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STUDENT LEADERSHIP AND SELF-ADVOCACY PROJECT

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STUDENT LEADERSHIP AND SELF-ADVOCACY PROJECT Powered By Docstoc
					     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 D’Ottavio, Albuquerque Public Schools
               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.
Conceptual Framework
                     Data Collection
                          & Use


National Partners                        Professional
 NM Core Team         Improve Student
                         Outcomes        Development
  Interagency
  Collaboration


                    Student Leadership




                            of
Varied Advocacy Groups & Efforts

                Children’s Medical Services
                    Healthy Transitions
                       Coordinating
                          Council


     CYFD Youth in      Statewide
     Transition Task    Transition     NM Employment
          Force        Coordinating   Initiative for PWDs
                         Council


                        Local/Regional
                       Transition Teams


                              of
         The New Mexico Approach

                         Effective Transition
                              Practices




        Increase Capacity to            Facilitate Implementation of
        Implement Effective                  Effective Transition
        Transition Practices                       Practices




Data Collection      Professional     Policy Analysis      Technical
                     Development       and Change          Assistance
           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.
STCC-initiated Activities

               O’Leary’s Transition
                   Outcomes
                     Project


  National                            REC 4 Post School
Communities            STCC           Outcomes Survey
 of Practice


                Kohler’s Transition
                   Taxonomy



                        of
Varied Professional Development
            Activities

                              Transition Specialist
         UNC Project TRAC
                                 Cadre Quarterly
           KU Transition
                                    Meetings
             Coalition

                           Professional
   Summer Transition                            Regional and
                           Development
         Institute                             District Trainings
   International DCDT
       Conference
                        Training of Trainers




                                of
Student Leadership Efforts

                          Transition Specialist
      Summer Transition      Cadre Meeting
       Institute Speakers      Speakers


                       Student
 Student-run          Leadership       STCC Membership
 Enterprises
                  Funding for DCDT
                     Conference
                   Presentations &
                    Participation


                          of
Linkages with Other SEB-funded
          Initiatives
                                   Leadership
         Transition Initiatives   Development
                                     Project



  LRE Initiative      Improve Student     PBS Initiative
                         Outcomes


                    Families as Faculty
                     Early Childhood
                         Initiative
STCC-influenced Policy Changes

                       Graduation Requirements
                           For all Students
                           Grades 8-12 =
                           Next Step Plan
                                             DDPC-funded Student
     Rehabilitation
                                                Leadership &
      Counseling                STCC          Self-determination
    Licensure in the
                                                    Project
        Schools

                           Pathways to the
                             Diploma for
                           Students w/IEPs


                                  of
       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.
Rehabilitation Definitions
(cont’d)
   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;
Rehabilitation Definitions
(cont’d)
     (2) Is based on the individual student’s
 needs, taking into account the student’s
 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.
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,
        Licensure Requirements
        (cont’d)
   B. Master’s 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 master’s degree awarded by a New Mexico college
        or university must incorporate the New Mexico State
        Board of Education’s approved competencies in
        rehabilitation counseling.

       (2) A master’s 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.
      Licensure Requirements
      (cont’d)
C. Master’s 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.
       Licensure Requirements
       (cont’d)

   D. Bachelor’s 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.
    Licensure Requirements
    (cont’d)

(1) A bachelor’s degree awarded by a New
Mexico college or university must incorporate the
New Mexico State Board of Education’s approved
competencies in rehabilitation counseling.

(2) A bachelor’s 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.
        Licensure Requirements
        (cont’d)
   E. Bachelor’s 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.
                      Entry Level
             Rehabilitation 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.
        Entry Level Rehabilitation
        Competencies (cont’d)
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
         Entry Level Rehabilitation
         Competencies (cont’d)
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.
                        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
                            Tips (cont’d)
The licensure unit does understand: (Below are examples of what
  should be included in your supervisor’s 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
 STUDENT LEADERSHIP AND
  SELF-ADVOCACY PROJECT


Funded by the N.M. Developmental
   Disabilities Planning Council
             2002-2006
     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.
     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
    University’s Center for Education & Study of
    Diverse Populations & STCC
Partners – Phase 1
   Steve Aguirre, REC 3 Director
   Glenn Damian, REC 4 Transition
    Coordinator
   James Alarid, NM Highlands Univ.
   School Districts
       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
     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.
           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
     Steps in Implementing the
     Project (Phase 3)
1. Recruit districts (at least 25 schools)
2. Prepare on-site trainers/technical assistance
   support personnel
3. Deliver training workshops to participating
   districts who commit to implementation
4. In 2005-06, identify and train peers to provide
   support to students on-site
5. Support districts in implementation with on-
   site and distance-delivered TA
6. Collect data at district level (1000 students)
      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 Mexico’s Standards
  for Excellence
• No Child Left Behind Act requirements
Taxonomy for Transition Programming
                STUDENT-FOCUSED                                  FAMILY INVOLVEMENT
                   PLANNING
                                                                 •Family Training
              • IEP Development
                                                                 •Family Involvement
              • Student Participation
                                                                 •Family Empowerment
              • Planning Strategies




STUDENT DEVELOPMENT                                                         PROGRAM STRUCTURES
• Life Skills Instruction                                               •   Program Philosophy
• Employment Skills                                                     •   Program Policy
  Instruction                                                           •   Strategic Planning
• Career & Vocational Curricula                                         •   Program Evaluation
• Structured Work Experience                                            •   Resource Allocation
• Assessment                                                            •   Human Resource Development
• Support Services



                                          INTERAGENCY
                                         COLLABORATION
                                   • Collaborative Framework
                                   • Collaborative Service Delivery
    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
         Sample Stats – Phase 2
Participating   # of Students   # of Special   # of Ss   # of Gen’l
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
            Sample Student Outcomes –
            Phase 3 (0-3 point scale)
1.   I identified my post-school goals (what I want to do after H.S.)   2.79

2.   I provided information about my strengths                          2.74

3.   I provided information about my limitations or problem areas       2.58

4.   I provided information about my interests                          2.87

5.   I provided information about the courses I want to take            2.55

6.   I reviewed my past goals and performance                           2.36

7.   I asked for feedback/info from others at my IEP meeting            2.31

8.   I identified the support I need                                    2.47

9.   I summarized the decisions made at the meeting                     1.65
          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

				
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