Meeting Mechanics & Guiding Principles Building Your Future Intensive Training Meeting Mechanics & Guiding Principles

WELCOME & INTRODUCTIONS Presenters Visitors

Today’s Itinerary Morning: Meeting Mechanics: Dave Schoemer Teaming Process: Kelly Dunlap Afternoon: Guiding Principles to Inform Practice: Kelly Dunlap & Maureen Ziegler

Improving the Journey Wait for Team Time to Talk Cell Phones on Silent Write / share notes Cell Phones on Silent CONTRIBUTE Everyone has a contribution to make Key Concepts: It is important to establish training norms / guiding principles. Have participants general their own needs relative to training. Considerations: Some participants, despite the development of expectations / guiding principles, will have difficulty following them. Identify “positive nags” in the audience who can assist with prompt to the expectations when participants are having a difficult time. Application: Have participants general their own principles. This will help with implementation and accountability.

Why Problem Solving Process?

MEETING MECHANICS

Team Process / Team Time Review Action Items from Module 1

Improving Outcomes through Improved Educational Practices GUIDING

Opinions; Opinions; Opinions!!!

Guiding Principles = Herding Cats Positive Behavior Interventions and Supports for Students with ASD Module Training Guide; AY 2010-11 Key Concepts: Considerations: Application: Autism Education Center; Grand Valley State University ©2010 All Rights Reserved

EBPs Guiding Principle NO OPINIONS ALL DECISIONS INFORMED BY…. THE LAW THE RESEARCH THE DATA Key Concepts: Point out human tendencies to express opinions, and how these tendencies result in opinion debates, especially relative to ASD and IEP programming. Because we do not have time to waste on opinion debates, it is critical for IEP teams to focus on what the Law, the Research, and the Data (meaning student / program specific data) supports in educating students with ASD. Discuss how in many IEPs, team members begin sentences with “I think we should…..” or “I feel like……” rather than “The data supports….,” “My observations resulted in…..,” or “the law states that……” As such, “No Opinions unless Informed by Data / Information” is the resounding principle of IEP decision-making. In the first few sections of this module, the law, the research, and the data will be covered relative to educating students with ASD. Considerations: Application: EBPs

What is FAPE? IDEA 2004 An educational program that is individualized to a specific child, designed to meet that child's unique needs, provides access to the general curriculum, meets the grade-level standards established by the state, and from which the child receives educational benefit. 20 U.S.C. §1401(9). To provide FAPE, schools must provide students with an education that prepares the child for further education, employment, and independent living 20 U.S.C. §1400(c)(5)(A)(i) Key Concepts: In the 2004 revision of IDEA, FAPE was further defined to include post-secondary outcomes. Considerations: Application:

National Outcome Data: Housing 2008 Easter Seals Study: More than 80% of adults with ASD ages 19-30 live at home with their parents; may of these parents aging. Adults 19-30 with Autism With parents or guardian 81% Independently, with spouse or partner 3% With other family member/spouse/partner 0% Supported residence for individuals with special needs 14% Other 2% Adults 19-30 with Asperger With parents or guardian 71% Independently, with spouse or partner 9% With other family member/spouse/partner 5% Supported residence for individuals with special needs 7% Other 7% Key Concepts: Review the data and ask participants if this is reflective of their experiences. Considerations: Application: Easter Seals, 2008

National OUTCOME DATA: Employment A University of Wisconsin-Madison 2002 study of 405 adolescents and adults with ASD found that only 10% were in competitive employment. Barnard, et.al. 2001 As few as 6% of individuals with ASD have fulltime employment 12% of individuals with Asperger Syndrome are employed despite having average or high than average IQs 2008 Easter Seals Study (Living with Autism): About 6 in 10 children with ASD aged 16 or older have not looked for work, yet 75% of typical children are already working. Even compared to individuals with other disabilities, the employment outcomes for individuals with ASD is significantly lower. Key Concepts: Review the National data and point participants to where they can find this information. Considerations: It is important to review this data prior to presenting it to prepare for potential questions from participants about the data set. Application:

Key Concepts: In any other business, if the previous slides were the outcomes despite these expenditures per year, what might be said about our business plan? Remind participants that certainly there are other variables involved in these outcomes; however, these barriers or variables do no absolve us from making changes to attempt to improve these outcomes. Considerations: Application:

What predicts post-school employment? Students who had the highest degree of integration with age-appropriate peers were more likely to engage in post-school employment IQ, behavior problems, physical disability, and individual demographics did not correlate with integrated employment outcome White, J. & Weiner, J.S. (2004). Influence of least restrictive environment and community based training on integrated employment outcomes for transitioning students with severe disabilities. Journal of Vocational Rehabilitation, 21, 149–156.

Predictors / Outcomes Education Employment Indep. Living Career Awareness P (Potential) P --------------- Community Experience Exit Exam Requirements / High School Diploma Status Inclusion in General Education M (Moderate) M Interagency Collaboration Occupational Courses Paid Employment / Work Experience Parental Involvement Program of Study Self Advocacy / Self Determination Self Care / Independent Living Social Skills Student Support Transition Program Vocational Education Work Study

Do Sheltered Workshops Help Prepare Individuals with ASD? Two groups compared: a) 215 supported employees who were in sheltered workshops prior to entering supported employment b) 215 supported employees who were not in sheltered workshops Groups were matched on primary diagnosis, secondary diagnosis (if present), and gender. Results showed that there were no differences in rates of employment between the groups. Individuals who participated in sheltered workshops earned significantly less ($129.36 versus $191.42 per week), and cost significantly more to serve ($6,065.08 versus $2,440.60), than their non-sheltered workshop peers. Results suggest that individuals with ASD achieve better vocational outcomes if they do not participate in sheltered workshops prior to enrolling in supported employment. Cimera, R. E., Wehman, P., West, M., & Brugess, S. (2012). Do sheltered workshops enhance employment outcomes for adults with autism spectrum disorder? Autism, 16(1) 87–94.

Michigan’s Unique Opportunity: 26 Where are students without disabilities receiving their education / preparation? Education Independent Living Employment

“Results will no longer take a back seat to compliance.” Eleanor White Michigan State Director of Special Education (8-13-11) Key Concepts: It is very important to point out that this training is not a compliance training on IEPs. There are compliance monitors for that. This module should be presented with an administrator / monitor present at as frequently monitoring questions come up. Since ISDs and districts often differ slightly in their monitoring rules, it is important to make sure participants go to their administration for answers to these questions. It’s also important to point out that this training is not intended to cover all aspects of the IEP. For example, the current module does not address ESY or Transition. Those sections may be developed for future training, but at this time are not included. Additionally, this training is not intended to include all disabilities, although many participants will see that when you say “ASD”, they could plug in the name of any disability and in most cases, it will fit. It is important to let participants know that although there will be time to work on parts of the IEP for target students, this module is not intended to serve as the IEP meeting. It should be thought of as a “pre-IEP planning” as there are monitoring rules about conducting an IEP and those rules may or may not be followed within this training. Considerations: This module was developed to improve IEP processes around LRE, ASD, and Implementation. Point out that IEP implementation is the number one litigated issue in special education in Michigan. Namely, we are not doing what we say we are doing on the IEP or at least we don’t have data to show it. As such, this module will include tools to assist IEP teams in implementing IEPs with fidelity and document the implementation. Application:

Conditions for Employment Accurate? / Reliable? Aligned with Principles of Person-Centered Planning / Self-Determination? Unemployable vs. Conditions for Employment

Wanna go to your IEP?

Primary Goals for Students with ASD: Socialization / Communication Independence What about Academics & Life Skills?

Skills do not develop without opportunities! Positive Behavior Interventions and Supports for Students with ASD Module Training Guide; AY 2010-11 Skills do not develop without opportunities! Academic (Integrated Setting) Social / Communication Behavior / Independence Two Primary Reasons Students with ASD Excluded from Integrated Environments? Skills only develop with opportunities Behavior is #1 reason ss with ASD excluded from academic environments Three curricula interrelated at all times One can’t get bigger than another This is not a readiness model…. Autism Education Center; Grand Valley State University ©2010 All Rights Reserved

Dignity of Risk: Not a “Readiness” Model Were YOU Ready? Risk Management: Know the Risks Plan for Risks Opportunities

The Push

Guiding Principle: PRESUME COMPETENCE

Least Dangerous Assumption

High Expectations Leads to Better Outcomes The Pygmalion Effect (Rosenthal & Jacobson, 1968) Later research: Expectancy Effect Madon et al (1997) - teacher perceptions and expectations have a greater relative impact on achievement among low achievers than among high achievers.

CONGRESSIONAL FINDINGS Understanding Federal Law U.S. Code (U.S.C.) 50 Titles Title 20: Education 78 Chapters Chapter 33: IDEA — IV Subchapters Subchapter I: General Provisions 82 Sections -- denoted as § § 1400: Findings / Purpose Key Concepts: ? Considerations: Application: …the implementation of this chapter (33 : IDEA) has been impeded by low expectations, and an insufficient focus on applying replicable research on proven methods of teaching and learning for children with disabilities.

CONGRESSIONAL FINDINGS “Almost 30 years of research and experience has demonstrated that the education of children with disabilities can be made more effective by – having high expectations for such children and ensuring their access to the general education curriculum in the regular classroom, to the maximum extent possible, in order to - (i) meet developmental goals and, to the maximum extent possible, the challenging expectations that have been established for all children; and (ii) be prepared to lead productive and independent adult lives, to the maximum extent possible; “ Key Concepts: ? Considerations: Application:

IDEA Congressional Findings (C) FINDINGS - Congress finds the following: (1) Disability is a natural part of the human experience and in no way diminishes the right of individuals to participate in or contribute to society. Improving educational results for children with disabilities is an essential element of our national policy of ensuring equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities. Key Concepts: 30 Year Congressional Findings Congress finds: Disability is a natural part of the human experience No way diminishes the rights of individuals with disabilities Participation in or contribute to society Must improve educational results for children with disabilities Essential element of the National Policy Ensuring equality of opportunity Full participation Independent Living Economic self-sufficiency Considerations:

Post-Secondary Transition Outcomes EMPLOYMENT GUIDING PRINCIPLES Allen Anderson: www.employmentoutcomes.com “Abandon no one to unemployment.” Griffin – Hammis Associates: “All people have contributions to make in the marketplace.” Mark Gold & Associates: “All people have interests that provide motivation for employment.”

The Spectrum of ASD Inclusive Employment Options Callahan, Michael (2009). Supported Employment / Customized Employment Matrix: Is “Competitive the new “Independent.” Mark Gold & Associates Natural Supports / Reasonable Accommodations Supported Employment / Natural Supports Competitive / Demand Employment Customized Employment / Self-Employment Does not need either SE or CE to become / stayed employed. Does not need CE to become employed; Needs SE to stay employed Needs CE to become employed; Does not need SE to stay employed Needs both CE to become employed and SE to stay employed.

“The potential of individuals with ASD to become employed and engaged adults is limited more by the failure of the systems charged with supporting them than by the challenges associated with being on the spectrum.” Peter Gerhardt; Current State of Services for Adults with Autism 2009

IN THE NEWS…July 2012 Unfinished Business: Making Employment of People with Disabilities a National Priority COMMITTEE ON HEALTH, EDUCATION, LABOR & PENSIONS Tom Harkin, Chairman http://harkin.senate.gov/documents/pdf/500469b49b364.pdf

Employment First… Everyone can work and there is a job for everyone Not working should be the exception - all individuals, schools, families and businesses must raise their expectations People will be hired because of their ability not because they have a disability Communities embrace people who contribute People are healthier safer and happiest with meaningful work

Employment First… True employment is not a social service Employment is a win/win for everyone

Employment First – New Jersey http://www.state.nj.us/governor/news/news/552012/approved/20120419a.html

Employment First - Minnesota “Expecting, encouraging, providing, creating, and rewarding integrated employment in the workplace as the first and preferred option for youth” Minnesota - Employment First Manifesto, 2007

Employment First - Oregon Asking “What will it take?” http://www.youtube.com/watch?v=slj1ZA8_A6k

Employment First – How? Better public education High Expectations for all stakeholders Policy advocacy Awareness and education of families

What are students saying about Employment First? http://www.youtube.com/watch?v=_qLMuBTEEHs&list=PL04149A8F40E0B0A0&index=3&feature=plpp_video Campaign for Disability Employment JAKE JOHNSON WINNER 2012

Establishing Guiding Principles ACTION PLAN What are the team’s guiding principles relative to post-secondary outcomes for students with ASD? Higher Education Employment Independent Living Community Involvement Does your behavior & attitude and current practices and procedures align with those guiding principles?

V3 Discovery Step 4