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COMMUNITY SERVICE OPTION (CSO) & COMMUNITY ADVANTAGE PROGRAM(CAP) Community Based Programs for 18-21 Year Old Students Draft 11-14 Transition Academy Thursday.

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Presentation on theme: "COMMUNITY SERVICE OPTION (CSO) & COMMUNITY ADVANTAGE PROGRAM(CAP) Community Based Programs for 18-21 Year Old Students Draft 11-14 Transition Academy Thursday."— Presentation transcript:

1 COMMUNITY SERVICE OPTION (CSO) & COMMUNITY ADVANTAGE PROGRAM(CAP) Community Based Programs for 18-21 Year Old Students Draft 11-14 Transition Academy Thursday November 29, 2012 Steve Gilles Transition Consultant 11/29/12Transition Academy1

2 Purpose 1.To share and discuss CSO & CAP guides – Purpose, target groups served, differences, similarities 11/29/12Transition Academy2

3 Purpose continued 2.Review how to use guides to assist local districts to create a step by step process for 18-21yr.old program to; – Identify student need, target students served – Analyze in-school and community resources – Determine and set priorities – Develop meaningful action plans – Identify staff needs and funding issues – Evaluate progress and the process 3.Identify future trainings and resources to connect and support programs for 18-21 yr. old students with disabilities 11/29/12Transition Academy3

4 Credits University of Maryland, Department of Special Education. Community Transitions (C-Tran) Transition Coalition The Community Transition Program University of Kansas Transition Coalition, Office of special Education Programs. Project STING RAY supported by University of South Florida St Petersburg. Sharon Kolb, Survey of Educational Services for Students Aged 18-21 in Wisconsin" March 2005 U W Whitewater. Zarrow Center for Learning Enrichment, University of Oklahoma Effective transition planning for Students with Moderate to Severe Disabilities. Collection of 18-21 year old program survey results 2009. 11/29/12Transition Academy4

5 Credits continued Tri State Transition Slide Guide, Developed as a joint effort between the Delaware, Pennsylvania and Virginia Department of educations. The Community Advantage Program Editors and creators of the Community Services Option Reviewers of the Community Services Option (See references for list of individuals involved ) 11/29/12Transition Academy5

6 Purpose, target groups served, differences, similarities 11/29/12Transition Academy6

7 Background of the Guides 2005 Survey of Educational Services Age 18-21 Reviewed National effective practice programs 2009, Wisconsin State Transition Initiative, WSTI Contract for survey review and program development 2011 CAP Revised Guide based on program implementation & effective practice approaches Feb. 2012 2011, WSTI workgroup developed using CAP and other resources to create CSO Guide, work completed June 2012 11/29/12Transition Academy7

8 Introduction CAP These programs, sometimes referred to as 18- 21 programs, because of the age-range of students involved, are designed to support students with disabilities who have not met their IEP goals/requirements for graduation and who may need to continue to work on their transition goals. 11/29/12Transition Academy8

9 Community Advantage Program CAP Program Goal For 18- 21olds with significant disabilities Gain Skills Independent living, Transition skills, Functional skills in real life settings Participate Age- appropriate activities in their communities 11/29/12Transition Academy9

10 Introduction CSO To help meet the requirements for transition, many school districts have developed community-based transition options. These service options are designed to support students who need to continue to work on their transition goals and who have completed academic requirements/credits for graduation 11/29/12Transition Academy10

11 Community Services Option CSO Program Goal For 18-21olds with disabilities Gain Skills Independent living, social skills, employment and self advocacy in real life settings Participate Age- appropriate activities in their communities 11/29/12Transition Academy11

12 CAP Definition 18-21 year old transition programs are special education programs developed by local school districts to provide opportunities for students 18-21 with significant disabilities to gain independent living skills, transition skills, and functional skills in real-life settings and to participate in age-appropriate activities in their communities. 11/29/12Transition Academy12

13 CSO Definition 18-21 year old transition services are developed by local school districts. They provide opportunities for students to gain independent living skills, social skills, employment and self-advocacy in real-life settings and to participate in age-appropriate activities in their communities. These services ideally are located outside of the high school setting, in community settings such as vocational- technical schools, houses, offices, and businesses. 11/29/12Transition Academy13

14 Use this document as a framework. Do not let the document limit your thinking. (page 5 CSO) 11/29/12Transition Academy14

15 What the programs are not: CAP & CSO are not a continuation of the same program a student has been in for the last three to four years in High School. For CAP a majority of the day is not spent in the High School with little interaction with general education peers. Finally, academic skills are not the primary focus of the program. 11/29/12Transition Academy15

16 Program Location These programs ideally are located outside of the high school setting, either at post-secondary institutions and/or in other community settings. Some programs have a designated room at the high school as their base, with the majority of the day spent in the community. 11/29/12Transition Academy16

17 CAP & CSO Program Elements Independent Living, Employment, Travel Ability, Transportation, Mobility, Social Communication, Daily Living /Life Skills, Self Determination, Self Advocacy, Leisure and Recreation, Transition, Friendships with same age peers, Work with Adult Service Agencies, Parent Involvement. 11/29/12Transition Academy17

18 Connection Program elements connect to program objectives and are the basis for the needs assessment of students, the school setting and outside the school resources program elements focus within the community. (See form D of CSO and or page 8 & 9 of CAP) 11/29/12Transition Academy18

19 Questions to ask for the guides What are the expectations of 18-21 year old students and their parents? What is needed for students to successfully live and work in their community? (Additional in depth questions pages 17-19 CAP for new or existing programs) 11/29/12Transition Academy19

20 Added CSO questions What is the schools responsibility in meeting transition needs? More in depth questions about individual district results on Post School Outcomes can be found on pages 14-17 of the CSO guide and may be used to direct the district overview of services and whether or not there is a need for a change or addition to transition services being offered. 11/29/12Transition Academy20

21 CAP Goal The overall goal of this program is to provide students with significant disabilities age 18-21, a transition-focused program within a community-based environment based on each students Individualized Educational Program (IEP). 11/29/12Transition Academy21

22 CSO Goal The overall goal of these services are to provide students with disabilities ages 18-21, transition-focused services within a community- based environment based on each students Individualized Educational Program (IEP). 11/29/12Transition Academy22

23 Identify student need, target students served Analyze in-school and community resources Determine and set priorities Develop meaningful action plans Identify staff needs and funding issues Evaluate progress and the process 11/29/12Transition Academy23

24 Rationale These services are developed to increase the opportunity to interact with same age peers in age appropriate settings and provide further transition skills and employment opportunities in the community. They also provide a continued connection to a students home community 11/29/12Transition Academy24

25 Objectives 11/29/12Transition Academy25

26 CSO & CAP Objectives Give students the opportunity to increase their level of independence. Work (paid) or volunteer (unpaid) in the community. Increase mobility in the community. Improve social and communication skills in the community setting. Increase daily living/life skills. Improve and practice self-advocacy/ self-determination skills.. 11/29/12Transition Academy26

27 CSO & CAP Objectives continued; Develop age-appropriate integrated leisure and recreation skills. Develop friendships with same-age peers. Communicate and establish a relationship with adult services agencies before leaving school. Identify and provide transition services and supports needed to transition into the community Provide opportunities for parent involvement 11/29/12Transition Academy27

28 Additional CSO Objectives Developing natural supports within community environments. Communicate and establish a relationship with adult services agencies before leaving school. Facilitate connections to postsecondary education and/or training. Community services such as: Lions Club, Kiwanis, Rotary, Knights of Columbus, The Community Services Option (CSO) is for students ages 18-21 and is considered by IEP teams prior to the student completing his/her senior year of high school. The IEP team must address the needs of each student and determine if the students individual needs will be addressed through these services. 11/29/12Transition Academy28

29 Overview of Starting a CAP or CSO Program for Students with Disabilities Assemble Committee Develop Needs Assessment Review Sample Questions and Develop New Questions Conduct Needs Assessment Compile Results Develop Goals Set priorities Goals & Objectives Develop Action Plan 11/29/12Transition Academy29

30 Assemble Committee Director of Special Education Teachers Principal Parents Transition Specialists Related services personnel Related services personnel Adult Community Agency Personnel Adult Community Agency Personnel Vocational Rehabilitation Counselors Vocational Rehabilitation Counselors 11/29/12Transition Academy30

31 Committee Activities Designate committee team leader Review Needs Assessment Tools Create timeline for meetings Create a purpose statement 11/29/12Transition Academy31

32 Things for Committee members to consider: familiarity with students potential to provide services or supports availability to attend meetings willingness to create change support from administration 11/29/12Transition Academy32

33 The purpose of assessment may be; Conduct a review of transition services Discuss possible services and facility needs/accessibility Identify priorities for needed changes Review the need for alternative community- based services outside of the high school. Review District Policy and its possible impact on service implementation Define unfamiliar terms Other 11/29/12Transition Academy33

34 Example of CSO purpose of Assessment The purpose of a needs assessment for the for the CSO is to provide a school district with a tool that can be used to evaluate the educational services received by students ages 18-21 with disabilities to determine if changes are needed. This assessment will address students educational setting, supports, inclusive opportunities, employment, recreation, adult agency eligibility, and ability to travel independently. 11/29/12Transition Academy34

35 Example of CAP Needs Assessment Purpose To provide a school district with a tool that can be used to evaluate the educational services received by students ages 18-21 with significant disabilities, to determine if changes are needed. Target students 17 years old and older. This assessment will identify local district needs based on student and service assessments provided within the school and community settings. 11/29/12Transition Academy35

36 Conduct Needs Assessment Compile needs assessment data Complete review questions with committee Identify areas of change Identify student needs Survey parents 11/29/12Transition Academy36

37 Identify Population to be Assessed the age of students disability classification the types of classes students attend or the curricular track in which the students participate the number of years students have participated in high school For CAP, the type of alternative diploma (certificate) the student will receive upon exiting school. 11/29/12Transition Academy37

38 Current Services Assessed for Each Student Student list identified Services related to program component elements Listing a service description and need for each student within the program 11/29/12Transition Academy38

39 Example Sauk Prairie 2012 Need, district will have large 18-21 yr. old student population in 2012-13 Contracted to implement CAP with Sandy Berndt and Steve Gilles Timeline/ Activities, – Feb.- June, monthly meetings, assessments data collection – Staffing, – Finding a community location – Summer curriculum work Program description Program elements summary Current Services Summary Parent Survey Summary Resources developed by the Sauk Prairie team with Liz Kennedy Transition coordinator 11/29/12Transition Academy39

40 Analyzing the Data for CAP and Identifying Program Goals Students In Community In School 11/29/12Transition Academy40

41 In School Educational Setting Instructional support Inclusive opportunities Employment Recreation Adult agency eligibility Travel ability Parent involvement Other 11/29/12Transition Academy41

42 Outside the School Community Resources Services for Individual Students Employment Independent Living Post secondary Ed Vocational Ed Continuing Ed. Parent services Other 11/29/12Transition Academy42

43 Identify Highest Priority Objectives & Questions After completed data collection have advisory committee review objectives and list there top objectives for the program. Use sample questions to identify top needs for change within the school, and/or community for 18-21 yr. old students in the program. 11/29/12Transition Academy43

44 Development of Program Goals Top Priorities, Objectives & Questions Assess In school & Community Identify Students Needs Develop CAP Goals 11/29/12Transition Academy44

45 Identifying Whats Most Important Needs Goals/ Assessment Objectives Priorities Needs Goals/ Assessment Objectives Priorities 11/29/12Transition Academy45

46 Write Action Plan Write meaningful Goals for CAP & CSO program Create plan for changes in high school to occur outside of high school 11/29/12Transition Academy46

47 Action Plan continued; Identify – Top two barriers to implementing your plan for changes – Identify Communication Strategies – Effective practice solutions to barriers, tasks, timelines and responsibilities – Collaborative Partners 11/29/12Transition Academy47

48 What is Needed For This To Work Administrative Support Funds Available Community Options Time to work and collaborate Parent Awareness Professional development for teachers and staff Interagency Coordination Parent involvement 11/29/12Transition Academy48

49 Program evaluation CAP & CSO Assessment Data Evaluation GoalsElementsPlan Implementation Collaboration 11/29/12Transition Academy49

50 Evaluation Checklist & Questions There is an evaluation check list or questionnaire for each component of the evaluation process This may be used as a self assessment of the CAP program. There is a need for ongoing data collection and data analysis to determine if program is operating as planned. Data should be collected to determine impact on the Student Can you answer the question does the program work and what are the nest steps? 11/29/12Transition Academy50

51 To develop and support programs for 18-21 yr. old students with disabilities 11/29/12Transition Academy51

52 QUESTIONS? 11/29/12Transition Academy52

53 References Neubert, D.A., & Moon, M.S. (2006. College Park, MD: University of Maryland, Department of Special Education. © 2002. Postsecondary education and transition services for students ages 18-21 http//www.education.umd.edu/oco Community Transitions (C-Tran) Transition Coalition The Community Transition Program, Experiences starting a community Based Program for students Ages 18-21. By Liara Baska, Anne Kaufman and Amy Gaumer Edited by Mary Morningstar, Dana Lattin and Tony Peterson, Lawrence KS University of Kansas. modelsofsuccess@ku.edu or call 785864-0686 modelsofsuccess@ku.edu Transition Coalition supported by the Office of special Education Programs www.transitioncoalition.org Project STING RAY supported by University of South Florida St Petersburg, Pinellas County Schools Project 10: Transition Education Network, and the Florida Department of Education. Jordan T Knab Ed. S Director Phone (727) 873-4662, email jknab@mail.usf.edujknab@mail.usf.edu Sharon Kolb. UW-Whitewater,kolb@uww.edu and Debra Adrian Heiss, Ph.D., Professor, Cardinal Stritch University conducted and compiled the "Survey of Educational Services for Students Aged 18-21 in Wisconsin" March 2005.kolb@uww.edu Zarrow Center for Learning Enrichment, Dr James Maritin an expert in student involvement and the IEP, self determination, assessment tools from the University of Oklahoma http://www.ou.edu/content/education/centers-and-partnerships/zarrow.html http://www.ou.edu/content/education/centers-and-partnerships/zarrow.html 11/29/12Transition Academy53

54 References Wisconsin Statewide Transition Initiative, WSTI, www.wsti.org - professional development module, Effective transition planning for Students with Moderate to Severe Disabilities. Collection of 18-21 year old program survey results 2009.www.wsti.org Tri State Transition Slide Guide Developed as a joint effort between the Delaware, Pennsylvania and Virginia Department of educations. This guide focuses on Self Determination, Postsecondary Ed and Training, Employment and Independent Living by age of students, listing the questions to consider and available resources Bringing Your Strategic Plan to Life A guide for Non Profits and Public Agencies Kathleen A, Paris, PHD, 11/09/2011 Daniel G. Amen MD, Resources ANTS, Change Your Brain Change Your Life, http://www.amenclinics.com/clinics/ 888-564-2700 also http://www.amenclinics.com/clinics/ A New Way of Thinking Guide 2011, Steve Gilles and Pam Jenson, CESA #2 Transition Consultant 608-921-1400 pamjenson@cesa2.k12.wi.us 11/29/12Transition Academy54

55 References Tri State Transition Slide Guide, Developed as a joint effort between the Delaware, Pennsylvania and Virginia Department of educations. This guide focuses on Self Determination, Postsecondary Ed and Training, Employment and Independent Living by age of students, listing the questions to consider and available resources The Community Advantage Program was the original resource for this product. It was organized and developed by Sandy Berndt and Steve Gilles, Consultants, with funds from the Wisconsin Statewide Transition Initiative (CFDA #84.027). Editors and creators of the Community Services Option are: Evelyn Azbell, CESAs #9 and #12; Robyn Spencer-Beck, Hudson School District; Jennifer Christopherson, Kiel School District; Chris Jackson, Wauwatosa School District; Liz Kennedy, Sauk Prairie School District; Kim Swenson, CESA #11 and Raquel Thorsen, Oak Creek School District. Reviewers for Community Services Option: Barbara Buffington, Racine Area School District; Pam Jenson, CESA #2 and Katherine Strong, CESA #3. 11/29/12Transition Academy55

56 WE WANT YOUR FEEDBACK For additional information, effective practice suggestions and/or ideas to improve this guides please email to: Wendi Dawson WSTI Grant Liaison DPI regarding the CSO program 608-266-1146 wendi.dawson@dpi.wi.govwendi.dawson@dpi.wi.gov And for CAP contact either Sandy Berndt, Consultant Steve Gilles, Consultant 608-332-2782, 608-335-8363 gsberndt@frontier.com gilles4@sbcglobal.netgsberndt@frontier.comgilles4@sbcglobal.net What do you like about the program? What would you change in program? Would you recommend this program to others? (Why or why not?) Do you have a program for 18-21 yr. old students with disabilities to share? If yes please include contact information, Thank You 11/29/12Transition Academy56


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