1. Meeting Mechanics & Guiding Principles
Building Your Future Intensive Training
Meeting Mechanics & Guiding Principles

2. WELCOME & INTRODUCTIONS
Presenters
Visitors

3. Today’s Itinerary Morning: Meeting Mechanics: Dave Schoemer
Teaming Process: Kelly Dunlap
Afternoon:
Guiding Principles to Inform Practice: Kelly Dunlap & Maureen Ziegler

4. Improving the Journey Wait for Team Time to Talk Cell Phones on Silent
Write / share notes
Cell Phones on Silent
CONTRIBUTE
Everyone has a contribution to make
Key Concepts:
It is important to establish training norms / guiding principles.
Have participants general their own needs relative to training.
Considerations:
Some participants, despite the development of expectations / guiding principles, will have difficulty following them.
Identify “positive nags” in the audience who can assist with prompt to the expectations when participants are having a difficult time.
Application:
Have participants general their own principles. This will help with implementation and accountability.

5. Why Problem Solving Process?

6. MEETING MECHANICS

7. Team Process / Team Time Review Action Items from Module 1

8. Improving Outcomes through Improved Educational Practices
GUIDING

9. Opinions; Opinions; Opinions!!!

10. Guiding Principles = Herding Cats
Positive Behavior Interventions and Supports for Students with ASD
Module Training Guide; AY
Key Concepts:
Considerations:
Application:
Autism Education Center; Grand Valley State University ©2010 All Rights Reserved

11. EBPs Guiding Principle NO OPINIONS ALL DECISIONS INFORMED BY…. THE LAW
THE RESEARCH
THE DATA
Key Concepts:
Point out human tendencies to express opinions, and how these tendencies result in opinion debates, especially relative to ASD and IEP programming. Because we do not have time to waste on opinion debates, it is critical for IEP teams to focus on what the Law, the Research, and the Data (meaning student / program specific data) supports in educating students with ASD.
Discuss how in many IEPs, team members begin sentences with “I think we should…..” or “I feel like……” rather than “The data supports….,” “My observations resulted in…..,” or “the law states that……” As such, “No Opinions unless Informed by Data / Information” is the resounding principle of IEP decision-making.
In the first few sections of this module, the law, the research, and the data will be covered relative to educating students with ASD.
Considerations:
Application:
EBPs

12. What is FAPE? IDEA 2004
An educational program that is individualized to a specific child, designed to meet that child's unique needs, provides access to the general curriculum, meets the grade-level standards established by the state, and from which the child receives educational benefit. 20 U.S.C. §1401(9).
To provide FAPE, schools must provide students with an education that prepares the child for further education, employment, and independent living 20 U.S.C. §1400(c)(5)(A)(i)
Key Concepts:
In the 2004 revision of IDEA, FAPE was further defined to include post-secondary outcomes.
Considerations:
Application:

13. National Outcome Data: Housing
2008 Easter Seals Study:
More than 80% of adults with ASD ages live at home with their parents; may of these parents aging.
Adults with Autism
With parents or guardian 81%
Independently, with spouse or partner 3%
With other family member/spouse/partner 0%
Supported residence for individuals with special needs 14%
Other 2%
Adults with Asperger
With parents or guardian 71%
Independently, with spouse or partner 9%
With other family member/spouse/partner 5%
Supported residence for individuals with special needs 7%
Other 7%
Key Concepts:
Review the data and ask participants if this is reflective of their experiences.
Considerations:
Application:
Easter Seals, 2008

14. National OUTCOME DATA: Employment
A University of Wisconsin-Madison 2002 study of 405 adolescents and adults with ASD found that only 10% were in competitive employment.
Barnard, et.al. 2001
As few as 6% of individuals with ASD have fulltime employment
12% of individuals with Asperger Syndrome are employed despite having average or high than average IQs
2008 Easter Seals Study (Living with Autism): About 6 in 10 children with ASD aged 16 or older have not looked for work, yet 75% of typical children are already working.
Even compared to individuals with other disabilities, the employment outcomes for individuals with ASD is significantly lower.
Key Concepts:
Review the National data and point participants to where they can find this information.
Considerations:
It is important to review this data prior to presenting it to prepare for potential questions from participants about the data set.
Application:

16. Key Concepts:
In any other business, if the previous slides were the outcomes despite these expenditures per year, what might be said about our business plan?
Remind participants that certainly there are other variables involved in these outcomes; however, these barriers or variables do no absolve us from making changes to attempt to improve these outcomes.
Considerations:
Application:

17. What predicts post-school employment?
Students who had the highest degree of integration with age-appropriate peers were more likely to engage in post-school employment
IQ, behavior problems, physical disability, and individual demographics did not correlate with integrated employment outcome
White, J. & Weiner, J.S. (2004). Influence of least restrictive environment and community based training on integrated employment outcomes for transitioning students with severe disabilities. Journal of Vocational Rehabilitation, 21, 149–156.

18. Predictors / Outcomes Education Employment Indep. Living
Career Awareness
P (Potential) P
Community Experience
Exit Exam Requirements / High
School Diploma Status
Inclusion in
General Education
M (Moderate) M
Interagency Collaboration
Occupational Courses
Paid Employment /
Work Experience
Parental Involvement
Program of Study
Self Advocacy / Self Determination
Self Care / Independent Living
Social Skills
Student Support
Transition Program
Vocational Education
Work Study

19. Do Sheltered Workshops Help Prepare Individuals with ASD?
Two groups compared:
a) 215 supported employees who were in sheltered workshops prior to entering supported employment
b) 215 supported employees who were not in sheltered workshops
Groups were matched on primary diagnosis, secondary diagnosis (if present), and gender.
Results showed that there were no differences in rates of employment between the groups.
Individuals who participated in sheltered workshops earned significantly less ($ versus $ per week), and cost significantly more to serve ($6, versus $2,440.60), than their non-sheltered workshop peers.
Results suggest that individuals with ASD achieve better vocational outcomes if they do not participate in sheltered workshops prior to enrolling in supported employment.
Cimera, R. E., Wehman, P., West, M., & Brugess, S. (2012). Do sheltered workshops enhance employment outcomes for adults with autism spectrum disorder? Autism, 16(1) 87–94.

20. Michigan’s Unique Opportunity: 26 Where are students without disabilities receiving their education / preparation?
Education
Independent Living
Employment

21. “Results will no longer take a back seat to compliance.” Eleanor White
Michigan State Director of Special Education ( )
Key Concepts:
It is very important to point out that this training is not a compliance training on IEPs. There are compliance monitors for that. This module should be presented with an administrator / monitor present at as frequently monitoring questions come up. Since ISDs and districts often differ slightly in their monitoring rules, it is important to make sure participants go to their administration for answers to these questions.
It’s also important to point out that this training is not intended to cover all aspects of the IEP. For example, the current module does not address ESY or Transition. Those sections may be developed for future training, but at this time are not included.
Additionally, this training is not intended to include all disabilities, although many participants will see that when you say “ASD”, they could plug in the name of any disability and in most cases, it will fit.
It is important to let participants know that although there will be time to work on parts of the IEP for target students, this module is not intended to serve as the IEP meeting. It should be thought of as a “pre-IEP planning” as there are monitoring rules about conducting an IEP and those rules may or may not be followed within this training.
Considerations:
This module was developed to improve IEP processes around LRE, ASD, and Implementation. Point out that IEP implementation is the number one litigated issue in special education in Michigan. Namely, we are not doing what we say we are doing on the IEP or at least we don’t have data to show it. As such, this module will include tools to assist IEP teams in implementing IEPs with fidelity and document the implementation.
Application:

22. Conditions for Employment
Accurate? / Reliable?
Aligned with Principles of Person-Centered Planning / Self-Determination?
Unemployable vs.
Conditions for Employment

23. Wanna go to your IEP?

24. Primary Goals for Students with ASD:
Socialization / Communication
Independence
What about Academics & Life Skills?

25. Skills do not develop without opportunities!
Positive Behavior Interventions and Supports for Students with ASD
Module Training Guide; AY
Skills do not develop without opportunities!
Academic (Integrated Setting)
Social / Communication
Behavior / Independence
Two Primary Reasons Students with ASD Excluded from Integrated Environments?
Skills only develop with opportunities
Behavior is #1 reason ss with ASD excluded from academic environments
Three curricula interrelated at all times
One can’t get bigger than another
This is not a readiness model….
Autism Education Center; Grand Valley State University ©2010 All Rights Reserved

26. Dignity of Risk: Not a “Readiness” Model
Were YOU Ready?
Risk Management:
Know the Risks
Plan for Risks
Opportunities

27. The Push

28. Guiding Principle: PRESUME COMPETENCE

29. Least Dangerous Assumption

30. High Expectations Leads to Better Outcomes
The Pygmalion Effect (Rosenthal & Jacobson, 1968)
Later research:
Expectancy Effect
Madon et al (1997) - teacher perceptions and expectations have a greater relative impact on achievement among low achievers than among high achievers.

31. CONGRESSIONAL FINDINGS
Understanding Federal Law
U.S. Code (U.S.C.)
50 Titles
Title 20: Education
78 Chapters
Chapter 33: IDEA — IV Subchapters
Subchapter I: General Provisions
82 Sections -- denoted as §
§ 1400: Findings / Purpose
Key Concepts: ?
Considerations:
Application:
…the implementation of this chapter (33 : IDEA) has been impeded by low expectations, and an insufficient focus on applying replicable research on proven methods of teaching and learning for children with disabilities.

32. CONGRESSIONAL FINDINGS
“Almost 30 years of research and experience has demonstrated that the education of children with disabilities can be made more effective by –
having high expectations for such children and ensuring their access to the general education curriculum in the regular classroom, to the maximum extent possible, in order to -
(i) meet developmental goals and, to the maximum extent possible, the challenging expectations that have been established for all children; and
(ii) be prepared to lead productive and independent adult lives, to the maximum extent possible; “
Key Concepts: ?
Considerations:
Application:

33. IDEA Congressional Findings
(C) FINDINGS - Congress finds the following:
(1) Disability is a natural part of the human experience and in no way diminishes the right of individuals to participate in or contribute to society. Improving educational results for children with disabilities is an essential element of our national policy of ensuring equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities.
Key Concepts:
30 Year Congressional Findings
Congress finds:
Disability is a natural part of the human experience
No way diminishes the rights of individuals with disabilities
Participation in or contribute to society
Must improve educational results for children with disabilities
Essential element of the National Policy
Ensuring equality of opportunity
Full participation
Independent Living
Economic self-sufficiency
Considerations:

34. Post-Secondary Transition Outcomes EMPLOYMENT GUIDING PRINCIPLES
Allen Anderson:
“Abandon no one to unemployment.”
Griffin – Hammis Associates:
“All people have contributions to make in the marketplace.”
Mark Gold & Associates:
“All people have interests that provide motivation for employment.”

35. The Spectrum of ASD Inclusive Employment Options
Callahan, Michael (2009). Supported Employment / Customized Employment Matrix: Is “Competitive the new “Independent.” Mark Gold & Associates
Natural Supports /
Reasonable Accommodations
Supported Employment / Natural Supports
Competitive / Demand Employment
Customized Employment / Self-Employment
Does not need either SE or CE to become / stayed employed.
Does not need CE to become employed; Needs SE to stay employed
Needs CE to become employed; Does not need SE to stay employed
Needs both CE to become employed and SE to stay employed.

36. “The potential of individuals with ASD to become employed and engaged adults is limited more by the failure of the systems charged with supporting them than by the challenges associated with being on the spectrum.” Peter Gerhardt; Current State of Services for Adults with Autism 2009

37. IN THE NEWS…July Unfinished Business: Making Employment of People with Disabilities a National Priority
COMMITTEE ON HEALTH, EDUCATION, LABOR & PENSIONS Tom Harkin, Chairman

38. Employment First… Everyone can work and there is a job for everyone
Not working should be the exception - all individuals, schools, families and businesses must raise their expectations
People will be hired because of their ability not because they have a disability
Communities embrace people who contribute
People are healthier safer and happiest with meaningful work

39. Employment First… True employment is not a social service
Employment is a win/win for everyone

40. Employment First – New Jersey

41. Employment First - Minnesota
“Expecting, encouraging, providing, creating, and rewarding integrated employment in the workplace as the first and preferred option for youth”
Minnesota - Employment First Manifesto, 2007

42. Employment First - Oregon
Asking “What will it take?”

43. Employment First – How? Better public education
High Expectations for all stakeholders
Policy advocacy
Awareness and education of families

44. What are students saying about Employment First?
Campaign for Disability Employment JAKE JOHNSON WINNER 2012

45. Establishing Guiding Principles ACTION PLAN
What are the team’s guiding principles relative to post-secondary outcomes for students with ASD?
Higher Education
Employment
Independent Living
Community Involvement
Does your behavior & attitude and current practices and procedures align with those guiding principles?

46. V3 Discovery Step 4