Broadening Our Horizons: A Focus On the Current and Future Direction of Secondary Transition Planning

Transcription

1 Broadening Our Horizons: A Focus On the Current and Future Direction of Secondary Transition Planning Administrators of Special Education October 30, 2017

2 01 Why Is Our Work Important? 02 What Is Secondary Transition? AGENDA 03 A Systemic Approach 04 General Education Linkages 05 More Partnerships and Resources 06 The MPTE Project

3 01 Why Is Our Work Important?

4 Graduation Rate Trend MA 4-year Graduation Rate All Students Students with IEPs Gap % 71.8% % % 69.9% -17.4% % 69.1% -17.0% % 67.8% -17.2% % 68.6% -16.1% Massachusetts Department of Elementary and Secondary Education

5 Outcomes for Students with Disabilities Postsecondary Education Outcomes Employment Outcomes MA Graduates Attending Institutions of Higher Education within 16 Months of Graduating High School* With Disabilities 2015 MA Employment Rate** Aged 18-64, Living in the Community With Disabilities Without Disabilities 57.7% 75.9% *Source: ESE School Profiles, Without Disabilities 35.1% 79.5% **Source: Massachusetts and U.S. Disability Facts & Statistics: 2016, Massachusetts Department of Elementary and Secondary Education 5

6 02 What Is Secondary Transition?

7 Secondary Transition Website: Massachusetts Department of Elementary and Secondary Education 7

8 A Shift in Focus Before Age 14 Age 14 and After [57,000 students annually] Provide access to: General Curriculum Life of the School Provide access to: General Curriculum Life of the School Improve academic and functional achievement to prepare student for: Postsecondary education/training Competitive Employment Independent Living Community Participation Massachusetts Department of Elementary and Secondary Education 8

9 Disability exists only in the gap between the individual s personal competence and the demands of the environment. If we can close that gap, disability becomes irrelevant. -- Dr. Michael Wehmeyer, University of Kansas 9

10 03 A Systemic Approach

11 Partnerships Massachusetts Department of Elementary and Secondary Education

12 Effective Practices Massachusetts Department of Elementary and Secondary Education

13 National Technical Assistance Center on Transition Massachusetts Department of Elementary and Secondary Education Massachusetts Department of Elementary and Secondary Education 13

14 Secondary Transition Guidance Massachusetts Department of Elementary and Secondary Education 14

15 Self-Determination a combination of skills, knowledge, and beliefs that enable a person to engage in goal-directed, self-regulated, autonomous behavior. As such, self-determination includes an understanding of one's strengths and limitations, together with a belief of oneself as capable and effective. Students who are self-determined are causal agents in their own lives. Field, Martin, Miller, Ward, & Wehmeyer Technical Assistance Advisory SPED : Promoting Student Self-Determination to Improve Student Outcomes, Federation/MA ESE Brochure for Families and Students with IEPs: Self Determination, District Self-Assessment: Promoting Student Self-Determination, The 411 on Disability Disclosure: A Workbook for Youth with Disabilities, Massachusetts Department of Elementary and Secondary Education 15

16 A Student-Centered, Individualized Transition Assessment Protocol Massachusetts Department of Elementary and Secondary Education 16

17 Transition Assessment: A Frame of Mind Any assessment that is conducted when a student with an IEP is aged can be viewed as a transition assessment, because it affords information which can be utilized to discern the student s vision; understand the student s needs, strengths, preference, and interests; and measure progress towards the acquisition of skills. Massachusetts Department of Elementary and Secondary Education 17

18 What Questions Need to be Considered? Who is the student? (i.e., what are the student s needs and strengths) Who does the student want to be, or what does the student want to do? (i.e., what are the student s preferences and interests) What is the fit between the student and the requirements of the educational, employment, and living environments into which the student plans to move when he or she exits high school? Are you preparing this student for the future in the four transition domains? Massachusetts Department of Elementary and Secondary Education 18

19 Training, Professional Development, and Coaching that Ensures Fidelity of Practice Massachusetts Department of Elementary and Secondary Education 19

20 Any reader of an IEP for a student aged should be able to see a clear linkage between the student's postsecondary goals transition assessments annual IEP goals, and transition services. Transition Assessment Postsecondary Goals Annual IEP Goals Transition Services Massachusetts Department of Elementary and Secondary Education Massachusetts Department of Elementary and Secondary Education 20

21 Student-Centered, Individualized Transition Services Delivery Massachusetts Department of Elementary and Secondary Education 21

22 Transition Services Coordinated o Systems Level: whole school, partnerships (e.g., workforce system, colleges) o Individual Level: thoughtful, stepwise, developmental progression Based on the needs, strengths, preferences, and interests of individual students Results oriented o Develop functional and academic skills Function as independently as possible Generalize across environments Least Restrictive Environment (LRE) Technical Assistance Advisory SPED : Characteristics of High Quality Secondary Transition Services, Massachusetts Department of Elementary and Secondary Education 22

23 Staffing that Coordinates with General Education and Addresses the Four Transition Domains Massachusetts Department of Elementary and Secondary Education 23

24 04 General Education Linkages

25 Definition of College and Career Readiness and Civic Preparation Ability to direct and evaluate one s own learning Be aware of and have the confidence to access resources to support learning in multiple contexts Ability to interact with co-workers, individually and in teams Motivation and initiative-taking Flexibility Discipline Self advocacy Responsibility Civic participatory skills, including knowing how to work collaboratively in groups and organizational settings, communicate perspectives and arguments, and plan strategically for civic change Civic dispositions including interpersonal and intrapersonal values, virtues and behaviors respect for freedom of speech and thought, respect for others, commitment to equality, capacity for listening, capacity to communicate in ways accessible to others, etc.) Massachusetts Department of Elementary and Secondary Education 25

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27 Career Development Spectrum The process through which an individual comes to understand his or her place in the world of work CAREER AWARENESS Students become aware of the broad range of career and/or occupations in the world of work Career Speakers Career Days/Fairs Career Interest Inventories Company Tours CAREER EXPLORATION Students engage in some in-depth exposures to career options Job Shadowing Job Rotation Informational Interviews Job Skills Portfolio Community Service Leadership in Career Clubs Contextual Learning Coursework Labor Market Research CAREER IMMERSION Students engage in structured work-based learning experiences connected to teaching and learning Internships Capstone Projects Entrepreneurial Enterprise Clinical Experiences Part-Time Employment CVTE Cooperative Education Apprenticeship See Career Development Guide and Glossary, Massachusetts Department of Elementary and Secondary Education 27

28 High Quality Career Pathways (HQCPs) Massachusetts Department of Elementary and Secondary Education 28

29 Massachusetts High Quality College & Career Pathways Preparing All Students for College and Career High Quality College and Career Pathways (HQCCPs) must include the following six components: All pathways are designed to promote equitable access by eliminating barriers to participation, including by providing enhanced student support. For more information, see: or contact Shailah Stewart, Coordinator, High School Pathway Development, Massachusetts Department of Elementary and Secondary Education

30 Reach Higher Massachusetts A statewide initiative to ensure all students complete their high school education and seek postsecondary training and education. Reach Higher supports school counselors to: o Ensure all students graduate from high school college and career ready o Expose students to postsecondary and career training opportunities o Encourage academic planning and career development opportunities o Provide students and families with critical financial information that can make postsecondary education an affordable reality o Help students learn about and navigate the college search and application process See also: Massachusetts Model for Comprehensive School Counseling, Massachusetts Department of Elementary and Secondary Education 30

31 05 More Partnerships and Resources

32 Families: Partners in Transition SEPACS: The parent advisory council duties shall include but not be limited to: advising the district on matters that pertain to the education and safety of students with disabilities; meeting regularly with school officials to participate in the planning, development, and evaluation of the school district's special education programs CMR 28:07(4) Families: Partners in resource development and evaluation - can provide work opportunities in the local community and skill development at home. Know about their children when they re with them but not when their children are NOT with them. Educators know about their students when they re with them but not when students are NOT with them. Families and educators fill in each other s blanks. Family expectations are a key factor in student outcomes. Brochures for Families and Students with IEPs: Massachusetts Department of Elementary and Secondary Education 32

33 Transportation Rachel Fichtenbaum, EOHHS Mobility Manager, or Massachusetts Department of Elementary and Secondary Education 33

34 Community Conversations Example Question: What would it take in our town to prepare all students with IEPs for careers? Launching Inclusive Efforts Through Community Conversations Massachusetts Department of Elementary and Secondary Education 34

35 MRC Pre-Employment Transition Services (Pre-ETS) To be eligible to receive Pre-ETS services, a student must be: o A current consumer of the MRC Vocational Rehabilitation (VR) Program, being referred from an MRC VR Area Office o An enrolled high school student with a disability; and o Within the Ages of 16 to 22 Pre-ETS Services include: o Work-Based Learning Experiences o Workplace Readiness Training o Job Exploration Counseling o Counseling on Enrollment in Comprehensive Transition or Postsecondary Educational Programs o Self-Advocacy/Mentoring Instruction Massachusetts Department of Elementary and Secondary Education 35

36 MRC Referrals for Adult Services Referrals can be made for Students: o Directly from school to the local MRC office o Via a Chapter 688 Referral If students are at least 18 years old, they can directly refer themselves, or a parent/guardian can refer them. When: o Ideally: Two years prior to Graduation or Turning 22 o Remember: MRC works with individuals with disabilities who range from 16 and up, with a vocational focus Massachusetts Department of Elementary and Secondary Education Massachusetts Department of Elementary and Secondary Education 36

37 688 Referrals Across Agencies For students who: Have severe disabilities, have an IEP, and receive SSI/SSDI Are on the registry at the Massachusetts Commission for the Blind (MCB) Other students who may be eligible are: Students with severe disabilities who are in need of continued services and are unable to work 20 or more hours per week in competitive, non-sheltered, non-supported employment at the time they are ready to leave school Students who receive services from the Department of Youth Services (DYS) or the Department of Social Services (DSS) and are on an IEP or a 504 Plan may be eligible. Two years prior to Graduation or Turning 22 E-688 in no more paper referrals. For more information, see the Bureau of Transition Planning website, Massachusetts Department of Elementary and Secondary Education Massachusetts Department of Elementary and Secondary Education 37

38 THANK YOU Amanda Green, Secondary Transition Coordinator Office of Special Education Planning & Policy 75 Pleasant Street, Malden, MA 02148

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40 MPTE: The Basics Federally funded project, funded by the Administration on Intellectual and Developmental Disabilities (AIDD) 5-year project: 9/30/16 to 9/29/21 Department of Developmental Services (DDS) - grant applicant and project lead Awardees: 2011: California, Iowa, Mississippi, Missouri, New York, Wisconsin 2012: Alaska, Tennessee 2016: District of Columbia, Hawaii, Kentucky, Massachusetts, South Carolina, Utah 40

41 AIDD: Purpose of Projects Enhance collaboration across existing state systems, including programs administered by State Developmental Disabilities agencies, State Vocational Rehabilitation agencies, State Educational agencies and other entities to increase competitive employment outcomes for youth and young adults with intellectual and developmental disabilities (ID/DD) Encourage states to adopt an Employment First approach by developing partnerships and collaborating across state and local agencies to ensure that youth and young adults with ID/DD, are supported to access integrated and competitive employment 41

42 What is Systems Change? Organizations Policies Individuals Coordinated to implement specific changes that are consistent, replicable, widely adopted, and sustained Example: quality work experiences consistently available while individuals are in school Example: staff development that incorporates consistent messages and strategies regarding employment Example: consistent message in information and materials available to families and self-advocates regarding employment 42

43 MPTE Goal Improve post-secondary employment outcomes for youth with intellectual and developmental disabilities in Massachusetts, via systematic implementation of evidence based predictors for post-school success, resulting in increased labor market participation and career pathways, with higher wages and long-term career stability and advancement 43

44 Project Focus: Evidence-Based Predictors 1. Cross-systems collaboration 2. Access to work experiences and employment in integrated settings 3. Parental support 4. Self-determination and selfadvocacy 44

45 Objective # 1 Build and enhance cross-systems collaboration that promotes cross-agency, cross-program, and cross-disciplinary collaborative efforts using a tiered approach [state, regional, individual] 45

46 Objective # 2 Build capacity so that during transition youth and young adults with intellectual and developmental disabilities have work experiences and paid employment in integrated settings similar to their peers without disabilities, reflective of typical jobs and work environments in the general workforce 46

47 Objective # 3 Promote consistent family engagement and support for competitive integrated employment 47

48 Objective # 4 Ensure systematic development of self-determination and self-advocacy skills for youth with intellectual and developmental disabilities focused on employment 48

49 Objective # 5 Implement a dissemination strategy that results in a high level of awareness and availability of information and tools generated via project activities, with long-term sustainability 49

50 Objective # 6 Conduct an ongoing evaluation of project activities to ensure: A. Project goals and objectives are met B. Sustained impact on improving employment outcomes for youth with intellectual and developmental disabilities in Massachusetts 50

51 Common Themes Across Objectives Identify and synthesize existing best practices in Massachusetts and nationally Develop key quality indicators for each area Incorporate findings and activities within existing structures for collaboration, training, and dissemination Build on existing successes and leverage existing initiatives Don t reinvent the wheel 51

52 Project Steering Committee Department of Developmental Services (DDS) Massachusetts Developmental Disabilities Council (MDDC) Department of Elementary and Secondary Education (ESE) Massachusetts Rehabilitation Commission (MRC) Department of Labor and Workforce Development (DLWD) Institute for Community Inclusion, UMass Boston (ICI) The Arc of Massachusetts (Arc) Massachusetts Advocates Standing Strong (MASS) Establishes and implements governance structure and ensures that goals and objectives are carried out 52

53 Full Consortium Broad range of organizations representing various constituencies that play key roles in transition and employment Drives policy and systems change work of the project Work will be accomplished via 4 work groups aligned with each of the focus areas 53

54 Building on Success DDS: Employment First policy Blueprint for Success Systems transformation Provider capacity development Employment Collaboratives MRC: Pre-Employment Transition Services Dedicated benefits counseling for youth Parent training via Federation for Children with Special Needs ESE: Transition Specialist Endorsement Various TA advisories and capacity building efforts (on ESE secondary transition website) DLWD: 75% of WIOA youth funds now used for out-of-school Automatic eligibility for youth with disabilities for out-of-school services 54

55 For More Information: Margaret Van Gelder, DDS (617) Collaboration Employment Self- Advocacy Parent Support 55