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Getting It Done: Preparing All Students for Post-School Success in Idaho

National Secondary Transition Technical Assistance Center. Getting It Done: Preparing All Students for Post-School Success in Idaho. Idaho Transition Cadre Hailey, ID October 2, 2013. What’s an NSTTAC?.

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Getting It Done: Preparing All Students for Post-School Success in Idaho

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  1. National Secondary Transition Technical Assistance Center Getting It Done: Preparing All Students for Post-School Success in Idaho Idaho Transition Cadre Hailey, ID October 2, 2013

  2. 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

  3. NSTTAC Charge Provide TA and disseminate resources Build state capacity Foster data collection and use Improve student outcomes

  4. 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

  5. NSTTAC’s Technical Assistance

  6. Intensive TA States • Bureau of Indian Education • Delaware • Florida • Georgia • Idaho • Indiana • Louisiana • Maine • Missouri • Rhode Island • Tennessee • Utah • Washington, D.C.

  7. NSTTAC Technical Assistance Idaho Blaine County

  8. Context for Improving Practice Factors • Federal policy • State and local policy • Community • Effective practices

  9. 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?

  10. Using Transition Indicators to Improve What We Do • Post-School Outcomes • ~Indicator 14~ • Postsecondary education and/or training • Employment • Independent living Not so good? Good? Why? Why Not? • 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

  11. Critical Interrelationship Quality IEPs Staying in School Achieving post-school outcomes Graduating

  12. Critical Interrelationship Establishing transition education and services Developing individual student IEPs Preparing students for the future

  13. Cadre to Build Capacity Process Improve student outcomes by improving what we do!

  14. Cadre to Build Capacity Process • Increase knowledge • Reflect on current practices • Develop plans to address needs

  15. How do we do that? • Content • Data review and use • Strategic planning • Support each other • Leave with an actionable plan!

  16. NSTTAC Model Strategies

  17. Taxonomy for Transition Programming Family Involvement Student-Focused Planning Program Structures Student Development Interagency Collaboration

  18. STUDENT-FOCUSED PLANNING • IEP Development • Student Participation • Planning Strategies INTERAGENCY COLLABORATION • Collaborative Framework • Collaborative Service Delivery Taxonomy for Transition Programming • FAMILY INVOLVEMENT • Family Training • Family Involvement • Family Empowerment • STUDENT DEVELOPMENT • Life Skills Instruction • Employment Skills Instruction • Career & Vocational Curricula • Structured Work Experience • Assessment • Support Services • PROGRAM STRUCTURES • Program Philosophy • Program Policy • Strategic Planning • Program Evaluation • Resource Allocation • Human Resource Development

  19. STUDENT-FOCUSED PLANNING • IEP Development • Student Participation • Planning Strategies INTERAGENCY COLLABORATION • Collaborative Framework • Collaborative Service Delivery Taxonomy for Transition Programming • FAMILY INVOLVEMENT • Family Training • Family Involvement • Family Empowerment • STUDENT DEVELOPMENT • Life Skills Instruction • Employment Skills Instruction • Career & Vocational Curricula • Structured Work Experience • Assessment • Support Services • PROGRAM STRUCTURES • Program Philosophy • Program Policy • Strategic Planning • Program Evaluation • Resource Allocation • Human Resource Development Academic Skills Instruction

  20. 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?

  21. Focus Questions 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?

  22. “Must - Have” Cadre Materials • Agenda • Handouts (from registration and more!) • Team planning tool • Evaluation • Attitude!

  23. 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

  24. Make Progress • Reconvene • Measurable goals • Activities toward the goals • Assign tasks • Deadlines • Celebrate your successes! • Monitor your progress and continue to meet!

  25. 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”

  26. What Do You Do If WhenIt 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

  27. Off we go…

  28. Need to Be Doing What Works

  29. Flash Back to 1984 What to do ?????

  30. What Does Research Tell Us?

  31. What Does the Field Tell Us?

  32. NSTTAC Builds On Transition Practices Research • Serves as a conceptual framework • Provides a foundation for change • Helps focus efforts and initiatives • Provides concrete information

  33. Taxonomy for Transition Programming Family Involvement Student-Focused Planning Program Structures Student Development Interagency Collaboration

  34. STUDENT-FOCUSED PLANNING • IEP Development • Student Participation • Planning Strategies INTERAGENCY COLLABORATION • Collaborative Framework • Collaborative Service Delivery Taxonomy for Transition Programming • FAMILY INVOLVEMENT • Family Training • Family Involvement • Family Empowerment • STUDENT DEVELOPMENT • Life Skills Instruction • Employment Skills Instruction • Career & Vocational Curricula • Structured Work Experience • Assessment • Support Services • PROGRAM STRUCTURES • Program Philosophy • Program Policy • Strategic Planning • Program Evaluation • Resource Allocation • Human Resource Development

  35. STUDENT-FOCUSED PLANNING • IEP Development • Student Participation • Planning Strategies INTERAGENCY COLLABORATION • Collaborative Framework • Collaborative Service Delivery Taxonomy for Transition Programming • FAMILY INVOLVEMENT • Family Training • Family Involvement • Family Empowerment • STUDENT DEVELOPMENT • Life Skills Instruction • Employment Skills Instruction • Career & Vocational Curricula • Structured Work Experience • Assessment • Support Services • PROGRAM STRUCTURES • Program Philosophy • Program Policy • Strategic Planning • Program Evaluation • Resource Allocation • Human Resource Development Academic Skills Instruction

  36. Student Development Student Development = the “stuff” of the educational program

  37. 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 Starters

  38. 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-MonitoringInstruction • Using a System of Least to Most Prompts • Using a System of Most to Least Prompts • Using Total Task Chaining

  39. 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

  40. 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

  41. Student Development (more) Teaching Counting Money Using the One More Than Strategy TeachingFinance 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

  42. 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

  43. 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

  44. Promising Practices to Teach Academics

  45. 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

  46. The Missing Link Post-School Outcomes Predictors Lesson Plans Practices

  47. Transition Practices Research Macro Level • Systems • Programs • “Generic” practices Predictors! Practices! Micro Level • Specific interventions nsttac.org

  48. Predictors of Post-School Success NSTTAC, 2009; Coyle, 2012

  49. What do I do now?

  50. 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)

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