2. Hillsboro School District High School Learning Resource Center (LRC) Transition Strand Presentation for OAVSNP Conference 2/19/10

3. The goal of Special Education in the Hillsboro School District… To provide a coordinated set of courses and services that is results oriented. Supports students’ completion of high school and post-high school success. Supports students’ completion of high school and post-high school success. Prepares students for further education, employment, and independent living. Prepares students for further education, employment, and independent living.

4. Constructing the steps from high school to post-secondary settings…

5. Historical Background In 10 years… We grew from two high schools We grew from two high schools To four high schools! To four high schools!

6. Why did we make changes? HSD Modified Diploma issues HSD Modified Diploma issues Changing state standards and requirements Changing state standards and requirements To establish a unified LRC model that is in compliance with the new mandates of IDEA and provides the same opportunities in curricular content areas, delivery of instruction, and materials at all four high schools. To establish a unified LRC model that is in compliance with the new mandates of IDEA and provides the same opportunities in curricular content areas, delivery of instruction, and materials at all four high schools.

7. Why we made changes, continued… Indicator 13: For students 16 and older, an IEP that includes coordinated, measurable transition goals and services that will reasonably enable students to meet their post-secondary goals. Indicator 13: For students 16 and older, an IEP that includes coordinated, measurable transition goals and services that will reasonably enable students to meet their post-secondary goals. Indicator 14: One year post-high school, students will be engaged in employment or post- secondary education or training. Indicator 14: One year post-high school, students will be engaged in employment or post- secondary education or training.

8. Skill Development Academic Skills: Skills that are measurable with an academic assessment, such as reading, writing, and math. Academic Skills: Skills that are measurable with an academic assessment, such as reading, writing, and math. Functional Skills: Practical independent living / work skills that enable the student to survive and succeed in the real world. Functional Skills: Practical independent living / work skills that enable the student to survive and succeed in the real world.

9. Guiding Principles “Transition is for everyone” Age appropriate classes Age appropriate classes Continuum of services Continuum of services Standard and modified diploma students Standard and modified diploma students

10. Guiding principles, continued… Promote Independence Promote Independence Self-awareness: The ability to identify needs, interests and values, and understand strengths and limitations. Self-awareness: The ability to identify needs, interests and values, and understand strengths and limitations. Self-advocacy: The ability to speak on behalf of oneself. Self-advocacy: The ability to speak on behalf of oneself. Self-determination: The ability Self-determination: The ability to make appropriate decisions for to make appropriate decisions for oneself. oneself. 04 Independent advocacy

11. Do your IEPs foster independent living or ‘learned helplessness’? Court case: A.C. v. Board of Education of the Chappaqua Cent. School District Court case: A.C. v. Board of Education of the Chappaqua Cent. School District Parents concerned about learned helplessness Parents concerned about learned helplessness IEPs should always be aimed at independent living IEPs should always be aimed at independent living

12. Begin with the future in mind… “Research suggests that transition planning requires a method of planning that starts with the student’s future (post-school) goals and works backward to the present.” “Research suggests that transition planning requires a method of planning that starts with the student’s future (post-school) goals and works backward to the present.” Robert W. Flexor

13. Transition Strand Foundations for the Future 1 Foundations for the Future 2 Work Experience Class Careers Transition Civics World of Work Work Experience (Off Campus) Work Experience (On Campus)

14. Year 3 Highlights Foundations 1 Personal Management Personal Management Learning Styles Learning Styles Study Skills Study Skills Responsibility Responsibility Problem Solving / Goal Setting Problem Solving / Goal Setting Short / Long Term Goals Short / Long Term Goals Personal Goals Personal Goals Adjusting Goals Adjusting Goals Teamwork / Getting Along With Others Teamwork / Getting Along With Others Similarities and Differences Similarities and Differences Respecting Others Respecting Others

15. Foundations 2 Foundations 2 Disability Awareness Disability Awareness Decision Making Decision Making Self-Advocacy Self-Advocacy Self-Determination Self-Determination Teamwork Teamwork

17. Sophomore year plan what class I need to take what class I need to take Pe 2 Pe 2 Math Math Launge arts Launge arts Tech theater 1 Tech theater 1 greenhouse greenhouse What gpa do I want 3.5or above What gpa do I want 3.5or above Reading level 207 or above Reading level 207 or above Math level 210 or above Math level 210 or above Attendance only miss half a day Attendance only miss half a day

19. Transitions High School vs. College High School vs. College College Readiness Skills College Readiness Skills College Entrance Requirements College Entrance Requirements Funding College Funding College

20. Course Rubrics Foundations 1 Rubric Foundations 1 Rubric Foundations 1 Rubric Foundations 1 Rubric Foundations 2 Rubric Foundations 2 Rubric Foundations 2 Rubric Foundations 2 Rubric Transitions Class Rubric Transitions Class Rubric Transitions Class Rubric Transitions Class Rubric

21. Student Example: Transitions Class Self-Assessment Rubric

22. Student Feedback

23. Teacher Feedback: LRC Model Year 2 Review  Same courses and curriculum is advantageous to teachers: 85.7%  Same courses and curriculum is advantageous to students: 95.2%  Provides continuum of placement options: 71.4%  Placement criteria clear: 55%

24.  Overall satisfaction with LRC Model:  Positive: 45%  Somewhat Positive: 55%  Neutral: 0%  Somewhat Negative: 0%  Negative: 0%

25. Comments…  “We still have work to do, but at the same time it is a huge improvement from the past…”  “It has had a very positive impact on students, parents, teachers and other staff members.  “…There’s a plan, a system that provides for levels of support…from intervention to strategic to shadow to functional…”

26. Our Ongoing Challenges… Our Ongoing Challenges… Scheduling / master schedules Scheduling / master schedules Educating parents Educating parents Educating students Educating students Sustainability / new and ongoing training Sustainability / new and ongoing training

27. “Never doubt that a small group of thoughtful, committed citizens can change the world; indeed it’s the only thing that ever has.” -Margaret Mead

28. Contact Information LaDona Hughes, Transition Facilitator 503-844-1483, hughela@hsd.k12.or.us LaDona Hughes, Transition Facilitator 503-844-1483, hughela@hsd.k12.or.ushughela@hsd.k12.or.us Terri Nickens, Transition Facilitator Terri Nickens, Transition Facilitator 503-844-1464, nickenst@hsd.k12.or.us nickenst@hsd.k12.or.us

29. Development Process for Hillsboro School District LRC Model

30. How did we make the changes for our new LRC Model? Core group Core group Developed Strand framework Developed Strand framework Staff group meetings Staff group meetings Discussed unified vision Discussed unified vision Portland State University facilitated Summer Work Groups Portland State University facilitated Summer Work Groups Developed conceptual framework of classes using University of Kansas model Developed conceptual framework of classes using University of Kansas model Course organizers Course organizers Unit organizers Unit organizers

31. District approval process of LRC Model classes District approval process of LRC Model classes School Improvement Team School Improvement Team Citizen’s Curriculum Citizen’s Curriculum School Board School Board

32. Curriculum selection process Curriculum selection process Continued work groups Continued work groups District approval process of curriculum materials District approval process of curriculum materials Citizen’s Curriculum Citizen’s Curriculum School Board School Board Implementation Manual Implementation Manual Procedural guide Procedural guide Sustainability Sustainability

33. Important Factors to Ensure Success… Collaboration of special education and general education Collaboration of special education and general education Administrative support Administrative support Unified vision Unified vision Teacher development of classes and curriculum (ongoing) Teacher development of classes and curriculum (ongoing) Financial investment Financial investment Training and teacher collaboration Training and teacher collaboration