COMMUNITY SERVICE OPTION (CSO) & COMMUNITY ADVANTAGE PROGRAM(CAP) Community Based Programs for 18-21 Year Old Students Draft 11-14 Transition Academy Thursday.

Community Service Option (CSO)&

Community Advantage program(CAP)

Community Based Programs for 18-21 Year Old Students Draft 11-14

Transition Academy Thursday November 29, 2012Steve Gilles Transition Consultant

11/29/12 Transition Academy 1

Purpose1. To share and discuss CSO & CAP guides– Purpose, target groups served, differences,

similarities


Purpose continued2. Review how to use guides to assist local districts to create

a step by step process for 18-21yr.old program to; – Identify student need, target students served – Analyze in-school and community resources– Determine and set priorities – Develop meaningful action plans – Identify staff needs and funding issues – Evaluate progress and the process

3. Identify future trainings and resources to connect and support programs for 18-21 yr. old students with disabilities


Credits• University of Maryland, Department of Special Education. • Community Transitions (C-Tran) Transition Coalition The

Community Transition Program University of Kansas • Transition Coalition, Office of special Education Programs.• Project STING RAY supported by University of South Florida

St Petersburg. • Sharon Kolb, Survey of Educational Services for Students

Aged 18-21 in Wisconsin" March 2005 U W Whitewater.• Zarrow Center for Learning Enrichment, University of

Oklahoma • Effective transition planning for Students with Moderate to

Severe Disabilities. Collection of 18-21 year old program survey results 2009.


Credits continued

• Tri State Transition Slide Guide, Developed as a joint effort between the Delaware, Pennsylvania and Virginia Department of educations.

• The Community Advantage Program • Editors and creators of the Community

Services Option • Reviewers of the Community Services Option

(See references for list of individuals involved )


Purpose, target groups served, differences, similarities


Background of the Guides • 2005 Survey of Educational Services Age 18-21• Reviewed National effective practice programs • 2009, Wisconsin State Transition Initiative, WSTI• Contract for survey review and program

development 2011• CAP Revised Guide based on program

implementation & effective practice approaches Feb. 2012

• 2011, WSTI workgroup developed using CAP and other resources to create CSO Guide, work completed June 201211/29/12 Transition Academy 7

Introduction CAP

• These programs, sometimes referred to as 18-21 programs, because of the age-range of students involved, are designed to support students with disabilities

• who have not met their IEP goals/requirements for graduation and who may need to continue to work on their transition goals.


Community Advantage Program CAP


Introduction CSO

To help meet the requirements for transition, many school districts have developed community-based transition options.

These service options are designed to support students who need to continue to work on their transition goals and who have completed academic requirements/credits for graduation


Community Services Option CSO


CAP Definition 18-21 year old transition programs are special education programs developed by local school districts

to provide opportunities for students 18-21 with significant disabilities

to gain independent living skills, transition skills, and functional skills in real-life settings and

to participate in age-appropriate activities in their communities.


CSO Definition

18-21 year old transition services are developed by local school districts.

They provide opportunities for students to gain independent living skills, social skills, employment and self-advocacy in real-life settings and to participate in age-appropriate activities in their communities.

These services ideally are located outside of the high school setting, in community settings such as vocational-technical schools, houses, offices, and businesses.


“Use this document as a framework.”

Do not let the document limit your thinking. (page 5 CSO)


What the programs are not:

•CAP & CSO are not a continuation of the same program a student has been in for the last three to four years in High School.

•For CAP a majority of the day is not spent in the High School with little interaction with general education peers. Finally, academic skills are not the primary focus of the program.


Program Location

These programs ideally are located outside of the high school setting,

either at post-secondary institutions and/or in other community settings.

Some programs have a designated room at the high school as their base, with the majority of the day spent in the community.


CAP & CSO Program Elements

Independent Living, Employment, Travel Ability, Transportation, Mobility, Social Communication, Daily Living /Life Skills,Self Determination, Self Advocacy, Leisure and Recreation,Transition, Friendships with same age peers, Work with Adult Service Agencies, Parent Involvement.


Connection

Program elements connect to program objectives and are the basis for the needs assessment of students, the school setting and outside the school resources program elements focus within the community.

(See form D of CSO and or page 8 & 9 of CAP)


Questions to ask for the guides

• What are the expectations of 18-21 year old students and their parents?

• What is needed for students to successfully live and work in their community?

(Additional in depth questions pages 17-19 CAP for new or existing programs)


Added CSO questions

• What is the school’s responsibility in meeting transition needs?

• More in depth questions about individual district results on Post School Outcomes can be found on pages 14-17 of the CSO guide and may be used to direct the district overview of services and whether or not there is a need for a change or addition to transition services being offered.


CAP Goal

The overall goal of this program is to provide students with significant disabilities age 18-21,

a transition-focused program within a community-based environment

based on each student’s Individualized Educational Program (IEP).


CSO Goal

The overall goal of these services are to provide students with disabilities ages 18-21,

transition-focused services within a community-based environment based

on each student’s Individualized Educational Program (IEP).


Identify student need, target students served

Analyze in-school and community resources

Determine and set priorities

Develop meaningful action plans

Identify staff needs and funding issues

Evaluate progress and the process 11/29/12 Transition Academy 23

Rationale

• These services are developed to increase the opportunity to interact with same age peers in age appropriate settings and provide further transition skills and employment opportunities in the community.

• They also provide a continued connection to a student’s home community


Objectives


CSO & CAP Objectives

• Give students the opportunity to increase their level of independence.

• Work (paid) or volunteer (unpaid) in the community.• Increase mobility in the community.• Improve social and communication skills in the

community setting.• Increase daily living/life skills.• Improve and practice self-advocacy/

self-determination skills.. 11/29/12 Transition Academy 26

CSO & CAP Objectives continued;

• Develop age-appropriate integrated leisure and recreation skills.

• Develop friendships with same-age peers. • Communicate and establish a relationship with adult

services agencies before leaving school.• Identify and provide transition services and supports

needed to transition into the community• Provide opportunities for parent involvement


Additional CSO Objectives •Developing natural supports within community environments.

•Communicate and establish a relationship with adult services agencies before leaving school.

•Facilitate connections to postsecondary education and/or training.

•Community services such as: Lion’s Club, Kiwanis, Rotary, Knights of Columbus, The Community Services Option (CSO) is for students ages 18-21 and is considered by IEP teams prior to the student completing his/her senior year of high school. The IEP team must address the needs of each student and determine if the student’s individual needs will be addressed through these services.


Overview of Starting a CAP or CSO Program for Students with Disabilities

• Assemble Committee • Develop Needs Assessment• Review Sample Questions and Develop New Questions• Conduct Needs Assessment• Compile Results• Develop Goals • Set priorities Goals & Objectives• Develop Action Plan 11/29/12 Transition Academy 29

Assemble Committee

• Director of Special Education • Teachers • Principal • Parents• Transition Specialists

• Related services Related services personnelpersonnel

• Adult Community Adult Community Agency PersonnelAgency Personnel

• Vocational Vocational Rehabilitation Rehabilitation CounselorsCounselors


Committee Activities

• Designate committee team leader• Review Needs Assessment Tools• Create timeline for meetings• Create a purpose statement


Things for Committee members to consider:

• familiarity with students • potential to provide services or supports • availability to attend meetings• willingness to create change• support from administration


The purpose of assessment may be;

• Conduct a review of transition services• Discuss possible services and facility

needs/accessibility• Identify priorities for needed changes • Review the need for alternative community-

based services outside of the high school.• Review District Policy and its’ possible impact on

service implementation• Define unfamiliar terms• Other


Example of CSO purpose of Assessment

• The purpose of a needs assessment for the for the CSO is to provide a school district with a tool that can be used to evaluate the educational services received by students ages 18-21 with disabilities to determine if changes are needed.

• This assessment will address students’ educational setting, supports, inclusive opportunities, employment, recreation, adult agency eligibility, and ability to travel independently.


Example of CAP Needs Assessment Purpose

To provide a school district with a tool that can be used to evaluate the educational services received by students ages 18-21 with significant disabilities, to determine if changes are needed. Target students 17 years old and older.

This assessment will identify local district needs based on student and service assessments provided within the school and community settings.


Conduct Needs Assessment

• Compile needs assessment data• Complete review questions with

committee• Identify areas of change• Identify student needs • Survey parents


Identify Population to be Assessed the age of students disability classification the types of classes students attend or the

curricular track in which the students participate

the number of years students have participated in high school

For CAP, the type of alternative diploma (certificate) the student will receive upon exiting school.


Current Services Assessed for Each Student

• Student list identified • Services related to program component

elements • Listing a service description and need for each

student within the program


Example Sauk Prairie 2012

•Need, district will have large 18-21 yr. old student population in 2012-13•Contracted to implement CAP with Sandy Berndt and Steve Gilles •Timeline/ Activities, – Feb.- June, monthly meetings, assessments data collection– Staffing,– Finding a community location – Summer curriculum work

•Program description •Program elements summary •Current Services Summary •Parent Survey Summary

Resources developed by the Sauk Prairie team with Liz Kennedy Transition coordinator 11/29/12 Transition Academy 39

Analyzing the Data for CAP and Identifying Program Goals


In School

• Educational Setting• Instructional support• Inclusive opportunities• Employment• Recreation • Adult agency eligibility• Travel ability• Parent involvement• Other


Outside the School

• Community Resources• Services for Individual Students• Employment• Independent Living• Post secondary Ed• Vocational Ed• Continuing Ed.• Parent services • Other 11/29/12 Transition Academy 42

Identify Highest Priority Objectives & Questions

After completed data collection have advisory committee review objectives and list there top objectives for the program.

Use sample questions to identify top needs for change within the school, and/or community for 18-21 yr. old students in the program.


Development of Program Goals


Identifying What’s Most Important

Needs Goals/Assessment Objectives Priorities Needs Goals/Assessment Objectives Priorities


Write Action Plan

Write meaningful Goals for CAP & CSO program Create plan for changes • in high school •to occur outside of high school


Action Plan continued;

Identify –Top two barriers to implementing your plan for changes –Identify Communication Strategies –Effective practice solutions to barriers, tasks, timelines and responsibilities –Collaborative Partners


What is Needed For This To Work

• Administrative Support• Funds Available• Community Options• Time to work and collaborate • Parent Awareness • Professional development for teachers and staff• Interagency Coordination• Parent involvement

• • •


Program evaluationCAP & CSO


Evaluation Checklist & Questions • There is an evaluation check list or questionnaire for each

component of the evaluation process This may be used as a self assessment of the CAP program.

• There is a need for ongoing data collection and data analysis to determine if program is operating as planned.

• Data should be collected to determine impact on the Student

• Can you answer the question does the program work and what are the nest steps?


To develop and support programs for 18-21 yr. old students with disabilities


QUESTIONS?11/29/12 Transition Academy 52

References• Neubert, D.A., & Moon, M.S. (2006. College Park, MD: University of Maryland, Department of Special

Education. © 2002. Postsecondary education and transition services for students ages 18-21 http//www.education.umd.edu/oco

• Community Transitions (C-Tran) Transition Coalition The Community Transition Program, Experiences

starting a community Based Program for students Ages 18-21. By Liara Baska , Anne Kaufman and Amy Gaumer Edited by Mary Morningstar, Dana Lattin and Tony Peterson, Lawrence KS University of Kansas. [email protected] or call 785864-0686

• Transition Coalition supported by the Office of special Education Programswww.transitioncoalition.org • Project STING RAY supported by University of South Florida St Petersburg, Pinellas County Schools Project

10: Transition Education Network, and the Florida Department of Education. Jordan T Knab Ed. S Director Phone (727) 873-4662, email [email protected]

• Sharon Kolb. UW-Whitewater,[email protected] and Debra Adrian Heiss, Ph.D., Professor, Cardinal Stritch University conducted and compiled the "Survey of Educational Services for Students Aged 18-21 in Wisconsin" March 2005.

• Zarrow Center for Learning Enrichment, Dr James Maritin an expert in student involvement and the IEP,

self determination, assessment tools from the University of Oklahoma http://www.ou.edu/content/education/centers-and-partnerships/zarrow.html


References

• Wisconsin Statewide Transition Initiative, WSTI, www.wsti.org - professional development module, Effective transition planning for Students with Moderate to Severe Disabilities. Collection of 18-21 year old program survey results 2009.

• Tri State Transition Slide Guide • Developed as a joint effort between the Delaware, Pennsylvania and Virginia

Department of educations. This guide focuses on Self Determination, Postsecondary Ed and Training, Employment and Independent Living by age of students, listing the questions to consider and available resources

• Bringing Your Strategic Plan to Life A guide for Non Profits and Public Agencies Kathleen A, Paris, PHD, 11/09/2011

• Daniel G. Amen MD, Resources ANTS, “Change Your Brain Change Your Life”,

http://www.amenclinics.com/clinics/ 888-564-2700 also A New Way of Thinking Guide 2011, Steve Gilles and Pam Jenson, CESA #2 Transition Consultant 608-921-1400 [email protected]


References • Tri State Transition Slide Guide, Developed as a joint effort between the Delaware,

Pennsylvania and Virginia Department of educations. This guide focuses on Self Determination, Postsecondary Ed and Training, Employment and Independent Living by age of students, listing the questions to consider and available resources

• The Community Advantage Program was the original resource for this product. It

was organized and developed by Sandy Berndt and Steve Gilles, Consultants, with funds from the Wisconsin Statewide Transition Initiative (CFDA #84.027).

• Editors and creators of the Community Services Option are: Evelyn Azbell, CESA’s

#9 and #12; Robyn Spencer-Beck, Hudson School District; Jennifer Christopherson, Kiel School District; Chris Jackson, Wauwatosa School District; Liz Kennedy, Sauk Prairie School District; Kim Swenson, CESA #11 and Raquel Thorsen, Oak Creek School District.

• Reviewers for Community Services Option: Barbara Buffington, Racine Area School

District; Pam Jenson, CESA #2 and Katherine Strong, CESA #3.


WE WANT YOUR FEEDBACKFor additional information, effective practice suggestions and/or ideas to improve this guides please email to: Wendi Dawson WSTI Grant Liaison DPI regarding the CSO program 608-266-1146 [email protected]

And for CAP contact either Sandy Berndt, Consultant Steve Gilles, Consultant 608-332-2782, 608-335-8363 [email protected] [email protected]

What do you like about the program?What would you change in program?Would you recommend this program to others? (Why or why not?)Do you have a program for 18-21 yr. old students with disabilities to share?

If yes please include contact information, Thank You11/29/12 Transition Academy 56

COMMUNITY SERVICE OPTION (CSO) & COMMUNITY ADVANTAGE PROGRAM(CAP) Community Based Programs for 18-21 Year Old Students Draft 11-14 Transition Academy Thursday.

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