Interactive Convention 2014

Learning Labs

18+ Services as a Postsecondary

Transition Experience

Vickie Mitchell, Mitchell Consulting

Elizabeth Danner, Secondary Transition Services, ESC Region 13

Townsley Raposa, Special Education Coordinator, Clear Creek ISD

Deena Hill, Director of Special Education, Pasadena ISD and TCASE Executive Board

Member

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18+ SERVICES AS A POSTSECONDARY TRANSITION

EXPERIENCE

18+ Panel Discussion

TCASE Summer 2014

Presented by: Vickie Mitchell, Elizabeth Danner, Deena Hill, and Townsley Raposa

Myths and Paradigms

Myth: a belief whose origin is based on folk tales, perception, or hearsay. It is widely held but false.Paradigm: a philosophical framework of ideas or beliefs that are used to make decisions. If the paradigm is correct, then we make “right decisions”.

“Are your 18+ Paradigms driven by Myths?”

18+ PROGRAMS IN TEXAS

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MYTH #1

18+ students earn a different type of diploma than other students.

FACT

In Texas, there is only one diploma. There are several options for students with disabilities to earn a diploma through an appropriate graduation program.

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OPTION B(3)✓Successful completion of the IEP✓And one of the following:

(A) Full time employment

(B) Employability skills

(C) Access to agencies that are likely to provide services

MYTH #2

Students who are planning to stay through age 22 should not plan to meet any of the conditions in (b)(3).

FACT

ARD committees should alwaysconsider how the skills and supports needed in adulthood will be effectively transferred when a student exits.

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MYTH #3

18+ students negatively impact my accountability rating, so it’s best to graduate students after 4 years and let 18+ students return for services.

FACT

An appeal can be filed if students who continue beyond the 4th year per FAPE eligibility impact an accountability rating.

18+ programs are not for students with significant disabilities.▪ 18+ programs are not appropriate for students with

significant disabilities or students with an identified emotional disturbance.

▪ Some students are not ready for employment, so they are not appropriate for an 18+ program because we need to teach them in an isolated environment.

MYTH #4

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FACT

Zero Reject▪ Plan for medically fragile

challenges▪ Plan for students with emotional

or behavioral challenges

MYTH #5

Smaller or rural districts do not have the staffing or transportation abilities to support an 18+ program.

FACTRural, Suburban & Urban Districts

What they have in common:▪ Lack of adult services that are in your neighborhood

and community▪ No transportation or none in walking distance▪ Transportation is there but support & safety are

issues▪ Waiver funding is the same across the state

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STAFFING IN SMALL DISTRICTS

1. Services follow the students2. Expanded role: Transition, VAC, supervise

CBVI, and 18+3. PITFALL: Do not attach teaching duties to the

teacher and use paraprofessional

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MYTH #6

My district will not receive any funding if my district implements an 18+ program.

FACT

Full Day/Half Day (2-4) guidance for ADA

Federal (IDEA) funding

MYTH #7

If we have students attend 18+ classes on property owned by the school district, but located in the community (e.g. church meeting room, space in a strip mall), then it is a community-based program.

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FACT

If the students arrive at the school or on school/district property, then it is a district-based 18+ program. This is not the same thing as a community-based 18+ program.

MYTH #8

We do not have the staff or ability to supervise/organize the staff needed for 18+.

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FACT

Staffing▪ Who you hire for your 18+ teacher

and paraprofessionals is KEY!▪ Characteristics of effective,

dependable, results-oriented staff.▪ The do’s and don’ts of hiring and

reassigning▪ On-going training for teachers and

paras

MYTH #9

We do not have transportation in the community that would be needed for an 18+ program.

Transportation Myths continued: ▪We need to buy a van or a bus for 18+▪We have to use the district buses/vans/cars because transportation is required for special education▪We live in rural or suburban areas so there is no transportation.

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JUST A FEW MORE...

▪We do not have courses or course codes needed for our 18+ program.▪Our students take general education electives and graduate with 45 credits instead of 22 or 26.▪We “beef up” our CBI and CBVI and make them bigger and better.

Courses and 18+ Programming

WRAP-UPHow will you change your practices?

Action to Results1. Assess your myths and paradigms2. Contact your regional ESC for 18+ training3. Texas Transition Conference (TTC/February) and the Texas Association of Vocational Adjustment Coordinators (TAVAC)Conference/July 29-31 have many 18+ sessions

4. Identify your 18+ goals for June 2015▪ What are you doing that truly will get you to your goal? ▪ Which of your paradigms prevent your goals from being achieved?

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QUESTIONS AND ANSWERS

The 18+ Panel is at your service…

PRESENTERSVickie J. Mitchell, Ed.D; Mitchell-Panter Consulting, LLCvickie@mitchellpanter.com

Elizabeth Danner; Region 13 ESC-AustinElizabeth.Danner@esc13.txed.net

Deena Hill, Ed.D.; Pasadena Independent School Districtdchill@pasadenaisd.org

Townsley Raposa; Clear Creek Independent School Districtsraposa@ccisd.net

High  School  Senior  Year  (4th)  

Yes   No  

Has  the  student  met  IEP  Goals  leading  to  PS  Goals  

and    requirements  of  §89.1070(b)(3)  ConGnue  and  work  to  complete  HS  credits    and/or  TAKS/STAAR  

Yes   No  

Enter  18+  Services  *  

Does  the  student  meet    graduaGon  requirements  for  courses  and  statewide  assessment?  

Graduate  

 Campus/District-­‐Based  18+  (Home-­‐School-­‐Community-­‐School-­‐Home  

Community  Based  18+  ATS  (Home-­‐Community-­‐Home)  

*  The  IEP  Commi7ee  determines  if  the  student  meets  state  and  special  educa>on  gradua>on  requirements.  If  the  student  does  not  meet  special  educa>on  gradua>on  requirements  and    con>nues  to  receive  special  educa>on  services  under  the  IDEA  federal  law,  then  the    IEP  is  transi>on-­‐based  and  not  TEKS/State  Curriculum-­‐based.  IEP  development    must  be  age-­‐appropriate,  transi>on-­‐based,  and  data-­‐driven.  

Remain at the HS Campus

18+  Adult  Transi0on  Services  

High  School  Program  and  Services  

Met  Credits  and  State  Assessment    

Has  Transi1on  Needs  and  Con1nues  the  IEP  

Campus-­‐Based  18+  

Combina1on  of  School  &  

Adult  Schedule  

Work  to  Implement  the  Adult  Schedule  

Community-­‐Based  18+  

Adult  Schedule   Move  to  Natural  Supports  

©  2013.  Mitchell-­Panter  Consulting,  LLC.  Montgomery,  TX.  All  rights  reserved.  

18+ GUIDANCE FOR SMALL AND RURAL DISTRICTS Your Mantra: “I  cannot  put  adult  life  in  place  at  the  high  school!”  

 

Service  Component   Strategies  and  Resources  

Employment  

• Conduct  the  “VAC-­‐Style  Drive-­‐Thru”  the  community.  • Where  do  locals  work?    • Your  community  members  belongs  to  a  Chamber  of  Commerce,  

Lion’s  Club,  Downtown  Assn,  Economic  Development  Council,  Rodeo  Committee,  etc.  

• Employment:  Restaurants,  antique  store,  hardware  store,  city  hall,  churches,  family  businesses  (hidden  businesses)  etc.  

• Self-­‐Employment:  (1)  DARS  paid  for  violin  repair  lessons,  (2)  Student  started  a  Worm  Tea  business  at  home,  (3)  Family  sells  items  on  Ebay  collected  from  garage  sales.  

• Coordinate  with  your  CATE  Department.  

Postsecondary  Education/Training  

• Where  do  community  members  go  to  college,  training,  continuing  education,  or  single  class  learning  experiences?  

• Does  the  college/trade  school  have  a  van  or  bus  that  goes  through  your  town?  Is  there  a  community  board  for  carpool  ads?  

• Classes  at  churches,  town  recreation  centers,  Workforce  Solutions  • Talk  with  your  counselors  &  CATE  Department.  What  do  they  know?  

Community  Services  and  Agencies  

• Churches  • Conduct  a  “Data  Dig”.  Where  do  local  citizens  go  if  they  need  a  job,  

financial  assistance?  • Will  one  of  the  churches  consider:  dances,  recreation,  

transportation  pals?  • What  high  school  services  are  portable  into  adult  life?  • DARS;  MH/IDD;  Medicaid  Waiver  List  • Consumer  Directed  Services  (CDS)  with  DADS:  Consumer  Managed  

Personal  Assistance;  Community  Attendant  Services;  Living  Support  Services.  Hire,  Manage,  timesheets/payroll,  consumer  is  the  agent.  

• The  Arc  Micro-­‐Boards  • Group  Home  run  by  parents;  Duplex  with  young  men  on  one  side  

and  Personal  Care  Attendant  on  the  other  side.  

Transportation  

• How  do  local  workers  get  to  work?  • Travel  training  is:  Pedestrian,  carpool,  bicycle,  taxi,  family,  etc.  • Conduct  a  Transportation  Community  Access  Assessment.  • Work  with  the  churches.  Will  they  consider  developing  a  volunteer  

transportation  program  to  support  community  citizens  with  disabilities,  senior  citizens,  low-­‐income  families  without  a  car,  who  need  to  get  to  work  or  college?  

Natural  and  Paid  Support  Systems  

• Help  parents  understand  “fading  supports”  and  how  to  assist.  • Help  parents  see  a  visual  of  what  the  Adult  Schedule  will  look  like  

without  the  school  schedule,  bus,  and  staff.  • A  big  component  of  CBVI  and  VAC  is  ensuring  that  co-­‐workers  and  

managers  learn  how  to  be  part  of  the  natural  support.  • Identify  the  circle  of  support  (PCT).  Who,  besides  mom?  • Technology  as  a  natural  support.  • Job  sharing,  volunteer  or  attend  CE  together.  Use  DADS  $  and  CDS!  

Elizabeth Danner June 2014

Acco

un

tability, G

radu

ation

, and

Spe

cial Edu

cation

STAAR at Postsecondary Readiness Standard

% of students with STAAR test results at or above final Level II perf. std. on 2+ subject areas (STAAR & STAAR Mod)

Based on Spring 2014 administration

Student groups: All; AA; Am Ind; Asian; Pacif Isl; Wh; 2+

Target: 13 points (district)

Graduation Rate

4-year and 5-year rate by cohort: # of grads # of grads + GED + continuer + dropout

Based on Class of 2013 and 2012

Student groups: All; AA; Am Ind; Asian; Pacif Isl; Wh; 2+ ; SpEd; ELL

Target: 4-yr @ 80%; 5-yr @ 85%

Graduation Plan

RHSP/DAP rate by cohort

Based on Class of 2013

Student groups: All; AA; Am Ind; Asian; Pacif Isl; Wh; 2+

Target: 81.4 points

Postsecondary Indicator

Grads who meet or exceed TSI criteria in Rdg/ELA and math

Based on Class of 2013

Student groups: All; AA; Am Ind; Asian; Pacif Isl; Wh; 2+

Target: 80.3 points

ARD Considerations

Choose graduation plan at the highest level of achievement possible for each student

Determine need for continued services (e.g., 18+ service) based on student’s postsecondary

goals and eligibility for FAPE

Discuss impact of graduation option on post-school outcomes

Discuss impact of modified curriculum/assessment on graduation option

Campus/District Considerations

Ensure all students receive engaging instruction with appropriate supports

Track cohorts (4- and 5-year by student group): Who is on track to graduate,

who is not, and why? Who will continue for 18+ services?

Consider PBMAS, DVV, and other accountability systems

Scooter’s Law (SB 673) ensures students with disabilities can participate in graduation

ceremonies after attending high school for 4 years, even if they will continue for services

(no Leaver code submitted)

If rating is “Improvement Required,” check each component to see where points were

missed and file an appeal if criteria are met

25% of overall score 25% of overall score 25% of overall score 25% of overall score

2014 State Accountability System: Index 4 (Postsecondary Readiness) Components

2014 Timelines

June: Accountability Manual published to

TEA website

June 6: Grad/Dropout Summary Reports

available for superintendent preview

August 8: Ratings released

September 9: Appeals deadline

Early November: Decisions mailed and

ratings updates published

For more information see the

2014 Accountability Manual

on the TEA website:

http://ritter.tea.state.tx.us/perfrep

ort/account/2014/index.html