1. 1 Transition Practices Self Assessment: A Tool to Pave the Way to SPP 13 Solutions and Improved Transition Services 2008 Special Education Directors Conference July 31, 2008 Susan Walter Transition Consultant Illinois State Board of Education 618-651-9028 swalter@isbe.netswalter@isbe.net or smwalter@charter.netsmwalter@charter.net

2. 2 The very essence of leadership is that you have to have a vision. -- Theodore Hesburgh You cannot blow an uncertain trumpet.

3. 3 Transition Practices Self Assessment Based on the nationally recognized work of Dr. Paula Kohler Based on the nationally recognized work of Dr. Paula Kohler –Taxonomy for Transition Programming Collaboration with Loyola University Chicago Collaboration with Loyola University Chicago Designed as a planning tool for continuous improvement and capacity building in secondary education and transition planning Designed as a planning tool for continuous improvement and capacity building in secondary education and transition planning

4. 4 Why a Transition Practices Self Assessment Results of transition practices research Results of transition practices research –Outcomes for students with disabilities improve with transition-focused education. Collaboration between educators, families, students, community members and organizations Collaboration between educators, families, students, community members and organizations Directed toward adult outcomes Directed toward adult outcomes Consists of academic, career and extracurricular instruction and activities Consists of academic, career and extracurricular instruction and activities Delivered through a variety of instructional and transition approaches Delivered through a variety of instructional and transition approaches Responsive to local context and students learning and support needs Responsive to local context and students learning and support needs –Transition planning is the fundamental basis of education that guides development of students educational programs. Not an add-on activity when students reach 14 ½ Not an add-on activity when students reach 14 ½ Kohler, P. (1996)

5. 5 High achievement always takes place in the framework of high expectation. Jack Kinder.

6. 6 How Does the Transition Practices Self Assessment Support Schools Support for Indicator 13 Support for Indicator 13 Assists school districts in determining current practices and setting priorities Assists school districts in determining current practices and setting priorities First step in accessing transition specific technical assistance and training through ISBE and the Statewide Technical Assistance Center (IS-TAC) First step in accessing transition specific technical assistance and training through ISBE and the Statewide Technical Assistance Center (IS-TAC) –Assessment results entered into data bank (Loyola) and reports generated –Development of action plan to scale up transition planning, service delivery and collaborative planning

7. 7 The only way around R obert F rost. is through.

8. 8 Federal Policy Shift: Secondary Education VS Postsecondary Education and Employment Settings FROM FROM School responsibility for planning, development and delivery of services. School responsibility for planning, development and delivery of services. From a mandated, individualized and parent/agency driven system. From a mandated, individualized and parent/agency driven system. Parent/agency driven responsibility for decision making. Parent/agency driven responsibility for decision making. Expectations of a comprehensive program of services. Expectations of a comprehensive program of services. TO TO Individual responsibility for planning ensuring delivery. Individual responsibility for planning ensuring delivery. Youth initiated, undefined process without required procedures or mandated outcomes. Youth initiated, undefined process without required procedures or mandated outcomes. Youth driven responsibility for initiation, management, and follow- through of the decision-making process. Youth driven responsibility for initiation, management, and follow- through of the decision-making process. Specific and separate accommodations and support to be implemented in the same post-school settings where all other persons are also seeking access and participation. Specific and separate accommodations and support to be implemented in the same post-school settings where all other persons are also seeking access and participation. Gaps and Inconsistencies

9. 9 What needs to happen in secondary education? Expectation that all students achieve a quality life, valued within the context of their family, school and community. Expectation that all students achieve a quality life, valued within the context of their family, school and community. Focus on post-school outcomes rather than minimal compliance. Focus on post-school outcomes rather than minimal compliance. Build student competence through academic, occupational and social development. Build student competence through academic, occupational and social development. Variety of instructional pathways that may include few or no specialized supports to extensive applied experiences or supports. Variety of instructional pathways that may include few or no specialized supports to extensive applied experiences or supports.

10. 10 A committee is a group that has a commitment. E dgar Dale.

11. 11 Getting Started – Assemble a Team School-based interagency transition team School-based interagency transition team Represent ALL stakeholders Represent ALL stakeholders –Students and families –Teachers, transition personnel and support staff –Administrators –Community agencies and advocacy representatives –Vocational rehabilitation counselors and adult agency personnel

12. 12 Assemble a Team Variables to consider: Variables to consider: –Familiarity with students –Availability to attend meetings –Potential to provide services or supports –Willingness to create change www.education.umd.edu

13. 13 Review Transition Practices Self Assessment Program Structure Program Structure Interagency Collaboration Interagency Collaboration Student-focused planning Student-focused planning Student development Student development Family involvement Family involvement

14. 14 Kohler, P. (1996). Retrieved on November 2, 2003 from www.kresa.org/transition/pdf/briefs/taxonomy.pdfwww.kresa.org/transition/pdf/briefs/taxonomy.pdf Program Structure and Attributes Program structures and attributes are features that relate to efficient and effective delivery of transition-focused education and services, including attributes of a school that provides the framework for a transition perspective. By operating from the transition paradigm, schools put in place those structures and policies that reflect the notion that outcomes and activities of 100% of the students are important.

15. 15 Program Structure and Attributes Consumer-directed Consumer-directed Least Restrictive Environment Least Restrictive Environment Accessibility Accessibility Transition infused in the curriculum Transition infused in the curriculum Interagency coordination Interagency coordination On-going program evaluation On-going program evaluation Integrated settings Integrated settings Training and technical assistance provided Training and technical assistance provided

16. 16 Kohler, P. (1996). Retrieved on November 2, 2003 from www.kresa.org/transition/pdf/briefs/taxonomy.pdfwww.kresa.org/transition/pdf/briefs/taxonomy.pdf Interagency Collaboration Interagency collaboration practices facilitate involvement of community businesses, organizations and agencies in all aspects of transition – focused education. Interagency agreements that clearly articulate roles, responsibilities, communication strategies, and other collaborative actions that enhance curriculum and program development foster collaboration.

17. 17 Interagency Collaboration Student-focused planning Student-focused planning Collaborative service delivery Collaborative service delivery Transition training Transition training Resource sharing Resource sharing Collaborative funding Collaborative funding Information sharing Information sharing

18. 18 Student-Focused Planning Kohler, P. (1996). Retrieved on November 2, 2003 from www.kresa.org/transition/pdf/briefs/taxonomy.pdfwww.kresa.org/transition/pdf/briefs/taxonomy.pdf Student-focused planning practices focus on using assessment information and facilitating students self-determination to develop individual education programs based on students post- school goals.

19. 19 Student Development Student development practices emphasize life, employment and occupational skill development through school-based and work-based learning experiences. Students assessment and accommodations provide the fundamental basis for student development that results in successful transition. Kohler, P. (1996). Retrieved on November 2, 2003 from www.kresa.org/transition/pdf/briefs/taxonomy.pdfwww.kresa.org/transition/pdf/briefs/taxonomy.pdf

20. 20 Family involvement practices are associated with parent and family involvement in planning and delivering education and transition services, including facilitating such involvement. Family-focused training and family empowerment activities increase the ability of family members to work effectively with educators and other service providers and vice-versa. Kohler, P. (1996). Retrieved on November 2, 2003 from www.kresa.org/transition/pdf/briefs/taxonomy.pdfwww.kresa.org/transition/pdf/briefs/taxonomy.pdf Family Involvement

21. 21 In a mobile, all the pieces, no matter what size or shape, can be grouped together and balanced by shortening or lengthening the strings attached, or rearranging the distance between the pieces. So it is with a family. None of the family members is identical to any other, they are all different and at different levels of growth. As in a mobile, you cant arrange one without thinking of the other. (Satir, 1972, pp. 119-120). Turnbull, A.P. & Turnbull, H. R. (1996). Self-Determination with a Culturally Responsive Family Systems Perspective: Balancing the Family Mobile. In L.E. Power,, G.H.S. Singer, & J. Sowers (Eds.), On the Road to Autonomy: Promoting Self-Competence in Children and Youth with Disabilities. Baltimore: Paul H. Brookes.

22. 22 Putting it All to Work Compile assessment data Compile assessment data Identify areas to work on Identify areas to work on Prioritize Prioritize Design action steps to facilitate best practice implementation Design action steps to facilitate best practice implementation Identify responsible parties Identify responsible parties Evaluate your success Evaluate your success

23. 23 Program Structure Program Philosophy Program Policy Strategic Planning Program Evaluation Resource Allocation Human Resource Development Family Involvement Family Training Family Involvement Family Empowerment The Taxonomy for Transition Programming Student-Focused Planning IEP Development Student Participation Planning Strategies Student Development Life skills Instruction Career & Vocational Curricula Structured Work Experience Assessment Support Services Interagency Collaboration Collaborative Framework Collaborative Service Delivery Kohler, P.D. (1996). Taxonomy for transition planning. Champaign: University of Illinois

24. 24 If our American way of life fails the child, it fails us all. Pearl S. Buck

25. 25 N othing will ever be attempted if all possible objections must be first overcome. Samuel Johnson.