Getting It Done: Preparing All Students for Post-School Success in Idaho Idaho Transition Cadre Hailey, ID October 2, 2013 National Secondary Transition Technical Assistance Center
Dec 25, 2015
Getting It Done: Preparing All Students for Post-School Success in Idaho
Idaho Transition CadreHailey, ID
October 2, 2013
National Secondary TransitionTechnical Assistance Center
What’s an NSTTAC?• U.S. Department of Education, Office of Special
Education Programs (OSEP) funded technical assistance & dissemination center
• NSTTAC = National Secondary Transition Technical Assistance Center
• January 1, 2006 - December, 2014• Pronounced: /IN / STAK• Housed at UNC Charlotte and partner with
Western Michigan University
NSTTAC Charge
Provide TA and
disseminate resources
Build state capacity
Improve student
outcomes
Foster data collection and use
What Does NSTTAC Offer to Me? • Disseminates federal policy/legal information through
state departments of public instruction– Secondary transition compliance (e.g., SOP, 1-13)
• Facilitates research-to-practice • Offers resources to Idaho DOE (&59 others) to help the
state build its efforts to improve secondary transition• Responds to requests for information from stakeholders
NSTTAC’s Technical Assistance
Intensive – more face to face,
intensive work in LEA
Targeted/ Time Limited – workshops, consultation
All States - website, capacity building institute, phone and e-mail
Intensive TA States
• Bureau of Indian Education
• Delaware• Florida• Georgia• Idaho• Indiana• Louisiana
• Maine• Missouri• Rhode Island• Tennessee• Utah• Washington, D.C.
NSTTAC Technical Assistance
• Engage in NSTTAC activities• Provide resourcesNational
• Build state-specific capacity• Address state-specific
context(s)State
• Empower local improvement• Engage directly in local contextLocal
Idaho
Blaine County
Context for Improving Practice
Factors Federal policy State and
local policy Community Effective
practices
IDEA Accountability Mandates
• Continuous Improvement Monitoring Process (CIMP) – Compliance with IDEA
• State Performance Plan (SPP)– Set targets for key compliance and performance data
(indicators)
• Annual Performance Report (APR)– Report key compliance and performance data
(indicators) – did you meet the target?
Using Transition Indicators to Improve What We DoPost-School Outcomes
~Indicator 14~ Postsecondary education and/or
training Employment Independent living
Dropping Out~Indicator 2~
Why? Appropriate programs? Address student and family
needs?
Graduation~Indicator 1~
Expectations and standards? Various pathways available? Linkage to post-school
environments?
What’s the Quality of Our IEPs?
~Indicator 13~ Measurable post-school and annual
goals Transition-related assessments Course of study, services, and
activities Coordination of services
Not so good?
Good?
Why? Why Not?
Critical Interrelationship
Establishing transition education
and services
Developing individual
student IEPs
Preparing students for the
future
Cadre to Build Capacity
Process
Increase knowledge
Reflect on current practices
Develop plans to address needs
How do we do that?
• Content
• Data review and use
• Strategic planning
• Support each other
• Leave with an actionable plan!
Student-Focused Planning
Student Development Interagency
Collaboration
Program Structures
Family Involvement
Taxonomy for Transition Programming
Taxonomy for Transition Programming
• IEP Development• Student Participation• Planning Strategies
STUDENT-FOCUSED PLANNING
PROGRAM STRUCTURES
• Program Philosophy• Program Policy• Strategic Planning• Program Evaluation• Resource Allocation• Human Resource Development
STUDENT DEVELOPMENT
• Life Skills Instruction• Employment Skills Instruction• Career & Vocational Curricula• Structured Work Experience• Assessment• Support Services
FAMILY INVOLVEMENT
• Family Training• Family Involvement• Family Empowerment
• Collaborative Framework• Collaborative Service Delivery
INTERAGENCY COLLABORATION
Taxonomy for Transition Programming
• IEP Development• Student Participation• Planning Strategies
STUDENT-FOCUSED PLANNING
PROGRAM STRUCTURES
• Program Philosophy• Program Policy• Strategic Planning• Program Evaluation• Resource Allocation• Human Resource Development
STUDENT DEVELOPMENT
• Life Skills Instruction• Employment Skills Instruction• Career & Vocational Curricula• Structured Work Experience• Assessment• Support Services
FAMILY INVOLVEMENT
• Family Training• Family Involvement• Family Empowerment
• Collaborative Framework• Collaborative Service Delivery
INTERAGENCY COLLABORATION
Academic Skills Instruction
Data-Based Decision Making
• What data? – Indicator data – Student outcome data (in and post school)– Exit survey data– Data across agencies– Teacher knowledge data
• Why data?
A “Tool” to Facilitate Planning
• Current Status
• A plan
• What are we doing now?
• What do we need to do?
• What will we do?
• How will we measure our progress?
Focus Questions
“Must - Have” Cadre Materials
• Agenda
• Handouts (from registration and more!)
• Team planning tool
• Evaluation
• Attitude!
How Will Your District Plans Get Done?
• Communicate the message back home• Who was missing?• Who else is doing this work in your State?
region of the State? district?– Playing with others– Playing alone
• Use Cadre
Make Progress• Reconvene• Measurable goals • Activities toward the goals• Assign tasks• Deadlines• Celebrate your successes!
• Monitor your progress and continue to meet!
Why Is Evaluation Important?
• What gets measured, gets done
• If you don’t measure results, you can’t tell success from failure
• If you can’t see success, you can’t reward it
Osborne & Gaebler, 1992, Chapter 5, “Results Oriented Government”
What Do You Do If When It Doesn’t All Work Perfectly?
• Self-determined model of planning– Each plan is based on YOUR context– Identify goals you can achieve– Identify goals that are meaningful to YOUR district
• Reconvene • Network to problem solve – think up, down,
and across
What Does Research Tell Us?• Are based on rigorous research designs • Have demonstrated a record of success for improving
student outcomes• Have undergone systematic review process using quality
indicators to evaluate level of evidence
Evidence-Based
Practices
• Are based on rigorous research designs • Have demonstrated a record of success for improving
student outcomes
Research-Based
Practices
• Are based on research• Have demonstrated limited success• Have used a ‘weak’ research design
Promising Practices
• Are not based on research• Have no data to support effectiveness• Based on anecdotal evidence and/or professional
judgment
Unestablished Practices
What Does the Field Tell Us?• Are based on rigorous research designs • Have demonstrated a record of success for improving
student outcomes• Have undergone systematic review process using quality
indicators to evaluate level of evidence
Evidence-Based
Practices
• Are based on rigorous research designs • Have demonstrated a record of success for improving
student outcomes
Research-Based
Practices
• Are based on research• Have demonstrated limited success• Have used a ‘weak’ research design
Promising Practices
• Are not based on research• Have no data to support effectiveness• Based on anecdotal evidence and/or professional
judgment
Unestablished Practices
NSTTAC Builds On
Transition Practices Research
• Serves as a conceptual framework
• Provides a foundation for change
• Helps focus efforts and initiatives
• Provides concrete information
Student-Focused Planning
Student Development Interagency
Collaboration
Program Structures
Family Involvement
Taxonomy for Transition Programming
Taxonomy for Transition Programming
• IEP Development• Student Participation• Planning Strategies
STUDENT-FOCUSED PLANNING
PROGRAM STRUCTURES
• Program Philosophy• Program Policy• Strategic Planning• Program Evaluation• Resource Allocation• Human Resource Development
STUDENT DEVELOPMENT
• Life Skills Instruction• Employment Skills Instruction• Career & Vocational Curricula• Structured Work Experience• Assessment• Support Services
FAMILY INVOLVEMENT
• Family Training• Family Involvement• Family Empowerment
• Collaborative Framework• Collaborative Service Delivery
INTERAGENCY COLLABORATION
Taxonomy for Transition Programming
• IEP Development• Student Participation• Planning Strategies
STUDENT-FOCUSED PLANNING
PROGRAM STRUCTURES
• Program Philosophy• Program Policy• Strategic Planning• Program Evaluation• Resource Allocation• Human Resource Development
STUDENT DEVELOPMENT
• Life Skills Instruction• Employment Skills Instruction• Career & Vocational Curricula• Structured Work Experience• Assessment• Support Services
FAMILY INVOLVEMENT
• Family Training• Family Involvement• Family Empowerment
• Collaborative Framework• Collaborative Service Delivery
INTERAGENCY COLLABORATION
Academic Skills Instruction
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What We Have Done• Reviewed experimental research to identify
evidence-based practices in secondary transition
• Identified 63 evidence-based practices• Developed over 75 Research to Practice
Lesson Plan StartersTaxonomy Category
Evidence-Based Practices
Research to Practice Lesson
Plan Starters
Student Focused Planning
6 9
Student Development 56 98
Family Involvement 1 0
Program Structure 9 9
Student Development
Teaching Academic Skills• Using Mnemonics • Using Peer Assisted
Instruction • Using Self-Management
Instruction• Using Technology • Using Visual Displays
Teaching Functional Life Skills • Using Backward Chaining• Using Constant Time Delay• Using Forward Chaining• Using Progressive Time Delay • Using Self-Monitoring
Instruction• Using a System of Least to
Most Prompts • Using a System of Most to
Least Prompts • Using Total Task Chaining
Student Development
Teaching Banking Skills • Using Community Based
Instruction • Using Constant Time Delay • Using Simulations
Teaching Community Integration Skills Using Community Based Instruction
Teaching Food Preparation and Cooking Skills
• Using Computer Assisted Instruction
• Using Constant Time Delay
• Using Response Prompting
• Using Video Modeling • Using a System of Least to
Most Prompts
Student Development
Teaching Grocery Shopping Skills
• Using Computer Assisted Instruction
• Using Community Based Instruction
• Using Response Prompting• Using a System of Least to Most
Prompts
Teaching Home Maintenance Skills
• Using Response Prompting• Using Video Modeling
Teaching Laundry Tasks Using Response Prompting
Teaching Leisure Skills • Using Response Prompting • Using Constant Time Delay
Teaching Safety Skills • Using Community Based
Instruction• Using Progressive Time Delay • Using a System of Least to Most
Prompts
Student Development (more)
Teaching Counting Money Using the One More Than Strategy
Teaching Finance Skills Using
an Extension of Career Planning Services after Graduation
Teaching Purchasing Skills • Using Community Based
Instruction• Using the One More Than
Strategy• Using Progressive Time
Delay • Using Response Prompting• Using Simulations • Using a System of Least to
Most Prompts
Student Development
Teaching Self Determination Using Whose Future Is It Anyway?
Teaching Goal Attainment Using the Self Determined Learning Model of Instruction
Teaching Social Skills • Using Response Prompting• Using Self-Management
Instruction • Using Simulations
Teaching Communication Skills • Using Community Based
Instruction• Using a System of Least to
Most Prompts
Student Development (last one!)
Teaching Employment Skills • Using Community Based
Instruction• Using Response Prompting
Teaching Job Specific Skills • Using Computer Assisted
Instruction • Using Constant Time Delay • Using Self-Management
Instruction • Using a System of Least to
Most Prompts
Teaching Completing a Job Application Using Mnemonics
Promising Practices to Teach AcademicsConstant Time Delay
a prompting procedure that uses variations in the time intervals between presentation of the natural stimulus and the response prompt
Graduated Sequence of Instruction
uses concrete, then representational, then abstract (math)
Prompting Strategies
to transfer stimulus control from response prompts to the natural stimulus (most to least or least to most [verbal, gestural, physical])
Role Play simulations and problem solving scenarios through application
Strategy Instruction
Includes mnemonic. Also other cognitive strategies, schema based, use of cue cards to prompt steps in a strategy (math, writing)
Structured Inquiry
structured hands-on experiments with formative feedback from the teacher (Science)
Systematic Instruction
model, lead, test
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Research to Practice Lesson Plan Starters
• Objective• Setting/materials• Content to be taught• Teaching procedures• How to evaluate student learning• Reference used to write lesson plan starter
Transition Practices Research
Macro Level• Systems• Programs• “Generic” practices
Micro Level Specific
interventions
Predictors! Practices!
nsttac.org
•Career Awareness
•Community Experiences
•Graduating with a Diploma*
•Inclusion in General Education*
•Agency Participation*
•Occupational Courses*
•Paid Work Experience*
•Parent Expectations (new)
•Parental Involvement*
Predictors of Post-School Success
•Program of Study
•Self-Determination*
•Self-Care/Independent Living
•Social Skills*
•Student Support
•Transition Instruction*
•Vocational Education*
•Work Study*
NSTTAC, 2009; Coyle, 2012
Career Awareness
• job shadowing, internships, guest speakers, industry tours, Career Technical Education classes, or career fairs
• identify skills and qualifications required for occupations
• embed career awareness in the general curriculum • explicit connections between academic skills and
use in various careers • age appropriate student assessment of career
awareness (e.g., interest inventories)
Occupational Courses
• career awareness activities, career planning, and vocational assessments in all occupational courses
• include technology, 21st century skills and employability skills for specific career/career cluster content
• hands-on and community-based opportunities to learn occupational specific skills
• Universal Design for Learning principles in CTE programs • course offerings throughout the school day so scheduling
conflicts do not restrict student access to occupational courses • occupational courses that represent a wide variety of
occupational clusters
Paid Work Experiences• opportunities to participate in job shadowing, work-study,
apprenticeships, or internships• instruction in soft skills (e.g., problem solving, communicating
with authority figures, responding to feedback, promptness) and occupational specific skills (e.g., clerical, machine operation)
• transportation training• instruction in obtaining (e.g., resume development) and
maintaining a job • link eligible students to appropriate adult services services prior
to exiting • ensure employment training placements offer opportunities for
(1) working 30+ hours/week, (2) making minimum wage or higher, with benefits, and (3) utilizing individualized supports and reasonable accommodations
Vocational Education• sequence of entry level and advanced integrated academic
and vocational courses • combination of in-school and community-based academic,
competency-based applied, and hands-on learning experiences, based on the local labor market
• connection to postsecondary education and/or employment through site visits and connections with support services
• opportunities to earn certificates in certain career areas • career counseling and guidance to assist students in career
planning• career development through volunteer work, job shadowing,
work-study, apprenticeships, or internships.
Exit Exam/ Diploma Status
• test-taking strategies and study skills • assist students to plan for and use appropriate
accommodations• standardized practice tests periodically to
monitor progress towards • student remediation assistance if they fail the
test • multiple opportunities to take the test as
allowed by the school/district for all students
Inclusion in General Education
• administrative support (e.g., professional development for teachers and paraprofessionals, common planning, providing paraprofessionals) to teachers for students with disabilities included in general education classrooms
• specific instruction to support students with disabilities who are included in general education (e.g., differentiated instruction, learning strategies, study skills, organizational skills, personal management skills)
• a receptive school atmosphere for including students with disabilities in general education by educating administrators, teachers, other staff, and students about person-first language and disability rights
Program of Study
• ensure program of study is inclusive, academically rigorous, and supported by Universal Design for Learning principles
• multiple opportunities (e.g., career technical education; community-based work; school-based enterprises; dual credit through a cooperative agreement) for students to acquire needed credits to achieve standard diploma
Self-Determination Skills
• student driven IEP process to allow students to demonstrate self-awareness, goal setting, problem solving, and self-advocacy
• embed choices into the general curriculum and daily lessons and provide opportunities for students to practice self-determination skills
• teach students to self-monitor and provide opportunities for students to practice the self-monitoring strategy
• functional communication system to engage in choice making• opportunities for students to develop self-awareness by
engaging in honest and respectful discussions • foster the development of students’ leadership skills
Self-Care/ Independent Living Skills
Provide instruction, as needed based on assessment data, in:• financial planning• self-help• cooking• home maintenance• using transportation• accessing community services• time/ organizational management• social roles/ citizenship• critical thinking
Social Skills
• integrate social skills instruction across the curriculum • opportunities for students to practice conversational,
negotiation skills in context• assist to use problem-solving skills when difficult interpersonal
situations arise • provide parent and school staff information and training in
supporting age-appropriate social skill development, taking into consideration the family’s cultural standards
• use augmentative communication (AC) and assistive technology (AT) devices to encourage communication
• ecological assessments to identify the social skills students will be expected to perform in each context
Predictors of In-School Success
•Academically on-track in freshman year•Attendance•Teacher expertise and excellence•Career academies, other transition programs•Mentors (formal or informal)•After school programs•Parental involvement•Transition-focused IEP goals