It Takes a Village: Planning A Good Life with the Decision-Making Matrix

1. 2013 Beat The Heat Conference June 26, 2013 It Takes a Village: Planning A Good Life with the Decision-Making Matrix Presented by:Denise Geiger, K-12 Services District Transition Coordinator; Kimberly Greer, 18+ Transition Teacher Denise.Geiger@leanderisd.org Kimberly.Greer@leanderisd.org

2. Laws that Guide Transition Planning

3. Heart of the IEP is the PLAAFP • Academic Achievement • Functional Performance * Meet the child’s needs caused by her disability so she can participate in and progress in the general education curriculum(academic) * Meet each of the child’s other needs caused by her disability that affect her ability to learn(functional)

4. Transition • A constellation of services, supports, and programs that promotes movement to the student’s desired post-school outcome. • Coordinated set of activities, with a focus on adequate yearly progress, toward attaining a long-range goal. From a presentation by Jane M. Williams, Ph.D., UNLV, The Role of Standards-Based Education in Transition, July 24, 2004 in Austin, Texas TEA refers to these above transition needs as INDICATOR 13 http://www.nsttac.org (National Secondary Transition Technical Assistance Center)

5. Transition/Functional Assessment Transition • Should begin by age 14 or younger, if determined appropriate by the ARD committee. • Determine appropriate measureable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and where appropriate, independent living skills, and the transition services (including courses of study) needed to assist the child in reaching those goals. New insert to IDEA 2004. Updated through Tx Commissioner’s Rules Sept. 1, 2012 Functional Performance- Includes areas other than academics. This is to review how the student is functioning socially and behaviorally* • Should begin by age 3 and continue through the age of 21. * IDEA The Manual for Parents and Students About Special Education Services in Texas 2012

6. Transition vs. Functional

7. Transition Sequence in the IEP • Age-appropriate transition assessments & appropriate, measurable post-school goals. • Present level of academic achievement and functional performance. • Course of study. • Transition services. • Annual measurable goals & (objective benchmarks). • Interagency responsibilities and linkage. From a presentation by Nancy Hunter, keynote speaker at Region XIII, February 16, 2007

8. Transition Assessment Rationale • Tools that identify student’s S.P.I.N. • Tools that evaluate baseline of current functional performance for IEP measurements. • Tools that establish functional performance level adequate for graduation or employment readiness.

9. Transition Decision-Making Matrix Universal Functional Language to build classroom tools for all students K-12, teacher, parents, and support staff.

10. Performance Categories Think Independence Level Based on Cognition VS Functional Performance

11. Gallery Walk • What’s your idea of the independence levels?

12. Life Domains Performance expectation numbers differ within each independence level. Life domains PE’s are read across grid, not down grid.

13. Transition Decision-Making Matrix Universal Functional Language to build classroom tools for all students K-12, teacher, parents, and support staff.

15. Performance Expectations (PE) Are: 1. Desired End Points of Educational Programs. 2. Criteria For Achievement. 3. Based On Major Life Roles In Which The Student Should Consistently Perform. (Functional Performance) 4. Are hence Behavioral and Cognitive in Nature.

16. Idea Generators • Created by LISD Staff as concrete examples of Performance Expectations of the DMM. • Idea Generators are examples of “typical developmental skills” for an age group. • Idea Generators are not the research tool. • Performance Expectations are the research tool. • Idea Generator are used to create the collaborative “Picasso”. • Idea Generator is compared going down each life domain to determine current level of functional performance.

17. The Picasso of Transitionby Collaborative Team Idea Generators overlapped to identify consensus.

18. Moving Towards Reduced Behavioral Support Independent in new behavior skill. Unconscious Competent Student Mastery “Good effort at ... I like how you . . . Anything you want to change . . .” Conscious Competent Minimal—25% Self corrects with few errors. or prompts Conscious Incompetent “Nice try at … Can you show me another way for next time?” Moderate—50% Getting it correct only half of the time. “That’s kind of the idea. Let’s explore how else you can do it. “ (Model) Maximum—75% Multiple errors, or high number of prompts Unconscious Incompetent

19. Review of DMM Steps • Identify students current strengths using idea generators on the DMM. • Create a Picasso from collaborative information. (Minimum of 3 people) • Read Performance Expectations (P.E.) • Prioritize 2 P.E.’s per domain that reflect current needs. • Tally P.E.’s for consensus on priority needs. • Write Measurable goal & objectives that blend P.E.s and academic benchmarks.

20. Present Levels of Academic Achievement and Functional Performance • Accurate, Complete and Current (based on current assessment/ evaluation information) • Captures general and critical educational needs • Written in objective terms that are measureable and observable using; time, condition, behavior, and criteria. • Balance of AA and FP objectives.

21. The Importance of PLAAFP(Renamed in IDEA 2004) Competencies Aptitudes Needs Interests Preferences Transition Education/Training Employment Adult Living Social/Recreation/ Leisure Coordinated Set of Activities with Goals and Objectives Services (time) Placement Decisions/Course of Study General Education/Special Education/Career Technical Education/Community Based Learning Identify and Establish Agency Links

22. How to Leverage Information… • Student power point • Moving information into IEP

23. Self-determination • Self-Determination—“acting as the primary causal agent in one’s life and making decisions and choices regarding one’s quality of life free from undue external influence or interference.” • Functional Outcomes: • Individual becomes a self-sufficient and self-regulated learner. • Individual feels empowered to be in control of his or her own learning. • Increases an individual’s involvement in his or her own learning process. • Instruction in self-determination serves as an entry point to maximizing one’s learning potential by use of strategy-based self-assessments.

24. Major Component Elements of Self-Determined Behavior: • Self-Awareness • Self-Knowledge • Choice Making Skills • Decision Making Skills • Goal Setting and Attainment Skills • Problem Solving Skills • Independence • Self-Instruction Skills • Risk-taking and Safety Skills • Self-Observation and Self-Evaluation Skills • Self-Advocacy and Leadership Skills

25. Essential Characteristics of Self-Determined Behavior: • Make choices and decisions as needed. • Exhibit some personal or internal control over actions. • Feel capable and act that way. • Understand the effects of own actions. • Student Story (Taylor)

26. Independence in the Classroom • Assessment tool for teachers • Self-assessment for student. • Modeled from the Decision-Making Matrix. • Addresses the functional skills needed for independence in lifelong learning. • Helps identify inclusion needs.

27. Self-Advocacy Checklist • Effective for all ages • Applicable to all environments • It identifies students strengths and weakness. • Creates a road map for long-term training. • Powerful self-determination tool.

28. TEA Indicator 13 Checklist – Tied to the Texas State Performance Plan (SPP) • The IEP includes measurable postsecondary goals. (300.320) • The IEP includes coordinated, measurable annual IEP goals. (300.320) • Initial transition services discussion occurs no later than the first IEP to be in effect before the student turns age 14. LISD’s guideline is the age of 14. • Age appropriate transition assessments are completed. • Students strengths and needs are identified. • The IEP is reviewed and updated at least annually. • Annual IEP goals facilitate movement towards postsecondary goals. • The IEP includes transition services in the form of coordinated activities. (300.43) • The student is invited to ARD/IEP meeting. • Student preferences and interests are taken into consideration in the development of the IEP. • Students needs, taking into account student strengths, preferences and interests are reflected in identified postsecondary goals. • Based on student needs, transition services in the form of coordinated activities include instruction, related services, community experiences, development of employment/adult living and if appropriate, acquisition of daily living skills and provision of functional vocational evaluation. • The IEP includes a course of study that supports postsecondary goals. • With the consent of parents or adult student, any agency responsible for providing transition services is invited to the ARD/IEP meeting. • The ARD committee reconvenes to develop alternative strategies when participating agencies failed to provide transition services.

29. Wrapping up. Questions for presenters? Please complete your self evaluation forms. Presenter evaluation forms.