Idaho Transition Cadre Hailey, ID October 2, 2013 Getting It Done: Preparing All Students for Post-School Success in Idaho Idaho Transition Cadre Hailey, ID October 2, 2013 National Secondary Transition Technical Assistance Center

What’s an NSTTAC? U.S. Department of Education, Office of Special Education Programs (OSEP) funded technical assistance & dissemination center NSTTAC = National Secondary Transition Technical Assistance Center January 1, 2006 - December, 2014 Pronounced: /IN / STAK Housed at UNC Charlotte and partner with Western Michigan University

NSTTAC Charge Provide TA and disseminate resources Build state capacity Foster data collection and use Improve student outcomes

What Does NSTTAC Offer to Me? Disseminates federal policy/legal information through state departments of public instruction Secondary transition compliance (e.g., SOP, 1-13) Facilitates research-to-practice Offers resources to Idaho DOE (&59 others) to help the state build its efforts to improve secondary transition Responds to requests for information from stakeholders

NSTTAC’s Technical Assistance Intensive – more face to face, intensive work in LEA Targeted/ Time Limited – workshops, consultation All States - website, capacity building institute, phone and e-mail

Intensive TA States Bureau of Indian Education Delaware Florida Georgia Idaho Indiana Louisiana Maine Missouri Rhode Island Tennessee Utah Washington, D.C.

NSTTAC Technical Assistance Engage in NSTTAC activities Provide resources National Build state-specific capacity Address state-specific context(s) State Empower local improvement Engage directly in local context Local Idaho Blaine County

Context for Improving Practice Factors Federal policy State and local policy Community Effective practices

IDEA Accountability Mandates Continuous Improvement Monitoring Process (CIMP) – Compliance with IDEA State Performance Plan (SPP) Set targets for key compliance and performance data (indicators) Annual Performance Report (APR) Report key compliance and performance data (indicators) – did you meet the target?

Using Transition Indicators to Improve What We Do Post-School Outcomes ~Indicator 14~ Postsecondary education and/or training Employment Independent living Not so good? Good? Why? Why Not? Dropping Out ~Indicator 2~ Why? Appropriate programs? Address student and family needs? Graduation ~Indicator 1~ Expectations and standards? Various pathways available? Linkage to post-school environments? What’s the Quality of Our IEPs? ~Indicator 13~ Measurable post-school and annual goals Transition-related assessments Course of study, services, and activities Coordination of services

Critical Interrelationship Staying in School Quality IEPs Achieving post-school outcomes Graduating

Critical Interrelationship Establishing transition education and services Developing individual student IEPs Preparing students for the future

Cadre to Build Capacity Improve student outcomes by improving what we do! Process

Cadre to Build Capacity Increase knowledge Reflect on current practices Develop plans to address needs Process

How do we do that? Content Data review and use Strategic planning Support each other Leave with an actionable plan!

NSTTAC Model Strategies

Taxonomy for Transition Programming Family Involvement Student-Focused Planning Program Structures Organizes the many practices we talk about in a way that makes sense - a framework Developed from research of effective programs SFP = IEP development – student-centered SD = skills students need (academic, vocational, independent living) IAC = IAC structures and work FI = family involvement, training, empowerment PS = human resources, professional development, $ decisions, philosophies Student Development Interagency Collaboration

Taxonomy for Transition Programming IEP Development Student Participation Planning Strategies STUDENT-FOCUSED PLANNING FAMILY INVOLVEMENT Family Training Family Involvement Family Empowerment STUDENT DEVELOPMENT Life Skills Instruction Employment Skills Instruction Career & Vocational Curricula Structured Work Experience Assessment Support Services PROGRAM STRUCTURES Program Philosophy Program Policy Strategic Planning Program Evaluation Resource Allocation Human Resource Development Breaks down from very general to specific practices Collaborative Framework Collaborative Service Delivery INTERAGENCY COLLABORATION

Taxonomy for Transition Programming IEP Development Student Participation Planning Strategies STUDENT-FOCUSED PLANNING FAMILY INVOLVEMENT Family Training Family Involvement Family Empowerment STUDENT DEVELOPMENT Life Skills Instruction Employment Skills Instruction Career & Vocational Curricula Structured Work Experience Assessment Support Services PROGRAM STRUCTURES Program Philosophy Program Policy Strategic Planning Program Evaluation Resource Allocation Human Resource Development Breaks down from very general to specific practices Academic Skills Instruction Collaborative Framework Collaborative Service Delivery INTERAGENCY COLLABORATION

Data-Based Decision Making What data? Indicator data Student outcome data (in and post school) Exit survey data Data across agencies Teacher knowledge data Why data?

A “Tool” to Facilitate Planning What are we doing now? What do we need to do? What will we do? How will we measure our progress? Focus Questions Current Status A plan

“Must - Have” Cadre Materials Agenda Handouts (from registration and more!) Team planning tool Evaluation Attitude!

How Will Your District Plans Get Done? Communicate the message back home Who was missing? Who else is doing this work in your State? region of the State? district? Playing with others Playing alone Use Cadre

Make Progress Reconvene Measurable goals Activities toward the goals Assign tasks Deadlines Celebrate your successes! Monitor your progress and continue to meet!

Why Is Evaluation Important? What gets measured, gets done If you don’t measure results, you can’t tell success from failure If you can’t see success, you can’t reward it Osborne & Gaebler, 1992, Chapter 5, “Results Oriented Government”

What Do You Do If When It Doesn’t All Work Perfectly? Self-determined model of planning Each plan is based on YOUR context Identify goals you can achieve Identify goals that are meaningful to YOUR district Reconvene Network to problem solve – think up, down, and across

Off we go…

Need to Be Doing What Works Need to implement most effective practices to get students to their post-school goals – Critical in all of education – especially critical for students with disabilities. Unlike 20 years ago – We actually know a lot about what works.

Flash Back to 1984 What to do ?????

What Does Research Tell Us? Are based on rigorous research designs Have demonstrated a record of success for improving student outcomes Have undergone systematic review process using quality indicators to evaluate level of evidence Evidence-Based Practices Research-Based Practices Are based on research Have demonstrated limited success Have used a ‘weak’ research design Promising Practices Are not based on research Have no data to support effectiveness Based on anecdotal evidence and/or professional judgment Unestablished Practices There are four levels of research used in classrooms across America. EBP – those based on rigorous research designs, demonstrate improved outcomes, and undergone systematic review to evaluate level of evidence RBP – are one step down – based on rigorous designs and demonstrate success but have NOT undergone systematic review PP – based on some research, show limited success, and use weak design UP – not based on research and have no data to support it

What Does the Field Tell Us? Are based on rigorous research designs Have demonstrated a record of success for improving student outcomes Have undergone systematic review process using quality indicators to evaluate level of evidence Evidence-Based Practices Research-Based Practices Are based on research Have demonstrated limited success Have used a ‘weak’ research design Promising Practices Are not based on research Have no data to support effectiveness Based on anecdotal evidence and/or professional judgment Unestablished Practices Unfortunately, what Jennifer and I have experienced in the field is many classrooms implementing transition practices based on anecdotal results rather than data. Today we thought we’d give a brief overview for you all of transition education practices you should consider for your classroom and in your schools.

NSTTAC Builds On Transition Practices Research Serves as a conceptual framework Provides a foundation for change Helps focus efforts and initiatives Provides concrete information

Taxonomy for Transition Programming Family Involvement Student-Focused Planning Program Structures Organizes the many practices we talk about in a way that makes sense - a framework Developed from research of effective programs SFP = IEP development – student-centered SD = skills students need (academic, vocational, independent living) IAC = IAC structures and work FI = family involvement, training, empowerment PS = human resources, professional development, $ decisions, philosophies Student Development Interagency Collaboration

Taxonomy for Transition Programming IEP Development Student Participation Planning Strategies STUDENT-FOCUSED PLANNING FAMILY INVOLVEMENT Family Training Family Involvement Family Empowerment STUDENT DEVELOPMENT Life Skills Instruction Employment Skills Instruction Career & Vocational Curricula Structured Work Experience Assessment Support Services PROGRAM STRUCTURES Program Philosophy Program Policy Strategic Planning Program Evaluation Resource Allocation Human Resource Development Breaks down from very general to specific practices Collaborative Framework Collaborative Service Delivery INTERAGENCY COLLABORATION

Taxonomy for Transition Programming IEP Development Student Participation Planning Strategies STUDENT-FOCUSED PLANNING FAMILY INVOLVEMENT Family Training Family Involvement Family Empowerment STUDENT DEVELOPMENT Life Skills Instruction Employment Skills Instruction Career & Vocational Curricula Structured Work Experience Assessment Support Services PROGRAM STRUCTURES Program Philosophy Program Policy Strategic Planning Program Evaluation Resource Allocation Human Resource Development Breaks down from very general to specific practices Academic Skills Instruction Collaborative Framework Collaborative Service Delivery INTERAGENCY COLLABORATION

Student Development Student Development = the “stuff” of the educational program

Research to Practice Lesson Plan Starters What We Have Done Reviewed experimental research to identify evidence-based practices in secondary transition Identified 63 evidence-based practices Developed over 75 Research to Practice Lesson Plan Starters Taxonomy Category Evidence-Based Practices Research to Practice Lesson Plan Starters Student Focused Planning 6 9 Student Development 56 98 Family Involvement 1 Program Structure

Student Development Teaching Academic Skills Using Mnemonics Using Peer Assisted Instruction Using Self-Management Instruction Using Technology Using Visual Displays Teaching Functional Life Skills Using Backward Chaining Using Constant Time Delay Using Forward Chaining Using Progressive Time Delay Using Self-Monitoring Instruction Using a System of Least to Most Prompts Using a System of Most to Least Prompts Using Total Task Chaining

Student Development Teaching Food Preparation and Cooking Skills Teaching Banking Skills Using Community Based Instruction Using Constant Time Delay Using Simulations Teaching Community Integration Skills Using Community Based Instruction   Teaching Food Preparation and Cooking Skills Using Computer Assisted Instruction Using Constant Time Delay Using Response Prompting Using Video Modeling Using a System of Least to Most Prompts

Student Development Teaching Grocery Shopping Skills Using Computer Assisted Instruction Using Community Based Instruction Using Response Prompting Using a System of Least to Most Prompts Teaching Home Maintenance Skills Using Video Modeling Teaching Laundry Tasks Using Response Prompting Teaching Leisure Skills Using Response Prompting Using Constant Time Delay   Teaching Safety Skills Using Community Based Instruction Using Progressive Time Delay Using a System of Least to Most Prompts

Student Development (more) Teaching Counting Money Using the One More Than Strategy   Teaching Finance Skills Using an Extension of Career Planning Services after Graduation Teaching Purchasing Skills Using Community Based Instruction Using the One More Than Strategy Using Progressive Time Delay Using Response Prompting Using Simulations Using a System of Least to Most Prompts

Student Development Teaching Self Determination Using Whose Future Is It Anyway? Teaching Goal Attainment Using the Self Determined Learning Model of Instruction   Teaching Social Skills Using Response Prompting Using Self-Management Instruction Using Simulations Teaching Communication Skills Using Community Based Instruction Using a System of Least to Most Prompts  

Student Development (last one!) Teaching Employment Skills Using Community Based Instruction Using Response Prompting   Teaching Job Specific Skills Using Computer Assisted Instruction Using Constant Time Delay Using Self-Management Instruction Using a System of Least to Most Prompts Teaching Completing a Job Application Using Mnemonics

Promising Practices to Teach Academics Constant Time Delay a prompting procedure that uses variations in the time intervals between presentation of the natural stimulus and the response prompt Graduated Sequence of Instruction uses concrete, then representational, then abstract (math) Prompting Strategies to transfer stimulus control from response prompts to the natural stimulus (most to least or least to most [verbal, gestural, physical]) Role Play simulations and problem solving scenarios through application Strategy Instruction Includes mnemonic. Also other cognitive strategies, schema based, use of cue cards to prompt steps in a strategy (math, writing) Structured Inquiry structured hands-on experiments with formative feedback from the teacher (Science) Systematic Instruction model, lead, test

Research to Practice Lesson Plan Starters Objective Setting/materials Content to be taught Teaching procedures How to evaluate student learning Reference used to write lesson plan starter

The Missing Link Predictors Post-School Outcomes Lesson Plans Practices

Transition Practices Research Predictors! Practices! Macro Level Systems Programs “Generic” practices Micro Level Specific interventions nsttac.org

Predictors of Post-School Success Career Awareness Community Experiences Graduating with a Diploma* Inclusion in General Education* Agency Participation* Occupational Courses* Paid Work Experience* Parent Expectations (new) Parental Involvement* Program of Study Self-Determination* Self-Care/Independent Living Social Skills* Student Support Transition Instruction* Vocational Education* Work Study* NSTTAC, 2009; Coyle, 2012

What do I do now?

Career Awareness job shadowing, internships, guest speakers, industry tours, Career Technical Education classes, or career fairs identify skills and qualifications required for occupations embed career awareness in the general curriculum explicit connections between academic skills and use in various careers age appropriate student assessment of career awareness (e.g., interest inventories)

Occupational Courses career awareness activities, career planning, and vocational assessments in all occupational courses include technology, 21st century skills and employability skills for specific career/career cluster content hands-on and community-based opportunities to learn occupational specific skills Universal Design for Learning principles in CTE programs course offerings throughout the school day so scheduling conflicts do not restrict student access to occupational courses occupational courses that represent a wide variety of occupational clusters

Paid Work Experiences opportunities to participate in job shadowing, work-study, apprenticeships, or internships instruction in soft skills (e.g., problem solving, communicating with authority figures, responding to feedback, promptness) and occupational specific skills (e.g., clerical, machine operation) transportation training instruction in obtaining (e.g., resume development) and maintaining a job link eligible students to appropriate adult services services prior to exiting ensure employment training placements offer opportunities for (1) working 30+ hours/week, (2) making minimum wage or higher, with benefits, and (3) utilizing individualized supports and reasonable accommodations

Vocational Education sequence of entry level and advanced integrated academic and vocational courses combination of in-school and community-based academic, competency-based applied, and hands-on learning experiences, based on the local labor market connection to postsecondary education and/or employment through site visits and connections with support services opportunities to earn certificates in certain career areas career counseling and guidance to assist students in career planning career development through volunteer work, job shadowing, work-study, apprenticeships, or internships.

Exit Exam/ Diploma Status test-taking strategies and study skills assist students to plan for and use appropriate accommodations standardized practice tests periodically to monitor progress towards student remediation assistance if they fail the test multiple opportunities to take the test as allowed by the school/district for all students

Inclusion in General Education administrative support (e.g., professional development for teachers and paraprofessionals, common planning, providing paraprofessionals) to teachers for students with disabilities included in general education classrooms specific instruction to support students with disabilities who are included in general education (e.g., differentiated instruction, learning strategies, study skills, organizational skills, personal management skills) a receptive school atmosphere for including students with disabilities in general education by educating administrators, teachers, other staff, and students about person-first language and disability rights

Program of Study ensure program of study is inclusive, academically rigorous, and supported by Universal Design for Learning principles multiple opportunities (e.g., career technical education; community-based work; school-based enterprises; dual credit through a cooperative agreement) for students to acquire needed credits to achieve standard diploma

Self-Determination Skills student driven IEP process to allow students to demonstrate self-awareness, goal setting, problem solving, and self-advocacy embed choices into the general curriculum and daily lessons and provide opportunities for students to practice self-determination skills teach students to self-monitor and provide opportunities for students to practice the self-monitoring strategy functional communication system to engage in choice making opportunities for students to develop self-awareness by engaging in honest and respectful discussions foster the development of students’ leadership skills

Self-Care/ Independent Living Skills Provide instruction, as needed based on assessment data, in: financial planning self-help cooking home maintenance using transportation accessing community services time/ organizational management social roles/ citizenship critical thinking

Social Skills integrate social skills instruction across the curriculum opportunities for students to practice conversational, negotiation skills in context assist to use problem-solving skills when difficult interpersonal situations arise provide parent and school staff information and training in supporting age-appropriate social skill development, taking into consideration the family’s cultural standards use augmentative communication (AC) and assistive technology (AT) devices to encourage communication ecological assessments to identify the social skills students will be expected to perform in each context

Predictors of In-School Success Academically on-track in freshman year Attendance Teacher expertise and excellence Career academies, other transition programs Mentors (formal or informal) After school programs Parental involvement Transition-focused IEP goals

Need to Be Doing What Works Use this information in your planning today!