Team Planning Tool for State Capacity Building

Second Annual Oklahoma Transition Institute 2007 Team Contact Information

Team Name: Tulsa North Team Member: Melinda Lucas Team Leader: Esther Watkins Position: VR Counselor Position: VR Counelor Organization: DRS Organization: DRS Best Address: 125 N. Greenwood Tulsa, OK Best Address: 125 N. Greenwood Tulsa, OK Best Phone: 918-382-7700Fax: Best Phone: 918-382-7700 Fax: Best e-mail: [email protected] Best e-mail: [email protected] Team Member: Beth Kita Team Member: Liz Franklin Position: Speech Pathologist Position: Spec. Ed. Teacher Organization: Owasso Public Schools th Organization: Sperry Public Schools Best Address: 15337 E. 89 Ct. N. Owasso, OK 74055 Best Address: 1709 S. 4th St. Broken Arrow, OK 74012 Best Phone: 918-231-7740 Fax: Best Phone: 918-639-2034Fax: Best e-mail: [email protected] Best e-mail: [email protected] Team Member: Rhonda Heller Team Member: Kim Neumann Position: Special Ed. Teacher Position: Special Edu. Teacher Organization: Owasso Public Schools th Organization: Owasso Public Schools Best Address: 7050 E. 149 St. N. Collinsville, OK 74021 Best Address: 14757 N. 60th E. Ave. Collinsville, OK 74021 Best Phone: 918-371-7189 Fax: Best Phone: 918-200-5012 Fax: Best e-mail: [email protected] Best e-mail: [email protected] To include all members, use additional pages if necessary

Team Planning Tool for Student-Focused Planning and Student Development Practices Second Annual Oklahoma Transition Institute  June 2007 Team Planning Tool for Student-Focused Planning and Student Development Practices Second Annual Oklahoma Transition Institute  June 2007 Second Annual Oklahoma Transition Institute 2007 Team Contact Information – cont’d

Team Name: Tulsa North Team Member: Michelle Hindle Team Leader: Position: Spec. Ed. Position: Organization: Owasso High School Organization: Best Address: 2530 E. 57 St. Tulsa, OK 74105 Best Address: Best Phone: 918-346-9395 Fax: Best Phone: Fax: Best e-mail: [email protected] Best e-mail: Team Member: Team Member: Mary Zlomke Position: Position: Special Education Teacher Organization: Organization: Owasso Public Schools Best Address: Best Address: 9305 N. 105 E. Ave. Owasso, OK 74055 Best Phone: Fax: Best Phone: 918-851-8782 Fax: Best e-mail: Best e-mail: [email protected] Team Member: Team Member: Mona Bost Position: Position: Special Ed. Secondary Organization: Organization: Owasso High School Best Address: Best Address: 9722 N. Dover Place Owasso, OK 74055 Best Phone: Fax: Best Phone: 918-272-5334 Fax: Best e-mail: Best e-mail: [email protected] To include all members, use additional pages if necessary

Part 1: Assessing Current Implementation of Student-Focused Planning and Student Development PracticesSecond Annual Oklahoma Transition Institute  June 2007 Team Planning Tool Part 1: Assessing Current Implementation This section of the team planning tool guides you to reflect on the extent to which you are implementing the taxonomy practices included in: (A) Student-focused Planning and (B) Student Development. Use the Implementation Rating Scale to indicate the extent to which the practices or activities are implemented in your school or district. Use the Evidence Rating Scale to indicate the extent to which your implementation rating is based on data that describe the extent of implementation or effectiveness of the practice or activity. Use the space provided to note how the practice or activity is implemented and what you know about effectiveness. For each set of practices, we include a set of reflective questions and suggested indicators as resources to help provide meaning to the practice statements. The reflective questions are designed to help you go beyond simple “yes” and “no” responses by providing substantive examples of the transition practices. The suggested indicators provide examples of evidence you might examine to determine implementation levels and effectiveness.

Implementation Rating Scale Evidence Rating Scale DK - We don’t know what or how we are doing in this area. DK - We don’t know if data are available, or if so, what they 1 - This activity or practice is not occurring. indicate. 2 - We are developing this activity or practice, but it is not yet 1 - We do not have any data regarding this practice. occurring. 2 - We have very limited data regarding this practice OR the 3 - This activity or practice occurs some of the time or with some quality of the data we have is not very good. of our students, but implementation is not consistent. 3 - We have some data that indicate implementation and/or 4 - This activity or practice occurs regularly, widely, and effectiveness of the activity or practice. consistently. 4 - We have high quality data that indicate implementation and/or effectiveness.

Example: Part A – Student-Focused Planning Practices

Practices Extent Implemented Extent/Quality of Evidence 1. Students’ IEPs include measurable post-school DK 1 2 3 4 DK 1 2 3 4 goals in (a) education and/or training, (b) employment, and (c) independent living Description: Review of IEPs in our school indicated that 30% of students’ IEPs include measurable post-school goals. So – we have limited implementation, but good quality data showing where we need to improve. However, our IEP forms were somewhat difficult to evaluate, because people were not consistent about where they put the information. Need to improve content of IEPs, quality of IEP planning; new form would help.

Part 1: Assessing Current Implementation of Student-Focused Planning and Student Development Practices 4 A. Student-Focused Planning Practices

Practices Extent Implemented Extent/Quality of Evidence 1. Students’ IEPs include measurable post-school goals in DK 1 2 3x 4 DK 1 2 3x 4 (a) education and/or training, (b) employment, and (c) independent living.

Description: Random Samples

2. Students’ IEPs include measurable annual goals that DK 1 2 3x 4 DK 1 2 3 4x will enable them to achieve their post-school goals. Description:

3. Students’ IEPs include coordinated transition activities DK 1 2 3x 4 DK 1 2 3x 4 and services (e.g., instruction, community experiences, etc.), including a course of study, that will enable them to achieve their post-school goals. Description: Activities that benefit that specific child.

Part 2: Identifying Strengths and Needs of Student-Focused Planning and Student Development Practices Second Annual Oklahoma Transition Institute  June 2007 Part 2: Identifying Strengths and Needs of Student-Focused Planning and Student Development Practices Second Annual Oklahoma Transition Institute  June 2007  6 Practices Extent Implemented Extent of Evidence 4. Age-appropriate transition assessment information is (a) DK 1 2 3x 4 DK 1 2 3 4x used to identify students’ preferences, interests, choices, and needs; (b) reflected in the summary of students’ present level of academic achievement and functional performance; and (c) used as the basis for the IEP. Description: Give interest inventories,

5. Students, families, educators, and relevant service DK 1 2x 3 4 DK 1 2x 3 4 providers work together to plan and provide instruction and services. Description: Give parent more information before the IEP. Have parents more involved in the assessment part.

6. Students are prepared to participate and do participate DK 1 2x 3 4 DK 1x 2 3 4 meaningfully in development of their IEP and in their IEP meeting. Description: Get student talking about his or her disability and attending his or her IEP meeting before High School.

Part 2: Identifying Strengths and Needs of Student-Focused Planning and Student Development Practices Second Annual Oklahoma Transition Institute  June 2007  7 Reflective Questions and Indicators

Reflective Questions  To what extent do students and their parents actively participate in the development of their individual education program (IEP)? What strategies are used to foster student and parent participation? How are students prepared to participate?  How is information regarding students’ interests, preferences, and needs used to identify postsecondary goals?  To what extent and how is transition-related assessment information (i.e., academic, cognitive, occupational, and/or adaptive behavior assessment information) used in developing annual goals and objectives and to determine related service needs?  To what extent and how is information gathered through career awareness and exploration activities subsequently linked to a student’s educational program?  To what extent do students’ educational programs include goals and objectives identified by the student?  To what extent are the goals and objectives identified in students’ educational programs (including “transition services”) implemented and evaluated?  What strategies are used to insure that agency personnel (with parent/guardian permission) and other appropriate individuals actively participate in planning meetings?  To what extent and how are the responsibilities assigned through the IEP process reviewed? To what extent do identified services go undelivered?  What procedures are used to address discrepancies between services promised and services provided? Suggested Indicators  # students whose present level of academic achievement and functional performance (PLAAFP) regarding transition goals and services are based on transition-related assessments  # students with measurable post-school goals  # IEP goals that are student-initiated  # students with goal-related annual objectives and transition services  # students attending their IEP meeting; level of student participation  # students whose course of study aligns with post-school goals

Part 2: Identifying Strengths and Needs of Student-Focused Planning and Student Development Practices Second Annual Oklahoma Transition Institute  June 2007  8 Notes and/or Ideas

Part 2: Identifying Strengths and Needs of Student-Focused Planning and Student Development Practices Second Annual Oklahoma Transition Institute  June 2007  9 B. Student Development Practices

Practices Extent Implemented Extent/Quality of Evidence 1. Age-appropriate transition assessment information (e.g., DK 1 2 3x 4 DK 1 2 3x 4 academic, cognitive, career/occupational, adaptive behavior, etc.) is routinely collected. Description: This happens but not all the time.

2. Academic skill development DK 1 2 3 4x DK 1 2 3 4x

Description: Academic skills are easier to measure.

3. Life skills development, including self-determination DK 1 2 3x 4 DK 1 2 3x 4 skills Description: Students have field tours out into the community.

Part 2: Identifying Strengths and Needs of Student-Focused Planning and Student Development Practices Second Annual Oklahoma Transition Institute  June 2007  10 Part 2: Identifying Strengths and Needs of Student-Focused Planning and Student Development Practices Second Annual Oklahoma Transition Institute  June 2007  11 Practices Extent Implemented Extent of Evidence 4. Employment and occupational skills development, DK 1 2 3x 4 DK 1 2 3x 4 including paid work experience Description: Would like for more students to be working in the community. More job readiness training is needed.

5. Identification and provision of support services that DK 1 2 3x 4 DK 1 2 3 4x foster students’ skill development and achievement of post-school goals (e.g., environmental adaptations; accommodations; related services such as AT, OT; etc.)

Description:

Part 2: Identifying Strengths and Needs of Student-Focused Planning and Student Development Practices Second Annual Oklahoma Transition Institute  June 2007  12 Sample Questions and Indicators

Reflective Questions  What transition-related assessment information is collected (i.e., academic, career/occupational, and/or adaptive behavior information)? When is it collected? By whom? How is it collected?  How are target skills determined and subsequently evaluated? What do these assessments indicate regarding student learning/achievement of target skills?  Do students’ educational programs align with their post-school goals?  To what extent do all students participate in work-based education, including paid and/or unpaid work experiences, during high school?  In which occupational areas are students employed during their work experiences?  Are students’ work experiences aligned with their post-school goals?  Are students’ work experiences aligned with their course of study?  How are students informed of and recruited for co-curricula and extra-curricular activities?  Do students have the skills they need to be successful, including: Academic skills? Independent living skills? Occupational skills? Employability and work behaviors? Self-determination skills?  To what extent do students have the supports, accommodations, and/or related services they need to access work experiences?  How are student accommodation needs identified?  What methods are used to help students generalize their accommodation needs from school to community environments? Suggested Indicators  # and % of students receiving services in specific settings  Cognitive, academic, occupational, and adaptive behavior assessments used; student performance on assessments  Specific strategies for student recruitment to co- and extracurricular activities  # students participating in work-based, co-curricular, and extracurricular activities  # and % of accommodation needs met and unmet  % mastery of target skills

Part 2: Identifying Strengths and Needs of Student-Focused Planning and Student Development Practices Second Annual Oklahoma Transition Institute  June 2007  13 Notes and/or Ideas:

Team Planning Tool Part 2: Identifying Strengths and Needs

Use the information from Part 1—Assessing Current Implementation to summarize the current strengths of your transition-focused education and services. Building on the information regarding your strengths, identify specific transition education or service needs.

You may find that your needs include a range of activities. In some cases, you may determine that you need to change practice in your school or district, such as expanding the opportunities for students to participate in paid work experiences through the curriculum. In other cases, you may determine that to change practice requires a policy change at the school, district, or state level. For example, integrating opportunities for work experience in the curriculum may require a change in how staff funding can be used or in the assignment of personnel. In other cases, you might determine that a change in a form can improve planning or data collection, such as a change in the IEP form to facilitate addressing the IDEA transition requirements.

To help develop plans that address your needs, use the space provided to indicate the kind of action required to address each need you identify (practice, policy, or form) and then code your identified needs with respect to their priority and/or immediacy (e.g., high priority/immediate need, moderate priority/intermediate need, or lower priority/long-term need).

Kinds of Actions: Priority: Immediacy:  Practice  Form  High  Low  Immediate  Long-term  Policy  Other  Medium  Intermediate

Example: Student-Focused Planning Practices

STUDENT-FOCUSED PLANNING KIND OF PRIORITY/ CURRENT STRENGTHS NEEDS PRACTICES ACTION IMMEDIACY

Part 2: Identifying Strengths and Needs of Student-Focused Planning and Student Development Practices Second Annual Oklahoma Transition Institute  June 2007  14 6. Students are prepared to  IEP review indicated about 75%  Evaluations of the IEP meetings Practice High participate and do participate of students attended their IEP indicated many students were only Immedi meaningfully in development meeting passively involved in identifying ate of their IEP and in their IEP  Site review indicates some their interests and preferences meeting. teachers integrating IEP planning  Greater implementation of evidence- and involvement strategies in based strategies to support student their curricula involvement is needed

Part 2: Identifying Strengths and Needs of Student-Focused Planning and Student Development Practices Second Annual Oklahoma Transition Institute  June 2007  15 A. Student-Focused Planning Practices

STUDENT-FOCUSED PLANNING KIND OF PRIORITY/ CURRENT STRENGTHS NEEDS PRACTICES ACTION IMMEDIACY 1. Students’ IEPs include Academics, Good independent Need more instruction in employment Practice Medium/ measurable post-school living skills with lower functioning and independent living with higher High goals in (a) education and/or students. functioning MR and students with LD. training, (b) employment, and (c) independent living.

2. Students’ IEPs include Academic goals are measurable Being able to inline pass objectives with Policy Long- measurable annual goals that level of functioning. term will enable them to achieve their post-school goals.

3. Students’ IEPs include School have work study program, Need job readiness classes/transition Practice Medium coordinated transition TCEP, Voc Tech classes, life skills activities and services (e.g., instruction, community experiences, etc.), including a course of study, that will enable them to achieve their post-school goals.

Part 3: Setting Goals and Planning for Student-Focused Planning and Student Development Practices Second Annual Oklahoma Transition Institute  June 2007 Part 3: Setting Goals and Planning for Student-Focused Planning and Student Development Practices Second Annual Oklahoma Transition Institute  June 2007 STUDENT-FOCUSED PLANNING KIND OF PRIORITY/ CURRENT STRENGTHS NEEDS PRACTICES ACTION IMMEDIACY 4. Age-appropriate transition Interest Test/ Explore and Plan, Use better assessment and use yearly. Practice High assessment information is (a) ACT, Brigance Use self determination assessment. used to identify students’ preferences, interests, choices, and needs; (b) reflected in the summary of students’ present level of academic achievement and functional performance; and (c) used as the basis for the IEP.

Working with V.R. and Voc. Tech More parent involvement needed, use of Practice High 5 Students, families, educators, daft IEP, have parents review the IEP and relevant service providers before the meeting (with parent/guardian permission) work together to plan and provide instruction and services.

6. Students are prepared to Teachers met with student when Need student more involved in the IEP Practice High participate and do participate writing the IEP meeting meaningfully in development of their IEP and in their IEP meeting.

Part 3: Setting Goals and Planning for Student-Focused Planning and Student Development Practices Second Annual Oklahoma Transition Institute  June 2007 Part 3: Setting Goals and Planning for Student-Focused Planning and Student Development Practices Second Annual Oklahoma Transition Institute  June 2007 B. Student Development Practices

KIND OF PRIORITY/ STUDENT-DEVELOPMENT PRACTICES CURRENT STRENGTHS NEEDS ACTION IMMEDIACY 1. Age-appropriate transition Academic assessment Self-determination is a need Practice High assessment information (e.g., academic, cognitive, career/occupational, adaptive behavior, etc.) is routinely collected.

2. Academic skill development Academics is a strength PASS plan improvement Policy Medium

3. Life skills development, Life skills for the lower functioning Life skills for the high functioning Practice High including self-determination skills

Part 3: Setting Goals and Planning for Student-Focused Planning and Student Development Practices Second Annual Oklahoma Transition Institute  June 2007 KIND OF PRIORITY/ STUDENT-DEVELOPMENT PRACTICES CURRENT STRENGTHS NEEDS ACTION IMMEDIACY 4. Employment and occupational Vo-tech, job coach at school Need more follow-up with higher Practice High skills development, including functioning on the job paid work experience

5. Identification and provision of Working with Oklahoma Assistive Needs work in getting the information on Practice Lower support services that foster Technology, Vo-Tech, Voc. Rehab. where to get equipment students’ skill development and different vendors of AT and achievement of post- school goals (e.g., environmental adaptations; accommodations; related services such as AT, OT; etc.)

Part 3: Setting Goals and Planning for Student-Focused Planning and Student Development Practices Second Annual Oklahoma Transition Institute  June 2007 Team Planning Tool Part 3: Setting Goals and Planning The purpose of this section is to help you make plans for the coming year. Use the responses from your Part 1—Assessing Current Implementation and Part 2—Identifying Strengths and Needs to identify specific goals that address your identified needs. Then identify specific goal-related activities, the person(s) responsible for the activity, and the timeframe for implementation. As you are planning, also identify (a) the outputs or products to be produced, (b) your anticipated or expected outcomes, (c) indicators that will determine whether the outcomes were achieved, and (d) data sources by which evidence will be collected. As a resource, use the checklist on the last page to help you clarify your goals, activities, outputs, and anticipated outcomes. If you need to include additional stakeholders in your plan and/or need technical assistance to implement your plan, indicate in the space provided. Example:

STUDENT DEVELOPMENT PRACTICES

FOCUS: Employment and occupational skills development, including paid work experience

GOAL: Increase # of students participating in work experience and/or work-based training

SPECIFIC GOAL-RELATED ACTIVITIES PERSON RESPONSIBLE TIMEFRAME

1. Identify possible community liaisons to develop training sites  Ellen (education) with Lynn 1. Complete by December 31 2. Establish expected outcomes and expectations for students and and Anna (job coaches/para- 2. Complete by December 31 community liaisons educators), Audrey R. (rehab), 3. Complete by January 20 3. Complete task analysis of work tasks for skill training in Julia (transition coordinator), 4. Complete by February 10 classrooms and community members 5. Complete by February 28 4. Conduct student tours of potential training sites and “new 6. Complete by February 28 employee orientation” 7. Complete by March 10 5. Identify key contacts (employers, job coaches, teachers) 6. Assess skills to determine readiness for sites 7. Place students at training sites

OUTPUTS/PRODUCTS EXPECTED OUTCOMES POTENTIAL INDICATORS DATA SOURCES

 Task analyses for various job  Increased student participation  # of students participating in  Teacher records skills in work experiences work experiences  Job coach evaluations/records

Part 3: Setting Goals and Planning for Student-Focused Planning and Student Development Practices Second Annual Oklahoma Transition Institute  June 2007  Creation guide (how to create  Increased student employment  # of students employed after  Community member surveys training sites)  Increased life skills training (budgeting)  # of students opening banking accounts, purchasing

Part 3: Setting Goals and Planning for Student-Focused Planning and Student Development Practices Second Annual Oklahoma Transition Institute  June 2007 STUDENT-FOCUSED PLANNING PRACTICES Our focus for student-focused planning is on: Self-Determination

Our goal for student-focused planning is: INCREASE THE NUMBER OF STUDENTS PARTICIPATING IN IEPS MEETING

Teacher Training on Self-Determination IEPs Selected team members. By the end of December

Putting a packet together on appropriate self determination activities Team Members By the end of May

INCREASE STUDENT INVOLVEMENT

Additional stakeholders and/or TA needs:

Team Planning Tool for Student-Focused Planning and Student Development Practices Second Annual Oklahoma Transition Institute  June 2007  24 STUDENT-FOCUSED PLANNING PRACTICES Our focus for student-focused planning is on:

Our goal for student-focused planning is:

Team Planning Tool for Student-Focused Planning and Student Development Practices Second Annual Oklahoma Transition Institute  June 2007  25 STUDENT-FOCUSED PLANNING PRACTICES Our focus for student-focused planning is on:

Our goal for student-focused planning is:

Team Planning Tool for Student-Focused Planning and Student Development Practices Second Annual Oklahoma Transition Institute  June 2007  26 STUDENT-DEVELOPMENT PRACTICES Our focus for student development is on: Have a good picture of the students’ skills and interests

Our goal for student development is: IDENTIFY APPROPRIATE ASSESSMENT TOOLS FOR STUDENTS

Research Assessment Tools and Select Appropriate Assessment Team Members By September Tools Special Education Personnel By October Implement Assessment Tools

HAVE STUDENT ASSESSMENTS YEARLY

Team Planning Tool for Student-Focused Planning and Student Development Practices Second Annual Oklahoma Transition Institute  June 2007  27 Team Planning Tool for Student-Focused Planning and Student Development Practices Second Annual Oklahoma Transition Institute  June 2007  28 STUDENT-DEVELOPMENT PRACTICES Our focus for student development is on:

Our goal for student development is:

Team Planning Tool for Student-Focused Planning and Student Development Practices Second Annual Oklahoma Transition Institute  June 2007  29 STUDENT-DEVELOPMENT PRACTICES Our focus for student development is on:

Our goal for student development is:

Team Planning Tool for Student-Focused Planning and Student Development Practices Second Annual Oklahoma Transition Institute  June 2007  30

Team Planning Tool for Student-Focused Planning and Student Development Practices Second Annual Oklahoma Transition Institute  June 2007  31