Facilitator manual 2015

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Building State Capacityto Address Critical Issues in Deaf Education:Transition from Secondary Education to

Postsecondary Options

FACILITATOR MANUAL

Thank you for agreeing to be a facilitator for the Building State Capacity Summit 2015. This

Manual should provide you with the information you will need to serve in this capacity.

Ready Reference: For questions or assistance while facilitating, please text:

Marcia Kolvitz 317-‐997-‐4273

Cathy McLeod 818-‐430-‐1971

Lisa Carringer 618-‐694-‐2526

Facilitating or team issues

Facilitating or team issues Interpreting or CART issues

TABLE OF CONTENTS

Introduction

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4

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History of the Summit Series

Summit Goals and Outcomes

Small Group Tools and Resources

Communication Protocols 4

Communication Ground Rules 5

Taxonomy for Transition Programming

State Team Champions and Contact Information

Agenda

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Facilitated Session Instructions

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Wednesday:

Thursday:

Friday:

World Cafe

State Team Planning TimeTeam Planning Record

Small group discussions- Taxonomy areas

14-15

3-2-1 Record

State Team Planning Time

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Sample Forms

Conceptualization Plan

Work Plan

Goal Attainment Scale

19-29

30-34

35-40

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8-11

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History of the Summit Series

As the result of a grass-‐roots effort in 2005, the National State Leaders Summit began to address issues and challenges in deaf education. More than 125 state leaders from 35 state teams representing various state agencies, schools and programs, and parents met in Atlanta for the purpose of working to improve outcomes for all children and youth who are deaf and hard of hearing; annual meetings and activities followed, and state teams were encouraged to work together throughout the year.

Participants represented states that were in various phases of implementing deaf education reform initiatives; they shared a commitment to full communication access and high standards for each child. Initially conceived as a one-‐time event, the Summit has hosted six face-‐to-‐face meetings and a series of webcasts that included four presentations on critical issues. Accomplishments have included:

● The formation of state teams comprised of all critical players (e.g., parents, SEA leaders, State School leaders,

and regional/local leaders) who are working together to find solutions.

● State implementation plans.

● State commitments to furthering the goals of the National Agenda for Deaf Education in concert with NCLB and

OSEP accountability expectations.

● Initial work in developing outcomes statements and performance measures, including benchmarks, for selected

goals from the National Agenda.

In 2012, the Summit planning team presented its mission: to enhance the capacity in each state to provide evidence-‐based educational programming for deaf and hard of hearing children and youth in a seamless continuum of programs and services that prepare them for further education, employment, and independent living.

Currently, the Building State Capacity Summit series is hosted by pepnet 2 (pn2) as part of its efforts to build capacity in states to improve transition services and outcomes for students who are deaf or hard of hearing. The shift to focusing on transition services and student outcomes reflects the mission and goals of pepnet 2, which has been charged by the Office of Special Education Programs, U.S. Department of Education. Education to support these efforts. Teams from all U.S. states and territories are invited to participate.

Goal of the Summit Series

The overall goal of the Summit Series is to enhance successful transition outcomes for students leaving high school,

whether it is successful matriculation in a postsecondary setting, or gainful employment. We are all acutely aware of the

barriers that inhibit these successful outcomes and a method for mitigating these barriers is by effecting positive change

in the way current services are provided to deaf and hard of hearing students.

To this end, the Summit Series seeks to, not only provide information that enhances change, but to provide an

opportunity to implement and demonstrate change.

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Summit Outcomes

At the conclusion of the Summit Series:

● Each State Team will clearly identify and execute a necessary change in practice through the creation of a

Conceptualization Plan (CP)

● Each state team will clearly evaluate their changed practice through their Goal Attainment Scale (GAS)

● Pepnet 2 will publish a document that, among other information, shares the experiences and accomplishments

of the Summit Series participants.

Small Group Templates, Forms and other Resources

All tools and resources needed for small group work are available at the pepnet.org site: www.pepnet.org/summit

Communication Protocols in Small Group

Depending upon your small group configuration, your group may, or may not, have interpreters assigned to them. In an

effort to encourage direct communication, we ask that all individuals who are able to sign for themselves to please do

so. If your group has been assigned interpreters and they are not being used, please release them. If you need an

interpreter please contact Lisa Caringer.

If your small group is experiencing communication difficulties that you are not able to mitigate, please text Marcia

Kolvitz or Cathy McLeod.

Communication Ground Rules

Welcome to Building State Capacity to Address Critical Issues in Deaf Education: Transition from Secondary Education to Postsecondary Options. We are pleased you are here, and we’d like to make the Summit a positive and interactive experience for each person. To facilitate our conversations and ensure everyone has an opportunity to participate fully, we have put together some reminders to be sure communication is accessible for everyone.

• Avoid cell phone conversations, side conversations, and cross-‐talking (whether speakingor signing) during presentations and discussions. If there is something you need tohandle, we encourage you to step outside the room for a short time.

• Share the conversation so that everyone has equal opportunity to express their ideas.

• Face people, and keep hands and objects away from your mouth.

• If you are a fluent signer, feel free to sign for yourself when speaking to a Deaf person orare around Deaf participants – even if they are not a part of the conversation. Rely oninterpreters if you aren’t fluent in sign language. In either case, make sure theinterpreter knows if s/he is needed to avoid confusion.

• Speak directly to the person who is Deaf when using an interpreter. Look at the Deafperson when an interpreter voices what a Deaf person signs, not the interpreter.

• Allow for lag time for people using an interpreter. Interpreters typically finish signingseveral seconds after the speaker stops talking. A good rule of thumb is to wait until theinterpreter has stopped signing before speaking allowing all participants equalopportunity to join the discussion.

• In large group presentations and discussions, stand up when you speak so that everyoneis able to see the speaker.

• State your name before you begin speaking to facilitate our getting to know each otherand so that those using the interpreter or CART will know who is speaking.

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Student-focused planning = the process for developing a student’s IEP

Student development = the “stuff” of the educational program

Interagency collaboration = the context for identifying and meeting student and family needs

Family involvement = thread that runs throughout transition education and services – provides relevance

Program structures = provide the infrastructure that facilitates implementation of effective transition education and services

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Kohler, P. D. (1996). Taxonomy for Transition Programming. Champaign: University of Illinois.

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State Champions and Contact Info: If a state needs direct support from their Champion, facilitators may contact the Champion at the text numbers below:

State Champion Text# State Champion Text#

Alabama Marcia Kolvitz 317-‐997-‐4273 Nebraska Pauline Annarino 626-‐367-‐6877

Alaska Della Thomas 302-‐824-‐8735 Nevada Cheryl Johnson 970-‐590-‐5500

Arizona Della Thomas 302-‐824-‐8735 New Hampshire Della Thomas 302-‐824-‐8735

Arkansas Mary Morrison 406-‐531-‐3281 New Jersey Jennifer Coyle 269-‐352-‐2403

California Della Thomas 302-‐824-‐8735 New Mexico Marcia Kolvitz 317-‐997-‐4273

Colorado Jennifer Coyle 269-‐352-‐2403 New York Della Thomas 302-‐824-‐8735

Connecticut Della Thomas 302-‐824-‐8735 North Carolina Marcia Kolvitz 317-‐997-‐4273

Delaware Cheryl Johnson 970-‐590-‐5500 North Dakota Marcia Kolvitz 317-‐997-‐4273

Florida Marcia Kolvitz 317-‐997-‐4273 Ohio Jennifer Coyle 269-‐352-‐2403

Georgia Jennifer Coyle 269-‐352-‐2403 Oklahoma Mary Morrison 406-‐531-‐3281

Idaho Marcia Kolvitz 317-‐997-‐4273 Oregon Joe Finnegan 904-‐ 669-‐9713

Illinois Della Thomas 302-‐824-‐8735 Pennsylvania Joe Finnegan 904-‐ 669-‐9713

Indiana Della Thomas 302-‐824-‐8735 Rhode Island Joe Finnegan 904-‐ 669-‐9713

Iowa Jennifer Coyle 269-‐352-‐2403 South Carolina Jennifer Coyle 269-‐352-‐2403

Kansas Della Thomas 302-‐824-‐8735 South Dakota Marcia Kolvitz 317-‐997-‐4273

Kentucky Jennifer Coyle 269-‐352-‐2403 Tennessee Pauline Annarino 626-‐367-‐6877

Louisiana Pauline Annarino 626-‐367-‐6877 Texas Jennifer Coyle 269-‐352-‐2403

Maine Mary Morrison 406-‐531-‐3281 Utah Marcia Kolvitz 317-‐997-‐4273

Maryland Jennifer Coyle 269-‐352-‐2403 Vermont Marcia Kolvitz 317-‐997-‐4273

Massachusetts Jennifer Coyle 269-‐352-‐2403 Virginia Mary Morrison 406-‐531-‐3281

Michigan Jennifer Coyle 269-‐352-‐2403 Washington Cheryl Johnson 970-‐590-‐5500

Minnesota Cheryl Johnson 970-‐590-‐5500 Washington DC Della Thomas 302-‐824-‐8735

Mississippi Mary Morrison 406-‐531-‐3281 West Virginia Pauline Annarino 626-‐367-‐6877

Missouri Marcia Kolvitz 317-‐997-‐4273 Wisconsin Della Thomas 302-‐824-‐8735

Montana Pauline Annarino 626-‐367-‐6877 Wyoming Joe Finnegan 904-‐ 669-‐9713

Building State Capacity to Address Critical Issues in Deaf Education: Transition from Secondary

Education to Postsecondary Options

Tuesday January 20, 2015 Roosevelt Room

Time Activity Staff 2:00 – 2:15 Welcome / Introductions

New Facilitators Cathy McLeod Marcia Kolvitz

2:15 -‐ 2:45 Summit Overview • Summit goal / purpose• Who participates / how are they selected?• What do teams hope to accomplish?• What is pepnet’s role in the process?• Who are the Champions and what do they do?

Marcia Kolvitz

2:45 – 3:00 Break

3:00 – 4:30 Team Tools Taxonomy for Transition Programming Conceptualization Plan (with example) Work Plan Goal Attainment Scaling (with example)

• Overview of each tool• How are teams using these?• What do we need to do onsite regarding these

tools?

Jennifer Coyle Pauline Annarino Della Thomas

Wednesday January 21, 2015 Roosevelt Room Time Activity 9:00 -‐ 9:20 Welcome / Introductions / Overview

All Facilitators Cathy McLeod Marcia Kolvitz

9:20 – 9:45 World Café • What is it?• What will facilitators do during this time?• Discussion topic: What strategies are working that

support collaboration?

Marcia Kolvitz

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9:45 – 10:10 Small Group Discussions – Taxonomy • What is it?• What will facilitators do during this time?• Discussion topics: Issues listed on handouts plus

issues raised by participants.

Jennifer Coyle

10:10 – 10:30 Break

10:30 – 11:15 State Team Planning Time -‐ Parts 1 & 2 • What is it?• What will facilitators do during this time?• How will the two planning times be similar? How

will they be different?

Della Thomas Pauline Annarino

11:15 – noon Open Discussion • Lessons learned from past Summits• Troubleshooting strategies• Dealing with logistics

Marcia Kolvitz

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Building State Capacity to Address Critical Issues in Deaf Education:

Transition from Secondary Education to Postsecondary Options

Regency Ballroom Hyatt Regency Crystal City at Reagan National Airport

Wednesday January 21, 2015

Time Activity 1:30 – 1:45 pm Regency Ballroom

Welcome / Summit Overview Cathy McLeod, pepnet 2

2:00 -‐ 3:00 pm Regency Ballroom

Fireside Chat – Enhancing Collaboration among Stakeholder Groups Larry Wexler, OSEP and Carol Dobak, RSA

3:15 – 5:00 pm Regency Ballroom

World Café -‐-‐ What strategies are working that support collaboration?

Thursday January 22, 2015 Time Activity 8:30 – 8:45 am Regency Ballroom

Overview of the day’s activities

8:45 – 9:30 am Regency Ballroom

Implementation Strategies -‐ Scaling Up Dean Fixsen, SISEP

9:45 – 11:00 am Small groups

Knowledge Sessions Implementing a statewide needs assessment Stephanie Ray-‐Oyler, Dana Lattin

Potomac 1

Legal rights beyond the educational setting Tawny Holmes

Potomac 2

Assessing transition skills Jim Martin

Potomac 3

Parental engagement in the transition process Theresa Johnson, Gary Montgomery, Teresa Nold, Susan Rolinger

Potomac 4

Utilizing technology for access services Cindy Camp

Potomac 5

11:15 -‐ noon Regency Ballroom

Report-‐out from DECSEA and SCD pre-‐Summit affiliated meetings

noon – 1:45 pm Regency Ballroom

Working Collaboratively -‐ Large Group Presentation / Working Lunch Joanne Cashman, IDEA Partnership

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2:00 – 4:15 pm State team meetings

State Team Planning Time


Afternoon wrap-‐up

Friday January 23, 2015 Time Activity 8:30 – 8:45 am Regency Ballroom

Overview of the day

8:45– 10:00 am Small groups

Small group discussions

10:30– 11:30 am Regency Ballroom

Employment panel

11:45 am – 1:45 pm State team meetings

State Team Planning Time / Working Lunch


Next Steps

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Facilitated ActivitiesWorld Cafe

Day and Time of Activity: Wednesday, 3:15 – 5:00 Location: Ballroom at pre-‐assigned tables

Type of Activity: Significant group participation

Participants: 8-‐9 participants per table, 29 tables 2 Rounds

Purpose: Participants will answer the question: What strategies are working that support collaboration?

Learning Outcomes: At the end of the session, participants at each table will have generated 8 strategies that have supported collaboration.

Participant Tools: Flip Charts, Markers

Activity: Brief introductions and review “group instruction” reminders Activity will begin with the facilitator explaining the purpose and outcomes of this activity.

● 5 minutes -‐ Independently, each participant writes down strategies that haveworked for them that support collaboration (no more than 5) [In Round 2, they willhave the same list, but will need to take time to review what they have and tocompare with the table’s list]

● 5-‐10 minutes -‐ Participants become pairs of two and they share one idea fromtheir list

● 15 -‐ 30 minutes -‐ All participants come back to the group, assign a notetaker andeach pair shares 1 strategy that has facilitated collaboration in their state. Recordthese on the flip chart provided

Repeat process for Round 2, adding on the four items listed in Round 1

Group Instruction: ● Share Communication protocol● Explain the purpose and learning outcomes to the group● Encourage people to speak their mind● Encourage people to use examples, but not necessarily names

To further the conversation:

Facilitators should observe discussions and model pattern finding and questioning as well as “self talk” to problem solve. Questions and prompts to get conversations started:

● What were factors that contributed to the success?● What else could have been done to bring the success more quickly?● What advice would you give related to that success strategy?● Have you done anything with the structure of your meetings? Your participants?● Were you able to connect with upper management of your system to make things

happen?

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State Team Planning Time #1

Day and Time of Activity: Thursday, 2:00-‐4:15 Location: Assigned state team locations

Type of Activity: Significant team participation

Participants: Up to 5 state team members

Purpose:

State teams will review their accomplishments to date, assess their progress in the goal attainment scaling process, and outline plans for the final year of work.

Learning Outcomes: At the end of the session, participants will have discussed and recorded answers to: ● What did we accomplish and how do we know it? (Milestones and time-‐

referenced accomplishments)● What lessons did we learn, to date, through this process?● What challenges did the team encounter and how did the team mitigate them?● Are we confident that we will meet our GAS? To what extent or percent do we

feel that confidence?● Does the team have any evaluation data yet? What tools were used, or what

tools will be used? Do any tools still need to be developed?● List at least 1 positive take-‐away from this experience.

Participant Tools: One record sheet

Group Instruction: ● Share Communication protocol● Explain the purpose and learning outcomes to the group● Encourage people to speak their mind● Encourage people to use examples, but not necessarily names● In the last 30 minutes ask the group to note their responses on the record

sheet and to document what worked and what didn’t work

To Further the Conversation:

Facilitators should observe discussions and model pattern finding and questioning as well as “self talk” to problem solve.

Building State Capacity to Address Critical Issues in Deaf Education: Transition from Secondary Education to Postsecondary Options

pn2 Summit · January 21 – 23, 2015

State Team Planning Meeting #1 Thursday, 2:00 – 4:15 p.m.

State: ___________________________________________________________________________________________________________

Directions: Please read through the statements below and, as a group, rate your team’s progress. There are follow up questions for each statement. Please use this space to provide additional information about the statement, your rating, or your overall progress. When complete, please give to your facilitator. Thank you! This information will help pn2 continue to support your team’s work through the next year.

Did you verify your state’s information for the Summit webpage? Did you have your team picture taken?

Statement Disagree 1

Agree 2

Strongly Agree 3

1. We met our time-referenced objectives. 1 2 3 What activities did you do to accomplish those objectives?

2. Working as a state team has been valuable learning experience. 1 2 3 What lessons have we learned through this process?

3. We encountered challenges along the way. 1 2 3 What were some of those challenges and the strategies your team used to solve those challenges?

4. Our team’s progress can be measured accurately by our GAS. 1 2 3 What ratings would you give your team’s progress and why?

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Building State Capacity to Address Critical Issues in Deaf Education: Transition from Secondary Education to Postsecondary Options

pn2 Summit · January 21 – 23, 2015

State Team Planning Meeting #1 Thursday, 2:00 – 4:15 p.m.

State: ___________________________________________________________________________________________________________

Directions: Please discuss with your team and facilitator what worked and what didn’t work today and yesterday. This information will help pn2 continue to support your team’s work through the next year.

What Worked? What Didn’t?

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Small group discussions

Day and Time of Activity: Friday, 8:45-‐10:00am Location: Assigned small group locations

Type of Activity: Significant group participation

Participants: 7-‐13 participants, depending on a state’s chosen taxonomy category

Purpose: As teams begin to implement their plans, they will likely face unexpected twists and turns in the process. What are we learning from our work? What do we still need to know? These small group discussions will provide participants an opportunity to explore challenging issues that teams may face. Participants will share what their team has done and what they’ve learned in the process.

Learning Outcomes: At the end of the session, participants will have discussed/recorded answers to:

● What lessons did we learn, to date, through this process?● What challenges did teams encounter and how did they mitigate them?

Participant Tools: Issues posted by teams, Flip Charts, Markers, 3-‐2-‐1 form

Group Instruction: ● Share Communication protocol● Explain the purpose and learning outcomes to the group● Encourage people to speak their mind● Encourage people to use examples, but not necessarily names

To Further the Conversation:

Facilitators will have a starter topic, try to engage participation by asking: ● Have you experienced this? How have you tried to overcome it? What

worked, what didn’t?● Did anyone else have something similar?● What were some of the hardest things?● How did you overcome them?

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3...2...1… ResponseList 3 key points from the discussion:

List 2 uncertainties to share with your State Team (you would like to learn more about):

List 1 bold step to consider when designing your State Team Plan:

Session title: ______________________________________________________________________________________

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State Team Planning Time #2

Day and Time of Activity: Friday, 11:45-‐1:45pm

Location: Assigned state team locations

Type of Activity: Significant team participation

Participants: Up to 5 state team members

Purpose:

State teams will continue to review their accomplishments to date, assess their progress in the goal attainment scaling process, and outline plans for the final year of work.

Learning Outcomes: During this session, the teams should focus on these topics: ● What still needs to be done to reach our goals? Do the Conceptualization Plan

and Work Plan accurately (and adequately) address the work ahead?● Is the GAS realistic and appropriate? Does it give you data that will help you in

other endeavors?● Does the team have any evaluation data yet? What tools were used, or what

tools will be used? Do any tools still need to be developed? How will you usethis information to drive future planning?

Teams will also use part of this time to have a group photo taken and also verify the info about the team that is posted on the new Summit webpage.

Participant Tools: Flip Charts, Markers

Group Instruction: ● Share Communication protocol● Explain the purpose and learning outcomes to the group● Encourage people to speak their mind● Encourage people to use examples, but not necessarily names● Please inform participants Revised CP and GAS due to their State Champion

by February 1st

To Further the Conversation

How does this activity relate to your CP? How is this activity measured in your GAS?

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Summit Series 201п Denver

Date: January 2014

Initial Plan Authors: List all persons contributing to this document

Suzie Smith, Judy Jones and Johnny be Good

Check the corresponding box (choose only one)

Corresponding Taxonomy for Transition Category

! Student-‐Focused Planning

! Family Involvement

" Student Development

! Program Structure

! Interagency Collaboration

Long-‐Term Impact Statement:

What transition barriers is your Long-‐Term Impact Statement addressing?

Have limited exposure to transition. Don’t know about career options or training programs. Limited exposure to role models.

Why is this important? Everyone has the right to make informed decisions. In order to succeed as a self-‐sufficient adult, they need appropriate career and job training, independent living skills and related soft skills in which to be successful as a meaningful, employed member of society. Targeted and accessible training is needed in order for youth to make informed decisions.

State Team: State of Moving Forward

Put your statement here.

Deaf and hard of hearing individuals will experience a meaningful quality of life as employed member of society, as a result of receiving appropriate career and job training independent living skills and related soft skills.

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Why do you believe this? Literature has shown that if they have these tools/information, they shift from being dependent on others to self-‐supporting, contributing members of society.

Do you have supporting data or evidence or is your statement in response to “what you see”? and “what you know”?

From the results of our Post School Outcome data. It is important because it is one-‐year-‐out after completion. Data is not showing good results for our students. They are not in training, not working; they are sitting at home.

Goal Statement:

Does it speak of people and not things and activities?

Yes

Is it realistic and doable in the next 2-‐3 years? Yes

Do you believe that your state team, and other collaborators you bring into the project, will have the ability and resources to tackle this goal?

Yes

Has it been tried or addressed before? By who and what was the outcome and why?

Yes, had significant personnel changes, however it was quite awhile ago when resources were much more limited.

Broad-‐Based Strategies:


To better prepare deaf and hard of hearing students for successful transition from high school to the next phases of their lives by increasing their knowledge, skills and attitudes as they relates to transition resources, career and job training, access/accommodations and other essential services.


Host an annual statewide two-‐day transition fair for rising high school juniors and seniors. Fair will include a concurrent parent track.

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At first blush, what types of strategies might you need to employ? These are not detailed activities.

Assemble a planning team, find funding opportunities, identify venue, workshop topics and presenters, work with other collaborators, including parent organizations and teachers, etc.

Important Thoughts Students, parents and young deaf adults must be part of the planning process. Student would attend as both a junior and senior. Rising seniors can serve as peer mentors to the juniors.

Outcome Statement(s) and Measure(s)

Does your statement speak of people and not things and activities?

Yes

Do the outcomes establish the intended future condition that is the direct result of your state

Yes


Outcome Statement: By June 30, 2015 (and each subsequent year), as a result of attending one or more Transition Fairs, 40-‐50 deaf and hard of hearing students will:

• understand the importance of developing post-‐high school plans;• understand and embrace the importance of self-‐determination and advocacy when developing transition plans

for post-‐high school;• have a greater awareness of the education, training, and employment options available after completing high

school; and• have a greater knowledge of related resources.

Secondary Outcome Statement: Agencies and organizations will have a greater understanding of their state’s broad-‐based organizations, which will enhance their own service provision.

Outcome Measures: At completion of each Fair, 80% of students will indicate increased knowledge and more positive attitude regarding their plans for the future via pre/posts.

Upon graduation, 80% of students who attended the fair will possess ITPs that reflect application ofknowledge and skills learned at the Fair, such as increased student-‐driven contributions to their own plans,identification of a series of steps to be implemented post-‐high school, and self-‐stated motivation and/oraction toward completion of those steps.

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team’s goal? Can it be measured easily? Will take some time and need to be coordinated with teachers/counselors of participating

schools. Will need to identify specific criteria in which to measure and share with schools to incorporate into their transition plans early in our planning process.

Is it attainable and possible? Yes, when adequate funding. Do you have the ability and resources to achieve these outcomes?

Yes.

How will you know if you’ve accomplished your outcomes?

Transition Fair report that reflects demographics and process outcomes. Pre/Posts will inform learning that has occurred at the close of the Fair. Utilization of skills acquired at the Fair will be reflected in ITP plans. If possible, and we have access to records, a longer term follow-‐up will be conducted.

How will you measure the degree to which you achieved your goal?

We will need to create an objective devoted to evaluation.

Do your outcome measures include “measures”?

Possible Outputs and Products:

At first blush, do you anticipate any outputs or products being produced?

Yes


Transition Fair Planning Guide Repository of transition-‐related resources for teachers and parents. Presentation on the Fair at the annual State Deaf Ed. Meeting.

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Available Resources and Possible Collaborators:

Has there been previous work done around this same barrier that can apply to this plan?

Yes. We have old files from previous transition fairs. We’ve met twice to start to strategize.

Are there others who engaged in a similar plan that might become a collaboration or partnership?

Not sure. Need to check with the State Transition Office to learn of other similar activities being planned. Also check Junior NAD and AG Bell. Wonder if any colleges host this type of Fair?

Who will you need to bring into the project as state team adjuncts, partners and other collaborators?

Need to bring in VR and educators, if not already part of the team. Don’t forget community resources as ILS and job training centers, deaf/hard of hearing advocacy agencies, post-‐secondary institutions and parent organizations.

Have you already approached others with your plan?

Yes, we’ve approached XYZ Community College to learn what they are doing around transition, engage them in the project to learn of transition gaps, and see if they would serve as a venue.

Will you need to reconfigure your state team? No, but we will need to add several more (15-‐20?) additional Fair planning committee members. Are most of your needed resources personnel or fiscal?

25% personnel and 75% fiscal. As our group discussed this, it became clear that before moving forward, we needed to get a handle on the resources. One person suggested that should our “changed practice” be identifying a funding source that would fund this activity for a number of years. Should we rethink our goal or revise/scale up our activities over time?

On a scale of 1 – 5, how comfortable is your team in securing the resources needed?

“4” with personnel but “2” with the fiscal.


XYZ Community College, LUV R KIDS organization, Lions and Sertoma and local Center for Nonprofit Management, etc.

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Provide a six to seven sentence summary of your intended changed practice project. (You will be asked this again at the end of the Summit.)

Are you still thinking about the “student outcomes” rather than the activities?

YES!!!!

Do you believe in this conceptual plan? Why or why not?

Our students deserve only the best and, as such, we are committed. Yes, we think this Plan is doable.

Are you inside or outside of your comfort zone? In a comfort place for personnel but not for fiscal. If outside your comfort zone, what do you need to get into more into your comfort zone?

Need to become more aware of resources that can fund this project long-‐term. Will feel better when a full planning team is assembled.

What technical assistance do you anticipate seeking from pn2?

Help us identify materials that are currently available. Help us learn more about seeking and obtaining new or different funding. Help us stay on track and meet our milestones.


This State Plan is designed to increase deaf and hard of hearing students’ ability to successfully transition from high school to the next phases of their lives, as well as increasing the collaborating entities’ understanding of their state resources and enhancing their own service provision. The Plan calls for the development and implementation of an ongoing Transition Fair of rising high school juniors and seniors that is done as a collaborative endeavor with multiple partners. The first fair is scheduled for June 2015.

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Summit Series 2015 Washington, DC

Date: January 2014

Initial Plan Authors: List all persons contributing to this document



! Student-‐Focused Planning ! Family Involvement

! Student Development

! Program Structure ! Interagency Collaboration

Long-‐Term Impact Statement:

What transition barriers is your Long-‐Term Impact Statement addressing? Why is this important? Why do you believe this? Do you have supporting data or evidence or is your statement in response to “what you see”?

State Team:


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and “what you know”?

Goal Statement:

Does it speak of people and not things and activities? Is it realistic and doable in the next 2-‐3 years? Do you believe that your state team, and other collaborators you bring into the project, will have the ability and resources to tackle this goal?

Has it been tried or addressed before? By who and what was the outcome and why?


At first blush, what types of strategies might you need to employ? These are not detailed



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activities.

Outcome Statement(s) and Outcome Measure(s)

Does your statement speak of people and not things and activities? Do the outcomes establish the intended future condition that is the direct result of your state team’s goal? Can it be measured easily? Is it attainable and possible? Do you have the ability and resources to achieve these outcomes? How will you know if you’ve accomplished your outcomes? How will you measure the degree to which you achieved your goal? Do your outcome measures include “measures”?


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Possible Outputs and Products:

At first blush, do you anticipate any outputs or products being produced?

Available Resources and Possible Collaborators:

Has there been previous work done around this same barrier that can apply to this plan? Are there others who engaged in a similar plan that might become a collaboration or partnership? Who will you need to bring into the project as state team adjuncts, partners and other collaborators? Have you already approached others with your plan? Will you need to reconfigure your state team?



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Are most of your needed resources personnel or fiscal? On a scale of 1 – 5, how comfortable is your team in securing the resources needed?

Provide a six to seven sentence summary of your intended changed practice project. (You will be asked to review this again at the end of the Summit.)

Are you still thinking about the “student outcomes” rather than the activities? Do you believe in this conceptual plan? Why or why not? Are you inside or outside of your comfort zone? If outside your comfort zone, what do you need to get into more into your comfort zone? What technical assistance do you anticipate seeking from pn2?


STATE TEAM WORKING PLAN

Summit Series 2015 Washington, DC

Date: January 2014 List all persons contributing to this document

Initial Plan Authors:



! Student-‐Focused Planning

! Family Involvement

! Student Development

! Program Structure

! Interagency Collaboration

Goal Statement:

State Team:

Copy from your Conceptualization File

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Outcome Statement(s) and Outcome Measure(s)


ACTION STEPS

Time-‐Referenced Objective/ Outcome:

Activity Responsible Party

Additional Resources

Milestones Any Outputs? Funding Needs

By ( date ), what outcome will be achieved?



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No, you are not done yet.

To help you, pn2 and OSEP assess progress and success, please complete the Goal Attainment Scaling Form.

As mentioned earlier, do know that outcome findings will be compiled as confidential and reported in aggregate. Your state’s performance will not be individually judged. Do know that pn2 will be using this data to assess its own success, as will OSEP use it to assess the effectiveness of and need for future Summits.


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GAS Form 35

GOAL ATTAINMENT SCALING FORM Example

STATE TEAM: State of Moving Forward DATE: January 2015

AUTHORS: Sue, Judy and Johnny

TAXONOMY: (Check as noted in your Conceptualization Plan)

! Student-‐Focused Planning ! Program Structure ! Family Involvement ! Interagency Collaboration ! Student Development

Please provide your six to seven sentence summary of your intended changed practice plan. (Copy from Conceptualization Plan)

Example: This State Plan is designed to increase deaf and hard of hearing students’ ability to successfully transition from high school to the next phases of their lives, as well as increasing the collaborating entities’ understanding of their state resources and enhancing their own service provision. The Plan calls for the development and implementation of an ongoing Transition Fair of rising high school juniors and seniors that is done as a collaborative endeavor with multiple partners. The first fair is scheduled for June 2015.

YOUR GOAL STATEMENT

What is your state’s overall goal statement? (Copy from Conceptualization Plan)

Example: To increase deaf and hard of hearing students’ knowledge, and improve their skills and attitudes as they relate to transition resources, career and job training, access/accommodations and other essential services.

What is your outcome measure for your state’s overall goal statement? (Copy from Conceptualization Plan)

Example: Upon graduation, 80% of students who attended the state Transition Fair will possess ITPs that reflect application of knowledge and skills students learned at the Fair.

GAS Form 36

Please choose 1 time-‐referenced objective/outcome that will help you accomplish your state’s overall goal. (Copy from Work Plan-‐-‐Action Steps) Feel free to add one more objective/outcome; however, it is not required.

Time-‐referenced objective/outcome #1 – to be achieved by January 2015:

Example: An evaluation plan will be collaboratively designed by the primary stakeholders (State Team, teachers, pn2 support, etc.), 75% of schools who send students to the Fair will indicate commitment to the project and incorporate the identified evaluation criteria into their transition plans.

Time-‐referenced objective/outcome #2 (Optional) – to be achieved by January 2016:

Example: 80% of D/HH students who attended the state Transition Fair will demonstrate higher levels of self-‐determination and advocacy as measured by pre/post assessments conducted at the Fair.

YOUR SCALE FOR SUCCESS

Your goal attainment scale will go from -‐2 to +2. Each rating point is defined as:

+2 Much more than expected level of performance +1 On target or somewhat more than expected level of performance 0 In or around expected level of performance -‐1 Somewhat less than expected level of performance -‐2 Much less than expected level of performance

What is your state’s scale for success for the outcome measure for your state’s overall goal?

If your outcome measure is that upon graduation, 80% of students who attended the fair will possess ITPs that reflect application of knowledge and skills students learned at the Fair, your scale might look like:

+2 90% or more of student ITPs will reflect knowledge and skills students gained at the fair.+1 80-‐89%% of student ITPs will reflect knowledge and skills students gained at the fair. 0 70-‐79% of student ITPs will reflect knowledge and skills students gained at the fair. -‐1 60-‐69% of student ITPs will reflect knowledge and skills students gained at the fair. -‐2 Less than 60% of student ITPs will reflect knowledge and skills students gained at the fair.

GAS Form 37

What is your state’s scale for success for timeF referenced objective/outcome #1 – to be completed by January 2016?

If your time-‐referenced objective/outcome #1 is that an evaluation plan will be collaboratively designed by the primary stakeholders (State Team, teachers, pn2 support, etc., and that 75% of schools who send students to the Fair, will indicate commitment to the project and incorporate the identified evaluation criteria into their transition plans, , your scale might look like:

+2 86% or more of participating schools will adopt and use the evaluation tools. +1 75% -‐ 85% of participating schools will adopt and use the evaluation tools. 0 60-‐74% of participating schools will adopt and use the evaluation tools. -‐1 40-‐59% of participating schools will adopt and use the evaluation tools. -‐2 Less than 59% of participating schools will adopt and use the evaluation tools.

What is your state’s scale for success for time-‐referenced objective/outcome #2 – (Optional) – to be completed by January 2016?

If your time-‐referenced objective/outcome #2 is that 80% of D/HH students who attended the state Transition Fair will demonstrate higher levels of self-‐determination and advocacy as measured by pre/post assessments conducted at the Fair, your scale might look like:

+2 90% or more of D/HH students attending the Fair will demonstrate increased knowledge and skills in the areas of self-‐determination and advocacy as evidenced on Fair pre/post assessments.

+1 80-‐89% of D/HH students attending the Fair will demonstrate increased knowledge and skills in the areas of self-‐determination and advocacy as evidenced on Fair pre/post assessments.

0 70-‐79% of D/HH students attending the Fair will demonstrate increased knowledge and skills in the areas of self-‐determination and advocacy as evidenced on Fair pre/post assessments.

-‐1 60-‐69% of D/HH students attending the Fair will demonstrate increased knowledge and skills in the areas of self-‐determination and advocacy as evidenced on Fair pre/post assessments.

-‐2 Less than 60% of D/HH students attending the Fair will demonstrate increased knowledge and skills in the areas of self-‐determination and advocacy as evidenced on Fair pre/post assessments.

GAS Form 38

GOAL ATTAINMENT SCALING FORM

STATE TEAM: DATE: January 2015

AUTHORS:

TAXONOMY: (Check as noted in your Conceptualization Plan)

! Student-‐Focused Planning ! Program Structure ! Family Involvement ! Interagency Collaboration ! Student Development

Please provide your six to seven sentence summary of your intended changed practice plan. (Copy from Conceptualization Plan.)

YOUR GOAL STATEMENT

What is your state’s overall goal statement? (Copy from Conceptualization Plan)

What is your outcome measure for your state’s overall goal statement? (Copy from Conceptualization Plan)

GAS Form 39

Please choose 1 time-‐referenced objective/outcome that will help you accomplish your state’s overall goal. (Copy from Work Plan—Action Steps). Feel free to add one more objective/outcome; however, it is not required.

Time referenced objective/outcome #1 – to be achieved by January 2015:

Time referenced objective/outcome #2 (Optional)

YOUR SCALE FOR SUCCESS

Your goal attainment scale will go from -‐2 to +2. Each rating point is defined as:

+2 Much more than expected level of performance +1 On target or somewhat more than expected level of performance 0 In or around expected level of performance -‐1 Somewhat less than expected level of performance -‐2 Much less than expected level of performance

What is your state’s scale for success for the outcome measure for your state’s overall goal?

+2

+1

0

-‐1

-‐2

GAS Form 40

What is your state’s scale for success for time-‐referenced objective/outcome #1 – to be completed by January 2015?

+2

+1

0

-‐1

-‐2

What is your state’s scale for success for time-‐referenced objective/outcome #2 –(Optional)

+2

+1

0

-‐1

-‐2

Facilitator manual 2015

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