NSSEO Institute Day January 22, 2008 Dr. Mary E. Morningstar

Best Practices in Transition: Getting from Compliance to Quality Services
NSSEO Institute Day January 22, 2008 Dr. Mary E. Morningstar University of Kansas Department of Special Education

8:30-10:30 Overview of IDEA 2004 & Transition (pretest)
Agenda 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 Transition
Assessment Transition Planning & IEP Family Involvement Interagency Community & Services Transition to Adulthood Student Involvement Inclusion, Access & Accountability Curriculum & Instruction

Correct answer is: FALSE.
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. TRUE FALSE 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.

Many curricula and programs do not support students with disabilities in developing essential adult-life skills. TRUE FALSE 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.

Students with disabilities transitioning from school to adult life are not often supported by effective interagency collaboration. TRUE FALSE 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.

Correct answer is FALSE
Students with disabilities are more likely to remain in school and graduate from high school than their peers without disabilities. TRUE FALSE 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.

Focusing on Transition Changes How We Provide Services
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 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 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 Transition is Results-Oriented Transition is Coordinated Transition is Student-Centered

How we define “transition services”
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
IEP Results Process for Transition Services (adapted from: O’Leary, 2005) Step 1: Measurable Postsecondary Goals Step 3: Needed Transition Services Step 4: Annual IEP Goals Step 2: Present Levels of Academic Performance Age Appropriate Transition Assessments Education or Training Employment Independent Living 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) Step 5: Summary of Performance

Definition 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.”

Definition of Transition Services
Transition services are highly individualized and what might work for one student may not be appropriate for another. Transition services can be considered to be services and supports needed by a student with disabilities in order to make a successful transition from school to adult life. Successful transition planning is a lifelong process in which the student, family members, friends, and professionals come together to develop and act upon a plan of action that will lead to a successful adult life. For this reason, transition planning has become a part of several federal laws. The most encompassing of these laws, the 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA), focuses on transition as a way to facilitate the student’s movement from school to post-school activities. (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).

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?
Ed O’Leary (2006) Examples (from NSTTAC): Upon completion of high school… I will enroll in the Associates Degree program at Ocean County Community College in August of (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 How specific?? Use results-oriented terms such as “enrolled in”, “work”, “live independently.” Use descriptors such as “full time” and “part-time”. Consider where the student hopes to be approximately one year after high school. Do we need postsec. Goals in all areas?? A measurable postsecondary goal must be written for at least one of the following areas: employment & education (independent living is as needed. Training Specific vocational or career field, independent living skills training, vocational training program, apprenticeship, OJT, job corps, etc. Education 4 year college or university, technical college, 2 year college, etc. Employment Paid (competitive, supported, sheltered); unpaid employment (volunteer, in a training capacity); military; etc. Independent Living Adult living, daily living, independent living, financial, transportation, etc Examples: 14 yrs. Old: I/David will be enrolled full-time in an on-the-job training program. 17 year old example: I/David will be enrolled full-time in a plumbing apprenticeship program. 12 year old example for severe disability: I/Betsey will live with my parents at home. 20 year old example for severe disability: I/Betsey will live with adult assistance in a group home. 14 year old example:I/Riley will work full-time. 18 year old example: I/Riley will work full-time for a construction company. 14 year old example: I/Walter will be enrolled full-time at a technical college or university. 17 year old example: I/Walter will be enrolled full-time at UW-Eau Claire in the teacher education program. 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

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 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 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:
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

Activities, Strategies & Assessments
Measurable Postsecondary Goals Activities, Strategies & Assessments Goals and Objectives Courses for that year To-do List Interagency Linkages Transition Assessments Transition Services: Instruction Community Experiences Related Services Employment Other Adult Living Daily Living Functional Vocational Assessment

Courses for that year specific to the postsec. goal
Course of Study= 4-Year HS Plan

Annual IEP Goals Tied directly to postsec. Goals Academic goals embedded w/in postsec. goals Progress monitoring = transition assessments

Caught in Transition… OH – Caught in the Transition - Evaluation before change in eligibility Much has been said about the lack of information students and parents have, at the time of exiting the school system, to help them make the transition from school to adult life. While IDEA did not require a formal re=evaluation prior to exiting school, New provisions were put into the that strengthen the likelihood that when students leave, they will have current and relevant information about their academic achievement and functional performance including a set of recommendations to help them meet their postsecondary goals. 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) 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.”

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: (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. (MARGO) SOPs on TC site

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

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)
From: D. Test (2006) 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 (a)(3)(B)]

NSTTAC Indicator 13 Checklist
Is there a measurable postsecondary goal or goals that covers education or training, employment, and, as needed, independent living? Is (are) there annual IEP goal(s) that will reasonably enable the child to meet the postsecondary goal(s)? 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? 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? Is there evidence that the measurable postsecondary goal(s) were based on age-appropriate transition assessment(s)? 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 Example Adapted from: NSTTAC
2. IEP Goal: Given information about community college programs, John will demonstrate knowledge of the college’s admission requirements by verbally describing these requirements and identifying admission deadlines with 90% accuracy by November, 2006. 1. Measurable Postsecondary Goal: Upon completion of high school, John will enroll in the general Associates Degree program at Ocean County Community College in August of 2009. 3. Transition Services: Use of guided notes for lessons Use of Assistive technology such as audio-taped texts for English 12 Instruction related to advocating for needed accommodations Vocational Rehabilitation referral to determine eligibility for tuition assistance

Indicator 13 Example Cont.
4. Evidence of Invitation: A consent form signed by John’s father, indicating that the LEA may contact the disability services office at Ocean County Community College An invitation to conference in the file, mailed to an individual in the disability services office of Ocean County Community College Invitation to conference of Vocational Rehabilitation for eligibility determination in the file with corresponding parental consent 5. Transition Assessment: Student grades Results of Self-Determination assessments Career interest inventories AT assessment Student interview Parent questionnaire 6. Course of Study: 12th grade year: Psychology (semester), English 12 (year), Algebra II (year), Band (year), Phys Ed. (semester), Cooperative Work Experience (semester), Advanced Biology (year), Child Development (semester), Resource Room (year)

Transition Planning Process
Identify Preferences, Interests and Needs Using Age Appropriate Transition Assessments Develop a Vision for the Future Develop Transition IEP Measurable Postsecondary Goals Transition Services & Course of Study Goals, Objectives/Benchmarks Interagency Linkages

Implement IEP Evaluate Results Reconvene the IEP Team
Expand Upon Existing IEP Reevaluate & Revise Annually Implement IEP Instruction • Community Experiences • Related Services • Functional Evaluation • Goals & Objectives • Courses of Study • Interagency Linkages

Critical Elements of Transition: Assess for Quality
When should planning start? How early is too early? Transition Planning Planning early – we know that if plans are made early leads to better outcomes; but the law says, IEP prior to turning 16 ( which is really 15) ?? How many have state law that starts earlier? What are your administrators saying?? Person centered Planning – how many familiar with this? Critical features of PCP: 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) - PCP resources: mini-module on the TC site; PDF of PCP resources (posted on the TC site) Service Coordination – Role conflicts for special education teachers and IEP case managers – moving to service coordination like in early childhood… Postschool Outcomes data – National postschool outcomes center 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 Transition to Adulthood Person-Centered Planning Resources Postschool Outcomes Study Resources:

Family members attend meetings – including extended family members – NLTS2 data: 88% of parents reported attending IEP meetings; BUT IEP goals developed primarily by: School (45%); School & family (33%) family/youth (21%). - 65% of familes reported that their involvement in IEPs was the right amt.; 34% said wanted MORE (1 out of 3) Transition = family as a whole = WHEN DO YOU START? – research shows the sooner families start, the better the trasition outcomes; what do you do when families aren’t “ready”? How do you support them w/o overwhelming them? Involved in decisions Flexible to meet with families Agreement on outcomes – NLTS2 data – TEACHERS reported 47% 2-4yr college vs. 62% of parents; 40% voc. Program vs. 47% families; 53% competitive employ vs. 97% families; 50% live independently vs. 85% families Information – how you present information to families is critical – can’t be one shot deal… has to be over time and in ways that will help! Most families get their primary information from their child’s teacher (so it’s got to be accurate; e.g., HCBS waivers and ICF $$ - do you know about this??) THEN families turn to other families – good connections with PTIs Person-centered planning Family members attend meetings Flexible to meet with families Transition = family as a whole Involved in decisions Agreement on outcomes Information Person-centered planning Family Involvement In another study (2000) 22 LD students & families 37% of Students and 75% of parents attended meetings employment – 95% of families/68% of students said supports were needed to prepare for employment Postsec. Ed – 93% of families; 79% students Living – 60% of families 54% students needed supports Review of IEPs – only 9% of the plans listed any form of supports for postsec. Or employment Little to no chance that postsec. Outcomes were the same or going to happen. Transition to Adulthood Working with Families TA Alliance for Parent Centers

Knowing Families: Family Systems Framework
Critical Elements of Transition Family Characteristics Description of the family Personal characteristics Special challenges 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 Module – overview of the family systems perspective for transition Family Characteristics – - Large family vs. only child; - who will transition be different for these families?? - Type of disability – expectations; services available by disability in adult world - Coping strategies of the family – in one study; professionals were turned to by families during stressful transitions as often as they turned to alcohol, cigarettes and TV - Special challenges – poverty, violence, language/cultural diversity Family Interactions - Roles and responsibilities of family members; relationships between members Role of siblings (Study of young adults supported by medical technology; parents’ perceptions of role of siblings) Levels of support systems – families turn to informal supports FIRST; how can we access these during transition? study of CLD families – importance of outreach to cultural community organizations Family Functions – what is critical to the family to keep the system in balance (MOBILE) transition might not be a priority at that moment (dad lost his job; daughter going to college; etc.) e.g., families who rely on their child’s SSI; and the school starts talking about working – what might happen to the family income? e.g., CLD family who expects the oldest child to go to work to help support the family; school starts talking about college – how can you resolve this?? Family life Cycle- transition is a life cycle stage that affects the entire family; families don’t plan; live day-to-day Family Involvement Family Life Cycle Stages and Transitions Changes in Characteristics Changes in Functions Changes in Life Roles Family Interaction Adaptability Cohesion Extended Family Marital Transition to Adulthood Siblings Parent-child Family Functions Affection, Self-esteem, Economics, Daily care, Socialization, Recreation, Education, Spiritual Working with Families online module

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 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 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 Parent involvement list… Michael Bridges’ Transition Cycle Theory

SD Curricula – primarily focused on skills of the student; rather than total support system – SD is bigger than just teaching kids the skills they need…. Fields and Hoffman’s model of SD: 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 Know & Value yourself – dreams, strengths, needs, options, accepting, rights & responsibilities, health Planning – skills to teach students Set goals ID resources Problem-solve Decision making Transition to Adulthood Student Involvement Take Action & Evaluate Actions –- Issues of RISK!! Communication and negotiation skills Access to supports and services Dealing with conflict Persistence support when student fails! The Self-Determination Synthesis Project Self-Directed IEPs

Importance 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-deter-mined 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. Informal Networking Seeking information (trusted adult) Seeking advice (trusted adult) Initiates activities and joins activities Deals with rejection Formal Networking Enlisting help of others to achieve goals Formal meeting behaviors with network mentors Developing strategies to achieve goals Collaboration Skills Determining team needs Teaming to develop goals Planning strategies for goal achievement Implementing strategies Evaluating outcomes Persistence and Risk Taking Skills Persistence through problem solving Risk taking through decision making Dealing with Stress Recognizing feelings Expression feelings appropriately Stress reduction guidelines Time management guidelines “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
Students participate and make decisions in IEP planning process & with transition goals Skill development incorporates training on self-advocacy and self-determination research based practices for increasing SD… 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

#1 indicator of employment success is vocational training Social, interpersonal issues for postsec. Ed and employment Focus on integrating within secondary school reform - movement toward comprehensive school reform; smaller learning communities; career-focused programs… High schools that work New version of programs – focus on students who included w/in general education. Individualized supports model Integrating curriculum w/in general education classes – get Bassett book! 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 Transition to Adulthood National Database: Think College Transition to College website On Campus Outreach Resources Curriculum & Instruction Comprehensive School Reform:

Inclusion leads to positive adult outcomes - - More mild disabilities: Lehmann, Bassett et al., (1999). Evidence of the importance of: Inclusion in General Eductaion Special ed. Providing supports in general ed classrooms Critical factors for positive transition planning – implications for skills of educators who must provide the supports in general ed classrooms!! NLTS-2 Data – is showing that increased academic achievement has been the result of higher levels of access to general education Students with more significant disabilities – inclusion leads to skills needed in adult world; more positive and inclusive expectations for adult life; Decision-making – one of the new circumstances SPED; families and students find themselves in is the process of making decisions regarding assessments, high stakes test and diploma options – as more states move toward high stakes tests, the importance of the IEP team to make appropriate decisions about tests (whose in, whose exempt) is critical; especially with differing diploma options – NCEO report!! Accommodations What this means is we need to be able to provide effective accommodations and assistive technology to students (NLTS-2) 80% of students in general education but only 50% have some modifications/accommodations; 35% have none…. Transition to postsecondary education and the need to know how to use AT – not just for communciation/signfi. Disabilities; but for content learning – reading, writing, math, Skills needed by special educators – see next slide… 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 Transition to Adulthood Inclusion, Access & Accountability

Inclusion & Instruction Student-focused Planning & Assessment
Secondary Ed SPED and Ed Inclusion & Instruction Transition Student-focused Planning & Assessment Access to Gen. Curriculum Inclusion in Academic & Career Ed Specialized Supports & Services Collaborative Consultation Univ. Design Content Enhancement Student-directed IEPs, decision-making Transition specific Curricula Accommodations Modifications Specialized Instruction PCP for Transition Life skills Employment skills Career/Voc. Ed Social skills/ Relationships Recreation/Leisure Interagency Collab. Integrated Community Services Postschool outcomes Summary Perf. Community Schools & Community Services IEP & Transition planning Strategies Interagency Collaboration Accommodations & Modifications State, District, Postsec Ed. Assessments Accountability, Assessment & Outcomes Parental roles in IEP decisions & SBR Parent Involvement in Secondary Schools Family Involvement Morningstar & Clark, (2003)

Interagency Collaboration – “an unnatural act between two non-consenting adults” (Agran, et al., 2002) Poor and inaccurate perceptions of outside agencies by school staff, students and parents Nonexistent or ineffective procedures for collaborating among agencies The way schools operate The way agencies operate Shifting roles of teachers and school staff LEA Capacities & Strategies Scheduling and staffing Early planning Flexibility in location of services Follow-up after transition Administrative support Funding State support Collaboration with adult agencies Meeting with students and families Training students and families Joint training of staff Meeting with agency staff and transition councils Transition portfolios Disseminating information widely School-business partnerships Process for identifying needs Formal & informal supports Accurate information Interagency agreements Local councils Collecting Postschool Outcomes Interagency & Community Services The Role of the Transition Coordinator FROM RESEARCH WE KNOW: Providers of transition services often don’t feel they have the skills or knowledge of adult agencies Int. Coll is not a large focus often in preparing sped teachers Changing role of provider of transition services to that of service coordinator New set of skills needed to perform these tasks (DCDT’s Transition Coordinator) IN THIS STUDY: Districts used TCs and supported them through staffing and scheduling Nationally, We don’t really know who provides coordination of trans serv…but can guess in most cases secondary special educators the limitations of secondary special educators to provide transition services Asselin, Todd-Allen, & DeFur (1998) identified critical categories of the duties of the transition coordinator as: (a) intraschool and intraagency linkages, (b) interagency linkages, (d) transition planning, (e) education and community training, (f) family support, (g) public relations, (h) program development, and (i) program evaluation. THESE WERE fully supported TCs FUTURE RESEARCH: who really provides transition, relationship building, and blended staff Transition to Adulthood Community Resource Mapping: Interagency and Community Services:

Ongoing Process to identify strengths, interests & needs related to postsecondary goals Individualized Real-world settings Student-centered Formal & Informal Methods Transition Assessment Transition to Adulthood Transition Assessment: The Big Picture

Based on age appropriate transition assessments….
It’s mandated. There is an overall lack of systematic transition assessment programs The IEP team focus is often primarily on academic assessment Students are often passive participants Teachers don’t know how to do it 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?
Appendix 5 B Sample Questions for Transition Planning & Assessment and commercially available assessments Transition Assessment: Where Do You Start? Guiding questions Do we understand this student’s strengths, preferences, needs interests? In what ways can we prepare this student for the future? What do I already know about this student to determine his/her postsecondary goals? What methods and sources will provide this information? What role can the student play in participating in the assessment process? How will the assessment data be collected and used in the transition planning process? Is the student making progress toward specific postsecondary goals? Assessment Plan Characteristics: Customized to specific types of information needed Appropriate to learning and response characteristics Use assistive technology & accommodations Occur in that influence development, planning, & implementation of transition planning Include multiple ongoing activities to sample behaviors and skills Must be verified by multiple methods & persons Results stored in user-friendly way What to Assess Aptitudes: Abilities and capabilities, such as mechanical, spatial, numerical and clerical skills. Temperament: Worker style preferences, such as working with people, things, data, and making decisions. Learning preferences and styles: Preferences for receiving and processing information, such as auditory, visual, and hands-on methods. Background information: Factors that influence performance and prognoses, such as special needs. Functional/Life skills: Personal and independent living skills, such as transportation, financial and housing management, and decision-making skills. Supports and Accommodation: Vocational and Occupational Skills: Skills required in actual jobs, such as specific technical, industrial, or other skills. Worker/Personal Characteristics: Traits, attitudes, values, employability and social skills. Interests: The student’s occupational and living preferences, including likes and dislikes. Guiding Questions Planning for Assessment What and How to Assess Using Data Integrating Data & IEP How to Assess Standardized Norm-referenced Criterion-referenced Informal Analysis of background info. Observations & situational assessments Interviews Alternative assessments Work samples Person-centered Planning Curriculum-based assessments Assessing Environments Resources: Online module (Transition Assessment: The Big Picture & Assessment Resources : pdfs of commercially available assessments & questions to ask

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

NSSEO Institute Day January 22, 2008 Dr. Mary E. Morningstar

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NSSEO Institute Day January 22, 2008 Dr. Mary E. Morningstar

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