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Strategies for Students, Families, Secondary Educators,

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

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Strategies for Students, Families, Secondary Educators,

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

  2. Meant as Humor, not as a Political Statement President Obama’s Transition Team

  3. Today’s Schedule 9:00 Introduction/Overview 9:15 Presentation/Discussion 10:30 Break 10:45 Presentation/Discussion 12:15 Next Steps 12:30 Wrap-up/Evaluation 1:00 Project/Team Discussion

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

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

  6. Raffle Time!

  7. A “Little” Background Initiatives, Directives, and Foundation

  8. “Poverty and Disability” • Social and Cultural exclusion and stigmatization • No access to economic, social and development opportunities • Economic, social and cultural rights deficit • Limited participation in decision-making and denial of civil and political rights Handicap International, Department of International Development Disability, February 2000

  9. Further reasons to pursue “seamless” Handout

  10. 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)

  11. Employment First Initiative APSE (2019)

  12. Transition NetworkRegions 1 – 8

  13. COUNTIES Marion Polk Tillamook Yamhill Region 2Counties, Districts, Schools • 24 Districts • 1 Federal • 1 County • 3 State +Various others Handout: “Bookmark”

  14. Secondary “Seamless” Projects/TeamsRegion 2,2018 – 2019 58% 17% N = 24 (Districts plus OSD) Sorensen (2019)

  15. Creating Project/Teams Proposals, Team Recruitment, and Roles

  16. “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

  17. 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 deniedaccess 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

  18. District Project/Team Proposal Process • 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)

  19. 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

  20. Outline of a “Seamless” Transition ProposalSchool District Project/Team Process CIE: Competitive Integrated Employment Adapted from Morningstar & Clavenna-Deane (2018)

  21. 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! Sorensen, 2019

  22. Knowledge/ExperienceSelf-Assessment Activity Handout

  23. Per Individual/Team Knowledge/Experience Sample Action Plan for Project/Teams to Consider EBP (Evidence-Based Practices) PCP (Person-Centered Planning) CBI (Community-Based Instruction) IEP (Individualized Education Program/Plan) Bellini, Henry & Pratt (2011)

  24. Evidence-Based Practices & Outcomes Learning Forward (2011), Guskey (2014)

  25. Raffle Time!

  26. Team Development Steps to Implement/Assess/Revise

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

  28. Project/Team VariablesRelated to Student Outcomes Note to Participants: Locate the correct citation for this slide and you will win a gift card! Drago-Severson (?)

  29. Project/Team Member Variables

  30. Team Roles/Contributions Sorensen (2019)

  31. Team CollaborationSelf-Assessment Activity Handout

  32. SMART GOALS Developing goals for Professional learning and growth: • S Specific • M Measureable • A Attainable • R Relevant • T Time-Oriented Google Image

  33. Individual Team Member Growth Goals For Team Members(to be able to identify their own growth 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

  34. Project/Team Growth/Projection 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”

  35. Sample Project/Team TimelinesBased on a Typical School Year by Quarter (Sample for Illustration Only)

  36. Project Outcomes Project/Team Accountability

  37. Results-Based Accountability Five conditions of collective success (for project/teams): • A common agenda • Shared measurement systems • Mutually reinforcing activities • Continuous communication • Support organization(s) Epps, D., Clear Impact (date unknown)

  38. Results-Based Accountability(Sample Illustration to Consider by Project/Teams) Population Accountability The well-being of the entire student body within the district is of concern (i.e., for larger communities, cities, etc.) Entire Student Body Student Cohort 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)

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

  40. Plans for Increasing “Seamless” EffortsPer 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) Sorensen (2019)

  41. Raffle Time!

  42. Professional Learning Project/Teams as “Learning Communities”

  43. 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 McLaughlin & Talbert (2006)

  44. Performance Improvement StrategiesChoose the Right Learning Solution Based on the Perceived Problem See this too! Dashe & Thomson (2019) Note: See “Influencers” for more detailed information and contrary views, by Grenny, et al. (2019)

  45. Expansion on Performance Improvement • Beliefs/Motivation This area tends to be the first to encounter, but then it is quickly followed by… • Knowledge/Understanding 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 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)

  46. 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)

  47. 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) McLaughlin & Talbert (2006), p.42-63 Bambrick-Santoyo (2018)

  48. 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, decision-making, 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

  49. 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)

  50. 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. Google, Sample

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