1. OSEP Meeting - July 2007 Student-Directed Transition Planning Facilitating High School to Adult Life Partnerships Between Students with Disabilities, Families, and Educators James Martin Lee Woods Lorrie Sylvester Zarrow Center for Learning Enrichment University of Oklahoma Email: jemartin@ou.edu Phone: 405-325-8951

2. OSEP Meeting - July 2007 Agenda Introduction and Overview Lessons Demonstration Research Discussion

3. OSEP Meeting - July 2007 What is the Purpose of Special Education?

4. OSEP Meeting - July 2007 “To ensure that all children with disabilities have available to them a free and appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living” (Section 300.1, IDEA 2004).

5. OSEP Meeting - July 2007 Student Transition Transition pages of IEP must reflect student interests, preferences, strengths, skills, and limits. Students (at least by 16 years of age) and families, in addition to teachers, must provide input.

6. OSEP Meeting - July 2007 One Problem Low student and family participation in IEP development and meetings Adult-to-adult transition conversations

7. OSEP Meeting - July 2007 Teacher-Directed IEP Meetings: Whose Meeting is This Anyway? Martin, Van Dycke, Greene, Gardner, Christensen, Woods, & Lovett, 2006

8. OSEP Meeting - July 2007 Self-Directed IEP Teach students to become active participant in own IEP meeting –Learn terms and process –Write student script of what to say and when –Practice –Inform parents and team members

9. OSEP Meeting - July 2007 Role% of Time Talked Special Ed Teacher53 General Ed Teacher7 Administrator6 Family Members8 Support Staff9 Student13 No Conversation3 Multiple Conversations2 Percent of Time IEP Members Talked at Self-Directed IEP Meetings?

10. OSEP Meeting - July 2007 Another Problem-Transition Discussions Martin, Van Dycke, Christensen, Greene, Gardner, & Lovett, 2006

11. OSEP Meeting - July 2007 Cultural and Linguistic Diversity: By 2040, over half of America’s K-12 school population will be from culturally and linguistically diverse families. Leake & Black, 2005; Archer, 2000; Sue, Bingham, Porche- Burke, & Vasquez, 1999) One more piece of the transition puzzle

12. OSEP Meeting - July 2007 Postsecondary Outcomes for Students from CLD Families Students from minority cultures face additional barriers to achieving successful transition, on two counts: Ethnicity and disability. Ramasamy, Duffy, & Camp, 2000; Geenen, Powers, Vasquez & Bersani, 2003; Leake, et al. 2006) Minority youth (Blacks and Hispanics) continue to show slower gains in postsecondary employment and education experiences compared to Whites. (NLTS 2 showed less differences, except for Blacks and employment, compared to NLTS 1) Blackorby & Wagner, 1996; Wagner, Newman, Cameto, Garza, & Levine, 2006

13. OSEP Meeting - July 2007 CLD Defined Students not regarded as Caucasian or White, although some students who are considered White may also fall into CLD category if outside mainstream American culture. –Leake & Black, 2005

14. OSEP Meeting - July 2007 Student-Directed Transition Planning Purpose –To increase student involvement in transition planning discussions U.S. Department of Education grant to develop lessons and research their effectiveness Infuse best practices for reaching the largest number of students including those who are culturally and linguistically diverse

15. OSEP Meeting - July 2007 Identify the student’s post-school desired goals or visions.

16. OSEP Meeting - July 2007 Desired Goals Employment, Further Education, Adult Living Goal Domains –Strengths –Needs –Vision Obtain input from student, family, and teachers, and support staff –Student-Directed Transition Planning

17. OSEP Meeting - July 2007 All lessons and associated materials can be found at: www.ok-ahead.org/test/index.html

18. OSEP Meeting - July 2007 Transition Planning

19. OSEP Meeting - July 2007 The 1st SD-TP Lesson Awareness of Self, Family, Community, and Disability

20. OSEP Meeting - July 2007 Why Self-Determination Assessment? Improved post-school outcomes –Goal setting during early adolescence –Awareness of disability –Goal attainment Improved academic performance –Limited studies so far

21. OSEP Meeting - July 2007 Self-Determination Constructs Self-awareness Self-advocacy Self-efficacy Decision-making Independent performance Self-evaluation Adjustment

22. OSEP Meeting - July 2007 AIR Self-Determination Assessment Parent Version Teacher Version Student Version Available at –www.ou.edu/zarrow/sdetermination.html Cost: free

23. OSEP Meeting - July 2007 ARC Self-Determination Assessment University of Kansas, Beach Center www.beachcenter.org Click on downloads, then select books, manuals, reports - full pubs Cost: free

24. OSEP Meeting - July 2007 ChoiceMaker SD Assessment Curriculum Referenced Assessment –Choosing Goals –Participating in IEP Meetings –Taking Action on Goals Sopris West (search by author: Martin) –www.sopriswest.com Cost: $12.95 for 25 copies

25. OSEP Meeting - July 2007 SD Assessment Components AIR SD Assessment –Capacity Knowledge Ability Perception –Opportunity At school At hom e –Graph Results Parent Version Teacher Version Student Version ChoiceMaker SD Assessment –Curriculum-referenced assessment –Student Skills and Opportunity at School Choosing Goals Expressing Goals Taking Action –Graph Results –Select IEP Goals Only teacher version

26. OSEP Meeting - July 2007 www.ou.edu/zarrow

27. OSEP Meeting - July 2007 Awareness Activity Keep your eyes on your goal! Take 1 ball; write the name of your goal on it. Take 2 more balls; write the name of an obstacle on each ball that could prevent you from achieving your goal.

28. OSEP Meeting - July 2007 Awareness Activity Toss and catch one ball (goal). Now, try to keep your goal ball going while juggling obstacle #1. Then add obstacle #2. Can you keep your goal in sight while juggling both obstacles?

29. OSEP Meeting - July 2007 Awareness Activity Discussion Did keeping track of your goal ball get more difficult as you added more balls (obstacles)? What can you do to prevent the obstacles from becoming barriers to achieving your goals?

30. OSEP Meeting - July 2007 Different Abilities In the games, we showed some of our strengths and skills. Some of our limits showed as well. Limits may be caused by a disability.

31. OSEP Meeting - July 2007 SDTP Lessons

32. OSEP Meeting - July 2007 Concepts and Terms for Transition Planning Image is the copyrighted property of JupiterImage and is used with permission under license

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34. Review of Who’s Who in Transition Services Who did you find that was most helpful? Did you and your family think that the information you found would be helpful? 56

35. OSEP Meeting - July 2007 Transition Terminology Review Getting to Know the IEP Now that we have reviewed the transition concepts and vocabulary, let’s locate them on the transition pages of the IEP. 57

36. OSEP Meeting - July 2007 SDTP Lessons

37. OSEP Meeting - July 2007 Gathering Input Vision for Employment Employment Strengths & Needs

38. OSEP Meeting - July 2007 What do you need from your family? What does your family need from you?

39. OSEP Meeting - July 2007 Input Circle

40. OSEP Meeting - July 2007 Career Development Career Awareness –Believes self as worker in different jobs Career Exploration –Explore interests in relation to jobs Career Preparation –Skill acquisition that matches interest and skills Career Assimilation –Movement into job

41. OSEP Meeting - July 2007 SDTP Lessons

42. OSEP Meeting - July 2007 Vision for Further Education Your vision for life after graduation from high school may require you to get more education. You and your family will discuss options for further education that will meet your needs, as well as your family’s needs.

43. OSEP Meeting - July 2007 CSI #1 - U.S.A (College Scene Investigation) Virtual visit: http://www.campustours.com http://www.campustours.com Visit in person: Phone: –A community college, career technical, or 4-year college of your choice to get information.

44. OSEP Meeting - July 2007 Further Education Strengths Pat and his teacher then combined information from the three sections into a summary statement. Pat again looked for similarities, and shortened some phrases. His strengths were written into a summary statement. Pat is creative, and prepares lessons well ahead of time so that he is successful teaching at Sunday school. I work on and plan my Sunday school lessons each night after doing my home- work. The kids like my lessons. Pat works very hard to do well in math. Pat is taking a more active role In his IEP, and is learning what accommodations work best for him. We’ll arrange a visit to the community college. My family, teachers And I agree that I Will start out at our Community college. I’m learning what accommodations work best for me.

45. OSEP Meeting - July 2007 SDTP Lessons

46. OSEP Meeting - July 2007 Vision for Adult Living You and your family will consider: where you will live. how you will take care of yourself. how you will participate in your community.

47. OSEP Meeting - July 2007 Activity: Casey Life Skills Assessment There is a website designed to gather information about your adult living strengths and needs. Go to: www.caseylifeskills.org www.caseylifeskills.org

48. OSEP Meeting - July 2007 Adult Living Needs I need to work on my daily living skills and money management. C. J. and her teacher combined her needs into a summary statement. C. J. looked for similarities and reworded some phrases. She then wrote her summary needs statement. I need to learn how to budget my money and shop for and prepare healthy meals. C. J. needs to learn how to budget her money and pay bills on time. Keeping track of her expenses will help her to contribute to the family expenses as she lives here. C. J.’s difficulties with reading and math might cause problems when it comes time to fill out various paperwork forms and budgeting for household goods and maintenance. My adult living needs include math concerns like budgeting and keeping track of expenses, reading forms and labels, and having a more healthy diet.

49. OSEP Meeting - July 2007 SDTP Lessons

50. OSEP Meeting - July 2007 Section 1 Course-of-Study Definitions and Purpose Image is the copyrighted property of JupiterImage and is used with permission under license

51. OSEP Meeting - July 2007 Developing Your Course-of-Study  You are ready to begin to develop your course- of-study.  Place all the classes you have taken and passed onto the course- of-study worksheet.

52. Example: Course-of-Study Freshman Year 1. English I 2. Math I 3. Physical Science 4. U.S. History 5. P.E./Health 6. Career Exploration and Transition 7. Study Skills 8. Participate in DECA Sophomore Year 1. English II 2. Math II 3. Biology 4. World History 5. Art 6. Tech Ed 7. Language or Other Elective 8. Participate in DECA Vision for Employment: Welder Vision for Further Education: Career Tech program

53. OSEP Meeting - July 2007 Connecting with Adult Supports and Services

54. OSEP Meeting - July 2007 Connecting with Adult Supports and Services You will learn about supports and services that are available after you graduate to help achieve your work, living, or further education goals.

55. OSEP Meeting - July 2007 Sample Coordinated Activities Post-high school education Visit disability service office EmploymentSign up with Voc Rehab Place to liveVisit homes and apartments for rent Community participation Register to vote

56. OSEP Meeting - July 2007 SDTP Lessons

57. OSEP Meeting - July 2007 Assessment Results Go Into Present level of performance Strengths and Needs Where does student want to: –Work –Live –Go to School

58. OSEP Meeting - July 2007 IDEA Requires the Summary of Performance (SOP) When terminated from services School will provide child a summary of academic achievement and functional performance –which shall include recommendation on how to assist the child in meeting postsecondary goals

59. OSEP Meeting - July 2007 SOP Teacher-Directed SOP –Designed for educators and agency –Prepared by educators for use by students Nationally created SOP www.ldaamerica.org/aboutld/adults/docs/SOP_Template.doc Student-Directed SOP –Designed for students, family, and agency –Prepared by students for use by students and family

60. OSEP Meeting - July 2007 New Concept Rather than just give SOP when student’s leave: –Use Student-Directed SOP to frame transition plan and place for transition assessment information –Incorporates all transition assessment Academic, vocational, social, living –Teach students to develop and present own SOP Provides framework for exit meeting Information flows into planning document and process

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62. Indicator 13 Checklist Developed jointly by U.S. Dept of Education, Office of Special Education and NSTTAC Infuses transition into educational planning document Transition Assessment plays a major role

63. OSEP Meeting - July 2007 By Role Who Talked About Transition

64. OSEP Meeting - July 2007 Our Research Plan Phase 1 –Does SD-TP increase student knowledge? –Does SD-TP increase student and family self- efficacy in the transition planning process? Phase 2 –Does SD-TP increase student and family participation in transition planning discussions at IEP meetings?

65. OSEP Meeting - July 2007 Phase 1 Study - Disabilities

66. Phase 1 Study - Student Ethnicity

67. OSEP Meeting - July 2007 Phase 1 Study - Age & Grade

68. OSEP Meeting - July 2007 Phase 1 Study - Method  Setting & Participants 3 secondary schools 37 students 6 teachers  Random assignment into control & intervention groups  True/False & Multiple Choice Pre and Post-Tests  Student and Family Pre and Post Self-Efficacy Measures

69. OSEP Meeting - July 2007 Phase 1 Study - Results Intervention t(20)=-2.47, p <.05 A paired samples t-test was conducted to evaluate if there was a knowledge gain as a result of the lessons. The intervention group showed a significant increase in number correct on the post test, while the control group showed a slight decrease.

70. OSEP Meeting - July 2007 Phase 1 Study - Results An independent samples t-test was conducted to compare group performance on the post-test. The standardized effect size was.81, indicating a large effect. t(35) = 2.46, p <.05, d =.81

71. OSEP Meeting - July 2007 Student Self-Efficacy Post-test comparison shows significant increase for students in the intervention group with moderate effect size Significant increases for students in the intervention group on 7 of 10 self-efficacy statements Student Intervention group mean scores increased on all statements Mean scores for students in the Control group stayed about the same pre to post

72. OSEP Meeting - July 2007 Phase 2 Study Randomly assign 8 to 10 teachers and their students into SDTP Intervention and educator-directed IEP group Transition knowledge gain Observe Transition IEP meetings using 10- second momentary time sampling Student, family, and teacher self-efficacy assessment Student self-determination assessment Examination of IEP documents

73. OSEP Meeting - July 2007 Lessons learned…so far –Familiarity with the lessons –Making transition education a priority –Teacher training and experience –Sufficient time for students, teachers, and families to engage the lessons and activities –Determining where to teach SDTP within the curriculum

74. OSEP Meeting - July 2007 James Martin, Ph.D., or Lorrie Sylvester University of Oklahoma Zarrow Center for Learning Enrichment Carpenter Hall Room 111 Norman, OK 73019 Phone: 405-325-8951 Lee Woods Boise State University 1910 University Drive Education Bldg. #203 Boise, ID 83725 Phone: 208-426-2814 e-mail: jemartin@ou.edujemartin@ou.edu Lorraine.Sylvester-1@ou.edu leewoods@mail.boisestate.edu For More Information Contact: