web conference series october 23, 2006 “student participation”
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www.edi.cornell.edu. Employment and Disability Institute. Web Conference Series October 23, 2006 “Student Participation”. Marianne Murphy, MSW Nancy Hinkley, MS Ed., CAS Michele Cowen- Conference Support Jeffrey Trondsen- Technology Cornell University Employment and Disability Institute - PowerPoint PPT PresentationTRANSCRIPT
Web Conference SeriesOctober 23, 2006
“Student Participation”
Marianne Murphy, MSW
Nancy Hinkley, MS Ed., CAS
Michele Cowen- Conference Support
Jeffrey Trondsen- Technology
Cornell University
Employment and Disability Institute
Mid State Transition Coordination Site
Ithaca, New York
Employment and Disability Institute www.edi.cornell.edu
Agenda
OVERVIEWIndividual with Disabilities Improvement Act 2004
Student Participation
New York State Performance Plan
Effective Transitions: Indicator #13
Assessment & Self Determination
Indicator #13 Part I Issue # 1
Practice
Polling Question
Individuals with
Disabilities Education
Improvement Act of 2004
NYSED VESID, DJ, 3/29/06
INDIVIDUALS WITH DISABILITIES EDUCATION IMPROVEMENT ACT 2004
3 Priority Areas
20 Quality Indicators
FAPE DISPROPORTIONALITY General Supervision
Effective Transitions: Indicator #13Indicator #14
General Supervision
Effective Transitions
Indicator #13 Percent of youth aged 15 and above with an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the student to meet the post-secondary goals.
Indicator # 14 Percent of youth who had IEPs, are no longer in secondary school and who have been competitively employed, enrolled in some type of postsecondary school, or both, within one year of leaving high school.
Federal IDEA 2004 ((20 U.S.C. 1416(a)(3)(B))
Indicator 12
children referred
Indicator 7
preschool children
Indicator 8
parent involvement
Indicator 13
Secondary
Transition
Indicator 14
Post Secondary Outcomes
Indicator 11
consent to evaluate
NEW YORK STATE PERFORMANCE PLAN
New York State 6 new data collection areas
http://www.vesid.nysed.gov/specialed/spp/home.html
Citation Issue
Total # IEPs in Compliance
(Checked ‘yes’)
Percentage in
Compliance
Determination of Compliance
Y N8 NYCRR
§200.4(d) (4)(i)(c)
When the CSE met to consider transition service needs, the school district invited the student. If the student did not attend, the district ensured that the student's preferences and interests were considered.
8 NYCRR §200.4(d) (2)
(ix)(a)
Under the student’s present levels of performance, the IEP includes a statement of the student’s needs, taking into account the student’s strengths, preferences and interests, as they relate to transition from school to post-school activities.
8 NYCRR §200.4(d) (2)
(ix)(b)
The IEP includes appropriate measurable post-secondary goals based upon age appropriate transition assessments relating to training, education, employment and, where appropriate, independent living skills.
8 NYCRR §200.4(d) (2)
(iii)
Each IEP includes measurable annual goals consistent with the student’s needs and abilities, including (if applicable) benchmarks or short-term objectives.
Documentation Evidence
Look at:IEPs:Post-secondary goalsPresent levels of performanceAnnual goalsShort-term instructional objectives and benchmarks, as appropriate
Look for evidence of:Direct student involvement in determining preferences and interests, transition needs and post-secondary goals.Present levels of performance indicate the student's strengths, preferences and interests.Present levels of performance identify the student's needs relating to transition.Post-secondary goal statements include goals relating to training, education, employment and independent living.Post-secondary goals are measurable (i.e., observable).Post-secondary goals are based on age-appropriate assessment information. Annual goals are recommended that would incrementally help the student to achieve his/her post-secondary goals.Goals are not the same on all IEPs but are unique to the individual.
Citation Issue
Total # IEPs in Compliance
(Checked ‘yes’)
Percentage in
Compliance
Determination of Compliance
Y N8 NYCRR
§200.4(d) (4)(i)(c)
When the CSE met to consider transition service needs, the school district invited the student. If the student did not attend, the district ensured that the student's preferences and interests were considered.
8 NYCRR §200.4(d) (2)
(ix)(a)
Under the student’s present levels of performance, the IEP includes a statement of the student’s needs, taking into account the student’s strengths, preferences and interests, as they relate to transition from school to post-school activities.
8 NYCRR §200.4(d) (2)
(ix)(b)
The IEP includes appropriate measurable post-secondary goals based upon age appropriate transition assessments relating to training, education, employment and, where appropriate, independent living skills.
8 NYCRR §200.4(d) (2)
(iii)
Each IEP includes measurable annual goals consistent with the student’s needs and abilities, including (if applicable) benchmarks or short-term objectives.
Look at: IEPs:Post-secondary goalsPresent levels of performanceAnnual goalsShort-term instructional objectives and benchmarks, as appropriate
Look for evidence of:Direct student involvement in determining preferences and interests, transition needs and post-secondary goals.Present levels of performance indicate the student's strengths, preferences and interests.Present levels of performance identify the student's needs relating to transition.Post-secondary goal statements include goals relating to training, education, employment and independent living.Post-secondary goals are measurable (i.e., observable).Post-secondary goals are based on age-appropriate assessment information. Annual goals are recommended that would incrementally help the student to achieve his/her post-secondary goals.Goals are not the same on all IEPs but are unique to the individual.
Documentation Evidence
Citation Issue
Total # IEPs in Compliance
(Checked ‘yes’)
Percentage in
Compliance
Determination of Compliance
Y N8 NYCRR
§200.4(d) (4)(i)(c)
When the CSE met to consider transition service needs, the school district invited the student. If the student did not attend, the district ensured that the student's preferences and interests were considered.
8 NYCRR §200.4(d) (2)
(ix)(a)
Under the student’s present levels of performance, the IEP includes a statement of the student’s needs, taking into account the student’s strengths, preferences and interests, as they relate to transition from school to post-school activities.
8 NYCRR §200.4(d) (2)
(ix)(b)
The IEP includes appropriate measurable post-secondary goals based upon age appropriate transition assessments relating to training, education, employment and, where appropriate, independent living skills.
8 NYCRR §200.4(d) (2)
(iii)
Each IEP includes measurable annual goals consistent with the student’s needs and abilities, including (if applicable) benchmarks or short-term objectives.
Look at:IEPs:Post-secondary goalsPresent levels of performanceAnnual goalsShort-term instructional objectives and benchmarks, as appropriate
Look for evidence of:Direct student involvement in determining preferences and interests, transition needs and post-secondary goals.Present levels of performance indicate the student's strengths, preferences and interests.Present levels of performance identify the student's needs relating to transition.Post-secondary goal statements include goals relating to training, education, employment and independent living.Post-secondary goals are measurable (i.e., observable).Post-secondary goals are based on age-appropriate assessment information. Annual goals are recommended that would incrementally help the student to achieve his/her post-secondary goals.Goals are not the same on all IEPs but are unique to the individual.
Documentation Evidence
Citation Issue
Total # IEPs in Compliance
(Checked ‘yes’)
Percentage in
Compliance
Determination of Compliance
Y N8 NYCRR
§200.4(d) (4)(i)(c)
When the CSE met to consider transition service needs, the school district invited the student. If the student did not attend, the district ensured that the student's preferences and interests were considered.
8 NYCRR §200.4(d) (2)
(ix)(a)
Under the student’s present levels of performance, the IEP includes a statement of the student’s needs, taking into account the student’s strengths, preferences and interests, as they relate to transition from school to post-school activities.
8 NYCRR §200.4(d) (2)
(ix)(b)
The IEP includes appropriate measurable post-secondary goals based upon age appropriate transition assessments relating to training, education, employment and, where appropriate, independent living skills.
8 NYCRR §200.4(d) (2)
(iii)
Each IEP includes measurable annual goals consistent with the student’s needs and abilities, including (if applicable) benchmarks or short-term objectives.
Look at:IEPs:Post-secondary goalsPresent levels of performanceAnnual goalsShort-term instructional objectives and benchmarks, as appropriate
Look for evidence of:Direct student involvement in determining preferences and interests, transition needs and post-secondary goals.Present levels of performance indicate the student's strengths, preferences and interests.Present levels of performance identify the student's needs relating to transition.Post-secondary goal statements include goals relating to training, education, employment and independent living.Post-secondary goals are measurable (i.e., observable).Post-secondary goals are based on age-appropriate assessment information. Annual goals are recommended that would incrementally help the student to achieve his/her post-secondary goals.Goals are not the same on all IEPs but are unique to the individual.
Documentation Evidence
Strengths Needs Preferences
Transition
InterestsAppropriate Assessment
Measurable Post
Secondary Goals
Mea
sura
ble
Po
st S
eco
nd
ary
Go
als
Lif
e af
ter
Sch
ool
Res
ult
s
Strengths Needs Preferences
Transition
InterestsAppropriate Assessment
PLPS
Transition Needs
Measurable Post
Secondary Goals
Annual Goals
Mea
sura
ble
Po
st S
eco
nd
ary
Go
als
Lif
e af
ter
Sch
ool
Res
ult
s
Strengths Needs Preferences
Transition
InterestsAppropriate Assessment
Courses of Instruction
Transition Services
PLPS
Transition Needs
Measurable Post
Secondary Goals
Annual Goals
Mea
sura
ble
Po
st S
eco
nd
ary
Go
als
Lif
e af
ter
Sch
ool
Res
ult
s
Strengths Needs Preferences
Transition
InterestsAppropriate Assessment
Last year
11th Grade
10th Grade
9th Grade
Incremental Progress
Courses of Instruction
Transition Services
PLPS
Transition Needs
Measurable Post
Secondary Goals
Annual Goals
Mea
sura
ble
Po
st S
eco
nd
ary
Go
als
Lif
e af
ter
Sch
ool
Res
ult
s
Measurable Post Secondary Goals
Life after School Results
Training
Education
Employment
Independent Living Skills
Exit
11th Grade
10th Grade
9th Grade
MPSG: Independent Living Skills
John will self advocate for his service needs,
college and employment support
Problem Solving
Communication
Organization
Self-Esteem
Self-Confidence
Exit
11th Grade
10th Grade
9th Grade
Strength Based Assessment
John will self advocate for his service needs,
college and employment support
Accomplishments
Student aptitudes
Student Goals
Recent evaluations
Vocational assessment
Parent input
Recommendations
Exit
11th Grade
10th Grade
9th Grade
Present Levels of Performance
John will self advocate for his service needs,
college and employment support
Unique Needs
Individualized
Parent Input
Student Input
Student Abilities
Student Needs
Resources
Exit
11th Grade
10th Grade
9th Grade
Annual Goals
John will attend his IEP meeting with a portfolio showing the classes he took, the progress he made, and thoughts about what he would like to do next year.
Specifics
Measurable
Achievable
Relevant
Time-Related
8 NYCRR §200.4(d) (4)(i)(c)
When the CSE met to consider transition
service needs, the school district invited the
student. If the student did not attend, the
district ensured that the student's
preferences and interests were considered.
Three Phases of Student Participation -
• Self Awareness
• Self Determination • System Awareness
Leading to Students Eventually Running their Own IEP Meetings with Adult-level Self-Advocacy Skills
Polling 2
Three Phases of Student Participation -
• Self Awareness
• Self Determination • System Awareness
Leading to Students Eventually Running their Own IEP Meetings with Adult-level Self-Advocacy Skills
Start with the Initial Transition Assessment (prior to age 15 or as part of initial evaluation)
Follow-up with annual assessments • All should have parental interview and various
student components.• All should focus on identifying student’s strengths
as well as needs in the various areas.• All should contribute key information to the PLPs –
select student-specific assessments.Several types are listed on our web resource link: http://www.ilr.cornell.edu/edi/p-webconinfo.cfm
What is a Strength-Based
Assessment?(SBA)
What are the Beliefs Behind SBA?
• All children have strengths.
• A child’s motivation may be enhanced when the adults around him/her point out their strengths.
• Failure of a child to acquire a skill does not mean a deficit; instead it indicates that a child has not been afforded the experiences and instruction to master the skill.
• The goals, objectives, and services included in Individualized Education Programs (IEPs) and family service plans need to be based on the strengths of the child and family.
Strength Based Assessment Student: District: Age: Projected Graduation Date: Interview Date:
Other Questions:Further Education: Approach it as lifelong learning. I.e., What do you want to learn more about?“What if” question: Are there any other jobs or careers that seem interesting to you?Community Living: When you’re not working or learning more, what do you want the rest of your life to be like? Feel free to give examples like join the volunteer ambulance corps, sing in the church choir, get married and have a family, etc.
Dreams: What are your hopes and dreams for the future? Employment/Career (always ask “What interests you about that field/ job?”):
Further Education:
Community Living:
“What if" question:
Parent Dreams: What are your hopes and dreams for your child’s future?
Notes:It is common for students to say there are no barriers. Most teenagers feel that they can achieve what they want. This topic is revisited in “What Helps” when we ask the student what strategies help them to succeed.
Fears: What will stand of the way of reaching your dreams?
Fears: What will stand in the way of your child’s dreams?
Sample pages from a commonly used SBA
Other Questions:Introduce this section as the opportunity for the student to brag about her/himself.Free Time: When you are done with your homework and your chores what do you like to do? It’s okay to ask the student for detail. I.e., if the student says they watch TV, ask them what their favorite network or show is. Same for music.Like best about your job: Ask them if they have any chores at home or jobs outside the home i.e., mowing lawns, babysitting, etc.
Abilities: What are your strengths, talents, abilities, gifts, skills and likes? Hobbies: Best Subject: Favorite Subject: What do you like to do when you have free time? Words your friends would use to describe you: What did you like best about your (job, Tech Center) experience? What do you really dislike?
Parent: School:
Other Questions:What do you need to be able to achieve your hopes and dreams? You may want to read what they said in that section.What helpsWhen you’re having a tough day what can people do to help you cheer up and feel better?
What helps? What helps you to be successful? What can people do to help you do a good job? What is the best way to teach you something new?
Parent: School:
Sample SBA pages (continued)
Three Phases of Student Participation -
• Self Awareness
• Self Determination • System Awareness
The capacity to manage one’s own affairs, make one’s own judgments, and provide for oneself.
Self-Determination
Skills
student
Application
KnowledgeSelf knowledge:Exploration ofpersonal, academic, work preferences
Where am I going? Set expectations and goals to meet these needs and interests
Applied experiences / culminating activity
Take action to complete plans and evaluate results
What do I need to know?What am I learning? Why am I learning it? How can I use it?
Self-Determination and the
Student-Centered Transition Planning
Process
(aka person-centered planning)
Student: Interview Date: District:
Other topics/ideas discussed, Things to do, concerns, etc:(Indicate what is to done, who will do it and when:
Measurable Post Secondary Goals(The Measurable Post Secondary Goal statements use the student’s and parent’s own words from the interview and is based upon the student’s expressions of their hopes and dreams for the future. The Abilities section is also a source for information. To compose these statements use wording that is measurable. For example, Chris’s post secondary goal for employment is to pursue a career in nursing.
Employment:
Post Secondary / Training
Independent Living
Sample SBA pages (continued)
Transition ChecklistStudent:
DOB:
Agency/actionAction req’d? Who When/Dates Comments
VESID(2nd year before graduation)
OMRDD / DDSO(by age 14*)
OMH / DCMH(by age 14*)
Supplemental Needs Trust(age 13 if plan toapply for SSI at age18)
Driver’s License(age 16)
Community Mobility (age 16)
SSI Application(age 18*)
Guardianship(age 18*)
Selective Service(males age 18)
Resume(work or college bound)
College Supportsset up after acceptance
Other:
Other:
Other:
NYS offers two web-based tools for ongoing assessment & portfolio development:
Career Plan & Career Zone
http://www.albany.edu/twoyear/careerplan/
http://www.nycareerzone.org/•Downloadable plans •Online portfolio •Continuous career development process
Career Plan & IEP Transition
Career Plan Components:
Self Knowledge
Skills / Application
Career Exploration
Future Goals and Decision Making
Skills / Applications
IEP Transition Components:
Present Levels of Performance
Measurable Long Term Adult Goals
Annual goals
Coordinated Set of Activities
Three Phases of Student Participation -
• Self Awareness
• Self Determination • System Awareness
The ability to understand and navigate both organizational structures and informal networks to achieve one’s goals.
The Importance of Self-Advocacy
After high school, the student must self-identify as an individual with disabilities and request reasonable accommodations in the workplace or educational setting.
What better way to learn these skills than through training students to advocate within the IEP process?
Student-Centered Transition Planning
student
Strength-Based Assessment
Self Determination
Community
student
“I have found the best way to give advice to your children is to find out what they want and then
advise them to do it.”
~Harry S. Truman
Go to EDI Web Site (http://www.ilr.cornell.edu/edi/)
Find Areas of Expertise
Find Educational Achievement and Transition
Click on Mid State Transition Coordination Site
Click on Resources
Click on Web conference series
Click on Evaluation
Please complete the online survey
Go Directly: http://www.ilr.cornell.edu/edi/p-webcon-postsurvey.cfm
Evaluation:
Visit our site
http://www.ilr.cornell.edu/edi
Or go directly:
http://www.ilr.cornell.edu/edi/p-webcon-postsurvey.cfm
Contact Information:
Marianne Murphy, Mid-State Transition Coordination Site Manager
V: 607-255-1664e: [email protected]
Nancy Hinkley, Transition SpecialistV: 607-255-1109e: [email protected]