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2013 Beat The Heat Conference June 26, 2013. It Takes a Village: Planning A Good Life with the Decision-Making Matrix. Presented by: Denise Geiger, K-12 Services District Transition Coordinator; Kimberly Greer, 18+ Transition Teacher. [email protected] - PowerPoint PPT Presentation
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It Takes a Village: Planning A Good Life with the Decision-Making Matrix
It Takes a Village: Planning A Good Life with the Decision-Making Matrix
Presented by:Presented by: Denise Geiger, K-12 Services Denise Geiger, K-12 Services District Transition Coordinator; Kimberly Greer, District Transition Coordinator; Kimberly Greer, 18+ Transition Teacher18+ Transition Teacher
Presented by:Presented by: Denise Geiger, K-12 Services Denise Geiger, K-12 Services District Transition Coordinator; Kimberly Greer, District Transition Coordinator; Kimberly Greer, 18+ Transition Teacher18+ Transition Teacher
2013 Beat The Heat Conference
June 26, 2013
Laws that Guide Transition Planning
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Heart of the IEP is the PLAAFP
Academic Achievement
Functional Performance
* Meet the child’s needs caused by her disability so she can participate in and progress in the general education curriculum(academic)
* Meet each of the child’s other needs caused by her disability that affect her ability to learn(functional) 3
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Transition
A constellation of services, supports, and programs that promotes movement to the student’s desired post-school outcome.Coordinated set of activities, with a focus on adequate yearly progress, toward attaining a long-range goal.
From a presentation by Jane M. Williams, Ph.D., UNLV, The Role of Standards-Based Education in Transition, July 24, 2004 in Austin, Texas
TEA refers to these above transition needs as INDICATOR 13http://www.nsttac.org
(National Secondary Transition Technical Assistance Center)
Transition/Functional Assessment
Transition
Should begin by age 14 or younger, if determined appropriate by the ARD committee.
Determine appropriate measureable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and where appropriate, independent living skills, and the transition services (including courses of study) needed to assist the child in reaching those goals.
New insert to IDEA 2004. Updated through Tx Commissioner’s Rules Sept. 1, 2012
Functional Performance- Includes areas other than academics. This is to review how the student is functioning socially and behaviorally*
Should begin by age 3 and continue through the age of 21.
* IDEA The Manual for Parents and Students About Special Education Services in Texas 2012 5
Transition vs. Functional
Transition Functional
D.M.M SPIN
Self Advocacy Checklist Self Advocacy Checklist
Student Independence in the Classroom
Vocational Competencies
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Transition Sequence in the IEP
Age-appropriate transition assessments
& appropriate, measurable post-school goals.
Present level of academic achievement and functional performance.
Course of study.
Transition services.
Annual measurable goals & (objective benchmarks).
Interagency responsibilities and linkage.
From a presentation by Nancy Hunter, keynote speaker at Region XIII, February 16, 2007
Transition Assessment Rationale
Tools that identify student’s S.P.I.N.
Tools that evaluate baseline of current functional performance for IEP measurements.
Tools that establish functional performance level adequate for graduation or employment readiness.
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Transition
Decision-Making Matrix
Transition
Decision-Making Matrix
Universal Functional Language to build classroom tools for all students K-12, teacher, parents, and support staff.
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Performance Categories
Think
Independence Level
Based on
Cognition VS
Functional Performance
Gallery Walk
What’s your idea of the independence levels?
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Life Domains
Performance expectation numbers differ within each independence level. Life domains PE’s are read across grid, not down grid.
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Transition
Decision-Making Matrix
Transition
Decision-Making Matrix
Universal Functional Language to build classroom tools for all students K-12, teacher, parents, and support staff.
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Performance Expectations (PE)Performance Expectations (PE)
1. Desired End Points of Educational Programs.
2. Criteria For Achievement.3. Based On Major Life Roles In
Which The Student Should Consistently Perform. (Functional Performance)
4. Are hence Behavioral and Cognitive in Nature.
1. Desired End Points of Educational Programs.
2. Criteria For Achievement.3. Based On Major Life Roles In
Which The Student Should Consistently Perform. (Functional Performance)
4. Are hence Behavioral and Cognitive in Nature.
Are:
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Idea GeneratorsCreated by LISD Staff as concrete examples of Performance Expectations of the DMM. Idea Generators are examples of “typical developmental skills” for an age group.Idea Generators are not the research tool.Performance Expectations are the research tool.Idea Generator are used to create the collaborative “Picasso”.Idea Generator is compared going down each life domain to determine current level of functional performance.
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The Picasso of Transitionby Collaborative Team
The Picasso of Transitionby Collaborative Team
Idea Generators overlapped to identify consensus.
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Moving Towards Reduced Behavioral Support
Moving Towards Reduced Behavioral Support
Independent in new behavior
skill.
“Good effort at ...I like how you . . .
Anything you want to change . . .”
“Nice try at … Can you show me
another way for next time?”
“That’s kind of the idea. Let’s explore how else you can do it. “ (Model)
Student Mastery
Unconscious
Incompetent
Conscious
Incompetent
Conscious Competent
Unconscious
Competent
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Review of DMM Steps
Identify students current strengths using idea generators on the DMM.
Create a Picasso from collaborative information. (Minimum of 3 people)
Read Performance Expectations (P.E.)
Prioritize 2 P.E.’s per domain that reflect current needs.
Tally P.E.’s for consensus on priority needs.
Write Measurable goal & objectives that blend P.E.s and academic benchmarks.
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Present Levels of Academic Achievement and Functional Performance
Accurate, Complete and Current (based on current assessment/ evaluation information)
Captures general and critical educational needs
Written in objective terms that are measureable and observable using; time, condition, behavior, and criteria.
Balance of AA and FP objectives.
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The Importance of PLAAFP(Renamed in IDEA 2004)
Transition
Education/Training
Employment
Adult Living
Social/Recreation/ Leisure
Competencies
Aptitudes
Needs
Interests
Preferences
Placement Decisions/Course of StudyGeneral Education/Special Education/Career Technical Education/Community Based Learning
Identify and Establish Agency Links
Services(time)
CoordinatedSet of
Activitieswith
Goals and Objectives
How to Leverage Information…
Student power point
Moving information into IEP
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Self-determinationSelf-Determination—“acting as the primary causal agent in one’s life and making decisions and choices regarding one’s quality of life free from undue external influence or interference.”Functional Outcomes:
Individual becomes a self-sufficient and self-regulated learner.
Individual feels empowered to be in control of his or her own learning.
Increases an individual’s involvement in his or her own learning process.
Instruction in self-determination serves as an entry point to maximizing one’s learning potential by use of strategy-based self-assessments. 23
Major Component Elements of Self-Determined Behavior:
Self-Awareness
Self-Knowledge
Choice Making Skills
Decision Making Skills
Goal Setting and Attainment Skills
Problem Solving Skills
Independence
Self-Instruction Skills
Risk-taking and Safety Skills
Self-Observation and Self-Evaluation Skills
Self-Advocacy and Leadership Skills
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Essential Characteristics of Self-Determined Behavior:
Make choices and decisions as needed.
Exhibit some personal or internal control over actions.
Feel capable and act that way.
Understand the effects of own actions.
Student Story (Taylor)
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Independence in the Classroom
Assessment tool for teachers
Self-assessment for student.
Modeled from the Decision-Making Matrix.
Addresses the functional skills needed for independence in lifelong learning.
Helps identify inclusion needs.
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Self-Advocacy Checklist
Effective for all ages
Applicable to all environments
It identifies students strengths and weakness.
Creates a road map for long-term training.
Powerful self-determination tool.
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TEA Indicator 13 Checklist – Tied to the Texas State Performance Plan (SPP)
into consideration in the development of the IEP.3. Students needs, taking into account student
strengths, preferences and interests are reflected in identified postsecondary goals.
4. Based on student needs, transition services in the form of coordinated activities include instruction, related services, community experiences, development of employment/adult living and if appropriate, acquisition of daily living skills and provision of functional vocational evaluation.
5. The IEP includes a course of study that supports postsecondary goals.
6. With the consent of parents or adult student, any agency responsible for providing transition services is invited to the ARD/IEP meeting.
7. The ARD committee reconvenes to develop alternative strategies when participating agencies failed to provide transition services.
The IEP includes measurable postsecondary goals. (300.320)
The IEP includes coordinated, measurable annual IEP goals. (300.320)
1. Initial transition services discussion occurs no later than the first IEP to be in effect before the student turns age 14. LISD’s guideline is the age of 14.
2. Age appropriate transition assessments are completed.
3. Students strengths and needs are identified.
4. The IEP is reviewed and updated at least annually.
5. Annual IEP goals facilitate movement towards postsecondary goals.
The IEP includes transition services in the form of coordinated activities. (300.43)
1. The student is invited to ARD/IEP meeting.
2. Student preferences and interests are taken
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Wrapping up.
Questions for presenters?
Please complete your self evaluation forms.
Presenter evaluation forms.
