1. Building Capacity and Sustainability for a Statewide Self-determination Initiative within the State Systemic Improvement Plan
Georgia Department of Education
OSEP Project Director’s Conference 2016
Marriott Wardman Park, Washington, DC
August 1-3, 2016

2. In the Beginning….
: Collaboration with Georgia Council for Developmental Disabilities
Structure, Curriculum (Virginia), Fidelity Checks, Surveys, Minimum Numbers
Consultants (2) as trainers and TA providers
: Volunteer Participation
Implementation with 12 schools (middle/high)
Training, Curriculum, Pre/Post Surveys for students/teachers/parents
Parent Component= every student’s parents
: Growing Pains
82 schools and one district-wide implementation
Consultants increased (5)
Expansion of Curriculum
More intensive training and TA
Best Practices Forum

3. …And Then We… 2012-13: Scaling Up 2013-14: Working Smarter
Grants to GLRS (3)
Buy-in (school-improvement, graduation, attendance, behavior)
State directed work (much of the same)
: Working Smarter
Establishing readiness
Targeted TA to 3 GLRS and associated GNETS
Embedding into other transition and graduation initiatives
Using technology for resources and communication
Mapping a Self-determined Life
: Readiness for Statewide Implementation
Mega Best Practices Forum and Train-the-Trainer
Website resources (
On-line community

4. Getting It Right 2015-16: Letting Go 2016-17: Supporting
State-Regional-District-School Structure
5 year scale-up plans
Data and need driven (Hexagon Tool)
Statewide initiative in the Superintendent’s State Strategic Plan
Under Pillar of Safe and Healthy Environment
Linked to the State Systemic Improvement Plan (Graduation Rate)
Regional/district control
Training and fidelity of implementation tools
Streamline data collection
: Supporting
Full support to GNETS implementation
“Perfecting” of Parent Component
Fully supported within the SSIP framework

5. Regional Implementation: Georgia Learning Resources System (GLRS)
What is GLRS?
A regional-level network of support for educators who work with students with disabilities, funded by the Georgia Department of Education
17 centers across the state, supporting region specific school districts
All public school districts within the state of GA are affiliated with a regional GLRS
The GLRS Network is the regional platform through which the Self- determination Initiative has been facilitated

6. Regional Facilitation of the Self-determination Initiative: The Necessary Constructs
GLRS Regional In-house Expert
Trained as a trainer for the region
Communicates up the communication loop with GLRS Director and GaDoE
Communicates down the feedback loop with district in-house experts and district Special Education directors
Develops and implements regional trainings for district in-house experts
Models administrator, teacher, and parent trainings for district in-house experts
Observes district-level trainings to provide feedback and monitor for fidelity of implementation
Monitors survey submissions
Provides survey data summaries to districts- 3 times per year and when requested
Sends regional data reports to GaDoE
Provides technical assistance to districts
Maintains the regional web-based share site, providing resources and answering questions

7. District Level Implementation
Houston County Schools:
14th largest district in Georgia
Approximately 29,000 total students
38 Campuses
84.9% graduation rate
EDD 60.74%
34 different languages with 2.35% ELL
Approximately 3,500 SWD (11.6%)
292 Special Education Teachers
71.1% SWD graduation rate 14-15
45.8% SWD graduation rate 13-14

8. Set Your District AFIRE with ASPIRE
Renewed sense of individualization
More appropriate accommodations
Stronger relationships
Students feel a greater sense of success
Less stressful meetings
Student confidence
Parent pride
IEP meetings are now celebrations
Students are able to advocate for themselves
Student: “This process helps me with my communication skills and getting along with my classmates and teachers, which helps me in school and life.”

9. 5 Year Plan
GaDOE, GLRS, Parent Mentor, and District level admin planning meeting
Year 1:
Teacher training by GaDOE; 3 teachers and 9 students per school (~220 students); ASPIRE contact at each school (not necessarily dept chair); Parent and Teacher trainings; GLRS supplied a coach for elementary only
Teacher: “No one knows a student better than themselves. So, how can I develop the best education plan without going straight to the source?”
Year 2:
Teacher training by GaDOE; Increased to 6 teachers per school(486 students); maintained 3 students per teacher; Added IEP file labels for ID; Parent and Teacher Trainings; Gathered data on attendance and discipline; Created a brochure for parents not at training; Discontinued coach
Parent: “I never actually dreaded attending an IEP meeting, but I recall actually looking forward to my child’s involvement.”

10. 5 Year Plan (2)
Year 3:
Teacher training supported by GaDOE; 9 teachers per school; 3 students per new teacher and 6 students per veteran teacher (~1200 students); Added to IEP and SIS; Incorporated refresher training; Created lesson plans and support for very young and severe/profound populations; Added mid-day parent training session; continued data on attendance and discipline; Included Spanish version of survey; Student presenters at Superintendent Meeting and Board Retreat
Student: “I think it is important for me to talk during the IEP meetings because then the adults can understand what is hard for me.”

11. 5 Year Plan (3)
Year 4:
Trained remaining staff using local trainers; 3 students per new teacher; 6 or half caseload for veteran teachers (~1550 students); Additional ideas/support for SLPs; Develop QR code for easy survey access; Continued parent training with 3 options; Data on attendance, discipline and course completion; Student presenters at Collaborative Communities Luncheon
Year 5:
Training for new employees during new hire training sessions; additional support for SLPs; ~3,500 Students!!!!
Director: “WHEW!”

12. Opportunities How to implement for ID and PK students?
When can I work with my ASPIRE student?
How much control do we turn over to the student?
How can we increase attendance at parent trainings?
I need a refresher!
What to do when parents won’t attend the IEP meeting?
504 option

13. Parent Component of ASPIRE
How we got started…
Scheduling a meeting with families
Each family was required to complete a pre-survey as well as a post-survey
There were vital behaviors for the families that the Parent Mentor or Liaison needed to track
Barriers to successful implementation
Getting families to attend the training
Families returning the pre and post surveys
The continuous follow-up required by the Parent Mentor or Liaison with little success
The overall process with the parent component was too long and cumbersome to be sustainable.

14. We Decided to STOP and Ask Ourselves…..
We wanted the families to:
Understand ASPIRE (self-determination) and it’s benefits
Attend and be engaged in their child’s IEP
Be willing to see their children in a more “capable” light
Complete the survey before leaving the IEP meeting

15. Strategy to Build Sustainability
Developed a Train the Trainer model used by the In-house experts for the ASPIRE Parent Component at the GLRS level
That expert responsibilities:
Inviting the parent mentors/liaisons from the school districts participating in ASPIRE in that GLRS region to a training for the parent component
GLRS In-house expert for the parent component and the SPDG Parent Support Specialist conducted the training together
The intention was for the GLRS In-house expert to redelivering to the additional districts that came on board as well as support the districts that were involved

16. Family Engagement Tool
“ASPIRE’ing Family Engagement Checklist
Broken down in 7 sections:
Preparation
Notification to Families
Parent Training
Follow-up with Families
Parent Survey
Additional Parent Support
End of the year debriefing

17. Current Status of ASPIRE
Handouts
ASPIRE Implementation Map
Latest participation numbers
Copies available from

18. ASPIRE (Active Student Participation Inspires Real Engagement)
State Implementation:
Elise James, GaDOE, Program Specialist, ASPIRE Project Manager
Debbie Currere, SPDG Parent Support Specialist, ASPIRE
Regional Implementation:
JoAlice Ray, North Georgia GLRS Consultant, ASPIRE In-House Expert
District Implementation:
Jenny McClintic, Houston County Special Education Director