University of Kansas
Department of Special Education
Best Practices in Transition: Getting Best Practices in Transition: Getting from Compliance to Quality from Compliance to Quality
ServicesServices
Best Practices in Transition: Getting Best Practices in Transition: Getting from Compliance to Quality from Compliance to Quality
ServicesServices
NSSEO Institute DayJanuary 22, 2008
Dr. Mary E. [email protected]
http://www.transitioncoalition.org
AgendaAgenda
8:30-10:30 Overview of IDEA 2004 & Transition (pretest)
10:30-11:00 Break
11:00-1:00 Quality Indicators of Transition (posttest)
Critical Elements of TransitionCritical Elements of Transition
Transition to Adulthood
Transition
Assessment
Family Involvement
StudentInvolvementCurriculum
&Instruction
Inclusion,Access &
Accountability
Interagency
&
Community
Services
Transition Planning & IEP
Transition was included in IDEA because the first special education students to exit high school were successful in achieving positive postschool adult outcomes such as living on their own, having a well-paying job, and attending postsecondary education in record numbers.
Correct answer is: FALSE.
Beginning in the mid-1980’s, the U.S. Department of Education recognized that the first group of students who had been all the way through special education were leaving school and unsuccessful in adult life. Unemployment, lack of enrollment in postsecondary education, continued dependence on parents, social isolation, and lack of involvement in community-based activities were found among young adults with disabilities.
TRUE FALSE
Many curricula and programs do not support students with disabilities in developing essential adult-life skills.
Correct answer is TRUE
Post-school outcome research indicates that the current special education curriculum, instruction, and planning are not meeting students' needs. The National Longitudinal Transition Study-2 has reported that while outcome for many youth with disabilities is improving, they often do not learn or use the skills in their school programs that they need to achieve productivity, empowerment, and independence.
TRUE FALSE
Students with disabilities transitioning from school to adult life are not often supported by effective interagency collaboration.
Correct answer is TRUE
Limited levels of service coordination and collaboration among schools and community service agencies have created difficulties for students with disabilities in achieving positive post-school results (Johnson, et al., 2002). In many circumstances, students with disabilities leave school without appropriate community supports necessary to achieve successful adult outcomes. Many students remained at home with nothing to do because they were on long waiting lists for adult services.
TRUE FALSE
Students with disabilities are more likely to remain in school and graduate from high school than their peers without disabilities.
Correct answer is FALSE
Dropping out of school is one of the most serious problems facing special education programs across the country. Almost 1/4 of all youth with disabilities exit the school system by dropping out. Youth with ED have the highest drop out rates (from 21% to 64% - twice the rate of nondisabled students). The drop out rate for students with learning disabilities averages 25% (National Center for Education Statistics, 2001). Reasons include: lack of credits to graduate, no parental support for education, inappropriate social interactions. Dropouts have fewer options for employment and usually end up in entry level, low-paying positions.
TRUE FALSE
Focusing on Transition Changes How We Provide Services
Focusing on Transition Changes How We Provide Services
• Transition is Results-Oriented
• Transition is Coordinated
• Transition is Student-Centered
• All activities & services within the school = course of study
• Link with agencies and service providers providing transition services
• Work with outside agencies (including inviting to IEP meetings).
• Reauthorization of Rehab. Act
• Postecondary ed., living, employment, and full participation in the community
• Accountable for programs leading to successful outcomes
• IEP reflects what the student is expected to know or be able to do
• IEP = transition IEP
• Based upon "student strengths & needs, taking into account student preferences and interests“
• Focus on the vision for the future
• Dreams should be at the center of transition planning
• Students must be actively involved in educational and transition planning
The IDEA 2004 Transition requirements focus on critical elements of transition:The IDEA 2004 Transition requirements focus on critical elements of transition:
• How we define “transition services”• How we make decisions about transition
services based upon appropriate assessments
• What is required in a student’s IEP related to transition
• How we summarize transition performance when students are graduating or exiting school.
IEP Results Process for Transition Services
(adapted from: O’Leary, 2005)
IEP Results Process for Transition Services
(adapted from: O’Leary, 2005)
Step 1: Measurable Postsecondary Goals
Step 2: Present Levels of Academic Performance
Step 3: Needed Transition Services
Step 4: Annual IEP Goals
a. Course of Study
b. Needed Services:
• Instruction
• Related Services
• Community Experiences
• Employment and other post-school adult living objectives
• Daily Living skills & Functional Vocational Assessment (when appropriate)
Age Appropriate Transition Assessments
• Education or Training
• Employment
• Independent Living
Step 5:
Summary of Performance
Definition of Transition ServicesDefinition of Transition Services
“a coordinated set of activities for a student that –
(A) is designed to be within a results-oriented process that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation.”
(B) based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests; and
(C) includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and when appropriate, acquisition of daily living skills and functional vocational evaluation. (Section 602, (34).
Definition of Transition ServicesDefinition of Transition Services
Beginning no later than the first IEP in effect when the student turns 16 and annually
thereafter –
Beginning no later than the first IEP in effect when the student turns 16 and annually
thereafter –
A student's IEP must include appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and where appropriate, independent living skills. The IEP must include those transition services (including courses of study) needed to assist the student in reaching postsecondary goals. (Section 614)
What do “measurable postsecondary goals” mean?
What do “measurable postsecondary goals” mean?
• Goals stated so that we can measure the extent to which they were achieved & schools role in planning
• We are NOT talking about IEP goals (“measurable annual goals”)
• We are talking about postschool outcomes explicitly stated and then planned for with: 1. transition assessment, 2. transition services, 3. IEP goals, 4. interagency collaboration to ensure most likely achievement
• Education/training & employment are required
Examples (from NSTTAC):
Upon completion of high school…• I will enroll in the Associates Degree
program at Ocean County Community College in August of 2009. (separate, education/training)
• I will get my undergraduate degree in history and education, to become a high school social studies teacher. (combo: education/training & employment)
• Paulo will independently prepare for work each day by dressing, making his bed, making his lunch, and accessing transportation. (separate, independent living)
For younger students….• I will work with animals• I will go to school to learn about
computers• I will live in my own apartment with a
roommate
Ed O’Leary (2006)
Measurable Postsecondary Goals Activity: Concept Diagram
Measurable Postsecondary Goals Activity: Concept Diagram
• After graduation, Tamara would like to attend college to become a certified nursing assistant.
• Related to attending college• Written as statements that can be
measured• Based on an interview with Tamara,
she stated that she will buy and independently maintain a vehicle upon completion of high school.
• Take place after high school• Statements are always in first
person (I)• Include Independent Living• Take place during high school• Include teacher’s perspective• Focus on deficits and needs of the
student• Goals a student has for after high
school
• Include Education/Training• After graduation, Tamara will attend
college part-time, taking courses to become a certified nursing assistant.
• Upon completion of high school, Tamara’s IEP team has determined that she will work at the local nursing home.
• Tamara will take driver’s education.• Upon completion of high school, I
(Tamara) will expand my hours at the local nursing home to 30 hours per week.
• Postsecondary goals are measurable goals that a student is preparing to achieve after leaving high school in the areas of education/training, employment, and when appropriate, independent living.
• Postsecondary goals
Transition services (including courses of study)
Transition services (including courses of study)
Transition services must be based upon the student’s needs, strengths, preferences and interests and focus on the desired postsecondary goals for the student.
The transition services that must be considered by the IEP team during the planning process include: instruction, community experiences, related services, the development of employment and other post-
school adult living objectives, and when appropriate, acquisition of daily living
skills and functional vocational evaluations.
Courses of StudyCourses of Study
• “multi-year description of coursework to achieve a student’s desired postschool goals”
• “meaningful to the student’s future and motivate the student to complete his or her education”
• “attention on how the child’s educational program can be planned to help the child make a successful transition to his or her goals for life after secondary school”
(O’Leary, 2005).
One year before the student reaches the legal age of majority:
One year before the student reaches the legal age of majority:
• Beginning not later than one year before the student reaches the age of majority under State law… students and parents are to be notified of the specific rights which will transfer to the student once he or she turns 18 & documentation must be found in the IEP.
• Documentation of this notification must be included in the IEP at this time. - Notification of meetings- Notification and consent for evaluation- Selection of participants of IEP meetings- Approval of the contents of the IEP- Approval regarding change of placement
Transition Assessment
• Embedded w/in Present Levels
• Transition prompts for reporting information
• Formal and Informal Assessments Reported
Measurable
Postseconda
ry Goals
Transition Services:
• Instruction
• Community Experiences
• Related Services
• Employment
• Other Adult Living
• Daily Living
• Functional Vocational Assessment
• Activities, Strategies & Assessments
• Goals and Objectives
• Courses for that year
• To-do List
• Interagency Linkages
• Transition Assessments
Annual IEP Goals
• Tied directly to postsec. Goals
• Academic goals embedded w/in postsec. goals
• Progress monitoring = transition assessments
Caught in Transition…Caught in Transition…
A comprehensive evaluation..
“shall not be required before the termination of a child's eligibility under this part due to graduation from secondary school with a regular diploma.”
SUMMARY OF PERFORMANCE
“… a local educational agency shall provide the child with a summary of the child's academic achievement and functional performance, which shall include recommendations on how to assist the child in meeting the child's postsecondary goals.”
IDEA 2004 Sec. 614c (5)
(i) a member of the student’s IEP Team … shall provide the student with a written Performance Summary;
(ii) … be based on a historical review of functional assessment and evaluation data as well as an interpretation of the effectiveness of accommodations and supports;
(iii) … specify information and data that documents the student’s disability; provide information on the nature and extent of academic and functional limitations caused by the disability; and provide information on the effectiveness of accommodations, supports and assistive technology previously used to reduce the functional impact of the disability.
(iv) the Performance Summary should include, whenever possible: (a) the most recent evaluations or data that support the narrative above; and (b) student input regarding the functional limitations of her/his disability and use and effectiveness of accommodations and supports.
For a student whose eligibility terminates due to graduation from secondary school or exceeding the age eligibility for a free appropriate education under State law:
For a student whose eligibility terminates due to graduation from secondary school or exceeding the age eligibility for a free appropriate education under State law:
SOPs on TC site
• Family Members
• Student• Education personnel• School support staff• Community members
Who should participate in transition planning & IEPS?
• Peers and friends• Administrators• Postsecondary Ed.
staff• Community Service
Providers
Who is Responsible for Transition Outcomes?Who is Responsible for Transition Outcomes?
In the case where a participating agency, other than the educational agency, fails to provide agreed upon services, the educational agency shall reconvene the IEP team to identify alternative strategies to meet the transition objective.
Indicator 13(IEPs and Postsecondary Goals)
Indicator 13(IEPs and Postsecondary Goals)
Percent of youth aged 16 and above with an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the child to meet the postsecondary goals. [20 U. S. C. 1416 (a)(3)(B)]
From: D. Test (2006) http://www.nsttac.org/
NSTTAC Indicator 13 Checklist NSTTAC Indicator 13 Checklist
1. Is there a measurable postsecondary goal or goals that covers education or training, employment, and, as needed, independent living?
2. Is (are) there annual IEP goal(s) that will reasonably enable the child to meet the postsecondary goal(s)?
3. Are there transition services in the IEP that focus on improving the academic and functional achievement of the child to facilitate their movement from school to post-school?
4. For transition services that are likely to be provided or paid for by other agencies with parent (or child once the age of majority is reached) consent, is there evidence that representatives of the agency(ies) were invited to the IEP meeting?
5. Is there evidence that the measurable postsecondary goal(s) were based on age-appropriate transition assessment(s)?
6. Do the transition services include courses of study that focus on improving the academic and functional achievement of the child to facilitate their movement from school to post-school?
Does the IEP meet the requirements of Indicator 13? (Circle one)– Yes (all Ys or NAs are circled) – No (one or more Ns circled)
Indicator 13 ExampleAdapted from: NSTTAC
Indicator 13 ExampleAdapted from: NSTTAC
1. Measurable Postsecondary 1. Measurable Postsecondary Goal:Goal:
Upon completion of high school, Upon completion of high school, John will enroll in the general John will enroll in the general Associates Degree program at Associates Degree program at Ocean County Community College Ocean County Community College in August of 2009. in August of 2009.
2. IEP Goal:2. IEP Goal:Given information Given information about community about community college programs, college programs, John will John will demonstrate demonstrate knowledge of the knowledge of the college’s admission college’s admission requirements by requirements by verbally describing verbally describing these requirements these requirements and identifying and identifying admission deadlines admission deadlines with 90% accuracy with 90% accuracy by November, 2006.by November, 2006.
3. Transition Services:3. Transition Services:• Use of guided notes for lessonsUse of guided notes for lessons• Use of Assistive technology such Use of Assistive technology such asas audio-taped texts for English 12audio-taped texts for English 12• Instruction related to advocating Instruction related to advocating for needed accommodationsfor needed accommodations• Vocational Rehabilitation referral Vocational Rehabilitation referral to determine eligibility for tuition to determine eligibility for tuition assistanceassistance
4. Evidence of Invitation:4. Evidence of Invitation:• A consent form signed by John’s A consent form signed by John’s father, indicating that the LEA may father, indicating that the LEA may contact the disability services office contact the disability services office at Ocean County Community at Ocean County Community CollegeCollege• An invitation to conference in the An invitation to conference in the file, mailed to an individual in the file, mailed to an individual in the disability services office of Ocean disability services office of Ocean County Community CollegeCounty Community College• Invitation to conference of Invitation to conference of Vocational Rehabilitation for Vocational Rehabilitation for eligibility determination in the file eligibility determination in the file with corresponding parental consent with corresponding parental consent
5. Transition 5. Transition Assessment:Assessment:• Student gradesStudent grades• Results of Self-Results of Self-Determination Determination assessmentsassessments• Career interest Career interest inventoriesinventories• AT assessment AT assessment • Student interviewStudent interview• Parent questionnaireParent questionnaire
6. Course of Study:6. Course of Study:12th grade year: Psychology (semester), English 12 (year), 12th grade year: Psychology (semester), English 12 (year), Algebra II (year), Band (year), Phys Ed. (semester), Cooperative Algebra II (year), Band (year), Phys Ed. (semester), Cooperative Work Experience (semester), Advanced Biology (year), Child Work Experience (semester), Advanced Biology (year), Child Development (semester), Resource Room (year)Development (semester), Resource Room (year)
Indicator 13 Example Cont. Indicator 13 Example Cont.
Transition Planning Process
Identify Preferences, Interests and Needs
Develop a Vision for the Future
Develop Transition IEPMeasurable Postsecondary Goals
Transition Services & Course of StudyGoals, Objectives/BenchmarksInteragency Linkages
Using Age Appropriate Transition Assessments
Evaluate ResultsReconvene the IEP TeamExpand Upon Existing IEP
Reevaluate & Revise Annually
Implement IEPInstruction • Community Experiences • Related Services •
Functional Evaluation • Goals & Objectives • Courses of Study • Interagency Linkages
Critical Elements of Transition:Assess for Quality
Critical Elements of Transition:Assess for Quality
Transition to Adulthood
Transition Planning
• Planning early
• Person-centered Approach to Planning
• Outcomes tied to Vision for future
• IEP focuses on outcomes
• Service coordination
• Postschool outcomes data
• Documentation in the IEP
Person-Centered Planning Resources
http://www.transitioncoalition.org/cgiwrap/tcacs/new/resources/resources/index.php
Postschool Outcomes Study Resources:
http://www.psocenter.org/cofp.html
Critical Elements of Transition:Assess for Quality
Critical Elements of Transition:Assess for Quality
Transition to Adulthood
Family Involvement
• Family members attend meetings
• Flexible to meet with families
• Transition = family as a whole
• Involved in decisions
• Agreement on outcomes
• Information
• Person-centered planning
Working with Families www.transitioncoalition.org
TA Alliance for Parent Centers http://www.taalliance.org/
Critical Elements of TransitionCritical Elements of Transition
Transition to Adulthood
Family Involvement
• Family members attend meetings
• Transition = family as a whole
• Involved in decisions
• Flexible to meet with families
• Agreement on outcomes
• Information
• Person-centered planning
www.transitioncoalition.org Working with Families online module
Knowing Families: Family Systems Framework
Family Characteristics• Description of the family• Personal characteristics
• Special challenges
ExtendedFamily
Marital
Parent-child
Siblings
Co
hes
ion
Adaptabi
lityFamily Interaction
Family Functions
Affection, Self-esteem, Economics, Daily care, Socialization, Recreation, Education, Spiritual
Family Life Cycle
• Stages and Transitions
• Changes in Characteristics
• Changes in Functions
• Changes in Life Roles
Michael Bridges’ Transition Cycle Theory
• Types of adult services
• Role models
• Basic facts about transition
• Areas most wanted by families in one study:
• sexuality
• self-care
• getting along with others
• taking responsibility
•Guardianship and estate planning
• Role of IEP team members
•Criteria for evaluating IEP
• Postschool option
• Social security
• Listen empathetically
• Share information
• Communicate family meaning
• Focus on family identified issues
• Reliably respond
• Meet in friendly places
• Tell personal stories
• Share information and resources
• Use multiple formats & ways to provide information
• Ensure reciprocity
• Informal and frequent communication
• Arrange linkages with other families and available supports
Building Relationships with FamiliesBuilding Relationships with Families
• Identify transition cycle of the family
• Learn to LISTEN
• INVITE Involvement
• Pay attention to family concerns & postschool outcomes
• Exchange information
• Parent involvement activities
Coming Together for the IEP
• Prepare in advance
• Connecting and getting started
• Sharing visions and transition outcomes
• Reviewing levels of performance & assessments
• Sharing resources, priorities, concerns
• Developing goals and objectives
• Specifying placement and related services
• Summarizing and concluding
Critical Elements of Transition:Assess for Quality
Critical Elements of Transition:Assess for Quality
Transition to Adulthood
StudentInvolvement
• Decision-making skills and opportunities
• Invited to attend meetings
• Ideas listened to and respected
• Opportunities to learn about options
• Self-advocate
• Self-Directed IEPs
• Parent info. to support students
The Self-Determination Synthesis Project http://www.uncc.edu/sdsp/
Self-Directed IEPs http://education.ou.edu/zarrow/
Importance of Self-DeterminationImportance of Self-Determination
“Self-determination refers to an individual's awareness of personal strengths and weaknesses, the ability to set goals and make choices, to be assertive at appropriate times, and to interact with others in a socially competent manner. A self-determined person is able to make independent decisions based on his or her ability to use resources, which includes collaborating and networking with others. The outcome for a self-determined person is the ability to realize his or her own potential, to become a productive member of a community, and to obtain his or her goals without infringing on the rights, responsibilities, and goals of others. .”
From: Serna, L., & Smith-Lau, J. (1995). LEARNING WITH PURPOSE: SELF-DETERMINATION SKILLS FOR STUDENTS WHO ARE AT RISK FOR SCHOOL AND COMMUNITY FAILURE. Interventions in School and Clinic, 30 (3)
Self-Advocacy and Self-Determination
Self-Advocacy and Self-Determination
Students participate and make decisions in IEP
planning process & with transition goals
Skill development incorporates training on self-advocacy and self-
determination
Instruction and experiences focus on problem-solving,
decision making, goal-setting, and communication
Students learn the skills to advocate for necessary
accommodations in postsecondary, employment and
community settings
Critical Elements of Transition:Assess for Quality
Critical Elements of Transition:Assess for Quality
Transition to Adulthood
Curriculum &
Instruction
• Academic instruction tied to outcomes
• Vocational instruction & experiences
• Independent living skills
• Social, interpersonal & recreation
• Functional curriculum reflects outcomes
• Natural & age-appropriate
• Transition Programs Post-HS for ALL students
Comprehensive School Reform:http://www.centerforcsri.org/
http://www.gatesfoundation.org/Education/
http://www.srnleads.org/
National 18-21 Database: www.transitioncoalition.org Think College www.thinkcollege.net
Transition to College website http://www.transitiontocollege.net/
On Campus Outreach Resources http://www.education.umd.edu/oco/
Critical Elements of Transition:Assess for Quality
Critical Elements of Transition:Assess for Quality
Transition to Adulthood
Inclusion,Access &
Accountability
• Enroll in instructional program to meet needs
• Social inclusion
• Gen. Ed & Voc. Ed. get support
• Inclusion leads to positive outcomes
• Decision-making process used
• Accommodations on IEP & State and District Tests
Transition & Instructional Strategies
http://www.ncset.org/topics/default.asp
Inclusion & Instruction
Accountability,
Assessm
ent & O
utcomes
Family Involvement
Studen
t-focu
sed
Plannin
g & A
sses
smen
t
Inte
rag
ency
Co
llab
ora
tio
n
Secondary Ed
SPED and Ed
TransitionAccess to Gen. Curriculum
Specialized Supports
& ServicesTransition specific
Curricula
Inclu
sion in
Academ
ic
& Care
er Ed
Student-d
irecte
d IEPs,
decision-m
aking
PCP for
Transiti
on
IEP &
Transition
planning
Strategies
Parental roles in IEP
decisions & SBR
Parent Involvement in
Secondary Schools
Morningstar & Clark, (2003)
State, District, Postsec
Ed. Assessm
entsA
ccomm
odations &
Modifications
Postschool
outcomes
Summ
ary Perf.
Co
mm
un
ity Sch
oo
ls &
Co
mm
un
ity Servic
es
Inte
grated
C
om
mu
nity
Services
Interag
ency
Co
llab.
• Collaborative Consultation
• Univ. Design
• Content Enhancement
• Accommodations
• Modifications
• Specialized
Instruction
• Life skills• Employment skills• Career/Voc. Ed• Social skills/
Relationships• Recreation/Leisure
Critical Elements of Transition: Assess for Quality
Critical Elements of Transition: Assess for Quality
Transition to Adulthood
Interagency&
CommunityServices
• School-business partnerships
• Process for identifying needs
• Formal & informal supports
• Accurate information
• Interagency agreements
• Local councils
• Collecting Postschool Outcomes
Community Resource Mapping:
http://www.ncset.org/publications/viewdesc.asp?id=939
Interagency and Community Services:
http://old.transitioncoalition.org/ics/index.html
Critical Elements of Transition: Assess for Quality
Critical Elements of Transition: Assess for Quality
Transition Assessment
• Ongoing Process to identify strengths, interests & needs related to postsecondary goals
• Individualized
• Real-world settings
• Student-centered
• Formal & Informal Methods
Transition Assessment: The Big Picture
http://www.transitioncoalition.org
Transition to Adulthood
Based on age appropriate transition assessments….Based on age appropriate transition assessments….
• What are age appropriate transition assessments?
• What is the purpose of transition assessments?
The ongoing process of collecting data on the individual’s strengths, needs, preferences, and interests as they relate to the demands of current and future working, educational, living, and personal, and social environments. Assessment data serve as the common thread in the transition process and form the basis for defining goals and services to be included in the IEP (DCDT Position Statement, Sitlington, 1996)
Transition Assessment:Where Do You Start?
Transition Assessment:Where Do You Start?
Guiding Questions
Planning for Assessment
Using Data
Integrating Data & IEP
What and How to Assess
Resources:
www.transitioncoalition.org: Online module (Transition Assessment: The Big Picture & Assessment Resources
http://www.transitioncoalition.org/cgiwrap/tcacs/new/resources/presentations/index.php : pdfs of commercially available assessments & questions to ask
Quality Indicators of Effective Transition Programs Needs Assessmentwww.transitioncoalition.org
Quality Indicators of Effective Transition Programs Needs Assessmentwww.transitioncoalition.org
This tool allows individuals, schools, districts, regions and states to complete a self-assessment program regarding seven research-based indicators of effective transition practices:
– Transition planning– Student involvement– Family involvement– Interagency collaboration– Curriculum and instruction– Inclusion in school and access to the general
curriculum– Transition assessment
The resulting data is used to identify critical needs and priorities for on-site and online professional development
Transition to Adulthood
Transition
Assessment
Family Involvement
StudentInvolvementCurriculum &
Instruction
Inclusion,Access &
Accountability
Interagency
&
Community
Services
Transition Planning & IEP