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The Future of Transition: It’s all About Quality Now!MCEC 75th Annual ConferenceMarch 5, 2014

June Gothberg, Ph.D., Director Maria Peak, Coordinator Michigan Transition Projects, MDE-OSE

Transition Structure in Michigan

Michigan Department of Education, Office of Special Education

Michigan Transition ProjectsJune Gothberg, Director

Graduation and Dropout Prevention

Leisa Gallagher, Coordinator

Transition Education, Services, and Post-school Outcomes

Maria Peak, Coordinator

Major Projects

Graduation and Dropout Prevention

Transition Education, Services, and Post-school Outcomes

OSEP’s Near Future Direction

De-emphasizing compliance, emphasizing quality, outcomes, and results• SPP/APR - Moving away from individual indicator reporting• New Indicator B17/C11 Statewide Systemic Improvement

Plan

Our Near Future Direction

• Changes in B13 • Still must look at compliance• Piloting a rubric to emphasize quality transition planning

and student engagement• Gathering input around the state to identify transition needs• Piloting BackStory – a data dashboard and student

engagement app• RTSL statewide scale up

RTSL Statewide Scale Up

Transition Community Conversations

Selection Criteria:• Volunteers solicited• Core team selected a sample from volunteers representing

broad context of locals in Michigan:Rural, suburban, urbanUpper and lower peninsulaSocio-economic status

The State of Michigan Transition

• 2011-2013• Michigan Transition Outcomes Project (MI-TOP) • Transition-focused Community Conversations in local districts across the

state• Teams included:• ISD Transition Coordinator• Other ISD staff• Teachers• Administrators• CTE• Community College Representatives• Community Business Representatives• Other Community Partners• Parents


Logistics:

• Held between April 2011 and March 2013

• 13 intermediate school districts (ISDs) representing 564 local school districts

• Time allowed for conversations varied from 2 to 3.5 hours based on availability of participants


Guided Questions:

• Are schools preparing students to belong and succeed in their community?

• Is the community prepared to support students in their community once they leave school?

• How do we know?

Your Turn

Take a few minutes with your neighbor and jot down your thoughts and examples for your local community

Guided Questions:

• Are schools preparing students to belong and succeed in their community?

• Is the community prepared to support students in their community once they leave school?

• How do we know?

Share Out

Reported Strengths

Reported Strengths

Taxonomy Area and Practice f PercentInteragency CollaborationRevenue sharing with Michigan Rehabilitation Services 10 76.92Interagency collaboration happening 8 61.54Strong relationship between schools and business 6 46.15Agencies provided/supported in-school programs 6 46.15Agency provided non-school programs 6 46.15Strong relationship between schools and agencies 5 38.46

Program StructuresCommunity-based programming 10 76.92Innovative exemplary programs (DELTA, SAID, Career Forward, WBL) 8 61.54Accessing grant funding 6 46.15Successful stand-alone programs 6 46.15

Note. Percentage of community conversations in which the practice was identified as a strength.

Reported Needs

Reported NeedsTaxonomy Area and Practice f Percent

Interagency Collaboration Collaboration needed to address mental health needs 8 61.54 Need specific services (training, job coach, transportation, time) 7 53.85 Need to increase collaboration with community agencies 6 46.15 Need to define transition roles between school and agencies 5 38.46 Need more consistent services 5 38.46Program StructuresData collection and use 12 92.31Policy to better align academic and transition requirements 9 69.23Increase transition programs for all students 8 61.54Clarity in use of diploma, personal curriculum, and certificates 8 61.54Transportation 7 53.85Programs for specific populations (ASD, LD, Transient, Dropout) 6 46.15Increase evidence-based knowledge and practice 5 38.46

Note. Percentage of community conversations in which the practice was identified as a needs.

Family Community Conversations

• February 2014•Michigan Transition Outcomes Project (MI-TOP) assisted ISD

Transition Coordinators to run their own community conversations• Transition-focused Community Conversations with families


Logistics:

• Completed within two weeks in February 2014• 6 communities totally 9 conversations• 44 family member involved• Transition Coordinators were provided:

• Guidance on how to choose family member• Suggestions on determining additional listeners


Five questions:• What was your involvement in your child’s education and transition

planning?• How were you informed about academic expectations and progress?• How were you informed about things you could do at home to

support your child’s education?• Was family involvement encouraged? If so, how?• What training opportunities and resources have been offered?

Final Question:Do you believe schools are doing what is necessary to engage parents?

Your Turn

Take a few minutes with your neighbor and jot down your thoughts on what you think families of transition-aged students with disabilities in your community would say:

Five questions:• What was your involvement in your child’s education and transition

planning?• How were you informed about academic expectations and progress?• How were you informed about things you could do at home to support your

child’s education?• Was family involvement encouraged? If so, how?• What training opportunities and resources have been offered?

Final Question:Do you believe schools are doing what is necessary to engage parents?

Share Out

Ah-has

• Parents need transition guidance earlier (elementary, middle school)• Parents need correct information

• Personal curriculum • Consequences of non-diploma track• Michigan Merit Curriculum

• Parents learn most from other parents• Parents are doing a lot outside of the school environment to support

their child• Tutoring• Homework assistance• Providing social opportunities

• Access to a Transition Coordinator had a positive impact for information and guidance on the transition process• Elementary school was hard, Middle School was horrible and once

connected with a supportive adult – High School was pretty good. • Parents received information and saw growth in their child when they

entered Transition Specific Programs

Using Data for Transition Planning

The Future of Transition: It’s all About Quality Now!MCEC 75th Annual ConferenceMarch 5, 2014

June Gothberg, Ph.D., Director Maria Peak, Coordinator Michigan Transition Projects, MDE-OSE