Web Conference Series October 23, 2006 “Student Participation”

1. www.edi.cornell.edu Employment and Disability Institute 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

3. Agenda OVERVIEW Individual with Disabilities Improvement Act 2004 New York State Performance Plan Effective Transitions: Indicator #13 Student Participation Indicator #13 Part I Issue # 1 Assessment & Self Determination

4. Practice Polling Question

5. Individuals with Disabilities Education Improvement Act of 2004 NYSED VESID, DJ, 3/29/06

6. INDIVIDUALS WITH DISABILITIES EDUCATION IMPROVEMENT ACT 2004 3 Priority Areas FAPE DISPROPORTIONALITY General Supervision 20 Quality Indicators Effective Transitions: Indicator #13 Indicator #14

7. 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))

8. NEW YORK STATE PERFORMANCE PLAN http://www.vesid.nysed.gov/specialed/spp/home.html New York State 6 new data collection areas Indicator 7 preschool children Indicator 8 parent involvement Indicator 11 consent to evaluate Indicator 12 children referred Indicator 13 Secondary Transition Indicator 14 Post Secondary Outcomes

16. Transition Appropriate Assessment Strengths Needs Preferences Interests Measurable Post Secondary Goals Life after School Results Measurable Post Secondary Goals

17. Transition Appropriate Assessment Strengths Needs Preferences Interests Measurable Post Secondary Goals Life after School Results PLPS Measurable Post Secondary Goals Transition Needs Annual Goals

18. Transition Appropriate Assessment Strengths Needs Preferences Interests Measurable Post Secondary Goals Life after School Results PLPS Measurable Post Secondary Goals Transition Needs Annual Goals Courses of Instruction Transition Services

19. Transition Appropriate Assessment Strengths Needs Preferences Interests Last year Incremental Progress Measurable Post Secondary Goals 11th Grade Life after School Results 10th Grade PLPS Measurable Post Secondary Goals Transition Needs 9th Grade Annual Goals Courses of Instruction Transition Services

20. Life after School Results Measurable Post Secondary Goals Education Training Employment Independent Living Skills

21. John will self advocate for his service needs, college and employment support MPSG: Independent Living Skills Exit • Problem Solving • Communication • Organization • Self-Esteem • Self-Confidence 11th Grade 10th Grade 9th Grade

22. John will self advocate for his service needs, college and employment support Strength Based Assessment Exit • Accomplishments • Student aptitudes • Student Goals • Recent evaluations • Vocational assessment • Parent input • Recommendations 11th Grade 10th Grade 9th Grade

23. John will self advocate for his service needs, college and employment support Present Levels of Performance Exit • Unique Needs • Individualized • Parent Input • Student Input • Student Abilities • Student Needs • Resources 11th Grade 10th Grade 9th Grade

24. 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. Annual Goals Exit • Specifics • Measurable • Achievable • Relevant • Time-Related 11th Grade 10th Grade 9th Grade

26. 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.

27. Student Participation Attendance

28. Self Awareness Self Determination System Awareness Three Phases of Student Participation - Leading to Students Eventually Running their Own IEP Meetings with Adult-level Self-Advocacy Skills

29. Polling 2

30. Self Awareness Self Determination System Awareness Three Phases of Student Participation - Leading to Students Eventually Running their Own IEP Meetings with Adult-level Self-Advocacy Skills

31. 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. Start with the Initial Transition Assessment (prior to age 15 or as part of initial evaluation)Follow-up with annual assessments Several types are listed on our web resource link: http://www.ilr.cornell.edu/edi/p-webconinfo.cfm

32. What is a Strength-Based Assessment?(SBA)

33. 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. What are the Beliefs Behind SBA?

34. Sample pages from a commonly used SBA Strength Based Assessment Student: District: Age:       Projected Graduation Date:       Interview Date:

35. Sample SBA pages (continued)

36. Self Awareness Self Determination System Awareness Three Phases of Student Participation - The capacity to manage one’s own affairs, make one’s own judgments, and provide for oneself.

37. Application Applied experiences / culminating activity Take action to complete plans and evaluate results Skills Knowledge Self knowledge: Exploration of personal, academic, work preferences Where am I going? Set expectations and goals to meet these needs and interests What do I need to know? What am I learning? Why am I learning it? How can I use it? Self-Determination student

38. Self-Determination and the Student-Centered Transition Planning Process (aka person-centered planning)

39. Sample SBA pages (continued) Student: Interview Date: District:

40. Transition Checklist Student: DOB:

41. NYS offers two web-based tools for ongoing assessment & portfolio development:

42. Career Plan & Career Zone http://www.albany.edu/twoyear/careerplan/ http://www.nycareerzone.org/ • Downloadable plans • Online portfolio • Continuous career development process

43. 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 Career Plan & IEP Transition

44. Self Awareness Self Determination System Awareness Three Phases of Student Participation - The ability to understand and navigate both organizational structures and informal networks to achieve one’s goals.

45. 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? The Importance of Self-Advocacy

46. student Strength-Based Assessment Student-Centered Transition Planning Self Determination student Community

47. “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

48. Please complete the online survey Go Directly:http://www.ilr.cornell.edu/edi/p-webcon-postsurvey.cfm 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 SiteClick onResourcesClick onWeb conference series Click on Evaluation

49. Evaluation: Visit our site http://www.ilr.cornell.edu/edi Or go directly: http://www.ilr.cornell.edu/edi/p-webcon-postsurvey.cfm

50. Marianne Murphy, Mid-State Transition Coordination Site Manager V: 607-255-1664 e: mm272@cornell.edu Nancy Hinkley, Transition Specialist V: 607-255-1109 e: nah36@cornell.edu Contact Information: