Fourth Annual Oklahoma Transition Institute

FOURTH AANNUAL OKLAHOMA TRANSITION INSTITUTE

Team Planning Tool for Interagency Collaboration and Program Structures

September 10 - 11, 2009

Metro Technology Center Springlake Campus Oklahoma City, OK 4th Annual Oklahoma Transition Institute

Developed by: Additional resources are available at:

Paula D. Kohler, PhD., Professor and http://www.nsttac.org Associate Vice President for Research http://www.wmich.edu/ccrc Co-Investigator, National Secondary Transition Technical Assistance http://homepages.wmich.edu/~kohlerp/research Center (NSTTAC) Taxonomy for Transition Programming Western Michigan University Worksheet for Student-Focused Planning 3506 Sangren Hall or 208W Walwood Hall Worksheet for Student Development Kalamazoo, MI 49008 269.387.8283 Worksheet for Interagency Collaboration 269.387.6181 Worksheet for Family Involvement Worksheet for Program Structures and Practices September 2009

Bibliography Guskey, T. R. (2000). Evaluating Professional Development. Thousand Oaks, CA: Corwin Press. Kohler, P. D. (1996). Taxonomy for transition programming: A model for planning, organizing, and evaluating transition education, services, and programs. Champaign: Transition Research Institute, University of Illinois at Urbana-Champaign. Available at http://homepages.wmich.edu/~kohlerp. McDonnell, L. M., & Elmore, R. F. (1987). Getting the job done: Alternative policy instruments. Educational Evaluation and Policy Analysis, 9(2), 132-152. Patton, M. Q. (1997). Utilization-Focused Evaluation: The New Century Text. Thousand Oaks, CA: Sage Publications. W. K. Kellogg Foundation. (October 2000). Logic Model Development Guide. Battle Creek, MI: Author (www.wkkf.org). Wholey, J. S., Hatry, H. P., Newcomer, K. E. (1994). Handbook of Practical Program Evaluation. San Francisco: Jossey-Bass.

Team Planning Tool for Interagency Collaboration and Program Structures Oklahoma Transition Institute  2009  1 4th Annual Oklahoma Transition Institute

Transition-Focused Education ...... 3 Taxonomy for Transition Programming ...... 4 Overview of Team Planning Tool ...... 7 Team Information ...... 8 Part 1 – Assessing Current Implementation and Effectiveness ...... 10 Part 2 – Identifying Strengths and Needs...... 17 Part 3 – Setting Goals and Planning Transition Education and Services ...... 21

Team Planning Tool for Interagency Collaboration and Program Structures Oklahoma Transition Institute  2009  2 TRANSITION-FOCUSED EDUCATION This planning tool focuses on assisting school-community teams in Oklahoma to review and plan their strategies for implementing transition- focused education. Over the past decade, transition practices research has illustrated that post-school outcomes of students with disabilities improve when educators, families, students, and community members and organizations work together to implement a broad perspective of transition planning, more appropriately referred to as transition-focused education. In general, this concept of transition-focused education represents the perspective that “transition planning” is the fundamental basis of education that guides development of students’ educational programs, rather than an “add-on” activity for students with disabilities when they turn age 14 or 16. The impact of transition-focused education is greatly enhanced when service systems and programs connect and support the implementation and application of such learning. Transition-focused education is directed toward adult outcomes and consists of academic, career, and extracurricular instruction and activities, delivered through a variety of instructional and transition approaches, and responsive to the local context and students’ learning and support needs. Primary to the concept of transition-focused education is the expectation for all students to achieve a quality life, valued within the context of their family, school, and community. Quality of life outcomes include those in four general areas: independent living (home and family), employment (including postsecondary education and training that lead to employment), community citizenship and participation, and leisure and recreation. To prepare students to achieve such outcomes, transition-focused education builds student competence through academic, occupational, and social development. Further, to insure that all our students develop and achieve at their greatest potential, transition-focused education provides a variety of instructional pathways that may include few or no specialized supports to extensive applied experiences or supports. This framework of transition-focused education provides a structure for educational planning that is outcome- oriented and promotes greater involvement and ownership in the decision-making process by key stakeholders, particularly students and their families. The Taxonomy for Transition Programming, represented on the next page, provides concrete practices—identified from effective programs— for implementing interagency collaboration and program structures. As described in the next section, this tool is designed to help you reflect broadly on implementation and effectiveness of these practices in your school or district.

Team Planning Tool for Interagency Collaboration and Program Structures Oklahoma Transition Institute  2009  3 Team Planning Tool for Interagency Collaboration and Program Structures Oklahoma Transition Institute  2009  4 TAXONOMY FOR TRANSITION PROGRAMMING

Student-Focused Planning Family Involvement IEP Development Family Training Student Participation Family Involvement Planning Strategies Family Empowerment

Student Development Program Structure Life Skills Instruction Program Philosophy Employment Skills Instruction Program Policy Career and Vocational Curricula Strategic Planning Structured Work Experience Program Evaluation Assessment Resource Allocation Support Services Human Resource Development

Interagency Collaboration Collaborative Framework Collaborative Service Delivery

Team Planning Tool for Interagency Collaboration and Program Structures Oklahoma Transition Institute  2009  5 TAXONOMY FOR TRANSITION PROGRAMMING

STUDENT-FOCUSED STUDENT FAMILY PROGRAM PLANNING DEVELOPMENT INVOLVEMENT STRUCTURE

INTERAGENCY COLLABORATION

Collaborative Service Delivery Collaborative Framework

 Coordinated requests for information (e.g., to parents,  Interagency coordinating body that includes consumers, employers) parents, service providers, and employers  Reduction of system barriers to collaboration  Formal interagency agreement  Collaborative funding and staffing of transition services  Roles of service providers clearly articulated  Collaborative development and use of assessment data  Established methods of communication among service  Coordinated and shared delivery of transition-related providers services  Student information shared among agencies via  Systems information disseminated among cooperating established procedures (with appropriate release of information agencies and confidentiality)  Collaborative program planning and development,  Single-case management system including employer involvement  “Lead” agency identified  Collaborative consultation between special, “regular,” and  Designated transition contact person for all service vocational educators providers  Collaboration between post-secondary education

Team Planning Tool for Interagency Collaboration and Program Structures Oklahoma Transition Institute  2009  6 institutions and the school district

TAXONOMY FOR TRANSITION PROGRAMMING

STUDENT-FOCUSED STUDENT INTERAGENCY FAMILY PLANNING DEVELOPMENT COLLABORATION INVOLVEMENT

PROGRAM STRUCTURES

Team Planning Tool for Interagency Collaboration and Program Structures Oklahoma Transition Institute  2009  7 Program Philosophy Program Evaluation Strategic Planning Curricula reflect community values, Data collection is implemented to provide Strategic planning activities focus on: standards, and needs process and outcome information  Community-level issues and services Program planning and curricula are Program evaluation is ongoing, used for  Regional-level issues and services outcome-oriented program improvement, and includes  State-level issues and services Education is provided in least restrictive evaluation of student outcomes Collaborative transition bodies and environments Students and families participate in procedures provide structure and process Education is provided in integrated program evaluation for systemic change settings Needs assessments provide basis for Students with diverse needs have access secondary-level education and post- to all educational options school community services Program planning and options are Evaluation of interdisciplinary policy and sensitive to and reflect cultural and ethnic procedures is conducted annually diversity Program options are flexible to meet individual student needs Student transitions are addressed across educational levels

Team Planning Tool for Interagency Collaboration and Program Structures Oklahoma Transition Institute  2009  8 Overview of Team Planning Tool Adapted for the Fourth Annual Oklahoma Transition Institute, this planning tool focuses on assisting teams to review specific practices within the Interagency Collaboration and Program Structures categories of the Taxonomy for Transition Programming, such as increasing agency involvement in the transition planning process, and the use of evaluation for continuous program improvement to help students to achieve their goals. Team planning sessions during the transition institute will focus on three primary activities – reflecting on the extent to which and how you currently implement these practices, determining your current strengths and needs, and developing specific goals to address your needs. This planning tool is designed to help guide you through this process. Note: Many teams will have engaged in pre- planning on Parts 1 and 2 of the team planning tool prior to the institute. These teams will need to be certain to revisit their work on Parts 1 and 2 to gain the input of any previously absent team members’ voices, before moving in to developing their action plan in Part 3. Use Part 1—Current Implementation Assessment, to reflect on the degree to which you are implementing the practices described. To assist with this reflection, we provide a set of questions and indicators that focus on each Taxonomy area. These questions are designed to help you go beyond simple “yes” or “no” answers as you reflect on implementation and identify evidence that supports your reflection. Evaluation findings and data you have collected regarding the SPP/APR indicators will help you identify implementation levels, as well as effectiveness. In Part 2—Needs Assessment, consider your findings from Part 1 to identify your current strengths regarding the transition practices. Also indicate areas where you find need for improvement. For example, you may determine that your memorandums of understanding (MOUs) with your agencies are outdated. In this case, you might determine that you need to set up meetings with the agency representatives to review and renew those agreements. Use Part 3— Setting Goals and Planning, to develop plans that address your needs. In developing your plans, be specific. Refer to the checklist included in Part 3 to help you set meaningful, achievable, and measurable goals. It is helpful to identify specific goals that your team can achieve in the next year, and then the activities you will implement to achieve your goals. Also think about the things you will produce (products), the outcomes you expect to achieve, and how you will tell if you achieved them. Remember that the purpose of these efforts is to improve student outcomes! Thus, one’s efforts must begin and end with the knowledge of what students are achieving after leaving high school (SPP/APR Indicator 14). The questions included herein focus primarily on educational processes and services, designed to provide students with the skills they need to live and work independently. Specific reflective questions focused on students’ post- school outcomes are listed below. They should guide your reflection and provide the basis for all your decisions regarding educational and transition programs and services. Fundamental Questions

Regarding short-term outcomes, do your students have the skills they Regarding long-term outcomes, are your students need to be successful?  Employed?  Academic skills?  Attending postsecondary education?  Independent living skills?  Living independently?  Occupational skills and work behaviors? Do your students have the educational and community supports and  Self-determination skills? services they need to be successful?

Team Planning Tool for Interagency Collaboration and Program Structures Oklahoma Transition Institute  2009  9 Do your students stay in school and graduate?

Team Contact Information

Team Leader: ______Team Member: ______Position: ______Position: ______Organization:______Organization:______Best Address:______Best Address:______Best Phone: ______Best Phone: ______Fax:______Fax:______Best e mail: ______Best e mail: ______

Team Member: ______Team Member: ______Position: ______Position: ______Organization:______Organization:______Best Address:______Best Address:______Best Phone: ______Best Phone: ______Fax:______Fax:______Best e mail: ______Best e mail: ______

Team Planning Tool for Interagency Collaboration and Program Structures Oklahoma Transition Institute  2009  10 Team Member: ______Team Member: ______Position: ______Organization:______Organization:______Best Address:______Best Address:______Best Phone: ______Best Phone: ______Fax:______Fax:______Best e mail: ______Best e mail: ______To include all members, use additional pages if necessary

Team Contact Information – cont’d

Team Member: ______Team Member: ______Position: ______Position: ______Organization:______Organization:______Best Address:______Best Address:______Best Phone: ______Best Phone: ______Fax:______Fax:______Best e mail: ______Best e mail: ______

Team Planning Tool for Interagency Collaboration and Program Structures Oklahoma Transition Institute  2009  11 Team Member: ______Team Member: ______Position: ______Position: ______Organization:______Organization:______Best Address:______Best Address:______Best Phone: ______Best Phone: ______Fax:______Fax:______Best e mail: ______Best e mail: ______

Team Member: ______Team Member: ______Position: ______Organization:______Organization:______Best Address:______Best Address:______Best Phone: ______Best Phone: ______Fax:______Fax:______Best e mail: ______Best e mail: ______To include all members, use additional pages if necessary

Team Planning Tool for Interagency Collaboration and Program Structures Oklahoma Transition Institute  2009  12 Part 1: Assessing Current Implementation and Effectiveness This section of the team planning tool guides you to reflect on the extent to which you are implementing the interagency collaboration and program structures practices. 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.

Part 1 Example: Program Structures

Practices Extent Implemented Extent/Quality of Evidence 3. Strategic planning is conducted to identify and DK 1 2 3 4 DK 1 2 3 4 address community, district, and state-level issues and services regarding transition education and services. Description: Strategic planning meeting not held this year due to testing windows Last strategic planning meeting was not attended by parents or community members, but a comprehensive plan was developed to integrate a “for-credit” transition class into the high school schedule with input from administrators, teachers, and students A strategic planning meeting is currently scheduled for October, with the intention of inviting community members and parents

Part 1: Assessing Current Implementation and Effectiveness Oklahoma Transition Institute  2009  13 A. Interagency Collaboration Practices

Practices Extent Implemented Extent/Quality of Evidence 1. Formal collaborative agreements and structures are DK 1 2 3 4 DK 1 2 3 4 established among schools, employers, employment- related agencies, and post-secondary institutes.

These agreements clearly articulate the roles and responsibilities to assure the following occur in culturally appropriate ways: a. Methods of communication b. Information sharing protocols c. Referral protocols d. Service and task responsibilities e. Funding responsibilities f. Points of contact Description: 95% of grades 9-12 parents attended their child’s IEP meeting 60% of grades 9-12 parents participated in a specific program activity: Parent trainer as partner in 100% of professional dev. workshops for teachers PAC implemented transition needs assessment used for program improvement 100 % of parents invited to provide career info to class; 60% attended 50% parents or family member provided assessment information

Improve data collection

Part 1: Assessing Current Implementation and Effectiveness Oklahoma Transition Institute  2009  14 Practices Extent Implemented Extent/Quality of Evidence 2. Educators, service providers, and employers work DK 1 2 3 4 DK 1 2 3 4 together to identify and address transition education and service needs of individual students in ways that are responsive to their cultural and linguistic backgrounds. Description: Involvement IS promoted in a variety of ways but due to lack of data, strategies are not based on what they say their needs are. A state survey is given out to parents but locals are not getting local results from the surveys-they only receive state totals.

3. Educators, service providers, and employers work DK 1 2 3 4 DK 1 2 3 4 together to identify and address school and community level transition education and service issues, including program development and evaluation, based upon the community context. Description: Many learning opportunities are provided along with resources, but again parents are not showing up. We need to look at reasons and other venues for communicating. Part 1: Assessing Current Implementation and Effectiveness Oklahoma Transition Institute  2009  15 Records are sometimes kept on attendance, but is not compiled into an overall look at what is being utilized in South Tulsa.

Part 1: Assessing Current Implementation and Effectiveness Oklahoma Transition Institute  2009  16 Reflective Questions and Indicators

Reflective Questions  How many schools have up-to-date collaborative agreements with their local service agencies, employment agencies, youth development programs, etc.?  What agencies and/or organizations are included in the agreements?  Are formal meetings held? How often?  Is information available and disseminated regarding agency services, eligibility requirements, and referral protocols?  How and to what extent do various educators and service agencies coordinate, collect, and share assessment information?  To what extent do rehabilitation counselors, and/or other relevant service providers actively participate in IEP development and/or meetings?  How are parents and students informed about the differences between secondary IDEA services and post-secondary and/or adult services under 504 and ADA?  How are businesses and labor unions involved in identifying standards, developing curricula, participating in career awareness and exploration, providing work-based education, and providing professional development for teachers?  How are community-level transition service needs identified?  What services do students need but do not get? Suggested Indicators 1. # and content of agreements 2. Action plans; assessment results of action plan implementation 3. Agency information products; dissemination records 4. Agency fairs: # participants, # attendees, attendee satisfaction 5. Record of student service needs identified by students, parents, educators, service providers 6. # of service providers invited and attending IEP meetings 7. # and description of business and community partners 8. # and type of projected service needs; # and type of unmet needs 9. # students referred for agency services; # students receiving services

Part 1: Assessing Current Implementation and Effectiveness Oklahoma Transition Institute  2009  17 Notes and/or Ideas:

Part 1: Assessing Current Implementation and Effectiveness Oklahoma Transition Institute  2009  18 B. Program Structures Practices Extent Implemented Extent/Quality of Evidence 1. Educational planning, programs, and curricula are DK 1 2 3 4 DK 1 2 3 4 transition-oriented and feature outcome-based education, cultural and linguistic sensitivity, a range of curricular options, and emphasize access and success for all students. Description: This varies across schools, but the overall consensus is that each school is meeting this in accordance to their own populations. There are many programs and opportunities available, but somewhere there is a disconnect between families, schools, and agencies. Paperwork is being completed and and data is being collected but is not being analyzed . In house review would be helpful.

2. Ongoing program evaluation that includes analysis of DK 1 2 3 4 DK 1 2 3 4 post-school outcomes is used for community needs assessment and program improvement. Description:

Overall, there is little to no contact with the students once they have left the school district. The only post-school outcome data is limited to one-on-one communication with a student or family member.

3. Strategic planning is conducted to identify and address DK 1 2 3 4 DK 1 2 3 4 community, district, and state-level issues and services regarding transition education and services. Description: Overall, it was felt this was being done at a very simple level and very limited data is being collected at the community level. The state does do some of this. The team is here looking to improve transition education and services for South Tulsa. The state also sends a team to the national institute to do strategic planning for state transition. Data is collected Part 3: Setting Goals and Planning Oklahoma Transition Institute  2009  19 when goals are assessed from each years institute

Practices Extent Implemented Extent/Quality of Evidence 4. Specific and consistent policies and procedures that DK 1 2 3 4 DK 1 2 3 4 support implementation of effective practices are established, clearly communicated, and implemented within and between educational and community service agencies. Description: Overall there was a strong feeling about this process. There are many opportunities for students to connect with programs offered by agencies. Vocational Rehabilitation has an especially strong presence at the high school level. Policies and procedures are handed out at IEPs in both a state and district format for families. The data is limited to the resulting partnerships and successful student placements.

5. Educators and other transition service providers meet DK 1 2 3 4 DK 1 2 3 4 established transition-related competencies through initial and continuing professional development that includes technical assistance and transition resources regarding evidence-based practices. Description: Teachers attend conferences such as this one. More opportunities for enrichment for teachers in the area of transition is greater than ever. It appears teachers and other relevant staff are accessing these opportunities. The data is limited to number of opportunities provided and records of attendance. Also the increase of compliance in the IEP shows evidence of improvement.

6. With student and family input, sufficient resources are DK 1 2 3 4 DK 1 2 3 4

Part 3: Setting Goals and Planning Oklahoma Transition Institute  2009  20 allocated to meet identified needs and optimize impact, including provision of services in integrated, community-based settings. Description: Resources do not appear to be a problem in South Tulsa for existing students. No funding has been available since early 2008 for new student activities. All identified needs appear to be met in the school and in the community. The shortfall is the lack of student and family input. No formal or informal surveys have been taken, so family input is just based on what is gathered from educator conversations with families. If a family does not attend school functions, little to no input is gathered from them.

Part 3: Setting Goals and Planning Oklahoma Transition Institute  2009  21 Reflective Questions and Indicators

Reflective Questions 10. To what extent is transition-focused education reflected in local and district mission statements? To what extent is this mission implemented? 11. What are local schools’ expectations for all their students, including students of different abilities, genders, and cultural and language backgrounds? 12. To what extent are a range of placement and service options available? How are placement decisions made? 13. What aspects of transition-related education and services are evaluated? How are they evaluated? 14. What outcomes do students achieve with respect to employment, postsecondary education, independent living, social and recreation, and community participation? 15. Do current data collection systems at local and district levels satisfy data information needs? Are these systems compatible? 16. To what extent and how are data collected, combined, and used to identify and address service and funding needs? 17. To what extent and how are student outcome data and other program evaluation information used in strategic planning? 18. How is information generated through state and local strategic planning used to inform regional and state planning and service delivery? 19. How do local and district policies facilitate and/or inhibit implementation of effective transition practices? 20. How are results for students with disabilities included in accountability standards? What incentives and/or disincentives are used to foster accountability for students’ post-school outcomes at the local level? 21. Do educators and service providers meet transition-related competency standards? 22. To what extent are state and local resources adequate to meet the education and transition service needs of all students? 23. How do resource policies need to be changed to enhance or expand resource allocation for transition education and services? Notes and/or Ideas:

Part 3: Setting Goals and Planning Oklahoma Transition Institute  2009  22 Suggested Indicators 24. Existence of inclusive mission statement; list of activities and policy actions that indicate implementation of mission 25. # and % of students receiving services in specific settings and/or programs (e.g., career and technical education) 26. Evaluation plans that include evaluation questions, information sources, time frame, analysis, and reporting procedures 27. Students’ post-school outcomes (Indicator 14 data) 28. Summary of student service needs generated from IEP documents 29. Strategic plans 30. Protocol for providing local needs information to regional and state bodies 31. Policies and/or criteria for student participation in academic programs, career and technical education, and co-curricular and extracurricular activities, including paid work experience 32. Policies regarding IEP planning and development 33. Policies regarding collaboration within education, and with families, service providers, and businesses 34. Transition-related competencies for educators and service providers 35. Performance on state certification exams 36. Accountability standards and evidence 37. Needs assessment regarding transition resource materials, professional development (PD), and technical assistance (TA) 38. Student, family, educator, and service provider satisfaction with resource materials, professional development, and TA 39. Educational and service agency funds allocated for transition services 40. Service delivery needs assessments with corresponding cost projections and funding sources 41. Transition-related positions funded by “blended” sources (e.g., rehabilitation counselor licensure) 42. Analysis of funding-related policies (e.g., use of state education funds for providing transition education and services) Notes and/or Ideas:

Part 3: Setting Goals and Planning Oklahoma Transition Institute  2009  23 Part 2: Identifying Strengths and Needs Use the information from Part 1—Assessing Current Implementation to summarize the current strengths of interagency collaboration and program structures practices. Building on the information regarding your strengths, identify specific interagency collaboration and program structures needs. To help develop plans that address your needs, use the space provided to 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).

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.

Priority: Immediacy: 43. H 45. Low 46. Imme 48. Long-term igh diate 44. M 47. Inter edium mediate

Part 2 Example: Program Structures

PRIORITY/ PROGRAM STRUCTURES CURRENT STRENGTHS NEEDS IMMEDIACY 2. Educational planning,  Enrollment in CTE programs increased  Identify more outcome-based education High programs, and curricula are from previous school year options for all students Immedia transition-oriented and feature  All students participate in a co-op  Determine if programs are sensitive to te outcome-based education, experience their junior and senior year culture and language cultural and linguistic sensitivity, a range of curricular options, and emphasize access and success for all students.

Part 3: Setting Goals and Planning Oklahoma Transition Institute  2009  24 A. Interagency Collaboration Practices

INTERAGENCY COLLABORATION PRIORITY/ CURRENT STRENGTHS NEEDS PRACTICES IMMEDIACY 1. Formal collaborative Good relationships with TTC, VR, TCC, Accessibility for students to participate in Medium agreements and structures are community vocational agencies. community jobs. established among schools, Short-term employers, employment- Positive relationships with employers. Funding to provide services related agencies, and postsecondary institutes. WORKFORCE

2. Educators, service providers, Schools have the resources and programs in Employers Low and employers work together place for the students to access. to identify and address Interpreters uncommon languages Long-term transition education and Job coach available in some locations service needs of individual Job Coach training students in ways that are Interpreters available through VR/VS responsive to their cultural Looking into certification for job coaches and linguistic backgrounds.

3. Educators, service providers, Educators awareness Find the missing link-between HS and High and employers work together post-high school-getting everything in to identify and address Relationship with Chamber of commerce place-coming together On going school and community level and other agencies activies transition education and (churches) More employers to participate in transition service issues, including Long-term program development and Better means of communication evaluation, based upon the community context. Transition Fair for employers On going activities

Part 3: Setting Goals and Planning Oklahoma Transition Institute  2009  25 Part 3: Setting Goals and Planning Oklahoma Transition Institute  2009  26 B. Program Structures Practices

PROGRAM STRUCTURES CURRENT STRENGTHS NEEDS PRIORITY 1. Educational planning, IEP- transition pages and compliance Communication with community resources High programs, and curricula are transition-oriented and feature Policies and Procedures are in place Getting students involved Long-term outcome-based education, cultural and linguistic OTI-training/Professional development sensitivity, a range of curricular options, and Opportunities in the school and community emphasize access and success Conversations and planning collaboratively for all students.

2. Ongoing program evaluation VR has data available Access information High that includes analysis of post- school outcomes is used for State Dept. follows up on students Examine ways to communicate with Long-term community needs assessment students and program improvement. Some schools try to follow up with little results Finding out where this information is and putting it together Goal for this year-ask 5 teachers-2 students each to follow

3. Strategic planning is Team meets monthly More parent involvement High conducted to identify and address community, district, Good report with community agencies Work on inviting more agencies and giving Intermediate and state-level issues and them the information services regarding transition On going education and services. Strategic planning within each district

Part 3: Setting Goals and Planning Oklahoma Transition Institute  2009  27 PROGRAM STRUCTURES CONT’D CURRENT STRENGTHS NEEDS PRIORITY 4. Specific and consistent IEP-Policies and procedures Continued connections with agencies and Medium policies and procedures that Strong relationships with community agencies we have not contacted Short-term support implementation of agencies effective practices are Break out session for VR at OTI established, clearly communicated, and implemented within and between educational and In-service training High community service agencies. Long-term

5. Educators and other transition Many trainings are offered Determine the best use of all the High service providers meet information established transition-related Regional workshops Short-Term competencies through initial Timely notification of events and and continuing professional workshops development that includes technical assistance and transition resources regarding evidence-based practices.

6. With student and family input, Getting the information to the families Look at targeting younger families High sufficient resources are allocated to meet identified Increase family buy in Long-term needs and optimize impact,

Part 3: Setting Goals and Planning Oklahoma Transition Institute  2009  28 including provision of Educate families multiple times during the services in integrated, school years community-based settings. Assisting families with filling out forms and application with available resources

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 next 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:

INTERAGENCY COLLABORATION PRACTICES

FOCUS: Formal collaborative agreements and structures are established among schools, employers, human service agencies, and postsecondary institutions through which roles and responsibilities are clearly articulated, including: a. Methods of communication d. Service and task responsibilities b. Information sharing protocols e. Funding responsibilities c. Referral protocols f. Points of contact

GOAL: Increase student referrals and # of students receiving services

SPECIFIC GOAL-RELATED ACTIVITIES PERSON RESPONSIBLE TIMEFRAME

1. Develop an interagency council  Scott(education) with Mary H. 1. Complete by December 31 2. Develop a memorandum of agreement (MOU) (rehab), Peggy (mental 2. Complete by February 28 3. Establish new referral procedures health), Craig (employment 3. Develop by June 1 4. Develop agency information guides services), and Cindy 4. Develop by June 1 5. Identify transition contact for each agency (community college) 5. Complete by February 28

Part 3: Setting Goals and Planning Oklahoma Transition Institute  2009  29 OUTPUTS/PRODUCTS EXPECTED OUTCOMES POTENTIAL INDICATORS DATA SOURCES

 Interagency council  Increased student referral  # referrals by agency &  Agency referral records  MOUs  Increased # students receiving service  Agency service records  Information guide specific services  # students receiving  Agency “closure” records  Increased student employment services/agency/service  Follow-up survey  # students employed

Checklist for Identifying and Evaluating Program Goals, Activities, Outputs, and Outcomes

FOCUS AREA CONSIDERATIONS AND CRITERIA

Goals  Be specific.  Is the goal measurable?  Identify what you are trying to accomplish.  Is the goal within the scope of your  Think in terms of outcomes rather than process control? or products.  Is the goal action-oriented?  Is the goal achievable within the specified  Is the goal realistic? timeframe?

Activities  Is the activity action-oriented?  Is the activity theoretically-based?  Will the activity move you toward your goal?  Is the activity do-able with available  resources?

Outputs  Think in terms of “product” – something that will  Is the “product” producible with the be produced? available resources?  Will the outputs move you toward your goal?

Expected  Think in terms of impact—what do you expect  Is the expected outcome specific? Outcomes to happen as a result of your activities and outputs?  Is the expected outcome meaningful?  Is the expected outcome an important aspect of  Is the expected outcome measurable? your goal(s)?

Outcome  Are specific indicators needed or required by  Is the indicator measurable?

Part 3: Setting Goals and Planning Oklahoma Transition Institute  2009  30 Indicators specific audiences (e.g., Feds, state, etc.?)  Is the indicator meaningful?  What information do you need to answer the  Is the indicator short or long-term (need important evaluation question(s)? both)?  Is the indicator specific?  Is the indicator possible with available resources?

Outcome Data  Are information sources identified?  Who will collect the information? Collection  Available from existing sources?  Do arrangements need to be made for  New sources must be developed? data collection?  What methods will you use to collect  Do data collection instruments need to be information? developed?  Must information be collected about all students?  Can sampling methods be used?

Part 3: Setting Goals and Planning Oklahoma Transition Institute  2009  31 INTERAGENCY COLLABORATION PRACTICES Our focus for interagency collaboration is on: Increasing awareness of employees in the community.

Our goal for interagency collaboration is: INCREASE EMPLOYER PARTICIPATION

1.EXSTABLISHING AND MAKING MORE CONTACTS WITH John Hilborn 1 .Sept. 09-Sept. 10 LOCAL BUSINESSES – Chamber of Commerce, local business Susette Jones 2. Sept. 09- Sept. 10 owners, churches, ect. Jessica Dobson Linda Starks 2.Get list of businesses to Linda Starks

3. Inviting Parents and Employers to Transition Institute

OUTPUTS/PRODUCTS EXPECTED OUTCOMES POTENTIAL INDICATORS DATA SOURCES

1.RECOGNITION OF THEIR 1. TRACKING AND MAKING 1.LOOKING AT NUMBER OF 1. DOCUMENTATION OF VISITS PARTICIPATION RELATIONSHIP S CONTACTS 2. ATTENDANCE RECORD OF 2. INCREASE AWARENESS –OF 2.KEEPING TRACK OF CONTACTS MEETINGS/SIGN-IN SHEETS 2.TRACKING CONTACTS POTENTIAL EMPLOYERS AND 3. LOOKING AT NUMBER OF HOW RECEPTIVE ARE THEY EMPLOYEES PARENTS AND EMPLOYERS 3. INCREASE OF PARENTS AND 3.VOCATIONAL REHABILITATION 4.TRCK SURVEYS EMPLOYERS TO INSTITUTE 4.EVALUATION OF SPECIFIC CLIENTS 4. IDENTIFY THE NEEDS OF (CONFIDENTIALITY) EMPLOYERS 5. DEVELOP SHORT SURVEY THAT EMPLOYEES AND FILL OUT

Part 3: Setting Goals and Planning Oklahoma Transition Institute  2009  32 Additional stakeholders and/or technical assistance needs:

INTERAGENCY COLLABORATION PRACTICES Our focus for interagency collaboration is on: Effective use of cultural and linguistic services they offer.

Our goal for interagency collaboration is: IDENTIFY WHAT IS AVAILABLE

1.G.G. Barnett October 31st, 2009 1.Identify needed languages 2. Tammie Lore 2.Contact churches, colleges, community agencies and families 3. John Hilborn 3. Make list of all available languages in your area 4. Laurie McDonel

Part 3: Setting Goals and Planning Oklahoma Transition Institute  2009  33 OUTPUTS/PRODUCTS EXPECTED OUTCOMES POTENTIAL INDICATORS DATA SOURCES

1. CONTACT LIST FOR 1. DEVELOP NETWORK OF 1. IS NETWORK BEING 1. HOW MANY TIMES ARE WE SOUTH TULSA AREA INTERPRETERS ACCESSED ACCESSING THE NETWORK OF INTERPRETERS

Additional stakeholders and/or technical assistance needs:

Part 3: Setting Goals and Planning Oklahoma Transition Institute  2009  34 PROGRAM STRUCTURES Our focus for program structures is on: Increase parent and student involvement and participation

Our goal for program structures is: DIRECTLY INVOLVING PARENTS AND STUDENTS IN THE PROCESS OF TRANSITION PLANNING

1. Find out what the barriers are for not participating 1. Students file teachers January 19th, 2010 2. Establishing strong relationships 2. Patty Hopkins 3. Acknowledge parents role in the decision making process

1. DEVELOP ONLINE SURVEY 1. IDENTIFY BARRIERS 1.COMPLETION OF 1.SURVEY MONKEY FOR TEACHERS TO SURVEY AND NUMBER OF DETERMINE BARRIERS (6- PARTICIPANTS 12)

PROGRAM STRUCTURES Our focus for program structures is on: INCREASE FAMILY AWARENESS OF COMMUNITY SERVICES

Our goal for program structures is: ENGAGE FAMILIES WITH ELEMENTARY STUDENTS

1.VOCATIONAL REHABILITATION CHECK-LIST 1.ONE PERSON FROM EACH 1.END OF YEAR , MAY 2010 2. DDSD CARDS TO ALL ELEMENTARY TEACHERS DISTRICT (TBD) 3.LIST OF AGENCIES FROM 211 CONTACT

1. RESOURCE GUIDE 1. WEB-SITE LINK ON 1. MORE STUDENTS ON 1. WEB PAGE ON WEB –SITE 211 THE DDSD SERVICES 2. DHS/DDSD DATA 2. PARENTS WILL BE 2. TRACK NUMBER OF 2. WEB-SITE LINK ON BETTER INFORMED VISITORS TO WEB 211 PAGE

Part 3: Setting Goals and Planning Oklahoma Transition Institute  2009  37