RENEW Training Day 3

1. RENEW Training Day 3 Jonathon Drake, MSW Institute on Disability University of New Hampshire

2. Day 3 Agenda • Share fair • Resource Activity • Braided Resources • Educational Interventions • Mentoring Strategies • Work-based Learning/ELO’s • Developing Opportunities Activity • Benefits Planning & Nap • Transition Planning • Going Forward

3. Recap of Where we Are:

4. Activity # 1: MAP Share Fair • Each person share the maps they’ve done thus far: • Why you chose the student • Share what’s going well, and what is challenging • Participants, look for: • Is the youth’s vision and voice present in the MAPS? • Was the process and conversation complete (all the MAPS were completed)? • Was the process and conversation deep (exploratory; did the youth engage and share)? • Are the goals and next steps clear? • Offer recommendations

5. Co-mentoring/Peer Supervision • Collaborate with others • Learn about a variety of strategies • Learn about different resources • It’s likely that someone else will experience a challenge similar to yours, and working through tough experiences will allow them to get some strategies ahead of time.

6. Take a Moment to ……

7. RENEW Phase 3: Plan Implementation & Refinement • High School Completion • Career Development • Post-Secondary Planning • Employment • Community Inclusion

8. Goal Strategies: High School Completion Analyze TRANSCRIPT • What is the extent of the problem? • What courses need to be recovered? • Student must be fully involved in this process Use What’s on my High School Transcript? Tool

9. Planning for Educational Success: Lower Level Intervention • Invite teacher to RENEW team meetings • Engaged through futures planning • Explicitly teaching expectations • Negotiating behavior plans and accommodations with teacher • Matching teacher to student’s preferred learning styles • Tutoring and other academic supports • Differentiated instruction • Preparing for college or post secondary education with school and/or vocational counselors.

10. Planning for Educational Success: Targeted Intervention • Match intervention to the need with inclusion as the goal. • Modified assignments & schedules • Additional study hall and academic resources out of the classroom • Linking with home (including parents in educational and behavioral planning)

11. Planning for Educational Success: Individualized Intervention • Extended Learning Opportunities • Distance Learning/Credit Recovery • GED • Job Corps • NH JAG (Jobs for America’s Graduates) • Work based learning • Individualized behavioral programming (Functional Behavioral Assessment and Behavioral Support Plan).

12. Break

13. Mentor Strategies In order of intensiveness: • Natural Supports • Check in Check out • Social Skills • Job Mentoring • Check Connect • Connection to the team process

14. Work-Based Learning:i.e. Extended Learning Opportunities

15. News Flash: High School Students Are Bored

16. *NH Assessment Moderation team version 1.2 ( 2011)

18. Extended Learning Opportunity (E.L.O.)

20. NH Extended Learning Opportunities Planning

21. Process of an ELO

22. ELO Team Planning

24. Phlebotomy & MLS ELOAmerican Red Cross ELO FOCUS: Causes and treatment of congestive heart failure HQT: Biology teacher COMMUNITY PARTNER:American Red Cross Chapter Laconia NH, Laconia Hospital GOALS: • cite implications of biotechnology of the medical fields • connect basic anatomy of related physical systems for conducting tests in a lab • explore career path, including financial needs, aptitudes and education requirements RESULT: ½ biology credit, community service ¼ credit, and deepened passion to pursue medical career in cardiac surgery

25. Sports StatisticianManchester West ELO FOCUS: Calculate batting averages and statistics for each member of the baseball team HQT: Math teacher COMMUNITY PARTNER: Fisher Cats GOALS: • Students will understand that algebra is the language through which much of mathematics, science, and technology are communicated. • Students will understand that patterns, relations, and functions can be used to describe, interpret, and predict real world phenomena. • Students will understand that tables, graphs, and equations are ways for depicting and analyzing patterns of change in data. RESULT: ½ algebra credit and genuine interest in learning algebra!

26. Activity: Develop Your Own ELO

27. Goal Strategies:Career Development • Interest Inventories • Use the Career Research Worksheet Tool and the Informational Interview Tool • Career and Technical Education Courses • School-To-Career Services • Job’s for America’s Graduates • O’NET: Occupational information Network http://www.occupationalinfo.org/onet/onet_alpha_index.html

28. Goal Strategies:Post-Secondary Planning • Choices • 4 year college • 2 year college / technical training program • Apprenticeship / Certification • Job Corps • Military Service • Employment

29. Goal Strategies:Post-Secondary Planning • Planning for College • Guidance • Timeline (In Manual) • Online help • Running Start Courses / College Courses • Summer transition programs • Planning for Military Enlistment • ASVAB (The Armed Services Vocational Aptitude Battery) • MEPS (military entrance processing station) • Planning for Employment • Career Exploration • Financial Planning • Resource Development

30. Data Collection for this Process • Collaborative Team Process • Action Planning Worksheet • RENEW Youth/Team Plan • Credit Gap Analysis • Can help the youth and team develop needs around academic supports, and helps the youth plan ahead

31. Progress Monitoring and Data (weekly) • Depending on the young person’s needs and goals: • Academic Progress Reports • Discipline data • Attendance • Others • Daily Check-In Tool (attached)

32. Special Education Transition Requirements §300.320(b) Beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP Team, and updated annually thereafter, the IEP must include- • (1) Appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills; and • (2) The transition services (including courses of study) needed to assist the child in reaching those goals.

33. Required Elements of IEP Transition Plans Indicator 13 Checklist: • “Measurable Post-secondary Goal” • Present Levels of Performance (based upon and “Age Appropriate Transition Assessment” • “Transition Services” including a “Course of Study” • “Updated Annually”

34. Connecting Transition Planningto RENEW

35. Examples of Postsecondary Goals • Education/Training: • Upon graduation from high school, Jamarreo will attend Central Piedmont Community College and participate in the welding industry certificate program meeting the requirements to attain an Entry Level Welding Certificate. • Employment: • Upon graduation from high school, Jamarreo will work part-time as a shop helper in his uncle’s shop to gain experience in the automotive repair industry.

36. TRY IT! A Helpful Formula to Write the Goals…. ____________ _______ will ______ ______ (After high school) (The Student) (Behavior) (Where and how) (After graduation) (Upon completion of high school)

37. Required Element: Transition Services • Should focus on academic and functional achievement to facilitate movement from school to post-school life • For each postsecondary goal, transition services can include: • Instruction • Related Services • Community Experience • Development of Employment and Post-School Objectives • Acquisition of Daily Living Skills (if appropriate) • Functional Vocational Evaluation (if appropriate)

38. Transition Services • Coordination inside AND outside school • Team TO DO list • May require an extra meeting or two • Include creative thinkers who know the student • Agencies who are expected to pay MUST BE INVITED AND AGREE TO provide the service; DO NOT include services from an organization that has not agreed to provide them • Address needs for Self-Advocacy and Self-Awareness training and Exploration Activities

39. Lunch

40. Goal Strategies:Employment • Pre- employment skills • What to wear • How to interact with co-workers/ supervisors • Internships • Apprenticeships • Job shadow • Informational interview • Job carving • Job share • Volunteering

41. Employment Resources • Natural Supports • Use People & Resources Map • Vocational Rehabilitation • School Transition Coordinator/ Job developer • Working Directly with Facilitator • On the Job Supports • Naturally Supported Employment • Department of Employment Security offers resume writing workshops, job search workshops, employment counseling, aptitude and skills testing, and career exploration • Help the student develop their own resume with the What is a Resume Tool?

42. Work-Based Learning & Employment Opportunities • Employer Class Speakers • Business Field Trips/Tours • Informational Interviews • Job Shadows • In-School Jobs • Internships • Community Service • School-Sponsored Enterprises • School Supported Jobs • Naturally Supported Employment • Job Carve Out • Entrepreneurships • Apprenticeships

43. The do’s and don’ts of approaching potential support people

44. Activity: Developing Opportunities for Youth • Think about a youth you’re working with (or have worked with): • Approach a partner with an identified opportunity the youth is pursuing • Tell them their role (owner of a pizza place, school case manager, potential internship supervisor at an agency/business etc.) • Introduce the youth’s strengths, capacities, and current goals and how the youth could use your partner’s resources • Get feedback from partner

45. Goal Strategies:Community Inclusion Working Toward a Common Goal Community Mentors Community Service Projects Agencies and Resources Wraparound Services Other?

46. Leveraging and braiding supports (not programs) • Educational supports- • School counseling • Your school’s Tier 2 behavior support • Special Education • Tutoring, academic supports • Vocational supports • Mental Health Supports • Counseling, social work (in school) • Community/private mental health services • Family-driven wraparound

47. Leveraging and braiding supports (not programs) cont. • Home/living supports- • Child welfare • Probation (jj) • Public housing programs (employment) • Others? • Employment/career development • Vocational Rehabilitation • Colleges- college admissions offices • Specialized programs for welfare recipients and children in placement

48. Connecting with Outside Agencies • Services for Individuals with Developmental Disabilities • Vocational Rehabilitation • Community Mental Health Services • Community College • Disability Support Services • General admissions • Ask for a meeting with staff who will determine eligibility for services after high school • For area agency and VR, work collaboratively to determine contact person and process for referral, planning, and meeting participation.

49. Benefits Planning • Know where to find a good benefits planner: • Internally within your school system • Area/community agencies • Workshops

50. SSDI vs. SSI • Social Security Disability Insurance • Insurance program that tax paying individuals pay into • All or nothing [Substantial Gainful Activity (SGA) $1,010 in 2012, Blind SGA $1690 for 2012] • Supplemental Security Income • Maximum benefit amount for an individual $698 in 2012 ($1148 for a couple) • As your countable income increases, SSI check decreases