Success Achievement Together for All Students Adopting a

  • Slides: 110
Download presentation
Success, Achievement, Together. . . for All Students Adopting a “Seamless” Model of Transition

Success, Achievement, Together. . . for All Students Adopting a “Seamless” Model of Transition with Secondary Students Experiencing Differing Abilities Strategies for Students, Families, Secondary Educators, School Administrators, Agency Representatives, Employers, and Others Eivind-Erik Sorensen August 21, 2019

Meant as Humor, not as a Political Statement President Obama’s Transition Team Success, Achievement,

Meant as Humor, not as a Political Statement President Obama’s Transition Team Success, Achievement, Together. . . for All Students

Today’s Schedule 9: 00 9: 15 10: 30 10: 45 12: 15 12: 30

Today’s Schedule 9: 00 9: 15 10: 30 10: 45 12: 15 12: 30 Introduction/Overview Presentation/Discussion Break Presentation/Discussion Next Steps Wrap-up/Evaluation 1: 00 Project/Team Discussion Success, Achievement, Together. . . for All Students

Presentation Goals ü Present information on Federal and State Initiatives as supporting information for

Presentation Goals ü Present information on Federal and State Initiatives as supporting information for local projects/teams ü Share information on resources and learning opportunities for project/teams ü Provide information and resources on tools and strategies that project/teams can access and use to promote change and improvement (on behalf of students) ü Solicit comments, training needs, and feedback from today’s participants Success, Achievement, Together. . . for All Students

Who is here today? 1. Please share your name, affiliation/district/school/agency, etc. 2. What is

Who is here today? 1. Please share your name, affiliation/district/school/agency, etc. 2. What is your role in secondary transition for young adults into employment? 3. How do you find “inspiration” in this endeavor? 4. What is the one thing that you want to take away from today’s experience? Success, Achievement, Together. . . for All Students

Raffle Time! Success, Achievement, Together. . . for All Students

Raffle Time! Success, Achievement, Together. . . for All Students

Success, Achievement, Together. . . for All Students A “Little” Background Initiatives, Directives, and

Success, Achievement, Together. . . for All Students A “Little” Background Initiatives, Directives, and Foundation

“Poverty and Disability” § Social and Cultural exclusion and stigmatization § No access to

“Poverty and Disability” § Social and Cultural exclusion and stigmatization § No access to economic, social and development opportunities Disability Vulnerability § Economic, social and cultural rights deficit Poverty § Limited participation in decision-making and denial of civil and political rights Handicap International, Department of International Development Disability, February 2000 Success, Achievement, Together. . . for All Students

Further reasons to pursue “seamless” Handout Success, Achievement, Together. . . for All Students

Further reasons to pursue “seamless” Handout Success, Achievement, Together. . . for All Students

Lane v. Brown § Two (2) targeted populations including (a) adults in sheltered workshop

Lane v. Brown § Two (2) targeted populations including (a) adults in sheltered workshop settings, and (b) youth between the ages of 14 – 24 who are eligible for ODDS services; § Per the Settlement Agreement, Oregon must provide 7, 000 individuals with employment services, and of that number 4, 900 must be transition-age youth; [to date, 4, 980 of the latter group have received employment services] § By July 1, 2022, at least half (50% of 4, 900) of the transition-age population that are counted as receiving employment services will also have an IPE via VR; [to date, 3, 102 of this group have received an IPE] § From July 1, 2013 – December 31, 2018, 5, 370 individuals have received employment services. Lane v. Brown Data Report (February, 2019) Success, Achievement, Together. . . for All Students

Employment First Initiative APSE (2019) Success, Achievement, Together. . . for All Students

Employment First Initiative APSE (2019) Success, Achievement, Together. . . for All Students

Transition Network Regions 1 – 8 Success, Achievement, Together. . . for All Students

Transition Network Regions 1 – 8 Success, Achievement, Together. . . for All Students

Region 2 COUNTIES Marion Polk Tillamook Yamhill Handout: “Bookmark” Counties, Districts, Schools § Amity

Region 2 COUNTIES Marion Polk Tillamook Yamhill Handout: “Bookmark” Counties, Districts, Schools § Amity § Newberg § Chemawa § Cascade § North Marion § Lord H. S. § Central § North Santiam § School/Deaf § Dallas § Perrydale § State Hospital § Dayton § Salem-Keizer § Marion County § Falls City § Sheridan § Gervais § Silver Falls § Jefferson § St. Paul § Mc. Minnville § Tillamook § Mt. Angel § Willamina § Neah Kah Nie § Woodburn § Nestucca Valley § Yamhill-Carlton § § 24 Districts 1 Federal 1 County 3 State +Various others Success, Achievement, Together. . . for All Students

Secondary “Seamless” Projects/Teams Region 2, 2018 – 2019 [We will revisit this slide] [CATEGORY

Secondary “Seamless” Projects/Teams Region 2, 2018 – 2019 [We will revisit this slide] [CATEGORY NAME] 25% 58% 17% [CATEGORY NAME] N = 24 (Districts plus OSD) Sorensen (2019) Success, Achievement, Together. . . for All Students

Success, Achievement, Together. . . for All Students Creating Project/Teams Proposals, Team Recruitment, and

Success, Achievement, Together. . . for All Students Creating Project/Teams Proposals, Team Recruitment, and Roles

“Start by doing what’s necessary, then do what’s possible, and suddenly you are doing

“Start by doing what’s necessary, then do what’s possible, and suddenly you are doing the impossible” Francis of Assisi “If you fail to plan, you are planning to fail” Benjamin Franklin “Disability is a matter of perception. If you can do just one thing well, you’re needed by someone” Martina Navratilova “Just because a man lacks the use of his eyes doesn’t mean he lacks vision” Stevie Wonder Success, Achievement, Together. . . for All Students

Focus of “Seamless” Projects/Teams § School district-based projects that bring together key stakeholders aimed

Focus of “Seamless” Projects/Teams § School district-based projects that bring together key stakeholders aimed at achieving mutually agreed-upon goals and objectives (i. e. , these are school-based project/teams that strive to include others in the community in the “seamless” transition process) § Primary focus is on facilitating the successful transition of students historically denied access to competitive employment (i. e. , individuals previously funneled into sheltered “employment” settings or refused opportunities altogether) § Secondarily or equally important is the emphasis on helping students to access competitive and integrated employment prior to school exit § Actions, beliefs, and assumptions of projects/teams reflect that of the Employment First Initiative, Oregon’s “I Work/We Succeed” campaign, APSE, and the Lane v. Brown Settlement Agreement Success, Achievement, Together. . . for All Students

District Project/Team Proposal Process q q q q q Meet with District Representative(s) Assess/Determine

District Project/Team Proposal Process q q q q q Meet with District Representative(s) Assess/Determine Level of Interest per Presentation of “Model” Develop a District-Specific Proposal, Tied to District’s Strategic Plan Submit Proposal and Follow-up with District Representative(s) Per Initial Agreement, Establish Tentative Timelines for the Project(s) Develop Professional Learning Materials for Prospective Team(s) Takes Steps to Solicit Team Membership, Collaboration, Facilitation Begin Work with Team(s)s to Establish Group Norms, Agreements Work with Team(s) to Develop a Tracking Form, Monthly Schedule Assist Team(s) in Identifying Students, Solicit Family Engagement Sorensen (2015) Success, Achievement, Together. . . for All Students

District “Seamless” Proposal Outline What’s included: § District interest/need § District demographics § Proposed

District “Seamless” Proposal Outline What’s included: § District interest/need § District demographics § Proposed professional learning § Agency collaboration, partnerships § PSO data, report cards, strategic plans § Anticipated student outcomes, impact on plans § Submission of proposal to district administrator(s) § Q & A with district representatives to aid in furthering proposal § Formulate timeline for planned implementation, project/team training Sorensen, 2019 Success, Achievement, Together. . . for All Students

Outline of a “Seamless” Transition Proposal School District Project/Team Process Student-Centered • Per educator

Outline of a “Seamless” Transition Proposal School District Project/Team Process Student-Centered • Per educator and district training needs, prioritize action steps for project/teams • Identify students and their need for ongoing support to obtain/maintain CIE Prioritization CIE: Competitive Integrated Employment • Collaborative team efforts to build a network of support that is sustainable over time Collaboration Community-Based Instruction • Community-based instruction via use of evidence-based practices • Employment prior to school exit with plan in place for ongoing support as needed Employment Adapted from Morningstar & Clavenna-Deane (2018) Success, Achievement, Together. . . for All Students

Members of “Seamless” Project/Teams Each entity/representative serves as a resource to the team in

Members of “Seamless” Project/Teams Each entity/representative serves as a resource to the team in support of students and in project goals. Can we really pull that many people together to support a small group of students? YES! Schools Employers ODDS Families Students/Cohorts Service Providers County CDDP Consultants VR Brokerages Sorensen, 2019 Success, Achievement, Together. . . for All Students

Self-Assessment Knowledge/Experience Handout Activity Success, Achievement, Together. . . for All Students

Self-Assessment Knowledge/Experience Handout Activity Success, Achievement, Together. . . for All Students

Per Individual/Team Knowledge/Experience Sample Action Plan for Project/Teams to Consider Knowledge/Experience Goals Action Goals

Per Individual/Team Knowledge/Experience Sample Action Plan for Project/Teams to Consider Knowledge/Experience Goals Action Goals Increase knowledge/expertise in EBP’s Outline plan for implementing EBP’s Increase knowledge/expertise in PCP Develop plan for implementation of PCP Increase expertise in parent/family engagement Implement specific family engagement activities Increase expertise in CBI for work experience Provide CBI/systematic instruction staff training Increase knowledge/expertise in IEP/Transition Adopt plan for ongoing professional learning EBP (Evidence-Based Practices) PCP (Person-Centered Planning) CBI (Community-Based Instruction) IEP (Individualized Education Program/Plan) Bellini, Henry & Pratt (2011) Success, Achievement, Together. . . for All Students

Evidence-Based Practices & Outcomes Evidence-Based Practices Educator Knowledge and Skills Improvement in Educator Practice

Evidence-Based Practices & Outcomes Evidence-Based Practices Educator Knowledge and Skills Improvement in Educator Practice Improvement in Student Outcomes Learning Forward (2011), Guskey (2014) Success, Achievement, Together. . . for All Students

Raffle Time! Success, Achievement, Together. . . for All Students

Raffle Time! Success, Achievement, Together. . . for All Students

Success, Achievement, Together. . . for All Students Team Development Steps to Implement/Assess/Revise

Success, Achievement, Together. . . for All Students Team Development Steps to Implement/Assess/Revise

“Before it can happen for students, it must first happen for teachers” Linda Darling-Hammond

“Before it can happen for students, it must first happen for teachers” Linda Darling-Hammond Success, Achievement, Together. . . for All Students

Project/Team Variables Collaboration Related to Student Outcomes Competence Project/Teams: Note to Participants: Locate the

Project/Team Variables Collaboration Related to Student Outcomes Competence Project/Teams: Note to Participants: Locate the correct citation for this slide and you will win a gift card! Organization Achieving Student Outcomes Empowermen t Development Membership Drago-Severson (? ) Success, Achievement, Together. . . for All Students

Project/Team Member Variables Project/Teams Definition/Meaning Collaboration Team members work collectively toward seeking to meet

Project/Team Member Variables Project/Teams Definition/Meaning Collaboration Team members work collectively toward seeking to meet specific objectives for students while also respecting district, agency, family, and other considerations. Organization Teams strive to develop effective organizational practices that serve to sustain efforts over time and seek to record successful accomplishments to aid both current and new team members. Empowerment Team members seek to empower members and individuals to reach desired goals and objectives through self-directed learning, advocacy, and personal autonomy. Membership Teams seek members who can contribute to the overall mission and share values related to work opportunities for all individuals who are interested. Development Team members seek to enhance their respective knowledge and expertise over time through ongoing professional learning activities aimed at strengthening their efforts to achieve team and student goals. Competence Team members strive for professional improvement and are able to describe, demonstrate, and document the use of evidence-based practices on behalf of the students they serve. Success, Achievement, Together. . . for All Students

Team Roles/Contributions Group Technical Facilitator Assistance Team Recorder Ongoing Data Learning Metrics Map Assets

Team Roles/Contributions Group Technical Facilitator Assistance Team Recorder Ongoing Data Learning Metrics Map Assets Entire Project/Team Access Employers Sorensen (2019) Success, Achievement, Together. . . for All Students

Self-Assessment Team Collaboration Handout Activity Success, Achievement, Together. . . for All Students

Self-Assessment Team Collaboration Handout Activity Success, Achievement, Together. . . for All Students

SMART GOALS Developing goals for Professional learning and growth: § S Specific § M

SMART GOALS Developing goals for Professional learning and growth: § S Specific § M Measureable § A Attainable § R Relevant § T Time-Oriented Google Image Success, Achievement, Together. . . for All Students

Individual Team Member Growth Goals For Team Members (to be able to identify their

Individual Team Member Growth Goals For Team Members (to be able to identify their own growth goals, as an alternative to other SMART Goals): § P Powerful (makes a big difference in student’s lives) § E Easy (simple, clear, and easy to understand) § E Emotionally Compelling (matters a lot to the team member) § R Reachable (identifies a measurable outcome and strategy) § S Student Focused (addresses student achievement, outcomes) Knight (2016), p. 72 Success, Achievement, Together. . . for All Students

Project/Team Growth/Projection Self-Sustaining, Able to Address both Systemic and Student-Specific Issues and Needs Years

Project/Team Growth/Projection Self-Sustaining, Able to Address both Systemic and Student-Specific Issues and Needs Years 1 - 2, Receipt of Mentorship and Support for Ongoing Efforts Initial, Proposal, Formation of Project/Team, Agreements, Student Cohorts Facilitator fades regular support as project/teams sustain efforts Facilitator serves as a mentor and “coach” for project/teams Facilitator/Other initiates proposal to district *Note the role of the “Facilitator” Success, Achievement, Together. . . for All Students

Sample Project/Team Timelines Based on a Typical School Year by Quarter (Sample for Illustration

Sample Project/Team Timelines Based on a Typical School Year by Quarter (Sample for Illustration Only) 1 2 August 3 November December September October 4 February March June January April July Annual “Kickoff” Event Resource Event End-of-Year Resource Fair Assemble Project/Team Professional Learning Activity Attend/Participate in OSTC Professional Learning Activity Secure Agency Collaboration Confirm Agency Referrals Student Cohort(s), Releases Share Student Profiles, IEP Utilize Discovery if Needed Summary of Performance School-Based Business(es) Community Work Experience Paid Employment Obtain Administrative Support Maintain District Support Plan/Proposal for Next Year Review Prior Data/Set Goals Track Monthly Progress Summarize Yearly Data Recruit Providers as Needed Obtain Technical Assistance Recruit/Train for Summer Work Experience Success, Achievement, Together. . . for All Students

Success, Achievement, Together. . . for All Students Project Outcomes Project/Team Accountability

Success, Achievement, Together. . . for All Students Project Outcomes Project/Team Accountability

Results-Based Accountability Five conditions of collective success (for project/teams): 1. A common agenda 2.

Results-Based Accountability Five conditions of collective success (for project/teams): 1. A common agenda 2. Shared measurement systems 3. Mutually reinforcing activities 4. Continuous communication 5. Support organization(s) Epps, D. , Clear Impact (date unknown) Success, Achievement, Together. . . for All Students

Results-Based Accountability (Sample Illustration to Consider by Project/Teams) Population Accountability Entire Student Body •

Results-Based Accountability (Sample Illustration to Consider by Project/Teams) Population Accountability Entire Student Body • Student • Cohort • The well-being of the entire student body within the district is of concern (i. e. , for larger communities, cities, etc. ) Performance Accountability The well-being of specific subset of the population is of concern/focus (i. e. , for programs, agencies, services) Clear Impact (2014, 2016), Google Images (reformatted) Success, Achievement, Together. . . for All Students

Target Population Accountability Questions 1. Quality of life conditions for (target) individuals? 2. What

Target Population Accountability Questions 1. Quality of life conditions for (target) individuals? 2. What would they look like if we could “see” them? 3. How can we measure these? 4. How are we doing on the most important of these measures? 5. Who are the partners and what role do they play? 6. What works to do better, including no or low cost ideas? 7. What do we propose to do? Epps, D. , Clear Impact (date unknown) Success, Achievement, Together. . . for All Students

Plans for Increasing “Seamless” Efforts Per 2018 - 2019 Data (survey planned to assess

Plans for Increasing “Seamless” Efforts Per 2018 - 2019 Data (survey planned to assess “reasons” for acceptance/resistance) § Goal is for all four (4) counties to have sufficient number of projects/teams to sustain effort over time and serve as exemplars for others (2019 – 2020) § Two (2) additional districts are currently considering new proposals (2019 - 2020) § Two (2) districts are “re-setting” their projects/teams per changes in team membership, increased need for technical assistance (2019 - 2020) 58% (n=14) Sorensen (2019) Success, Achievement, Together. . . for All Students

Raffle Time! Success, Achievement, Together. . . for All Students

Raffle Time! Success, Achievement, Together. . . for All Students

Success, Achievement, Together. . . for All Students Professional Learning Project/Teams as “Learning Communities”

Success, Achievement, Together. . . for All Students Professional Learning Project/Teams as “Learning Communities”

Project/Teams as “Learning Communities” § Shift focus or view from traditional “committee work” to

Project/Teams as “Learning Communities” § Shift focus or view from traditional “committee work” to that of a professional learning community or to self-directed learning teams § Direct efforts toward improvements in team member performance (both individually and collectively) to achieve desired outcomes (i. e. , project/team goals) § Align resources among members within the community to achieve desired short and long-term outcomes based upon data that is routinely collected, reviewed, and acted upon § Jointly develop group norms and agreements to maintain focus on both process and outcomes Mc. Laughlin & Talbert (2006) Success, Achievement, Together. . . for All Students

Performance Improvement Strategies Choose the Right Learning Solution Based on the Perceived Problem See

Performance Improvement Strategies Choose the Right Learning Solution Based on the Perceived Problem See this too! Problem Need Solution Knowledge/Understanding Recall Develop Memorization and Practice Activities Reference Build Information & Knowledge Repository or Job Aids Train on How to Use Repository Belief/Motivation Buy-In Deliver Key Messages via Email, Videos, Newsletters Skills Training & Practice Develop & Deploy Training: On. The-Job, Instructor Led (inperson or virtual) Ongoing Professional Learning Fix Underlying Culture or Environment Note: See “Influencers” for more detailed information and contrary views, by Grenny, et al. (2019) Scenario-Based Learning Dashe & Thomson (2019) Success, Achievement, Together. . . for All Students

Expansion on Performance Improvement § Beliefs/Motivation This area tends to be the first to

Expansion on Performance Improvement § Beliefs/Motivation This area tends to be the first to encounter, but then it is quickly followed by… Beliefs § Knowledge/Understanding Knowledge Individuals begin to admit that they don’t believe that they do not have the knowledge or understanding related to the concepts or practices to be employed… Skills/Abilities § Skills/Abilities Finally, we get to the point where individuals accept that they don’t have the skills to “pull-it-off” and we begin to work on how to do it (i. e. coaching and systematic instruction for adults as learners themselves)… Dashe & Thomson (2019) Success, Achievement, Together. . . for All Students

Growing the Project/Team • • • Each member is a unique learner on his/her

Growing the Project/Team • • • Each member is a unique learner on his/her own Learning therefore is tied to each member’s own unique needs Professional learning is “personalized learning” for development Individuals join together to form teams based on mutual interest Teams invite new members to add to ongoing learning and growth Individual goals can be added to team goals Recruitment can be outlined in the proposal New members can be added as needed Timing of introduction of new members Teams can share their learning Ende (2016) Success, Achievement, Together. . . for All Students

Leveraging Team Commitment & Support When approaching districts or others, focus on “leverage points”

Leveraging Team Commitment & Support When approaching districts or others, focus on “leverage points” or “points of entry” for learning communities to engage in, such as: § Student Outcomes (work experience, community-based instruction, summer work experience, employment, internships, career and technical education) § Family Engagement (specific activities to solicit and maintain engagement, advocacy, ongoing support) § Evidence-Based Practices (remember the “postcard”) (1 – 20 identified predictor variables per NTACT) Mc. Laughlin & Talbert (2006), p. 42 -63 Bambrick-Santoyo (2018) Success, Achievement, Together. . . for All Students

Group Norms/Agreements It is important to establish group norms regarding any agreements between team

Group Norms/Agreements It is important to establish group norms regarding any agreements between team members at the start of any seamless endeavor. Examples of items to consider include time, communication, how to address confidentiality, decisionmaking, participation, meeting format, data recording, expectations of the group in general, and other important issues. For example, teams may establish a “person-centered” approach to their endeavor and strive to focus on strengths of individuals as opposed to perceived deficits. Group norms should be reviewed regularly and even posted at each meeting. Learning Forward Success, Achievement, Together. . . for All Students

Sample Group Norms § § § Come prepared Ask for help when needed Ask

Sample Group Norms § § § Come prepared Ask for help when needed Ask questions when you don’t understand Allow yourself to be vulnerable Pay attention the “spoken”, “unspoken” Self-regulate yourself in terms of speaking Be kind and gentle to others Assume good intentions Refrain from judging Prioritize forgiveness Share with others Respect confidentiality (i. e. , “stays here”) Agree to engage in “person-centered” language and thinking when discussing individuals and their needs Drago-Severson & Blum-Stafano (2018) Success, Achievement, Together. . . for All Students

Team Charter A team charter is a document that is developed in a group

Team Charter A team charter is a document that is developed in a group setting that clarifies team direction while establishing boundaries. Second, it educates others (for example the organizational leaders and other work groups), to illustrate the direction of the team. The purposes of a team charter include: holding team members, including leadership, accountable to all the same principles; spelling out roles and responsibilities in a clear, measurable way; defining operations, including ways to adapt to change, address roadblocks, and even define actions like attendance. Group Norms How Demonstrated Value/Respect One Another Offer Support, Help, Encouragement Feel Safe, Secure, Trusted by Others Confidential, Trustworthy, Inform Others Be Engaged/Energized Give Input, Be Prepared, Be Creative Person-Centered Thinking Person-First Language (verbal, written) Google, Sample Success, Achievement, Together. . . for All Students

Team Charter Canvas Google Image Success, Achievement, Together. . . for All Students

Team Charter Canvas Google Image Success, Achievement, Together. . . for All Students

Success, Achievement, Together. . . for All Students Inclusive Practices Addressing Students’ Unique Needs

Success, Achievement, Together. . . for All Students Inclusive Practices Addressing Students’ Unique Needs

Ableism Persists! Ableism is a form of discrimination based on perceived difference in a

Ableism Persists! Ableism is a form of discrimination based on perceived difference in a person’s body, physical function, intellect, and other aspect of daily life that is viewed as differentiating “them” from “us”. Ableism is rooted in long-held beliefs that are based on the following: § § Deficit-Based Models Exclusion, Segregation Pity, Charity, Fundraising, Telethons Need to be “Fixed”, “Cured”, “Treated” “Nothing About Us, Without Us” Books such as this one serve to highlight the fight among individuals labeled as “disabled” to achieve equal rights in society. The disability rights movement has also served to reinforce other movements such as civil rights, free and appropriate education regardless of level of differences in intellect or physical being, and others Google, Charlton (2000) Success, Achievement, Together. . . for All Students

Inclusion Wheel for Employment* Variables for project/teams and individuals determined to increase capacity for

Inclusion Wheel for Employment* Variables for project/teams and individuals determined to increase capacity for accessing competitive and integrated employment for/with individuals experiencing differing abilities Attend to Ableism “ 101” Knowledge Contact Networks Inclusion of Individuals Values * Project/Teams are encouraged to develop their own “inclusion wheels” for reflective practices Dedication Reflection Recognition Adapted from Griffen, et al (2018) Success, Achievement, Together. . . for All Students

Selecting Student Cohorts Identifying students to include as part of a project/team, consider the

Selecting Student Cohorts Identifying students to include as part of a project/team, consider the following for/on behalf of/with individuals: § § § Likely to enroll in CDDP (for ongoing support) Need for ongoing support to maintain employment Younger students with significant support needs Typically not considered for competitive employment Strengths vs. deficits in terms of skills and capabilities Need for interagency collaboration for student success Avoid “blind spots” with regards to students capabilities Consider family needs with regards to empowerment Always focus on self-advocacy, determination, person Strive to shift from “us” to “them” in terms of impact Recognize the cup “from half-empty” to “half-full” Banaji & Greenwald (2013) Success, Achievement, Together. . . for All Students

Student Personal Profiles How can we counter ableism or able-bodied perspectives? We can use

Student Personal Profiles How can we counter ableism or able-bodied perspectives? We can use personal profiles and public “Success Stories”! Holburn, Gordon, & Vietze (2006) Success, Achievement, Together. . . for All Students

Raffle Time! Success, Achievement, Together. . . for All Students

Raffle Time! Success, Achievement, Together. . . for All Students

Success, Achievement, Together. . . for All Students Project/Team Logistics Projects…explore/generate Teams…conduct/do

Success, Achievement, Together. . . for All Students Project/Team Logistics Projects…explore/generate Teams…conduct/do

(In)Effective Support for Project/Teams Doesn’t Work… Works… § Inconsistent Participation § No Student Profiles

(In)Effective Support for Project/Teams Doesn’t Work… Works… § Inconsistent Participation § No Student Profiles § Frequent Member Turnover § Lengthy Meetings § Combining Project/Teams § Implicit Bias § Limited Work Experience § Minimal CBI/EBP § Monthly Meetings § Tracking Sheet § Group Norms § Agenda, Recorder § School Facilitator § Small Student Cohorts § Family Engagement § Administrative Support Success, Achievement, Together. . . for All Students

Generic Team Meeting Agenda § Introductions § Facilitator, Recorder § Ground Rules/Group Norms §

Generic Team Meeting Agenda § Introductions § Facilitator, Recorder § Ground Rules/Group Norms § Review Mission, Goals § Agency/Other Updates § Students/Cohort(s), Data § New Hires/Accomplishments § Special Project Updates § Next Meeting, Next/Action Steps Google Image Success, Achievement, Together. . . for All Students

Sample Monthly Tracking Sheet* Exit Year 2020 2021 2022 2023 Student AB CD EF

Sample Monthly Tracking Sheet* Exit Year 2020 2021 2022 2023 Student AB CD EF GH IJ KL MN OP QR ST UV WX YZ DOB 06/02 05/00 04/01 06/03 04/02 06/01 07/02 03/01 02/02 01/03 09/04 03/02 10/02 IEP/CM 05/19 BB CDDP/SC 04/12 CC Brokerage/PA N/A VR/VRC 09/18 DD SSI/Other 06/18 Benefits Planning Notes Discovery/Profile Notes Work Experience Notes Resume 03/18 Provider(s) TBD Employment *Enter names, dates, update monthly (add guidelines for use of this form) Success, Achievement, Together. . . for All Students

Pre-Employment Transition Services Wyoming Institute for Disabilities Success, Achievement, Together. . . for All

Pre-Employment Transition Services Wyoming Institute for Disabilities Success, Achievement, Together. . . for All Students

Uniform Referral/Release Handout Success, Achievement, Together. . . for All Students

Uniform Referral/Release Handout Success, Achievement, Together. . . for All Students

Employment Referral Handout Success, Achievement, Together. . . for All Students

Employment Referral Handout Success, Achievement, Together. . . for All Students

Success, Achievement, Together. . . for All Students Project/Team Tools Program & Team Development

Success, Achievement, Together. . . for All Students Project/Team Tools Program & Team Development Resources

Self/Team-Assessment Predictor Variables Handout Activity Success, Achievement, Together. . . for All Students

Self/Team-Assessment Predictor Variables Handout Activity Success, Achievement, Together. . . for All Students

Definitions Predictor Variables Handout Success, Achievement, Together. . . for All Students

Definitions Predictor Variables Handout Success, Achievement, Together. . . for All Students

Asset Mapping and Building Capacity It is the capacities of local people and their

Asset Mapping and Building Capacity It is the capacities of local people and their associations that build powerful communities. What can we do with what we already have… to get what we need. Duncan, D. (2016) Success, Achievement, Together. . . for All Students

ABCD Asset Mapping Asset Based Community Development… Serves to build networks within local communities

ABCD Asset Mapping Asset Based Community Development… Serves to build networks within local communities that strive to meet the needs of individuals Utilizing this approach can better enable rural communities to explore, identify, and engage with their local resources in support of their schools and the students they all serve. John O’Brien has been pioneer in advancing person-centered planning for individuals. Green, Moore & O’Brien, J. (2006) Success, Achievement, Together. . . for All Students

Asset Mapping: Identifying Resources Individuals Institutions Associations Environment(s) Economy Personal Stories Google Image Success,

Asset Mapping: Identifying Resources Individuals Institutions Associations Environment(s) Economy Personal Stories Google Image Success, Achievement, Together. . . for All Students

Community Development (Leads to “Capacity Building”) § Sense of Community (based on a common

Community Development (Leads to “Capacity Building”) § Sense of Community (based on a common definition of community, belonging is evident) § Level of Commitment (team members share equally in tasks to achieve goals and objectives) § Ability to Solve Problems (project teams seek consensus to engage in effective problem-solving) § Access to Resources (project teams actively make use of both local and outside resources) Green & Haines (2016) Success, Achievement, Together. . . for All Students

Steps to “Capacity Building” 1. Leadership Development (necessary for community development to become sustainable)

Steps to “Capacity Building” 1. Leadership Development (necessary for community development to become sustainable) 2. Organizational Development (establishment of vison, goals, and action plans) 3. Community Organizing (common interests generate power, consensus over conflict, partnerships) 4. Organizational Networks (access resources/information outside of community, to promote change) Green & Haines (2016), p. 9 Success, Achievement, Together. . . for All Students

Inner Circle Components Capacity Building in Schools A Developmental Model Outer Circle Components: Perspective-Taking

Inner Circle Components Capacity Building in Schools A Developmental Model Outer Circle Components: Perspective-Taking Strive to recognize inconsistencies and assumptions Continuous Learning A life-long process that supports perspective-taking and collaboration Values, beliefs that affect how we think, feel and act together Theory How we keep growing ourselves Culture Sustainability Model Components Collaboration Making the shift from “I” to “we” in our combined work Adult Development & Learning Focus on how we talk with one another Feedback Pillar Practices Teaming, leadership, inquiry, mentoring Drago-Severson & Blum-Stefano (2018) Success, Achievement, Together. . . for All Students

Team Capacity Building Model NTACT (2018) Success, Achievement, Together. . . for All Students

Team Capacity Building Model NTACT (2018) Success, Achievement, Together. . . for All Students

Transition Taxonomy 2. 0 Student Focused Student Development Interagency Collaboration NTACT Family Involvement Program

Transition Taxonomy 2. 0 Student Focused Student Development Interagency Collaboration NTACT Family Involvement Program Structure Kohler (1996, 2016) Success, Achievement, Together. . . for All Students

Raffle Time! Success, Achievement, Together. . . for All Students

Raffle Time! Success, Achievement, Together. . . for All Students

Success, Achievement, Together. . . for All Students Logic Models Tools for Team Planning

Success, Achievement, Together. . . for All Students Logic Models Tools for Team Planning

Introducing Logic Models Logic models are rooted within theories of change and use words

Introducing Logic Models Logic models are rooted within theories of change and use words and/or pictures to describe the sequence of activities thought to bring about change. A logic model is a visual representation of the assumptions and theory of action that underlie the structure of an education program. In its simplest form, a logic model describes what you do, how you do it, and the results you hope to achieve. The primary difference between the Theory of Change (To. C) and the Program Logic Model are that the To. C gives the 'big picture' and serves to summarize work at a strategic level, while a program logic model illustrates a “program” for implementation and a greater level of understanding related to the change process. Wikipedia Success, Achievement, Together. . . for All Students

Developing a Program Logic Model Steps to develop a program logic model: 1. Identify

Developing a Program Logic Model Steps to develop a program logic model: 1. Identify the desired results (begin with the results in mind) 2. Identify the series of changes (outcomes) that show progress 3. Identify the specific activities (strategies) that generate outcomes 4. Identify the resources (inputs) that serve to support the activities 5. Identify the outputs that serve to measure accomplishment of activities (e. g. , data, sources of information) Knowlton & Phillips (2013), p. 43 Success, Achievement, Together. . . for All Students

Example of a Transition Effort Program Logic Model Handout Sorensen (2017) Success, Achievement, Together.

Example of a Transition Effort Program Logic Model Handout Sorensen (2017) Success, Achievement, Together. . . for All Students

Sample Logic Model for Employment Intended as a Draft for Introduction/Orientation Purposes Only Inputs

Sample Logic Model for Employment Intended as a Draft for Introduction/Orientation Purposes Only Inputs § Project/Teams § School Administrators § Transition Network, Resources § Technical Assistance Activities Outputs Outcomes Impact § Training and Orientation § Student cohorts identified § Increased work experience § Community access § Participate in workshops, other professional development § Monthly tracking sheet(s) used to track progress § Increased access to communitybased instruction § Employment opportunities § Student profiles § Build/develop project proposals § Administrative support § Increased agency referrals § Implementation of project/team plans § Family support, engagement § Increased income and less poverty § Agency participation § Business partners Note: Participants are encouraged to critique this form and create their own version of a logic model for student employment (as part of their own project/team efforts). Sorensen (2019) Success, Achievement, Together. . . for All Students

Logic Model Template (Sample “Theory of Change” Model/Template) Inputs/ Resources Identify the resources needed

Logic Model Template (Sample “Theory of Change” Model/Template) Inputs/ Resources Identify the resources needed to accomplish the activities Activities/ Components Identify the sequence of actions to take to achieve desired outcomes * Begin with the “results” in mind. Outputs (What? ) Initial Outcomes Intermediate Outcomes Identify what services, products, or artifacts to be produced per specific activities What are the initial changes expected to be evident that will lead to more significant changes over time? What are the intermediate changes that are expected to be evident that, if present, result in improvements in processes or services for our students? Intended Results* What changes are evident that result in student access to preferred work opportunities? Killion (2018) Success, Achievement, Together. . . for All Students

Success, Achievement, Together. . . for All Students Assessment/Evaluation Reflection, Feedback & Evaluation

Success, Achievement, Together. . . for All Students Assessment/Evaluation Reflection, Feedback & Evaluation

Evaluating Models for Change • Is the project logically sufficient and feasible? Does it

Evaluating Models for Change • Is the project logically sufficient and feasible? Does it seem likely to produce the desired results? • Is the “theory of change” clearly articulated? Will the proposed processes lead to expected outcomes? • Are the intended outcomes specific enough to be clear to others? • Are the indicators and measures of success explicitly defined for all? • Are the activities and resources significant enough to produce the desired changes? • Is there a clear “logic” in the relationship among the inputs, activities, outputs, and outcomes? • Are there processes related to evaluation of the project/team’s effectiveness to assess impact over time? Killion (2018) Success, Achievement, Together. . . for All Students

Forms of Feedback for Project/Teams Constructive § Aimed at correcting/developing a particular behavior or

Forms of Feedback for Project/Teams Constructive § Aimed at correcting/developing a particular behavior or skill § Flows from feedback giver to receiver Inquiry-Oriented § Aimed at learning more about a situation and/or another’s sense-making § Flows back and forth between feedback giver and receiver § Oriented toward mutual learning § Oriented toward concrete change § May offer an answer or solution § Involves suspending judgments and sense of certainty Drago-Severson & Blum-Stefano (2018), p. 109 Success, Achievement, Together. . . for All Students

Shift in Professional Learning & Evaluation From evaluation that is… To evaluation that is…

Shift in Professional Learning & Evaluation From evaluation that is… To evaluation that is… Event focused Program focused Occasional Continual Process focused Results focused Done as an afterthought Planned from the beginning Feared by participants Embraced by participants Externally driven and designed Internally driven and designed Filed/shelved by stakeholders Used by stakeholders Looking for answers from others Discovering solutions with others Documentation of program activities Evaluation of impact, value of program Report of evaluation results Reflective dialogue about use of results Adapted from Killion (2018), p. 204 Success, Achievement, Together. . . for All Students

Assessing Effectiveness Feedback & Evaluation (for educators): Guidelines for Self-Assessment Guidelines against which their

Assessing Effectiveness Feedback & Evaluation (for educators): Guidelines for Self-Assessment Guidelines against which their own behavior can be measured (i. e. , student goals, research-based practices); Use to selfmonitor performance over time Informal or Formal Feedback from Others Actively solicit and receive forms of feedback from others aimed at improvement in performance and in service-delivery Billingsley (2005) Success, Achievement, Together. . . for All Students

Reflective Practices Consider making use of reflection guides and informal periodic forms for gathering

Reflective Practices Consider making use of reflection guides and informal periodic forms for gathering information pertaining to your (and your team’s efforts). Take the time to share your thoughts with others regarding these reflections in order to strengthen your efforts and focus on ongoing improvement. This particular resource guide via ASCD serves to provide an abbreviated version of reflective practices for teachers and others (see also two other books on display on reflective practices). Success, Achievement, Together. . . for All Students

Raffle Time! Success, Achievement, Together. . . for All Students

Raffle Time! Success, Achievement, Together. . . for All Students

Success, Achievement, Together. . . for All Students Project/Team Outcomes How do we determine

Success, Achievement, Together. . . for All Students Project/Team Outcomes How do we determine our level of impact?

Actual Student Data What student employment data was actually gathered and reported? How to

Actual Student Data What student employment data was actually gathered and reported? How to retrieve? What about students who acquire employment via schools, on their own, without agency support? What about the students who access employment via work experience either during the school year or summer? How can we impact DHS/ODDS to capture these individuals? Success, Achievement, Together. . . for All Students

Youth Accessing Employment Statewide Transition-Age Youth Reported in Employment 500 450 400 350 300

Youth Accessing Employment Statewide Transition-Age Youth Reported in Employment 500 450 400 350 300 250 200 150 100 50 0 255 274 2017 2018 315 2019 Lane v. Brown Report for 2018, Lane v. Brown Data Report (2019) Success, Achievement, Together. . . for All Students

Regional Employment Data Sources/Considerations: § § § § Project/Teams (monthly tracking sheets) Students accessing

Regional Employment Data Sources/Considerations: § § § § Project/Teams (monthly tracking sheets) Students accessing employment without agency or provider support Students accessing employment soon/shortly after school exit Post-School Outcomes (data) Discovery (Plans) VR, enrolled with an IPE that is current Shift to Oregon Data Suite for project/team student data collection Success, Achievement, Together. . . for All Students

Tracking Student Data Look for future updates and examples of ways in which the

Tracking Student Data Look for future updates and examples of ways in which the Oregon Data Suite can be utilized for tracking student cohort data. www. wesd. org/oregondatasuite Handout Success, Achievement, Together. . . for All Students

Sample Metrics via Oregon Data Suite Potential Student Metrics via Oregon Data Suite (if/when

Sample Metrics via Oregon Data Suite Potential Student Metrics via Oregon Data Suite (if/when specific courses are identifiable by title) include: § Student Enrollment (CTE, Regular Education, Work Experience) § Attendance (per class, per day, per month) § Special Education (per course, instructor) § Community-Based Instruction (if identifiable by specific titles) A pilot study will be conducted in 2019 -2020 to more fully assess the use of specific metrics within the Oregon Data Suite for use by districts. The study will seek to identify the effectiveness of ongoing review of student data to that of actual student outcomes. Sorensen (2019) Success, Achievement, Together. . . for All Students

Post-School Outcomes http: //triwou. org/projects/tcn/topicslist/197/topics Success, Achievement, Together. . . for All Students

Post-School Outcomes http: //triwou. org/projects/tcn/topicslist/197/topics Success, Achievement, Together. . . for All Students

Family Engagement (Sample Conceptual Framework) School Values and Beliefs School Leadership Teacher Beliefs and

Family Engagement (Sample Conceptual Framework) School Values and Beliefs School Leadership Teacher Beliefs and Efficacy School Interventions Parental Role Construction Parental Efficacy Parental Knowledge/Skills Parental Expectations Parent Roles in Secondary Special Education & Transition Evaluator Collaborator Instructor Advocate Increased Parent Involvement in Secondary Education and Planning School Home Community Hinaro & Rowe (2016) Success, Achievement, Together. . . for All Students

Success, Achievement, Together. . . for All Students Focus on What’s Next Steps/Actions/Planning/Feedback

Success, Achievement, Together. . . for All Students Focus on What’s Next Steps/Actions/Planning/Feedback

Project/Team Planning Activity Four Possible Scenarios: A. Dealing with Delay(s), Time B. Family Engagement/Involvement

Project/Team Planning Activity Four Possible Scenarios: A. Dealing with Delay(s), Time B. Family Engagement/Involvement C. Inconsistent Teaming, Participation D. Lack of Anticipated or Expected Support Success, Achievement, Together. . . for All Students

Individual or Small Group Activities 1. Develop and outline of a project/team proposal for

Individual or Small Group Activities 1. Develop and outline of a project/team proposal for a district in your area 2. Outline a series of “next steps” to perform as part of developing a project/team in your area 3. Develop a simple “logic model” for outlining a process for reaching desired results aimed at accessing employment for/with youth 4. Draft a set of proposed group norms for a project/team and identify how they would be maintained 5. Develop a sample professional development and learning proposal for members of a real or hypothetical project/team in your area Success, Achievement, Together. . . for All Students

Next Steps What How When Who Handout Success, Achievement, Together. . . for All

Next Steps What How When Who Handout Success, Achievement, Together. . . for All Students

Participant Follow-up All “ 2019 Secondary Seamless Transition Kick-Off” participants will receive 1: 1

Participant Follow-up All “ 2019 Secondary Seamless Transition Kick-Off” participants will receive 1: 1 follow-up consultation, training and technical assistance by the Region 2 Transition Network Facilitator (and possibly others) throughout the 2019 – 2020 academic year. Students, educators, agency representatives, family members, and others are eligible to receive ongoing support at no-cost for “seamless” efforts (based upon their region/school/district) aimed at accessing employment or other valued postschool endeavors upon request. Information regarding evaluation of this event will be made available upon request per compilation and confirmation of respective participants. EES Success, Achievement, Together. . . for All Students

“Upcoming…Stay Tuned” For 2019 -2020, transition webpage(s) to be added to the Willamette E.

“Upcoming…Stay Tuned” For 2019 -2020, transition webpage(s) to be added to the Willamette E. S. D. website over the summer will seek to include information on: ü Data from “Seamless” Project/Teams, Links with Oregon Data Suite (sample student cohort data, team development, family engagement) ü Training & Technical Assistance (training opportunities for projects/teams on evidence-based practices) ü Survey Information (strategies designed to address systemic issues, sustainable practices) ü Links to National Technical Assistance Center on Transition (NTACT) (research and information on evidence-based practices, free resources) Success, Achievement, Together. . . for All Students

Success, Achievement, Together. . . for All Students Evaluation & Feedback Aid in planning

Success, Achievement, Together. . . for All Students Evaluation & Feedback Aid in planning next year’s kickoff event

Today’s Quiz/Self-Assessment/Survey 1. To what extent do you understand the key components of a

Today’s Quiz/Self-Assessment/Survey 1. To what extent do you understand the key components of a “seamless” model as outlined in today’s presentation? 2. To what degree are you willing to engage in a community-based effort to aid in helping secondary students who experience differing abilities to access jobs in their community? 3. Based on your professional experiences, what, if any, professional growth and learning activities are you willing to pursue or explore? 4. What is your level of commitment to a proposed informal “seamless” project and/or team within your respective community? (Note that “projects” explore/generate, “teams” conduct or do). Handout (evaluation form) Success, Achievement, Together. . . for All Students

Raffle Time! Success, Achievement, Together. . . for All Students

Raffle Time! Success, Achievement, Together. . . for All Students

Upcoming Events Annual Vocational Rehabilitation Convention August 28 - 29, 2019 Salem, OR Annual

Upcoming Events Annual Vocational Rehabilitation Convention August 28 - 29, 2019 Salem, OR Annual Pacific Northwest APSE Employment Forum September 23 – 25, 2019 Bremerton, WA Oregon’s First Annual Student Summit October 16 – 18, 2019 Hood River, OR Division on Career Development and Transition (DCDT) International Conference October 23 – 25, 2019 Seattle, WA www. dcdt. org Success, Achievement, Together. . . for All Students

Publications to Explore Success, Achievement, Together. . . for All Students

Publications to Explore Success, Achievement, Together. . . for All Students

References Dashe & Thompson (2019). Performance Improvement Roadmap, electronic document. www. dashe. com Drago-Severson,

References Dashe & Thompson (2019). Performance Improvement Roadmap, electronic document. www. dashe. com Drago-Severson, E. & Blum-Stafano, j. (2018). Leading change together: Developing educator capacity within schools and systems. Alexandria, VA: ASCD Duncan, D. (2016). Asset mapping toolkit. Asset based community development institute: Clear Impact (www. clearimpact. com). Ende, F. (2016). Professional development that sticks: How do I create meaningful learning experiences for educators? Alexandria, VA: ASCD Eller, J. F. & Eller, S. A. (2011). Working with difficult and resistant staff. Bloomington, IN: Solution Tree Press. Green, P. G. & Haines, A. (2016). Asset building & community development (4 th Ed. ). Thousand Oaks, CA: Sage Publications, Inc. Griffen, A. K. , Risley, K. , Petros, M. & Welter, C. R. (2018). Inclusion wheel: Tool for building capacity and public health leaders to serve people with disabilities. Health Promotion Practice, --(-), 1 – 10, doi: 10. 1177/1524839918788578. Haines, S. J. , Francis, G. L. , Shepherd, K. G. , et al. (2018). Partnership bound: Using MAPS with transitioning students and families from all backgrounds. Career Development and Transition for Exceptional Individuals, 41(2), 122 -126. Hinaro, K. A. & Rowe, D. A. (2016). A conceptual model for parent involvement in secondary special education. Career Development and Transition for Exceptional Individuals, 27(1), 43 -53. Kearney, K. B. , Dukes, C. (2018). Classroom microenterprises: If I can do it, you can do it. Career Development and Transition for Exceptional Individuals, 41(2), 127 -131. Killion, J. (2018). Assessing impact: Evaluating professional learning (3 rd Ed. ). Thousand Oaks, CA: Sage Publications, Inc. Luecking, D. M. & Luecking, R. G. (2015). Translating research into a seamless transition model. Career Development and Transition for Exceptional individuals, 38(1), 4 -13. Morningstar, M. E. & Clavenna-Deane, B. (2018). Your Complete Guide to Transition Planning and Services. Baltimore, MD: Paul H. Brookes Publishing Co. Oregon’s Transition Resource Handbook: Moving Forward Together. (2018). Oregon Department of Education. Planning My Way to Work: A Transition Guide for Students with Disabilities Leaving High School. (2015). Oregon Council on Developmental Disabilities, Oregon Department of Education, Vocational Rehabilitation, Oregon Department of Human Services. Pleet-Odle, A. , Aspel, N. , Leuchovius, D, et al. (2016). Promoting high expectations for postschool success by family members: A “to do” list for professionals. Career Development and Transition for Exceptional Individuals, 39(4), 249 -255. Prince, A. M. T. , Hodge, J. , Bridges, W. C. & Katsiyannis, A. (2018). Predictors of postschool education/training and employment outcomes for youth with disabilities. Career Development and Transition for Exceptional Individuals, 41(2), 77 -87 Scheef, A. R. & Johnson, C. (2017). The power of the cloud: Google forms for transition assessment. Career Development and Transition for Exceptional Individuals, 40(4), 250 -255. Sorensen, E. (2015). Adopting an Informal Seamless Approach to Secondary Transition (unpublished presentation). Sorensen, E. (2018). Adopting an Informal Seamless Approach to Secondary Transition (unpublished presentation, Revised/Updated Version) Success, Achievement, Together. . . for All Students

Success, Achievement, Together. . . for All Students

Success, Achievement, Together. . . for All Students