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Transition Compliance to Quality

The Planning and Implementation Process for Students with Disabilities in High Incidence Populations

Dr. Vickie J MitchellThe Garrett CenterSam Houston State University

Objectives

Implementing a Results-Oriented ProcessWhat Do We Already Have?What Do We Need?Who Does This?Monitoring the ImplementationResources For You

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IMPLEMENTING A RESULTS-ORIENTED PROCESS

TRANSITION SERVICES

State Performance Plan

Indicators 1, 2, 13, and 14Graduation Rate & Dropout RateSPP I-13 is the PaperworkSPP I-14 is the Results

IMPLEMENT THE PROCESS CORRECTLY, DOCUMENT IT ACCURATELY AND RESULTS WILL HAPPEN

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SPP REPORT TO DOE – AUGUST 2017

SPP INDICATOR 14 FOR TEXAS

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UNCLE SAM NEEDS YOU!

• Texas cannot improve until each school district improves

• Uncle Sam Houston needs you to help your students and help Texas

What are the SPP I-14 Results?

What are the Indicator 14 results for your school district?Who has them?How do you find them?Why do you need them?

Establishing Your BenchmarkAim for 100%

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Indicator 13 Checklist & Guidance

TEA Websitehttps://tea.texas.gov/Academics/Special_Student_Populations/Special_Education/Data_and_Reports/General_Information_-_SPP_Indicator_13/

Indicator 13 Checklist & Guidance

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Indicator 13 Checklist & Guidance

NOTICE ANYTHING?

• Sources is plural• Does not say the

form on the Sped Software Program

• Includes student/ parent information

WHAT DO WE ALREADY HAVE?TRANSITION ASSESSMENTS

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General Education: Employment

Career & Technical Education ClassesPre/Post Test in CTE Classes

General Education Vocational AssessmentsKUDERASVABCareer CruisingNavianceEtc.

General Education: PS Education

AcademicEnd of Course Exams (Strengths/Needs)Course assignments: which grades and courses do they occur in (Career Report in Social Studies or Report on PS Ed institution choice for English III)

Postsecondary ExamsSAT/ACTTexas Success Initiative (TSI)Accuplacer, etc.

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General Education: Independent Living

Driver’s Education ExamTime Management Learning StylesHealth Issues (Self-Management)

How do I assess students in IA 40 or 41

The challenge is finding time to assessment students in full inclusionThe goal is to add to the information database that helps the student make informed decisionsThe assessment(s) selected must match the questions that I have to gather information that helps the student plan for his/her future

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Word of Advice

Do NOT and I repeat DO NOT….

reinvent the wheel and duplicate effort

SPED: Employment What did you learn from reviewing the general education assessment results?Does the student already know what he wants to do?

He wants to be a welder?Is he is CTE? Why or why not?If he IS, get information from the CTE teacher on aptitude, ability, preferences, and needs.If he is NOT, why not? What information is needed?

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SPED: Employment If he truly does not know what he wants to do, then the question is not what special ed can do.That is NOT your first question.

What about the Counseling Office?Do you have a Career Center?

If it is SPED:O’Nethttps://www.onetcenter.org/AP.html

SPED: Employment If it is SPED:

O’Net Ability Profiler• https://www.onetcenter.org/AP.html

SD – Self-Determination skills are needed to be successful in employment, postsecondary education, and life in general.

• AIR Self-Determination Scale• Zarrow Center, University of Oklahoma• http://www.ou.edu/education/centers-and-

partnerships/zarrow/self-determination-assessment-tools/air-self-determination-assessment.html

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SPED: Employment

ProEd Informal Assessments in Transition PlanningEmployment and Career Planning$35.70 ebook$47.00 book

SPED: Employment

“CIPSI”. (2012) Gary Clark, et al. Strengths, needs, preferences, & interests.

Aligned with DOE CTE Clusters

15 to 30 minutes

$124.95 for 50 electronic tests

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SPED: Employment - Middle/Junior HS

SDS (Self-Directed Search)30 minutes to take

Self-assessement

$72 for 35 and teacher edition

SPED: Employment - THE FVE?

Is there such a thing as “the need” for an FVE for a student who is in full inclusion or resource?FIRST – if you say “NO”, then you are making “blanket decisions” based upon disability and not decisions based upon “need”.What would that look like?

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SPED: Postsecondary Education

Online Pre-Test TSI, ACCUPLACER, COMPASS

Guide to Assessing College ReadinessFree and onlineWorks best in early high school yearshttps://www.iidc.indiana.edu/styles/iidc/defiles/INSTRC/Webinars/College-Readiness_Assessment.pdf

SPED: Postsecondary Education

ProEd: Postsecondary Education and Training.$47.00Big PictureAcademic NeedsNon-Academic Needs

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SPED: Independent LivingCasey Life Skills

Free and onlinehttp://caseylifeskills.force.com/clsa_learn_provider

Parent Transition SurveyFree, online, English & SpanishAll areas of assessmenthttps://transitioncoalition.org/blog/tc-materials/the-new-parent-transition-survey/

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www.gottransition.org

Health Care Transition Tools & Resources

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http://www.gottransition.org/resources/index.cfm#selfcaremanagement

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Confidentiality

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Texas Medical Records Privacy Act:Effective September 1, 2012Provides additional protections and is broader in scope than HIPAAApplies to any individual, business or organization that obtains, stores or possesses public health informationIndividual authorization to disclose public health information is requiredwww.texasattorneygeneral.gov/cpd/state-and-federal-health-privacy-laws

Disclosure

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https://www.dol.gov/odep/pubs/fact/ydw.htm

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Autism Speaks

Community-Based LivingDivided into 8 areas including: Employment, SD, health, safety, relationships, community participation, transportation, etc.Free and onlinehttps://www.autismspeaks.org/family-services/community-based-skills-assessment

WHAT DO WE NEED?TRANSITION SERVICES

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Students with High Incidence DisabilitiesGather existing dataWhat else do you need?

Pull the assessment(s) based on the question(s)Meaningful Student & Parent Input/Involvement

Does not occur at the IEP MeetingSend homeIf you don’t get it back, then callSend at the beginning of the year with other itemsExtra credit assignments – Student/Parent Interview

A Student-Led Parent Interview

© 2017. Garrett Center, Sam Houston State University; Huntsville, Texas. All rights reserved.

EXTRA CREDIT ASSIGNMENT: I would like to ask you some questions about me. There are no right or wrong answers. The questions that I will ask will help me learn from you what you have seen as my strengths to be successful as an adult. I will also ask questions about planning for my future. Participant Information Student Name: Parent Name:

Date:

Strengths: What do you think are my strengths that will help me be successful in a job? a. c. b. d.

Can you give examples of what I did that helped you see my strengths? _______________________________________________________________________ Interests: Based upon my strengths, what jobs do you think I would enjoy & be good at? a. c. b. d.

Do we Agree? (1) If you and your parents agree about a job you might like, talk about why you both it as a good job for you. (2) If you were thinking about a different type of job, explain why you prefer a different job. (It is okay to have different visions about jobs.) _______________________________________________________________________ _______________________________________________________________________ Postsecondary Education or Adult Training: Can you help me plan how to get the training for the jobs. Do I need college? Vocational Job Training? Name one you might attend. College/University: b. Job Training:

Employment Experience: (1) Talk with your parents about the possibility of getting a job while in high school. (2) If you already have a job, talk with your parents about whether or not the job matches your career goals. Is there a job that would be a better match? __________________________________________________________________________ __________________________________________________________________________

Matching Activities: Courses: Talk to your parents and brainstorm the courses you could take in high school that will help you get the type of job you want as an adult. _______________________________________ _______________________________________________________________________________ Extra-curricular Activities: What clubs at school or in the community might help you gain skills for the future? ______________________________________________________________________ _________________________________________________________________________________

STUDENT-LED PARENT INTERVIEW Informal Transition Assessment

• Extra Credit Tool

• Develops Parent Involvement

• Facilitates Parent Input

• Does not take up class time for students in inclusive settings

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WHO DOES THIS?TRANSITION SERVICES

It Depends

Preferably … NOT the DiagnosticianDiagnosticians do not have time to create the relationship that can help students high school experiences with future goals

Preferred … Teacher/Case ManagerMonitoring the IEP is their job!!!

3rd: Transition Specialist/VAC

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NEXT STEPS

What assessments are already given to all students?What other information do you need?What assessment tools do you already have?What are you missing that you need to order?Sit with the special education team and develop a more effective process for implementing Transition Assessment.

THANK YOU FOR COMING

Dr. Vickie J MitchellThe Garrett Center on Transition & Disability StudiesSam Houston State University936-494-9080vmitchell@shsu.edu