Course 3: Tips & Strategies for Engaging Students and Families in the Transition Assessment and Student Led Meeting Process Next Steps NH Series

Disclaimer The contents of this presentation were developed under a grant from the US Department of Education, H323A However, those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Corinne Weidenthal. This product is public domain. Authorization to reproduce it in whole or in part is granted. While permission to reprint this publication is not necessary, the citation should be: NH State Personnel Development Grant – Next Steps NH ( ). New Hampshire Department of Education, Concord, New Hampshire, Author(s).

Acknowledgements NH Department of Education NSTTAC NHRESPONDS Next Steps Partners Dawn Breault

Agenda Review Definitions Why Engagement? Transition Assessment- Tips Hints and Practice Student Led IEP- Tips and Hints and Practice

Materials for Today Next Steps NH Checklist Tip Sheets, sample agenda and script Slides Activities: Say it in English Case Study Exercise Dream and goals samples

Purpose of Transition Assessment Make informed choices Take charge of the transition process Understand the skills needed for post- school environments

Self-Determination Defined A combination of skills, knowledge, and beliefs that enable a person to engage in goal-directed, self-regulated, autonomous behavior. An understanding of one’s strengths and limitations together with a belief in oneself as capable and effective are essential to self-determination. When acting on the basis of these skills and attitudes, individuals have greater ability to take control of their lives and assume the role of successful adults in our society.

Components of Self-Determination Choice making: appropriately choosing between a finite number of choices Problem-solving: weigh pros & cons of potential actions, identify barriers to success Decision making: involves choosing between unlimited options Goal setting and attainment: ability to set appropriate goals for self and achieve the goals with actions

Components of Self-Determination Self-regulation: self-monitoring, self-evaluation, self-instruction, self-management (controlling own behavior by being aware of one’s actions and providing feedback) Self-awareness: awareness of own individuality, strengths, and areas for improvement Self-efficacy: understanding that own actions have an impact – you are a causal agency in your life Self-advocacy: have knowledge of self, knowledge of rights, communication skills, and leadership ability.

WHY DOES IT SEEM SO HARD SOMETIMES?

Shock Acceptance  Depression Hope  Denial Bargaining  Guilt Anger  Shame Panic  Isolation  Parent Feelings

Life beyond graduation – Where are they going to live, work, play – Independence? – Accessing services Balancing the changing roles – How much is too much? – Self-advocacy – Differences of opinion Child with disability not reaching typical milestones Sibling struggles Families are facing:

Students are facing: The unknown “Real World” Asserting themselves as adults The everyday drama and trauma of high school Dramatic physical, emotional and hormonal changes

What are you facing?

INTRODUCING: THE CHECKLIST

Participatory Adult Learning Styles 16

The Next Steps NH framework

Why does engagement matter? When schools, families and community members work together to support learning, children do better in school, stay in school longer and like school more. – NHConnections/Parent Information Center, What’s in it for Me? Tip Sheet

ACTIVITY

Helping students and families understand transition assessment Avoid jargon, lingo, and acronyms. Discuss purpose and results in practical terms

ACTIVITY

Transition Assessment Quick Tips Keeping students and families engaged when: – Gathering assessment data – Performing informal transition assessments: – Discussing needs for more assessments

Checking for Understanding Teaching context Parent engagement context

Listening Skills Tips Paraphrase the message to the speaker in order to confirm your understanding. Repeat the message to help you remember what was said. Probe for missing information. Clarify any points that you might not completely understand. Remember the important points of the message for future application.

LISTENING SKILLS ACTIVITY

STUDENT LED IEPS

Student Led IEPs Quick Tips to Get Started More and Better: – NSSTAC Lesson Plan Starters –

Student Engagement in Student Led IEP meeting Prepare the student for the meeting: – Discuss who to invite – Review the meeting agenda and the content – Develop practice scripts – Develop Ground Rules – Share your plan to orient team members – Have the student orient team members if ready 28

Student Engagement in Student Led IEP meeting Partner with the student during the meeting: – Co-facilitate – Take over for a few minutes if things get challenging. – Let the student speak first. Silence is ok. – Talk directly to the student. – Ask questions you informed them you would ask. – Talk only about concerns you informed them you would talk about.

Parent Engagement Prepare the parent and describe why you’re doing this (self-determination) If parents will hear very unexpected info (e.g. significant change in goals), prep them. Ask the parent to please try to: – Let the student speak first. Silence is ok. – Talk directly to the student. – Ask questions. – Talk about concerns.

Orient Others Let the student speak first. Silence is ok. Talk directly to the student. Ask questions. Talk about concerns.

Other Considerations: Meeting Environment – Privacy, space Length of meeting and time – avoid allowing people who need to leave early to interrupt the agenda.

ACTIVITY

Next Steps NH Transition Resource Portal Today’s training materials can be found at:

Questions? Post test 36