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
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Purpose
1. To share and discuss CSO & CAP guides
– Purpose, target groups served, differences,
similarities
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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;
–
–
–
–
–
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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
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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.
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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 )
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Purpose, target groups served,
differences, similarities
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Background of the Guides
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•
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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 2012Transition Academy
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Introduction CAP
• These programs, sometimes referred to as 1821 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.
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Independent
living,
Transition
skills,
Functional
skills in real
life settings
Transition Academy
Participate
For 1821olds with
significant
disabilities
Gain Skills
Program Goal
Community Advantage Program CAP
Ageappropriate
activities in
their
communities
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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
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Independent
living, social
skills,
employment
and self
advocacy in
real life
settings
Transition Academy
Participate
For 18-21olds
with
disabilities
Gain Skills
Program Goal
Community Services Option CSO
Ageappropriate
activities in
their
communities
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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.
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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 vocationaltechnical schools, houses, offices, and businesses.
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“Use this document as a
framework.”
Do not let the document limit your
thinking. (page 5 CSO)
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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.
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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.
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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.
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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)
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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)
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Added CSO questions
• What is the school’s 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.
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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 student’s Individualized
Educational Program (IEP).
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CSO Goal
The overall goal of these services are to provide
students with disabilities ages 18-21,
transition-focused services within a communitybased environment based
on each student’s Individualized Educational
Program (IEP).
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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
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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
student’s home community
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Objectives
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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..
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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
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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: Lion’s 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 student’s individual needs
will be addressed through these services.
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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
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Assemble Committee
• Director of Special
Education
• Teachers
• Principal
• Parents
• Transition Specialists
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•
•
•
Transition Academy
Related services
personnel
Adult Community
Agency Personnel
Vocational
Rehabilitation
Counselors
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Committee Activities
•
•
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•
Designate committee team leader
Review Needs Assessment Tools
Create timeline for meetings
Create a purpose statement
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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
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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 communitybased services outside of the high school.
• Review District Policy and its’ possible impact on
service implementation
• Define unfamiliar terms
• Other
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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.
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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.
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Conduct Needs Assessment
• Compile needs assessment data
• Complete review questions with
committee
• Identify areas of change
• Identify student needs
• Survey parents
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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.
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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
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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
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Transition
Academy
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Resources
team
with Liz Kennedy Transition coordinator
Analyzing the Data for CAP
and Identifying Program Goals
Students
In
Community
In School
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In School
•
•
•
•
•
•
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•
•
Educational Setting
Instructional support
Inclusive opportunities
Employment
Recreation
Adult agency eligibility
Travel ability
Parent involvement
Other
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Outside the School
•
•
•
•
•
•
•
•
•
Community Resources
Services for Individual Students
Employment
Independent Living
Post secondary Ed
Vocational Ed
Continuing Ed.
Parent services
Other
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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.
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Development of Program Goals
Top
Priorities,
Objectives &
Questions
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Assess
In school &
Community
Identify
Students
Needs
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Develop
CAP
Goals
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Identifying What’s Most Important
Needs
Goals/
Assessment Objectives
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Priorities
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Write Action Plan
Write meaningful Goals for CAP & CSO
program
Create plan for changes
• in high school
• to occur outside of high school
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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
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What is Needed For This To Work
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Administrative Support
Funds Available
Community Options
Time to work and collaborate
Parent Awareness
Professional development for teachers and staff
Interagency Coordination
Parent involvement
•
•
•
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Program evaluation
CAP & CSO
Assessment
Data
Evaluation
Implementation
Collaboration
Goals
Plan
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Elements
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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?
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To develop and support programs for
18-21 yr. old students with disabilities
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QUESTIONS?
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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
• 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.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.
•
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
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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.
•
•
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
A New Way of Thinking Guide 2011,
Steve Gilles and Pam Jenson, CESA #2 Transition Consultant 608-921-1400
pamjenson@cesa2.k12.wi.us
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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, CESA’s
#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.
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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.gov
And for CAP contact either
Sandy Berndt, Consultant
608-332-2782,
gsberndt@frontier.com
Steve Gilles, Consultant
608-335-8363
gilles4@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
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