American Occupational Therapy Association Arizona Department of Education Peoria Unified School District # 11 Pilot Pro

1. American Occupational Therapy AssociationArizona Department of EducationPeoria Unified School District # 11 Pilot Project Community of Practice Meeting Charlotte, NC May 10 – 11, 2009

2. Pilot Proposal….. Goal of Pilot between AOTA, ADE and PUSD #11: To further define and expand the role of therapists in Secondary Education Transition Services and Planning • Themes….. • Establish and maintain national, state, and local connections/collaboration • Expand understanding of essential elements and best practices in high school transition services and planning • Define and communicate the unique role of occupational therapy practitioners and the skill set they bring to this process • Collaborate with school teams including teachers and other related service providers

3. Additional Considerations…. • Align/Support Indicator 13 • Age Appropriate Transition Assessment • Formal or informal assessment(s) • Identify strengths, preference and interests • Therapists can support the assessment process in a variety of ways including situational observations and assessments and their participation will provide a unique perspective when analyzing data for use by the IEP teams • Measurable Postsecondary Goals • Evidence that the MPG (s) were “based upon the Age Appropriate Assessment information” • Provide Support to school staff and guide the use of evidenced based practice when working with student to determine goals that are meaningful and achievable • Consider varying OT Services in the IEP based upon assessment information and MPG’s

4. Additional Considerations…..Align/Support Indicator 13 (cont’d) • Transition Services – defined as a coordinated set of activities which includes course of study • Occupational therapy considered “activities” in the Coordinated Set of Activities and input as appropriate on Course of Study • Collaborate and coordinate with post secondary service providers to assist with identification of and linkage to outside services • Continuation of student specific annual IEP goals with focus in assisting the individual in independent living or employability as appropriate Summary of Performance…… Is a report provided to graduating or ageing out students that describes current academic achievement; current functional performance; and accommodations/suggestions to facilitate post-secondary success – as aligned to post-secondary goals. OT practitioners’ contribution to this summary can assist in promoting functional abilities and “designing strategies for everyday living and/or customizing environments to develop and maximize potential”

5. Steps Forward….. • PEA ,SEA, and AOTA representative met at Statewide Transition Conference in Pennsylvania July 23-25, 2008 • Arizona’s Community of Practice Group called the Arizona Transition Leadership Team which included the ADE/ESS Education Program Specialist- Transition (SEA) and the Public Education Agency (PEA) representatives from Peoria Unified School District #11(District Representative and OT/PT Department Lead) • Dialogue between the SEA and the PEA on consideration to respond to expanding the role and participation of Occupational Therapy in the Transition planning and services provided to students • SEA and PEA formally reached out to AOTA in a conference call on March 9, 2009, to explore participating in a pilot to look at the role of OT in Transition planning • Collaboration between PEA and AOTA Representative • Collaboration PEA to PEA (Arizona and Wisconsin OT staff)

6. Steps forward….. • Committed to piloting a project to “change” the role of OT in PUSD #11… • Identified district High School and it’s Elementary/Junior High feeders –sites having programs to address the needs of both high and low incidence disabilities • Identify specific OT staff with desire to collaborate, define and expand role • Discussed what data/information would reflect our baseline condition including the current role of the OT with high school aged students and the transition process • Considered aligning and developing our data collection with the Indicator 13 data already being collected/monitored by SEA/PEA • Appropriate MPG’s • MPG’s based on assessment • Coordinated set of activities and course of study • Annual IEP goals

7. About PUSD #11….. • We are the 3rd largest school district in Arizona serving over 37,000 students in 31 elementary and 8 high schools. • PUSD prides itself on its focus to provide all students with a quality education that includes the knowledge, skills, and attitudes to become lifelong learners and responsible citizens. The Vision of the Peoria Unified School District is "Every student, every day, prepared to meet tomorrow”. • A continuum of student specific Special Education services are provided to over 5,000 students ages 3 – 22. • Therapists are an integral part of our special education team. We employee 16 OTR’s and 4 COTA’s to meet the individual needs of students and district programs.

8. About ADE…..The Arizona Department of Education Description: • Through the various programs within the Arizona Department of Education, the Superintendent oversees direct services to 237 locally governed school districts and 364 Charter Holders operating at over 478 Charter sites. The Department executes the educational guidelines through evaluation, training, school improvement assistance, dissemination of information, and administration and allocation of funds. The Department also serves as the primary source for current, reliable, and accurate information on the status and needs of the public school system. Mission: • To increase the quality of public education in the State of Arizona by raising expectations and providing support, resources, and assurances that enable schools and students to excel.

9. About ADE…..The Arizona Department of Education Exceptional Student Services… Mission: • To promote the development and implementation of quality education for students with disabilities.  Secondary Transition • The Secondary Transition program works with student, families, school personnel, and other state agencies to address transition planning. Mission: • To ensure that all public education agencies in Arizona are able to receive quality technical assistance in the planning, development, organization, implementation, and evaluation of special education secondary transition services. • The program works with students, families, schools, school personnel, and other state agencies, striving to address three main concepts within secondary transition planning: • Assisting students in visualizing life beyond high school and developing a long-range plan • Mapping out the blueprint of classes and experiences to ensure the attainment of skills and competencies necessary to achieve the vision of life beyond high school; and • Identifying and connecting students and families with the appropriate agencies, programs, and services prior to school exit that the student will need to achieve his/her post-school vision.

10. About AOTA….. The American Occupational Therapy Association (AOTA) represents the interests and concerns of more that 14,000 occupational therapists, therapy assistants, and students nationwide • Educates the public • Develops resources • Sets standards including accreditation • Advocates and promotes the profession Occupational Therapy Practitioners – promote functional abilities and engagement in daily routines including: • Work • Leisure/Play/Social Interactions • Activities of Daily Living • Education

11. Occupational therapy is a science-driven, evidence-based profession that enables people of all ages live life to its fullest by helping them promote health, prevent—or live better with—injury, illness, or disability. This is accomplished through designing strategies for everyday living and customizing environments to develop and maximize potential.

12. About AOTA…..Occupational Therapy Role in Transitions • Occupational Therapy Practitioners have unique training and education to support: • Academic and non-academic outcomes • Response to Intervention • Successful student transition to life roles • Quality employment • Independent living skills • Occupational Therapy Practitioners have expertise in: • Role assessments • Client centered activity analysis • Adaptations • Accommodations

13. About AOTA…..AOTA Role in Arizona Pilot - • Educate • Support • Model • AOTA Resources – Developed Transition Tool Kit: • Fact Sheet • http://www.aota.org/Consumers/FactSheets/Children/Transitions.aspx • Frequently Asked Questions • http://www.aota.org/Practitioners/PracticeAreas/Pediatrics/Browse/Transitions/41879.aspx • Continuing Education CD-ROM • http://www1.aota.org/shop_aota/prodview.aspx?TYPE=D&PID=776&SKU=4828 • Inform • Coach

14. Plans for Implementation…. • ADE provided training to PUSD OT/PT Department to build staff capacity in the area of transition services and planning and then IDEA compliance components associated • Additional focus on areas of Age Appropriate Assessments and writing MPG’s • Training dates to date: April 22 and 27, 2009 • Assessments…. • Assessment is essential to determining what is practical and achievable for the individual student • OT with its emphasis and training in task analysis, functional and developmental skills, and knowledge regarding the importance of “occupation” can through collaboration and teaming serve as a meaningful and effective partner in assessment • What type of assessment information can be used to influence the identification of strengths, preferences and interest? • Can this assessment information be used to develop appropriate MPG’s and/or used to drive therapeutic activities and interventions to get to a student closer to an identified goal? • Logistics….. • Further develop action plan (who, what, which tools, how long, outcomes, etc.) • Define role/awareness “What is OT?” • Facilitate collaboration with multidisciplinary team members (PT, SLP, teacher) • Define areas of assessment

15. Next Steps for PUSD #11….. • Create and analyze survey for therapy practitioners in order to gather baseline information for: • Transition meetings attended • Role in meetings • Input provided • Special education category of eligibility of students • Research current transition assessments used in PUSD and explore alternatives • Identify specific staff and students involved in pilot process • Create uniform data collection instruments for use with therapists in observation of students • Compare/Collaborate with Wisconsin model • Post on Shared Work site

16. Goals….. Increase the capacity of therapy staff… Collaborate with multidisciplinary educational teams... For improved communication over the educational wall… That leads to improved employability and independent living for students

17. Goals….. The use of evidence based practice and data driven decision making to facilitate student outcomes… Improvement = Success

18. AOTA - Sandra Schefkind, MS OTR/L Pediatric CoordinatorSschefkind@aota.orgADE - William McquearyEducation Program Specialist – Transitionwilliam.mcqueary@azed.govPUSD #11 - Linda Rudd, OTR/lOT/PT Department mentorlrudd@peoriaud.k12.az.usTami FurgersonDistrict Representative – special education SpecialistTfurgers@Peoriaud.k12.az.us CONTACT INFORMATION