University of Kansas Department of Special Education Best Practices in Transition: Getting from Compliance to Quality Services Dr. Mary E. Morningstar

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Think/Pair/Share Why do we need transition planning? What do you need to do to ensure quality outcomes?

Critical Elements of Transition Transition to Adulthood Family Involvement Student Involvement Curriculum & Instruction Inclusion, Access & Accountability Interagency & Community Services Student- centered Transition Planning

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

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 org/cgiwrap/tcacs/new/resourc es/resources/index.php Critical Element of Transition: Planning Differently

Features of Person-Centered Planning Focus on and driven by the student’s strengths, interests and preferences Focus on capabilities and opportunities – developing a vision for the future Process is flexible, dynamic and informal Requires collaborative team work with commitment to action Requires an effective facilitator K.B. Flannery, R. Slovic, &D. McLean (1994)

PLANNING ALTERNATIVE TOMORROWS WITH HOPE 1.Identify the “ North Star ” 2.Identify the GOAL 3.Look at life NOW & identify differences between NOW and GOAL 4.Identify steps to move person from NOW to GOAL 5.Identify FIRST STEP MAKING ACTION PLANS (MAPS) 1.What is the individual ’ s history? 2.Who is the individual? 3.What are the dreams? 4.What are the nightmares? 5.What are the needs? 6.What are the individual strengths? 7.What would an ideal school day look like? ESSENTIAL LIFESTYLES PLANNING 1.Non-negotables 2.Strong preferences (Needs) 3.Highly desirables (Wants/enjoy) 4.Person ’ s positive reputation 5.Things we need to do to help person stay healthy 6.Things we need to do to be successful in supporting the person 7.Unresolved Issues/Questions 8.How the person communicates with us PERSONAL FUTURES PLANNING 1.Create a personal profile Person ’ s background and history Relationships Places Choices Preferences Focus on the future 2.Review Trends in Environment 3.Find desirable images of the future 4.Identify obstacles and opportunities 5.Identify strategies 6.Getting started (Action Planning) 7.Identify the need for systems change 8.Create a network/Circle of Friends

Build a Personal Profile Interview the student, family and others in their life in a relaxed atmosphere –Break down the “big question” of “What job do you want?” to smaller ones: –What do you like about school and classes? –What do you like to do after school? Spend time with the individual Interview significant others Hold a planning meeting using a person- centered approach Hagner & Dileo (1993)

The Personal Preference Indicators: A Guide for Planning Moss (2006). Center for Interdisciplinary Learning and Leadership/UCE, College of Medicine, University of Oklahoma Health Sciences Center nters-and- partnerships/zarrow/preference- indicators/air-self-determination- assessment.html

Adapting the MAPS Questions for Transition MAPS Questions 1.What is individual's history? 2.Who is the individual? 3.What are the dreams? 4.What are the nightmares? 5.What are individuals needs? 6.What are the individual's strengths? 7.What would an ideal school day look like? Adaptations 1.Who is individual? 2.What is individual's history? 3.What is the vision for his/her adult life? 4.What are some things individual doesn't want in his/her future 5.What are individual's greatest strengths and contributions for community involvement? 6.What does individual need to be successful in his/her career? 7.What would an ideal day look like?

Using MAPS to plan for Transition: Angie’s MAP m/googleplayer.swf?do cid= &hl

Community Participation Postsecondary Education & Training Community LivingEmployment From PCP to Postsecondary Goals From: Furney, et al., (nd) Making Dreams Happen: How to Facilitate the MAPS Process. University of Vermont go on to college needs experiences with lots of different places Expand her social life Transportation is problem going to movies, fishing, camping, horseback riding likes to help people retail experience wants to work & save money Likes animals – possible job Eager to please; friendly needs experiences with lots of different places Expand her social life Work on safety when alone (e.g., tipping out of wheelchair) independent living skills

Angie’s Transition IEP Measurable postsecondary goal: Upon completion of high school, Angie will work 20 hours a week in an occupation that focuses on retail sales. Transition Services: –Instruction: Angie will participate in a careers class focused on job training in retail sales – Community Experiences: Angie will complete referral for VR – Employment: Angie will job shadow at 3 different retail settings – Adult living and Daily living: Angie will participate in bus travel training; Angie will get herself up in the mornings and get ready for school. IEP goals:

Planning for the Future

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 TA Alliance for Parent Centers Critical Element of Transition: involving Families

Critical 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 Working with Families online module Knowing Families: Family Systems Framework Family Characteristics Description of the family Personal characteristics Special challenges Extended Family Marital Parent- child Siblings Cohesion Adaptability Family 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 Families Identify transition cycle of the family Learn to LISTEN INVITE Involvement Pay attention to family concerns & postschool outcomes Exchange information Parent involvement activitiesParent 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

Transition to Adulthood Student Involvement 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 Center ion/index.html Self-Determination Synthesis Project Critical Element of Transition: Supported Self-Determination!

If a student floated in a lifejacket for 12 years, would he/she be expected to swim if the jacket were jerked off?

The Research Says……. Engagement Postschool Outcomes Participation in IEP development Quality of Life Networks Skills (social skills, problem-solving, choice- making, self-advocacy) Students who are self-determined exhibit behaviors/skills that impact these areas:

IDEA Requirements Impacting Student Involvement in Transition Invite student to meeting –For the IEP to be in place when the student turns 16 –Student participation and leadership on the IEP team is exemplary practice Transition Assessments –to identify student interests, needs, preferences, strengths Creating Postsecondary Goals –generated from results of transition assessment –written in first person (I will… OR Tonya will…)

Transition to Adulthood Evidence-based Practices Targeting Outcomes Academic instruction tied to outcomes Inclusive Educational Experiences Vocational instruction & experiences Independent living skills Social, interpersonal & recreation Functional curriculum reflects outcomes Natural & age-appropriate Transition Programs Post- HS for ALL students National Database: rgwww.transitioncoalition.o rg Tools & Resources Critical Elements of Transition: Evidence-Based Practices Transition & Instructional Strategies /topics/default.asp Evidence-based Practices in Transition (National Secondary Transition TA Center NSTTAC) /ebp/ebp_main.aspx What Works Transition Synthesis Research Project /ebp/what_works.asp x

Inclusive Education Leads to Better Outcomes Improved IEP Quality –Age-appropriateness –Functionality –Generalization Improved Instruction in General Education –Increased instruction in functional skills, basic academic skills, literacy, etc. –More engaged in learning and less isolation than in separate classes –Involvement and support from peers w/o disabilities –Individualized instruction in general ed classes Better outcomes –In school and postschool (fewer absences & referrals, higher social interactions & communication skills, better postschool outcomes)

What Works in Transition Synthesis Study Teaching Functional Life Skills –Money and purchasing –Other community-based instruction –Self-protection –Leisure skills –Domestic or home-keeping –Personal self care

Skills Everyone Needs in the 21 st Century: College & Career Ready ‘ Employability Skills’ –Dependability –Getting along with others –Appropriate dress and grooming –Initiative –Asking for help –Positive Attitude Murnane and Levy (1996). Teaching the new basic skills. Harvard University; The Free Press. Basic Math Basic Reading Problem Solving Teaming- Collaboration Communication Computer Knowledge From: Maryland Coalition on Inclusive Education(August 2009). Redefining What is Functional in High School. MCIE High School Inclusion and Transition Planning Institute

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

Embedding‘New Basic Skills’… Academic Courses SciencesLanguage ArtsSocial Studies New Basic Skills Basic Math Basic Reading Problem Solving Teaming- Collaboration Communication Basic Reading Problem Solving Teaming- Collaboration Communication Computer Knowledge Basic Reading Problem Solving Teaming- Collaboration Communication Computer Knowledge Employability Skills’ Dependability Career Awareness Teamwork Dress and grooming Initiative Asking for help Positive Attitude Dependability Career Awareness Teamwork Dress and grooming Initiative Asking for help Positive Attitude Dependability Career Awareness Teamwork Community Responsibilities Initiative Positive Attitude Adapted From: Maryland Coalition on Inclusive Education(August 2009). Redefining What is Functional in High School. MCIE High School Inclusion and Transition Planning Institute

Peer Tutoring & Peer Mediated Instruction Peer Supports Natural Supports in the Community Facilitating Friendships and Social Interactions Critical Element of Transition: School and Community Connections!!

Critical Elements of Transition: Assess for Quality Transition to Adulthood Interagency & Community Services School-business partnerships Process for identifying needs Formal & informal supports Accurate information Interagency agreements Local councils Collecting Postschool Outcomes Community Resource Mapping: sp?id=939 Interagency and Community Services:

Family Members Student Education personnel School support staff Community members Peers and friends Administrators Postsecondary Ed. staff Community Service Providers Who should participate in transition planning?

Quality Indicators of Effective Transition Programs Needs Assessment 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 Student Involvement Curriculum & Instruction Inclusion, Access & Accountability Interagency & Community Services Transition Planning & IEP