1. Our Innovative Grant Putting the pieces of transition together Presented by Amy Slama, Amy Mazankowski and Sonja Chatfield-Peetz ESU 7 Transition Team

2. Agenda What do the State Results tell us How can we address it in our area Our Grant proposal What is the AFLS What do the State Results tell us How can we address it in our area Our Grant proposal What is the AFLS

3. Please do tell…… What did the State’s Performance Plan (SPP) and Annual Performance Report (ARP) tell us? The following slides are used with permission from Rita Hammit-NDE. This Data was presented at NASES- March 28, 2014

4. 20 State’s Performance Plan (SPP) and Annual Performance Report (APR) are based on 20 Part B Indicators, 4 4 specific to Secondary Transition: 1 Indicator 1 % of youth who graduate 2 Indicator 2 % of youth who drop out 13 Indicator 13 % of youth w/ transition components in the IEP 14 Indicator 14 % of youth who achieve post-school outcomes 20 State’s Performance Plan (SPP) and Annual Performance Report (APR) are based on 20 Part B Indicators, 4 4 specific to Secondary Transition: 1 Indicator 1 % of youth who graduate 2 Indicator 2 % of youth who drop out 13 Indicator 13 % of youth w/ transition components in the IEP 14 Indicator 14 % of youth who achieve post-school outcomes Federal Requirements 4

5. 2 1 1414 13 Critical Interrelationships for Achieving PSO (APR and SPP) Quality IEPs (Indicator 13) Staying in School (Indicator 2) Graduating (Indicator 1) Positive Post-school Outcomes (Indicator 14) Kohler (NSTTAC), 2007 5

6. Post School Outcome Targets Within One Year of exiting High School Target A- % enrolled Higher Education (NE -40.9%) Target B -% enrolled in Higher education or competitively employed (NE-66.2%) Target C -% Enrolled in Higher education or training program, or competitively employed or in some other employment (NE- 84.6%) Within One Year of exiting High School Target A- % enrolled Higher Education (NE -40.9%) Target B -% enrolled in Higher education or competitively employed (NE-66.2%) Target C -% Enrolled in Higher education or training program, or competitively employed or in some other employment (NE- 84.6%)

7. Definitions 7 enrolled full- or part-time community college (2-year program) college/university (4- or more year program) 1 complete term Higher Education worked for pay at or above the minimum wage setting with others who are nondisabled 20 hours a week 90 days at any time in the year since leaving high school includes military employment Competitive Employment enrolled full- or part-time education or training program (e.g., adult education, vocational technical school that is less than a 2-year program) 1 complete term Other Postsecondary Education or Training worked for pay or been self-employed 90 days at any time since leaving high school includes working in a family business (e.g., farm, store, fishing, ranching, catering services, etc.) Other Employment

8. District Performance Report

9. Trends in Postsecondary Education % of students previously/currently enrolled or planning on enrolling in Fall term: For 2013: 64% enrolled in community or technical college 77% enrolled full time 32% received assistance with schoolwork Main reasons not currently enrolled: – 15% Too expensive, can’t afford – 13% Completed – 12% School out of session – 10% Deciding on future

10. Trends in Employment % of students who have ever worked since high school: For 2013: 48% working full time (>35 hours) 67% earning more than minimum wage Main reasons never had a job: – 48% Do not have skills/ability to work – 16% In education program – 15% Cannot find job – 13% not interested in working

11. Trends in Adult Agencies For 2013: Most utilized agency is Vocational Rehabilitation (21%) Main reasons adult agencies not used: 48% Services not needed or not requested 31% Never referred to any agency For 2013: Most utilized agency is Vocational Rehabilitation (21%) Main reasons adult agencies not used: 48% Services not needed or not requested 31% Never referred to any agency

12. Targets Target A: Enrolled in higher education within one year of exit Goal: 40.9% Target B: Enrolled in higher education or competitively employed within one year of exit Goal: 66.2% Target C: Enrolled in higher education, competitively employed, enrolled in other education, or other employment within one year of exit Goal: 84.6% Target A: Enrolled in higher education within one year of exit Goal: 40.9% Target B: Enrolled in higher education or competitively employed within one year of exit Goal: 66.2% Target C: Enrolled in higher education, competitively employed, enrolled in other education, or other employment within one year of exit Goal: 84.6%

13. Target Trends

14. National and NE State PSO Data Data Sources: National aggregates FFY 2009 & 2010, Submitted 2/1/2011 & 2012, respectively; State data reported in the SPP FFY 2009 & APR FFY 2010. 14

15. NE Post-School Outcomes for 2010-11 School Year Leavers n = 1004 15 NE FFY 2010 APR

16. NDE Resources Federal Information Data http://www.education.ne.gov/sped/data.html http://www.education.ne.gov/sped/data.html Transition- Technical Assistance http://ndetransition.site.esu9.org/announcements/ http://ndetransition.site.esu9.org/announcements/ District ILCD Website- Portal https://portal.education.ne.gov/site/DesktopDefault.aspx https://portal.education.ne.gov/site/DesktopDefault.aspx Re-engaging Out of School Youth with Disabilities http://www.education.ne.gov/sped/reentry.html http://www.education.ne.gov/sped/reentry.html Annual Post School Outcome Methodology & Fact Books http://ndetransition.site.esu9.org/ne-post-school- outcomes/http://ndetransition.site.esu9.org/ne-post-school- outcomes/ Federal Information Data http://www.education.ne.gov/sped/data.html http://www.education.ne.gov/sped/data.html Transition- Technical Assistance http://ndetransition.site.esu9.org/announcements/ http://ndetransition.site.esu9.org/announcements/ District ILCD Website- Portal https://portal.education.ne.gov/site/DesktopDefault.aspx https://portal.education.ne.gov/site/DesktopDefault.aspx Re-engaging Out of School Youth with Disabilities http://www.education.ne.gov/sped/reentry.html http://www.education.ne.gov/sped/reentry.html Annual Post School Outcome Methodology & Fact Books http://ndetransition.site.esu9.org/ne-post-school- outcomes/http://ndetransition.site.esu9.org/ne-post-school- outcomes/

17. My Other Brother Daryl

18. Applied Behavior Analysis 18 The science in which systematically applied procedures derived from the principles of behavior are used to improve socially significant behavior

19. Applied Behavior Analysis Is based on:  scientific methodologies  proven laws of behavior  research findings  a dynamic process Is based on:  scientific methodologies  proven laws of behavior  research findings  a dynamic process 19

20. 20 A A B B C C Opportunity presented Opportunity presented Child responds “What do you want?” Stimulus / S d “Ball!” Response / R Parent hands the ball to child Consequence / S r+ Response reinforced Response reinforced

21. Basic Techniques of ABA  Errorless Learning  Reinforcement  Pairing  Instructional Control  Prompting  Fading  Shaping  Chaining  Errorless Learning  Reinforcement  Pairing  Instructional Control  Prompting  Fading  Shaping  Chaining 21

22. Assessing Basic Language & Learning Skills-Revised ABLLS-R

23. ABLLS-R—An Overview  Provides the basis for presenting/teaching functional language and academic skills  Allows documentation and graphing of progress over time  The revisions:  more closely follow typical developmental sequences  emphasize the roles of generalization and imitation in early language learning  Provides the basis for presenting/teaching functional language and academic skills  Allows documentation and graphing of progress over time  The revisions:  more closely follow typical developmental sequences  emphasize the roles of generalization and imitation in early language learning 23

24. The Assessment of Basic Language and Learning Skills-Revised (ABLLS-R)  Useful in working with children with autism and other developmental disabilities  Authored by James W. Partington Ph. D.  Focuses on the use of B. F. Skinner's analysis of verbal behavior as a guide for language assessment and intervention  Useful in working with children with autism and other developmental disabilities  Authored by James W. Partington Ph. D.  Focuses on the use of B. F. Skinner's analysis of verbal behavior as a guide for language assessment and intervention 24

25. The ABLLS-R Successful intervention dictates that verbal language:  be considered the key feature by all in the child’s environment  be incorporated into all other activities (e.g., self-care, play, leisure, motor development, and non-verbal behaviors)  include requesting, labeling, and conversational skills  training is provided all program staff and family members  involve a large number of daily trials under a variety of stimulus and motivational conditions  uses mixed trials rather than mass trials for a single skill Successful intervention dictates that verbal language:  be considered the key feature by all in the child’s environment  be incorporated into all other activities (e.g., self-care, play, leisure, motor development, and non-verbal behaviors)  include requesting, labeling, and conversational skills  training is provided all program staff and family members  involve a large number of daily trials under a variety of stimulus and motivational conditions  uses mixed trials rather than mass trials for a single skill 25

26. The Assessment of Basic Language & Learning Skills (ABLLS-R):  Assessment  Pinpoints exactly what a child needs  Identifies a starting point for the language intervention program  Determines response form (vocal, sign, or pictures)  Curriculum  Guides what we teach  Tracking  Ensures that the targeted skills are being acquired  Assessment  Pinpoints exactly what a child needs  Identifies a starting point for the language intervention program  Determines response form (vocal, sign, or pictures)  Curriculum  Guides what we teach  Tracking  Ensures that the targeted skills are being acquired 26

27. The ABLLS-R Skill Areas A. Cooperation & Reinforcer Effectiveness B. Visual Performance C.Receptive Language D.Imitation E.Vocal Imitation F.Requests (Mands) A. Cooperation & Reinforcer Effectiveness B. Visual Performance C.Receptive Language D.Imitation E.Vocal Imitation F.Requests (Mands) G. Labeling (Tacts) H. Intraverbals I. Spontaneous Vocalizations J. Syntax & Grammar K. Play & Leisure L. Social Interaction M. Group Instruction 27

28. The ABLLS-R Skill Areas N. Classroom Routines P. Generalized Responding Q. Reading R. Math S. Writing T. Spelling N. Classroom Routines P. Generalized Responding Q. Reading R. Math S. Writing T. Spelling U. Dressing V. Eating W. Grooming X. Toileting Y. Gross Motor Z. Fine Motor 28

29. Background on Brianna Videos of progress Letter from Bernice Videos of progress Letter from Bernice

30. An Overview of The Assessment of Functional Living Skills (The AFLS) Developed by James W. Partington, Ph.D., BCBA-D

31. Parent or Team Questions… What will my child be like when he’s… What will happen to my child when I’m… What will my child be like when he’s… What will happen to my child when I’m…

32. The answers depend on what the learner is able to do for himself!

33. Remember the skills… ABBLS-R Early language skills Basic requests labeling common items Early developmental skills imitation play ABBLS-R Early language skills Basic requests labeling common items Early developmental skills imitation play

34. Early learning concepts Academic concepts matching etc 544 skills including self help skills such as dressing eating grooming and toileting ABBLS-R Normative Data Early learning concepts Academic concepts matching etc 544 skills including self help skills such as dressing eating grooming and toileting ABBLS-R Normative Data

35. So why AFLS.. What are the Benefits? Take care of themselves Help themselves Self Confidence Improve school placement Improve living options Decrease need for support personnel Personal freedom Perception of others Social opportunity Take care of themselves Help themselves Self Confidence Improve school placement Improve living options Decrease need for support personnel Personal freedom Perception of others Social opportunity

36. When should we start… When learners are young Late elementary/middle school learners High School Older As soon as possible When learners are young Late elementary/middle school learners High School Older As soon as possible

37. What holds us back Let me do it for you… I can do it faster… I don’t have time to… He can’t do it by himself… It’s my job as his parent (Para, Sister…) I don’t trust him to… CAUTION!!!!! Let me do it for you… I can do it faster… I don’t have time to… He can’t do it by himself… It’s my job as his parent (Para, Sister…) I don’t trust him to… CAUTION!!!!!

38. Functional Skills Are needed to survive Are a cultural expectation Who is doing it if they can’t do it by themselves. Are needed to survive Are a cultural expectation Who is doing it if they can’t do it by themselves.

39. The cost associated with care for Americans with ASD is *Autism Society estimates based on UK study by Jarbrink K, Knapp M, 2001, London School of Economics: "The economic impact on autism in Britain," 5 (1): 7-22. NE ASD Network 201239

40. These tools…. These tools are NOT Disability Specific!!!

42. AFLS guide warning Functional skills can involve many dangerous situations including skills demonstrated in and around parking lots, traffic, moving vehicles, unknown people, stairs, appliances, electricity, tools, public places, restaurants, and various other everyday settings and activities. NEVER put assessment data before safety. ALWAYS, seek the assistance and advice of trusted professionals for support and safety strategies prior to any direct testing of functional skills. Many of the skills included in the AFLS are necessary for independent living and independent travel in the community. The range of skills in the assessment varies widely. However, it is our assumption that individuals whose skills are being assessed are under the direct supervision by a responsible person who can ensure their safety. Full independence in all areas of a person’s life requires sophisticated problem solving skills, refined generalization strategies to access information, assistance, or support in novel settings, advanced planning repertoires, and many other important skills not covered in the AFLS When completing the AFLS, directly supervise the person whose skills are being assessed. Do not leave the learner unattended. Do not create dangerous assessment situations. Plan ahead for reasonable contingencies and avoid them. The AFLS should be completed by erring on the side of caution. Use good judgment and “guesstimate” using the best available information to record scores. Functional skills can involve many dangerous situations including skills demonstrated in and around parking lots, traffic, moving vehicles, unknown people, stairs, appliances, electricity, tools, public places, restaurants, and various other everyday settings and activities. NEVER put assessment data before safety. ALWAYS, seek the assistance and advice of trusted professionals for support and safety strategies prior to any direct testing of functional skills. Many of the skills included in the AFLS are necessary for independent living and independent travel in the community. The range of skills in the assessment varies widely. However, it is our assumption that individuals whose skills are being assessed are under the direct supervision by a responsible person who can ensure their safety. Full independence in all areas of a person’s life requires sophisticated problem solving skills, refined generalization strategies to access information, assistance, or support in novel settings, advanced planning repertoires, and many other important skills not covered in the AFLS When completing the AFLS, directly supervise the person whose skills are being assessed. Do not leave the learner unattended. Do not create dangerous assessment situations. Plan ahead for reasonable contingencies and avoid them. The AFLS should be completed by erring on the side of caution. Use good judgment and “guesstimate” using the best available information to record scores.

44. Basic Living Skills

45. Graduated Independence Each skill and subset are designed to be a little more difficult in the area of independence

47. Criteria explanation is Crucial and Key Don’t just explain, walk them thru it

48. Scoring The AFLS is NOT a test!!!! Score what you already know Better to score lower than higher Some skills may not be applicable Score not applicable The AFLS is NOT a test!!!! Score what you already know Better to score lower than higher Some skills may not be applicable Score not applicable

49. Assessment Assess those items that learner may be able to do safely Don’t try to assess skills that are not important to the learner Or that may put the learner in danger Assess those items that learner may be able to do safely Don’t try to assess skills that are not important to the learner Or that may put the learner in danger

50. Jimmy

51. Joey

53. Home Skills

54. Motivation Incorporate what is liked from other skills into leisure activities, expand.

56. Jimmy

57. Joey

59. Community Participation Skills

61. Jimmy

62. Joey

64. School Skills Items Classroom Mechanics18 Routines and Expectations34 Meals at School54 Social Skills35 Technology39 Common Knowledge51 Core Academics51 Applied Academics55 334 Total

66. Future Modules Coming Soon Vocational Skills Module Independent Living Skills Module Vocational Skills Module Independent Living Skills Module

67. Our Action Statement to our Participants Based on the information presented, pick one thing from this presentation you will take back to your District and implement. (We then provided mentoring opportunities to get each of them started on their path) Based on the information presented, pick one thing from this presentation you will take back to your District and implement. (We then provided mentoring opportunities to get each of them started on their path)

68. References Teaching Language to Children with Autism or Other Developmental Disabilities, Behavior Analysts, Inc. The Assessment of Basic Language and Learning Skills - Revised (ABLLS ® -R) WebABLLS is the online assessment, curriculum guide, and skills tracking system that mirrors The ABLLS-R in an electronic format.The ABLLS-R James W. Partington, Ph.D., BCBA-DJames W. Partington, Ph.D., BCBA-D of Partington Behavior Analysts and Michael M. Mueller, Ph.D., BCBA-D of Stimulus present: AFLS ® - The Assessment of Functional Living SkillsMichael M. Mueller, Ph.D., BCBA-D http://www.partingtonbehavioranalysts.com/ Teaching Language to Children with Autism or Other Developmental Disabilities, Behavior Analysts, Inc. The Assessment of Basic Language and Learning Skills - Revised (ABLLS ® -R) WebABLLS is the online assessment, curriculum guide, and skills tracking system that mirrors The ABLLS-R in an electronic format.The ABLLS-R James W. Partington, Ph.D., BCBA-DJames W. Partington, Ph.D., BCBA-D of Partington Behavior Analysts and Michael M. Mueller, Ph.D., BCBA-D of Stimulus present: AFLS ® - The Assessment of Functional Living SkillsMichael M. Mueller, Ph.D., BCBA-D http://www.partingtonbehavioranalysts.com/