Improving Teacher Practices on Transition Through ... · with Data Task Analysis and ... Task...
Transcript of Improving Teacher Practices on Transition Through ... · with Data Task Analysis and ... Task...
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ImprovingTeacherPracticesAboutTransitionThroughProfessional
LeadershipTeamsPresentedatOregonStatewideTransitionConference
Portland,Oregon,Feb,172017DevelopedandPresentedBy
MultnomahEducationServiceDistrictTransitionPlanningTeamReginaM.MorenoED.D.- EducationalConsultant
Elizabeth Juaniza-SasoM.S.- TransitionNetworkFacilitatorJeanneSwiftED.S.- SPEDCoordinator
JodiJohnson– EmploymentTrainingTechnician1
PresentationDescriptionCriticalExamination•DevelopmentandImplementationofMESD’sTeacher-ProfessionalLeadershipTeam(PLT)onTransitionfocusingonyouthwhoexperienceseveretoprofoundintellectualdisabilities
• AlignmenttoExecutiveOrder15-01• EffortstocomplywithOregonStateGuidanceonMockShelteredWorkshops(MSWs)
•WIOA(WorkforceInnovationsOpportunitiesACT)• Evidencebasedpractices
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Introduction
•Who’sintheaudience?
•Whoarewe?
•Whodoweserve?
• TransitionNetworkFacilitator(TNF)Grant3
FirstSteps• Wheredowestart?
• Whatpersonneldowehave?
• What’sinplace?
• What’sworking?
• What’shinderingus?
• What’smissing?4
StepOne• ExamineOregonOARs,E.O.15-01,GuidanceonMockShelteredWorkshops(MSWs)Indicator13andWIOA(5Pre-Ets;Jobexploration,workbasedlearningexperiences,postsecondaryeducation,workplacereadinessandselfadvocacy)
• ExaminedcurrentstatusofMESD’sTransitionprogrampractices• Observations– broad→narrow• Conversations– specificfocus• Teachersurvey
• ProfessionalDevelopment• Synthesizingourinitialinformationandmembercheckingforaccuracy
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(Moreno,Juaniza-Saso,&Morin(8.16.16)
ReturnRate- 6/8received
EssayQuestion(Moreno,Juaniza-Saso,&Morin(8.16.16)1. Pleaselistthetypesofformalandinformalassessmentsyoucurrentlyusetodeterminetransition-relatedgoalsfortransitionagestudents(14-21)inthefollowingareas:•Vocationalcareer•Independentliving•Post-secondaryeducation•Self-determinationandpersonalsafety•Recreation/leisure
2. Pleasedefineanddescribeawhat“throughline”iswhentransitionprogramplanningfortransition-agestudents(14- 21)?
3. Pleaseidentifywhataspectsoftransitionpolicyandproceduresthatyouwouldlikeclarified,relatedtoplanningfortransitionagestudents(14-21).
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ProfessionalDevelopmentInterest
StepTwo:DevelopingthePLTTransitionPlanningTeam
•Definedroles• Clarifiedpurpose• Createdmissionstatement•Defined“Transition”asalignedtoMESD’sFLSprogram• Identifiedkeyvocabulary/terminology• Timelineandlogistics• Continualcross-checkwithPre-Ets,PostSecondaryGoalsareas• Continualcross-checkwithteacherinput 15
MESDFLSTransitionPlanningTeam
• FLSProgramCoordinator• InstructionalConsultant• OregonStateTNF• TwoETT• RVCT• LeadTeacher–Transitionage
StepThree:InitialWorkofthePlanningTeam
• Conductedindepthliteraturereviewonbestpractices
• Frameworkforourworkingmodelisgroundedfromtheconstructsofth• LeastDangerousAssumption(A.Donnellan,1984;CJorgensen,2005),• CriterionofUltimateFunctioning(L.Brown,JNietupski&Shamre-Nietupski,1976),
• DignityofRisk(Browder,1987)and• Self-Determination(M.Wehmeyer,1995,1998,2005,2010).
• OngoingdevelopmentofOUROWN knowledgearoundlocal,state,andnationalpractices
• MetwithresearchersatUofOonPSG,ODE,VR,DDandcommunitypartnerstraining,attendedDCDTConference&MorningStar(2016webinar)
• DivisiononCareerDevelopmentandTransition(DCDT)• DeeperknowledgeofE.O.15-01andMSWGuidance
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NutsandBolts:PlanningTeam
• Identified•PLTmembers(requiredvs.invited)•CommunitypartnerstoattendPLTmeetings•NeedforanadditionalETT(EmploymentTrainingTechnician)
• ScheduledPLTMeetingDatesfortheYear(4→8)
• Outlinedwhattoaddressfirstandsubsequentlysequencedinformationthroughouttheyear
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ParentParent
NutsandBolts:PlanningTeam
• TransitionToolkit(TTK)analysis- identifiedresourcesmeaningful
toMESDFLSprogram
o DevelopedTTKanalysisgridwithLikertScale
o AnalysisofUniqueLearningSystems(ULS)TransitionPassport
o Identifyreadilyavailablematerials- mostrequiredmodification
• Inventoryofclassroomsitededicatedtolifeskillstraining 20
Items in Kit 28 Need to add 1 of 29 listed – Adaptive behavior ScaleKit Items Reviewed 26
Assessment Tool 12/26 46%
Curriculum 11/26 42%
Resource 16/26 61%
Profound 7/26 (27%) 7/7 (100% of which need significant modification for relevance
Severe 9/26 (35%) 6/9 (67% of which need some modification for relevance)
Mod/Severe 17/26 (65%) 6/17 (35% of which likely to need modification for relevance)
Moderate/Mild 22/26 (85%) 6/22 (27% of which can be modified, if needed
Moreno, R. & Juaniza-Saso, E. 10.4.16
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Conductageappropriatetransitionassessment(NSTTAC)✓incorporateassistivetechnologyoraccommodationstoallowanindividualtodemonstrateabilitiesandpotential.✓ occurinenvironmentsthatresembleactualvocationaltraining,employment,independentliving,orcommunityenvironments.✓ produceoutcomesthatcontributetoongoingdevelopment,planning,andimplementationof“nextsteps”intheindividual’stransitionprocess.✓ varied,includeasequenceofactivitiesthatsampleindividual’sbehavior&skillsovertime.✓verifiedbymorethanonemethodandbymorethanoneperson.✓datamustbesynthesized,interpretedrelevanttoindividualsw/disabilities&families✓dataandresultsoftheassessmentprocessmustbedocumentedinaformatthatcanbeusedtofacilitatetransitionplanning.✓selectedmethodsofAXsbeappropriateforthelearningcharacteristics(e.g.cognitive,physical,stamina,endurance)oftheindividualincludingculturalandlinguisticdifferences.
Sitlington,Neubert,andLeconte(1997)
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FirstPLTMeeting• SharedwhatwelearnedfromUofOvisit• SummarizationofOregonrequirements• PagebypageoverviewofOregon’sTransitionResourceHandbook
• Sharedourinitialdata:practices,beliefs,gapsetc.
• Providedanopenforumforongoingteacherinput
• Identifiedagencypartners
• OverviewofCommunityBasedInstructionsites(CBI)
• Fullsupportandrepresentationofprogramleadership 25 26
Whatdidwelearn?Takeawaysfromthe1stPLTmeeting
• NeedPATH(PlanningAlternativeTomorrowswithHope)
• Re-organizeagendaitemsfortheyear
• Identifiedwhat communitypartnerstoinviteandwhen
• SLOWDOWNourpace
• In-depthprofessionaldevelopmentonPostSecondaryGoalsandCourseofStudy
• MSWs:identifywhattheyareandhowtoadjustwithintheFLSprogram
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Whatdidwelearn?EmphasizethePremiseofaQualityGoal
•BasedonPINSandotherage-appropriatetransitionassessment(AX)outcomes•Onegoalforeachadultoutcomearea
•AdultOutcomeAreas•EducationorTraining(required)•Employment(required)•IndependentLiving(whenappropriate)
• Goalrequiresthestudenttoapplyknowledgeandskillsgainedduringhighschoolor10-21yearprogram?
•PSGmaychangefromyeartoyear,sometimesslightly,sometimesgreater
•Foreachpost-secondarygoal,theremustbeanannualgoal.TheIEPgoalwilladdresshowthestudentwillmakeprogresstowardsthestatedpost-secondarygoals.
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Whatdidwelearn?(Continued)• ClarifyforteammembersrolesandresponsibilitieswithinMESDandgrant
relatedpersonnel
• Transportationbarriers,refineVRprocessandclarifyDDroleandservices
• LiteraturereviewofassessmentsrelatedtoMESDFLSstudentpopulation,inordertocompleteacomprehensiveassessmentprofile,includingPreference,Interests,NeedsandStrengths(PINS),crosscheckofthePre-EmploymentTransitionServices(Pre-ETS)
• Currentgap:AdaptiveBehaviorScaleandFunctionalCommunicationProfile
• ModifiedULSTransitionPassport,Job/Careerinterestsurveys- developedspecializedprotocol
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MESDTRANSITIONPATH10.26.16
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MESD Transition PLT PATH Outcome October 28, 2016 (updated statues on 1.6.17)
Task / Item Who By When Status NotesPS Goal Training Gina/Jodi/Lizzie Oct 28th (on
going)Initial level-Completed on Oct 28
This needs to be more in depth completed. Gina will report to leadership IEP Review findings
1 community partner – paid employment
Jodi/Robbie March 1st In Progress
PCP Trainers and $ Heather Nov 15th Unknown
Four new community partners Jodi Feb 1st In Progress
Baseline inventories CBI Jodi/Gina Chris and Bill
March 1 In Progress
Coordinate organize consortium
Lizzie March 3 In Progress- ongoing First mtg, we need to re-schedule
Coordinate organize Parent night
Lizzie March 3 In Progress
Hire Temp Subs Cara/Jeremy On going Unknown
Google Doc for PLT teams Cara Nov 19th Unknown Create a g-doc for Transition team
List of AX Tools and purchase list
Jeremy/Gina Dec 15 Initial level-Completed onNov 29, 2016
Next step is to review items, agree on protocols and purchase any AX f necessary.
PCP Tracking Tool Gina Dec 1st Not Started as of 1.6.17
Dates identified.
Define Vision for Course Work Gina/Lizzie Feb 1st Not Started Need further discussion in order to move on or postpone
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TRANSITIONIEPANALYSIS• LiteratureReview,OregonTransitionResourceHandbook,UofO,OregonStateSchoolAge:IndividualProceduralComplianceReview(PCR)Form(2016)• 68itemchecklist
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Tasks(November- January)• Developedcounty-wideTransitionSpecialistConsortium• RECT(RegionalEmploymentCoordinatorandTrainer)tojoinTransition
team• FinalizedlistofTransitionAssessmentsFLSprogram-wideuse• TransitionIEPanalysis(samplegroup)- continuedtrainingonPSG• CBIinventory(taskanalysis)perclassperstudent• Transportationresolved- schedules• PATHupdates• NeedforPCPtrainedfacilitators• AdditionalPLTdateswithleadershipsupport 34
AdheringtoODEMSWGuidance•DevelopedavisionforaLifeSkillsandVocationalReadinessTrainingRoomfollowingtheMSWGuidance“
MSWif…Notpartofaninstructionalsequence,suchasteachinggeneralizationofskills.Instructionalsequencedoesnotincludeinstructionthatconsistssolelyoftheactivitiesdescribedinallof(a),(b),and(c)above.(SectionII.6).“…Appropriatepre-vocationalactivities/transitionservicesmustbeincludedinastudent’sprogramasapartofavocationalinstructionalsequenceandbealignedtoastudent’smeasurablepost-secondary goals thatarebaseduponthestudent’spreferences,interests,needsandstrengths(PINS)
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FebruaryandBeyond•ScheduleandmodifiedULSstudentinterestsurvey(Piloted,twoPara-educatorstrained,willscheduledPCPMarchtraining
•Annualreviewformforindividualstudentcommunityexperienceplanninggrid
•StudentInventoryofSchool-widejobs(listofjobsasalignedtoIEP)
•LifeSkillsandVocationalReadinessTrainingRoomInventory
Toassurealignmenttostudent’sPSGs
• Finalizeandin-serviceonthe“lifeskillstrainingclassroomsite”
• CoordinateandorganizeParentNight36
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Post Secondary Goals
Course of Study
Individual Instructional Plan with Data Task Analysis and
Collection Form
Life Skills/Voc Classroom Site – Ensure Instructional sequence that apply to PSG and serves as
a trajectory for broader application
Annual Review of Student Community Skills Training
School-wide Job List
Annual Review of Student Community
Skills TrainingSchool-wide Job List
SafeguardingtoAvoidMSWModel
1. Education and/or Training
2. Employment3. Daily Living
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ANNUAL REVIEW of STUDENT COMMUNITY SKILLS TRAINING SCHOOL-WIDE JOB LIST
CODE for applicability:Education = 1Training = 2 Employment = 3Independent Daily Living = 4
Current Teacher: great teacherStudent/IEP date
YyyyyDate
YyyyyDate
YyyyyDate
YyyyyDate
YyyyyDate
YyyyyDate
YyyyyDate
YyyyyDate
Exit Year 2017 2017 2017 2017 2018 2018 2019 2019Community Skills
TrainingTask
Cafeteria-greeter-server
Sweeping outside
Rinsing and recycling milk cartons
Set up chairs; library delivery with wagon
Laundry; attendance to office
Post School Goal
PSG(code #[s])
1,2, 4 1,2 1,2, 4 2,3,4,
IEP Goal Alignment
Given less familiar task in school setting, will follow staff direction, complete every step and stay on task for duration of work time.
Follow 6 step routine in school setting with no more than one prompt per step
Given familiar functional task, will perform task efficiently and with increased independence
Will complete three new voc tasks in school or community settings with no aggression
Data collection in place
Current Teacher: great teacher 2 Student/IEP date
Name Name Name Name Name Name Name Name
Exit Year 2017 2018 2018 2018 2019 2019 2019 2019
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Modified from Employment First by R Moreno, 2016
Taskscontinued• FocusonIEPdevelopmentandcourseofstudy• FocusonVRreferralprocessAdditionalfundingforLifeskillstraining
classroomsite• InstructionalplanstosafeguardagainstMSWmodel• Purchaseassessmentsandmaterials• ModelortemplateforstudentportfoliotocomplementSOPuponexit• DevelopsupplementalTransitionPracticesguideforFLSprogramin
additiontotheOregonTransitionResourcehandbook• CreatedandpilotedamodifiedFoodHandlersStudyGuideforFLS
program• Inprocess– StudentPCPTrackingTooltotrackpathwayfrom8th,
grade11th andgradeatage20 44
AchievementsoftheMESDTransitionFLSPLTandFLSTransitionProgram
• ShiftingParadigm”LeastDangerousAssumptionandDignityofRisk”
• Clearerlongtermvisionwithanticipatedimprovedstudentpreparedness
• Improvedcommunitypartnerships(State,Vendors,LEA’s,Parentsetc.)anddevelopingprogrammodel
• Making progress in obtaining - community partnership for paid employment
• Makingprogressinobtainingfournewcommunitypartners• ImprovingqualityofstudentIEPs,Studentprograms,Student
instructionalopportunities,settings,curriculum&materials• ImprovedPLTParticipation,membermotivationandincreased
teacherknowledgeStrongerPLT!
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ResourcesTransitionCommunityNetworkhttp://triwou.org/projects/tcn
ExecutiveOrder15-01https://www.oregon.gov/gov/Documents/executive_orders/eo_15_01.pdf
ODEGuidanceonMSWhttp://www.ode.state.or.us/news/announcements/announcement.aspx?ID=14115&TypeID=4
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THANKYOU
QUESTIONS?
• ForFurtherinformationContactJeanneSwiftSpecialEducationCoordinator
MultnomahEducationServiceDistrict(MESD)503-257-1674
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ThefivePre-ETS(ODE2016)WIOA(July22,2014):VRincollaborationwithLEAstoprovidepre-employmenttransitionservicesforallstudentswithdisabilitieswhoareeligibleorpotentiallyeligibleforVRservices.
1. Jobexplorationcounseling;2. Work-basedlearningexperiences,mayincludein-schoolorafterschool
opportunities,outsidethetraditionalschoolsetting(includinginternships),providedinanintegratedenvironmenttothemaximumextentpossible;
3. Counselingonopportunitiesforenrollmentincomprehensivetransitionorpost-secondaryeducationalprogramsatinstitutionsofhighereducation;
4. Workplacereadinesstrainingtodevelopsocialskillsandindependentliving;and
5. Instructioninself-advocacy,whichmayincludepeermentoring. 49 50
IEP MEETING/TRANSITION PLANNING (Oregon Department of Education)
PREFERENCES: BEGINWITHAGEAPPROPRIATETRANSITIONASSESSMENTS
FormalorInformal: Based on Preferences,Interests,Needs,Strengths
INTERESTS- WRITEMEASUREABLEPOSTSECONDARYGOALSIncludeEducation,Training,Employment,and,ifappropriate,IndependentLivingSERVICES:Instruction,relatedservices,communityexperiences,and/ordailylivingactivities
NEEDS - DESIGNCOURSEOFSTUDy- MultiyeardescriptionofcourseworkdesignedtohelpmeetPSG
DEVELOPANNUALIEPGOALS- MustincludeAcademicANDFunctionalGoals
STRENGTHS: COORDINATEWITHADULT/TRANSITIONAGENCIES