New Mexico Transition Initiatives: Policy Effecting Improved Outcomes

1
New Mexico Transition Initiatives Policy
Effecting Improved Outcomes

• Adolfo Vasquez, NMPED Special Education Bureau
• James Alarid, Ph.D., N.M. Highlands University
• Glenn Damian, Regional Education Cooperative 4
• Ginger Blalock, Ph.D., Educ-Transition Consulting
  LLC
• Marilyn DOttavio, Albuquerque Public Schools

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Communities of Practice Model

• Common purpose and goals
• Diverse membership
• Participatory framework
• Connections with larger community
• Dynamic in terms of membership and activities
• From Buysse, V., Sparkman, K.L., Wesley, P.W.
  (2003). Communities of practice Connecting
  what we know with what we do. Exceptional
  Children, 69, 263-277.

3
Conceptual Framework
Data Collection Use

Professional Development
National Partners NM Core Team Interagency
Collaboration
Improve Student Outcomes
Student Leadership
Practice
Communities
of
4
Varied Advocacy Groups Efforts
Childrens Medical Services Healthy
Transitions Coordinating Council
CYFD Youth in Transition Task Force
NM Employment Initiative for PWDs
Statewide Transition Coordinating Council
Local/Regional Transition Teams
Practice
Communities
of
5
The New Mexico Approach
Effective Transition Practices
Increase Capacity to Implement Effective
Transition Practices
Facilitate Implementation of Effective Transition
Practices
Technical Assistance
Data Collection
Professional Development
Policy Analysis and Change
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Mission of the STCC

• The mission of the STCC is to facilitate, through
  the cooperation of all its members, the smooth
  transition of eligible students with disabilities
  from school to post-secondary education and/or
  training and employment.

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STCC-initiated Activities
OLearys Transition Outcomes Project
REC 4 Post School Outcomes Survey
National Communities of Practice
STCC
Kohlers Transition Taxonomy
Practice
Communities
of
8
Varied Professional Development Activities
Transition Specialist Cadre Quarterly Meetings
UNC Project TRAC KU Transition Coalition
Regional and District Trainings
Summer Transition Institute International
DCDT Conference
Professional Development
Training of Trainers
Practice
Communities
of
9
Student Leadership Efforts
Transition Specialist Cadre Meeting Speakers
Summer Transition Institute Speakers
STCC Membership
Student-run Enterprises
Student Leadership
Funding for DCDT Conference Presentations
Participation
Practice
Communities
of
10
Linkages with Other SEB-funded Initiatives
Leadership Development Project
Transition Initiatives
PBS Initiative
LRE Initiative
Improve Student Outcomes
Families as Faculty Early Childhood Initiative
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STCC-influenced Policy Changes
Graduation Requirements For all Students Grades
8-12 Next Step Plan
DDPC-funded Student Leadership Self-determinatio
n Project
Rehabilitation Counseling Licensure in
the Schools
STCC
Pathways to the Diploma for Students w/IEPs
Practice
Communities
of
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Rehabilitation Counseling Licensure in New Mexico

• DEFINITIONS
• A. Rehabilitation counseling means services
  provided by qualified personnel in individual or
  group sessions that focus specifically on career
  development, employment preparation, achieving
  independence, and integration in the workplace
  and community of a student with a disability who
  receives services under the federal Individuals
  with Disabilities Education Act (IDEA). The term
  also includes vocational rehabilitation services
  provided to a student with disabilities by
  vocational rehabilitation programs funded under
  the federal Rehabilitation Act of 1973, as
  amended.
• B. Related fields means a degree in such areas as
  sociology, psychology, school counseling,
  guidance and counseling, education, special
  education, social work, and mental health.

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Rehabilitation Definitions (contd)

• C. Transition services means a coordinated set of
  activities for a student with a disability, as
  defined in the Individuals with Disabilities
  Education Act 2004, that (1) Is designed
  within an outcome-oriented process that promotes
  movement from school to post-school activities,
  including postsecondary education, vocational
  training, integrated employment (including
  supported employment), continuing and adult
  education, adult services, independent living, or
  community participation

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Rehabilitation Definitions (contd)

• (2) Is based on the individual students needs,
  taking into account the students preferences and
  interests and (3) Includes instruction,
  related services, community experiences, the
  development of employment and other post-school
  adult living objectives, and, if appropriate,
  acquisition of daily living skills and functional
  vocational evaluation.

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Licensure Requirements

• Persons seeking licensure in rehabilitation
  counseling pursuant to the provisions of this
  regulation shall meet the requirements of
  Subsections A, B, C, D or E of 6.63.11.8 NMAC
• A. Valid certificate as a Certified
  Rehabilitation Counselor issued by the Commission
  on Rehabilitation Counselor Certification,

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Licensure Requirements (contd)

• B. Masters degree in rehabilitation counseling
  from a regionally accredited college or
  university. This requirement shall be satisfied
  by meeting the requirements of Subsections B(I)
  or B(2)below.
• (I) A masters degree awarded by a New Mexico
  college or university must incorporate the New
  Mexico State Board of Educations approved
  competencies in rehabilitation counseling.
• (2) A masters degree awarded by a college or
  university outside of New Mexico must be for a
  rehabilitation counseling program approved by the
  New Mexico State Board of Education.

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Licensure Requirements (contd)

• C. Masters degree in school counseling,
  vocational counseling or other related field and
  the provisions of Subsection C( 1) or C(2) below.
  
• (1) One (1) year of experience in rehabilitation
  counseling, or - (2) Fifteen (15) semester hours
  of credit in the rehabilitation counseling
  competency areas of vocational/transition
  assessment, medical aspects of disability,
  psychosocial and/or psycho-cultural aspects of
  disability. case management in rehabilitation
  counseling, issues and practices in
  rehabilitation counseling, or placement aspects
  of rehabilitation counseling.

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Licensure Requirements (contd)

• D. Bachelors degree in rehabilitation counseling
  from a regionally accredited college or
  university and one ())year of experience in a
  public or private facility in which direct
  vocational rehabilitation counseling is the
  primary job responsibility. The degree
  requirement shall be satisfied by meeting the
  requirements of Subsections D( 1) or D(2) below.
  

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Licensure Requirements (contd)

• (1) A bachelors degree awarded by a New Mexico
  college or university must incorporate the New
  Mexico State Board of Educations approved
  competencies in rehabilitation counseling.
• (2) A bachelors degree awarded by a college or
  university outside of New Mexico must be for a
  rehabilitation program approved by the New Mexico
  State Board of Education.

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Licensure Requirements (contd)

• E. Bachelors degree in a related field and the
  provisions of Subsection E( 1) or E(2) below.
• (1) two (2) years of experience in a public or
  private facility in which direct vocational
  rehabilitation counseling is the primary job
  responsibility, or
• (2) Fifteen (15) semester hours of credit in the
  rehabilitation counseling competency areas of
  vocational/transition assessment, medical aspects
  of disability, psychosocial and/or
  psycho-cultural aspects of disability, case
  management in rehabilitation counseling, issues
  and practices itt rehabilitation counseling, or
  placement aspects of rehabilitation counseling.

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Entry LevelRehabilitation Competencies

• Competencies for Entry-Level Rehabilitation
  Counselors. The rehabilitation counselor will be
  able to
• A. Provide those individualized and/or group
  services, which will assist in career
  development, employment preparation,
  self-determination development vocational
  assessment, and integration in the workplace and
  community for all students.
• B. Demonstrate job development skills and address
  application of job modification assistance.
• C. Provide technical assistance to special
  education teachers in developing transition plans
  and implementing those plans.
• D. Provide program development at the high school
  and middle school level that supports transition
  planning and provides a continuum of career
  development activities from exploration through
  planning.

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Entry Level Rehabilitation Competencies (contd)

• E. Provide assistance with course selection and
  registration for middle school and high school
  students including special education students.
• F. Demonstrate strong leadership skills and
  teamwork through interagency collaboration
  working with general education staff, vocational
  education staff parents, students, employers,
  adult service providers and post secondary
  education representatives.
• G. Demonstrate knowledge of labor markets,
  post-secondary opportunities, curricula and
  materials that support the identification of
  student aptitudes, interests, preferences, and
  strengths.
• H. Participate in meetings of individualized
  educational program (IEP) teams that address
  transition requirements for students served under
  the Individuals with Disabilities Education Act
  (IDEA).

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Entry Level Rehabilitation Competencies (contd)

• I. Provide staff development in the area of
  transition for students with disabilities
  including training for students, employers,
  counselors, teachers, parents, and other service
  providers.
• J. Provide leadership in self-determination,
  including facilitating the participation of
  students in their own IEP team meetings.
• K. Work with the NM Public Education Department
  of to ensure compliance with applicable state and
  federal regulations.
• L. Participate in professional development
  activities to maintain knowledge of preferred
  practices.

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Application Tips

• Applicants need letters of recommendation
  identifying experiences
• One of your letters must be from a
  supervisor/principal.The supervisor/principal
  should Identify his or her role in the first
  paragraph.
• All letters must clarify your experiences by
  connecting them to the entry-level NM
  Rehabilitation Counselor Competencies
• The licensure unit does not understand
  ChoiceMaker curriculum Transition Specialist
  Cadre Summer Transition Institute

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Tips (contd)

• The licensure unit does understand (Below are
  examples of what should be included in your
  supervisors letter and on your resume of
  skills.) (See competencies on page 2 of
  regulations)
• Implemented self-determination curriculum to
  facilitate participation of students in their own
  IEP meetings
• Participated in state level transition trainings
  in areas of
• Career/vocational assessment
• Networking with adult agencies
• Facilitated parent participation in transition
• Established a district/regional transition team
• Provided transition training to parents, students
  and staff
• Provided assistance with course selection

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STUDENT LEADERSHIP AND SELF-ADVOCACY PROJECT

• Funded by the N.M. Developmental Disabilities
  Planning Council
• 2002-2006

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Purpose of Student Leadership Self-Advocacy
Project

• Increase student involvement and leadership in
  educational planning (and integration with peers
  without disabilities) by teaching
  self-determination and self-advocacy skills.
• By
• Providing training to statewide teams of students
  and school personnel through self-determination
  curricula (using various curricula and a peer
  training model).
• And by
• Evaluating the results of school-based
  implementation.

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3 Phases of Funding with Varied Contractors

• Phase 1 (2002-03) Via Regional Education
  Cooperative (REC) 3 (north central NM) and REC 4
  (northeastern NM)
• Phase 2 (2003-04) Via Executive Leadership
  Council (Santa Fe) the Statewide Transition
  Coordinating Council (STCC)
• Phase 3 (2005-06) Via N.M. Highlands
  Universitys Center for Education Study of
  Diverse Populations STCC

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Partners Phase 1

• Steve Aguirre, REC 3 Director
• Glenn Damian, REC 4 Transition Coordinator
• James Alarid, NM Highlands Univ.
• School Districts

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Partners Phases 2 and 3

• James Alarid, Project Director, N.M. Highlands
  University
• Carole Brito, Project Director, CESDP, N.M.
  Highlands University
• Ginger Blalock, Lead Trainer, Special Education,
  University of New Mexico
• Karen Chism, Asst. Trainer, Transition
  Coord./Region IX Education Cooperative
• Paula Kohler, Evaluator, Western Michigan
  University
• School Districts

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The Project met the following NMDDPC 5-Year State
Plan objective

• (Emphasis 2 Education Early Intervention)
• To provide training to teams of students with
  disabilities and school personnel in
  self-advocacy skills, such as self-directed
  Individualized Education Plans, public speaking,
  facilitation skills, etc.

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Phase 1 Strategies

• Innovative local implementation ideas that
  integrated
• Students with significant support needs
• Student-created PowerPoint presentations
• Computer-based learning
• Inclusive delivery model
• Improved long-term student outcomes

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Steps in Implementing the Project (Phase 3)

• Recruit districts (at least 25 schools)
• Prepare on-site trainers/technical assistance
  support personnel
• Deliver training workshops to participating
  districts who commit to implementation
• In 2005-06, identify and train peers to provide
  support to students on-site
• Support districts in implementation with on-site
  and distance-delivered TA
• Collect data at district level (1000 students)

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Alignment Opportunities

• State-recommended IEP Form
• Transition Outcomes Project Transition
  Specialist Cadre Mission Statement
• Pathways to the Diploma
• Interim and Final Next Step Plans
• High School Initiative targets (rigor, relevance,
  relationships)
• IDEA requirements and New Mexicos Standards for
  Excellence
• No Child Left Behind Act requirements

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Taxonomy for Transition Programming

• FAMILY INVOLVEMENT
• Family Training
• Family Involvement
• Family Empowerment

• STUDENT DEVELOPMENT
• Life Skills Instruction
• Employment Skills Instruction
• Career Vocational Curricula
• Structured Work Experience
• Assessment
• Support Services

• PROGRAM STRUCTURES
• Program Philosophy
• Program Policy
• Strategic Planning
• Program Evaluation
• Resource Allocation
• Human Resource Development

INTERAGENCY COLLABORATION

• Collaborative Framework
• Collaborative Service Delivery

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Data Collection and Analysis

• Specific self-determination and leadership
  instruction implemented, and how
• Student demonstration of skills (IEPs, other)
• Documentation of additional student leadership
  roles
• Measurement of teacher, parent, and student
  satisfaction
• Measurement of training workshops efficacy
• Dissemination of results across several venues

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Sample Stats Phase 2

• Participating of Students of Special
  of Ss of Genl
• Districts w/IEPs
  Ed Tchrs no IEPs Ed Tchrs
• A.P.S. 74
  8
• Bernalillo 5 3
  2
• Clovis 335 23
• La Academia de
• Esperanza Charter 48 1
  3
• Las Vegas 210 18
  135
• 
  
• TOTAL 750 80 325 10

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Sample Student Outcomes Phase 3 (0-3 point
scale)

• I identified my post-school goals (what I want to
  do after H.S.) 2.79
• I provided information about my strengths
  2.74
• I provided information about my limitations or
  problem areas 2.58
• I provided information about my interests 2.87
• I provided information about the courses I want
  to take 2.55
• I reviewed my past goals and performance 2.36
• I asked for feedback/info from others at my IEP
  meeting 2.31
• I identified the support I need 2.47
• I summarized the decisions made at the
  meeting 1.65

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Sample Student Comments Phase 3 What I Liked

• It mattered what I thought and wanted for my life
• Got to say what wanted. Liked being in charge
• Getting to talk first and not my mom.
• PUTTING INFO ON POWERPOINT.
• I GOT TO HOST THE IEP. I FELT I WAS BEING
  LISTENED TO. I GOT TO KNOW MY TEACHERS BETTER.
• THAT PEOPLE GAVE ME RESPECT.
• I LIKED THE FEEDBACK EVERYONE GAVE ME
• HAVING CHOICES FOR ONCE.
• I GOT TO PICK MY CLASSES. I GOT TO TALK ABOUT MY
  INTERESTS.
• LIKED BEING MYSELF. BEING HAPPY. PEOPLE TOLD ME
  HOW GOOD I DID ON MY GOALS.
• EVERYBODY WAS HERE AND EVERYBODY LISTENED TO ME.
• I WAS ABLE TO "ADVOCATE" FOR MYSELF, WHICH FELT
  GOOD.
• I WAS INCLUDED IN DECISION MAKING. IT WAS SHORT.
• THEY WERE LISTENING TO ME SPEAK.
• I GOT TO RUN IT. I GOT TO USE THE GOALS I WORKED
  ON FOR MY POSTSECONDARY PREP CLASS.
• MOSTLY THAT EVERYONE WAS CONCENTRATED ON THE
  THINGS THAT I WANTED TO DO/FINISH IN THE NEXT
  YEAR. THINGS THAT I HAVE GOTTEN BETTER ON
• EVERYTHING. HAD INPUT.