results

Training

Education

Employment

Independent Living Skills

Exit

11th Grade

10th Grade

9th Grade

MPSG: Independent Living Skills

John will self advocate for his service needs,

college and employment support

Problem Solving

Communication

Organization

Self-Esteem

Self-Confidence

Exit

11th Grade

10th Grade

9th Grade

Strength Based Assessment



Accomplishments

Student aptitudes

Student Goals

Recent evaluations

Vocational assessment

Parent input

Recommendations

Exit

11th Grade

10th Grade

9th Grade

Present Levels of Performance



Unique Needs

Individualized

Parent Input

Student Input

Student Abilities

Student Needs

Resources

Exit

11th Grade

10th Grade

9th Grade

Annual Goals

John will attend his IEP meeting with a portfolio showing the classes he took, the progress he made, and thoughts about what he would like to do next year.

Specifics

Measurable

Achievable

Relevant

Time-Related

8 NYCRR §200.4(d) (4)(i)(c)

When the CSE met to consider transition

service needs, the school district invited the

student. If the student did not attend, the

district ensured that the student's

preferences and interests were considered.

Three Phases of Student Participation -

• Self Awareness

• Self Determination • System Awareness

Leading to Students Eventually Running their Own IEP Meetings with Adult-level Self-Advocacy Skills

Polling 2


• Self Awareness


Leading to Students Eventually Running their Own IEP Meetings with Adult-level Self-Advocacy Skills

Start with the Initial Transition Assessment (prior to age 15 or as part of initial evaluation)

Follow-up with annual assessments • All should have parental interview and various

student components.• All should focus on identifying student’s strengths

as well as needs in the various areas.• All should contribute key information to the PLPs –

select student-specific assessments.Several types are listed on our web resource link: http://www.ilr.cornell.edu/edi/p-webconinfo.cfm

http://www.ilr.cornell.edu/edi/p-webconinfo.cfm

What is a Strength-Based

Assessment?(SBA)

What are the Beliefs Behind SBA?

• All children have strengths.

• A child’s motivation may be enhanced when the adults around him/her point out their strengths.

• Failure of a child to acquire a skill does not mean a deficit; instead it indicates that a child has not been afforded the experiences and instruction to master the skill.

• The goals, objectives, and services included in Individualized Education Programs (IEPs) and family service plans need to be based on the strengths of the child and family.

Strength Based Assessment Student: District: Age: Projected Graduation Date: Interview Date:

Other Questions:Further Education: Approach it as lifelong learning. I.e., What do you want to learn more about?“What if” question: Are there any other jobs or careers that seem interesting to you?Community Living: When you’re not working or learning more, what do you want the rest of your life to be like? Feel free to give examples like join the volunteer ambulance corps, sing in the church choir, get married and have a family, etc.

Dreams: What are your hopes and dreams for the future? Employment/Career (always ask “What interests you about that field/ job?”):

Further Education:

Community Living:

“What if" question:

Parent Dreams: What are your hopes and dreams for your child’s future?

Notes:It is common for students to say there are no barriers. Most teenagers feel that they can achieve what they want. This topic is revisited in “What Helps” when we ask the student what strategies help them to succeed.

Fears: What will stand of the way of reaching your dreams?

Fears: What will stand in the way of your child’s dreams?

Sample pages from a commonly used SBA

Other Questions:Introduce this section as the opportunity for the student to brag about her/himself.Free Time: When you are done with your homework and your chores what do you like to do? It’s okay to ask the student for detail. I.e., if the student says they watch TV, ask them what their favorite network or show is. Same for music.Like best about your job: Ask them if they have any chores at home or jobs outside the home i.e., mowing lawns, babysitting, etc.

Abilities: What are your strengths, talents, abilities, gifts, skills and likes? Hobbies: Best Subject: Favorite Subject: What do you like to do when you have free time? Words your friends would use to describe you: What did you like best about your (job, Tech Center) experience? What do you really dislike?

Parent: School:

Other Questions:What do you need to be able to achieve your hopes and dreams? You may want to read what they said in that section.What helpsWhen you’re having a tough day what can people do to help you cheer up and feel better?

What helps? What helps you to be successful? What can people do to help you do a good job? What is the best way to teach you something new?

Parent: School:

Sample SBA pages (continued)


• Self Awareness


The capacity to manage one’s own affairs, make one’s own judgments, and provide for oneself.

Self-Determination

Skills

student

Application

KnowledgeSelf knowledge:Exploration ofpersonal, academic, work preferences

Where am I going? Set expectations and goals to meet these needs and interests

Applied experiences / culminating activity

Take action to complete plans and evaluate results

What do I need to know?What am I learning? Why am I learning it? How can I use it?

Self-Determination and the

Student-Centered Transition Planning

Process

(aka person-centered planning)

Student: Interview Date: District:

Other topics/ideas discussed, Things to do, concerns, etc:(Indicate what is to done, who will do it and when:

Measurable Post Secondary Goals(The Measurable Post Secondary Goal statements use the student’s and parent’s own words from the interview and is based upon the student’s expressions of their hopes and dreams for the future. The Abilities section is also a source for information. To compose these statements use wording that is measurable. For example, Chris’s post secondary goal for employment is to pursue a career in nursing.

Employment:

Post Secondary / Training

Independent Living

Sample SBA pages (continued)

Transition ChecklistStudent:

DOB:

Agency/actionAction req’d? Who When/Dates Comments

VESID(2nd year before graduation)

OMRDD / DDSO(by age 14*)

OMH / DCMH(by age 14*)

Supplemental Needs Trust(age 13 if plan toapply for SSI at age18)

Driver’s License(age 16)

Community Mobility (age 16)

SSI Application(age 18*)

Guardianship(age 18*)

Selective Service(males age 18)

Resume(work or college bound)

College Supportsset up after acceptance

Other:

Other:

Other:

NYS offers two web-based tools for ongoing assessment & portfolio development:

Career Plan & Career Zone

http://www.albany.edu/twoyear/careerplan/

http://www.nycareerzone.org/•Downloadable plans •Online portfolio •Continuous career development process




http://www.nycareerzone.org/



Career Plan & IEP Transition

Career Plan Components:

Self Knowledge

Skills / Application

Career Exploration

Future Goals and Decision Making

Skills / Applications

IEP Transition Components:

Present Levels of Performance

Measurable Long Term Adult Goals

Annual goals

Coordinated Set of Activities


• Self Awareness


The ability to understand and navigate both organizational structures and informal networks to achieve one’s goals.

The Importance of Self-Advocacy

After high school, the student must self-identify as an individual with disabilities and request reasonable accommodations in the workplace or educational setting.

What better way to learn these skills than through training students to advocate within the IEP process?

Student-Centered Transition Planning

student

Strength-Based Assessment

Self Determination

Community

student

“I have found the best way to give advice to your children is to find out what they want and then

advise them to do it.”

~Harry S. Truman

Go to EDI Web Site (http://www.ilr.cornell.edu/edi/)

Find Areas of Expertise

Find Educational Achievement and Transition

Click on Mid State Transition Coordination Site

Click on Resources

Click on Web conference series

Click on Evaluation

Please complete the online survey

Go Directly: http://www.ilr.cornell.edu/edi/p-webcon-postsurvey.cfm

http://www.ilr.cornell.edu/edi/



http://www.ilr.cornell.edu/edi/p-webcon-postsurvey.cfm

Evaluation:

Visit our site

http://www.ilr.cornell.edu/edi

Or go directly:





Contact Information:

Marianne Murphy, Mid-State Transition Coordination Site Manager

V: 607-255-1664e: [email protected]

Nancy Hinkley, Transition SpecialistV: 607-255-1109e: [email protected]

mailto:[email protected]

mailto:[email protected]

Documents

Web Conference Series October 23, 2006 “Student Participation”