 Engaging Students  Empowering Self-advocacy  Enabling Postsecondary Success Bridging The Gap… Michigan Transition Outcomes Project

Objectives for Today: Participants will be able to… 1. Explain Transition Accountability. 2. Apply Transition information to a different way of doing, thinking and relating.

If You Want The Law… 

Big, tough questions:  Are we doing what is necessary so students are ready to be successful and belong in their community?  Is the community ready to support students’ realization of success and belonging in their community?

SLD SLI CI OHI EI ASD ECDD PI SXI HI VI TBI D/B Source: MI-CIS December 1, 2008 December 2008 Michigan Eligibility

Eligibility By Key Subgroup  Hearing Impairment = 3,217  Visual Impairment = 975  LD = 85,493  ASD = 13,839

Compliance Standards for Secondary Transition (aka. State Performance Plan (SPP) Indicator B13) Chuck Saur, MI TOP

Indicator B13 reads: “Percent of youth with IEPs aged 16 and above with an IEP that includes appropriate measurable postsecondary goals that are annually updated and based upon an age appropriate transition assessment, transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals, and annual IEP goals related to the student’s transition services needs. There also must be evidence that the student was invited to the IEP Team meeting where transition services are to be discussed and evidence that, If appropriate, a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority.” (20 U.S.C. 1416(a)(3)(B))

1.The student was invited to the IEP Team meeting.

2. The student’s postsecondary vision (postsecondary goals) is identified, including: Development/update of the postsecondary vision (postsecondary goals) was based upon evidence of current transition assessment information; The postsecondary vision (postsecondary goals) was updated annually; and The postsecondary vision (postsecondary goals) is measurable.

3. The IEP identifies the student’s current: Academic achievement; Functional performance; and Transition related needs.

4. The IEP identifies transition services (including courses of study) that align with the postsecondary vision (postsecondary goals).

5. If any agency is likely to provide/pay for transition services: Prior consent to invite any agency(s) was obtained from parent (or student if he/she has reached age of majority). A representative from identified agency(s) was invited to the IEP Team meeting.

6. The IEP identifies at least one measurable annual IEP goal aligned with the postsecondary vision (postsecondary goals).

So…  Given our current efforts, are we happy with the results students are experiencing?  Is what we have been doing sufficient to assure future performance?

Office of Special Education & Early Intervention Services Secondary Transition Target is 100%

Office of Special Education & Early Intervention Services Graduation/Dropout Rates Students with IEPs Source: State of Michigan 2008 Cohort 4-Year Graduation Rate/Consolidated State Performance Dropout Rate New 4-Year Graduation Rate and Event Dropout Rate

Historical Post School Outcomes Data

Post School Outcomes

Areas of Change:  Do Differently: practices, policies and procedures practices, policies and procedures  Think Differently: practices, policies and procedures practices, policies and procedures  Relate Differently: practices, policies and procedures practices, policies and procedures

How Can We Add Depth to Our Information about Students to Improve Outcomes?

How Can We Add Student Voice to Adult Collected Data?  SPP 13 Data  SPP 14 Data  SPP 1 Data  SPP 2 Data  Survey of Self Determination Questions in the form of “I Can”

Varvel, Gary, “Lance Armstrong cartoon” used with permission from the author for Educational purposes only. Obtain permission for any other purposes through Creators Syndicate. (

1. I can talk about my disability. 2. I know my goals for employment, future education and adult living. 3. I can talk about my strengths and areas of need. 4. I can talk about the job I want after graduation. 5. I know what education I need after I leave High School to achieve my post secondary goals. Student’s Understanding

6. I know where I want to live after High School. 7. I know the courses I've taken that will help me reach my goals. 8. I can talk about the supports and services I might need after High School. 9. I know what my family thinks I should do after I graduate from High School. 10. I know how to use my SOP and other documents to help get services and supports. Based on Jim Martin’s Research

How’d we do? Matthew Korolden MS LLP Michigan Transition Outcomes Project 6412 Centurion, Suite 130 Lansing, MI Main: Cell: