beyond compliance: understanding the why’s of decision-making in transition planning

Dawn Breault CAGS, C.R.C.Dawn Breault CAGS, C.R.C.NH Department of EducationNH Department of Education

Special Education Special Education Technical Assistance ConsultantTechnical Assistance Consultant

March 11, 2013March 11, 2013

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You are familiar with Indicator 13 You have been monitored or have a basic

understanding of the Indicator 13 monitoring process.

You have a good understanding of the basics in transition planning.

You are looking for more information about transition planning – beyond I-13.

Assumptions

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You made it through Indicator 13! Now What?

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If you have been reviewed and didn’t pass,

reflecting on those areas and figuring out the next steps.

If you have not been reviewed yet, looking at the 8 questions and reflecting on how your district handles the 8 areas.

Indicator-13 data

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When reflecting on the 8 areas it helps to look

past the actual words of the requirement and consider the intent behind the requirement.

Intent

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Is there evidence the student was invited to

the meeting?

The intent is to ensure the student actually knows about their meeting and is invited.

Intent exampleInvitation evidence

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Systemic Administrative Professional

Development

Three types of issues when looking at program

improvement

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Systemic issues

Program developmentStaffingResourcesDistrict “policies” or “procedures”.

Tackling the 3 issues

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Buy in from Administration Buy in from School Board Buy in from Staff

Systemic

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Setting up new procedures Assigning a staff member to be responsible Check and re-check that the process is being

followed. Invitations and prior permission could fall

under this category.

Administrative

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Ensuring staff have been appropriately

trained. What type of pre-service training did the staff

member have? Does the district know the local community

resources?

Professional Development

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Examining the competencies of the staff

holding the key transition positions. (NSTTAC) Evidence based practices (NSTTAC) Morningstar’s quality indicators of exemplary

transition programs (needs assessment). Local resources (CoP, DOE TA)

Considerations for improvement

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No formal license or certification for transition

personnel.

No official on-the-job training specific to transition.

Very few pre-service opportunities.

Competencies: who needs to know what?

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“No one would propose keeping basketball players off the court until they had studied the game

for 12 years.” ~Anonymous14

What Transition Specialists Need to Know

What Secondary Special Education Teachers Need to Know

What State Agency Secondary Special Education Administrators Need to Know

NSTTAC – what do we need to know?

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Competencies broken down

without resources(See word document handout)

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Based on the Division for Career Development

and Transition's competency lists for secondary special educators (Blanchett, 2001) and transition specialists (DCDT, 2000), and the Council for Exceptional Children competencies for school leaders (CEC, 2008)

NSTTAC’s three competency areas are based on the following

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The following Evidence based practice examples from NSTTAC are mostly organized with Paula Kohler’s Taxonomy in mind.

Big picture thinking

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In 1996 Dr. Paula Kohler developed “The

Taxonomy for Transition Programming” as a Model for Planning, Organizing, and Evaluating Transition Education, Services, and Programs.

http://homepages.wmich.edu/~kohlerp/pdf/Taxonomy.pdf

Taxonomy

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NSTTAC's Definitions of Evidence-Based Practices

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http://www.nsttac.org/content/evidence-based-practices-secondary-transition

Examples of Evidence-Based Practices in Secondary

Transition

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http://www.nsttac.org/content/personnel-development-guide-evidence-based-practices

Personnel Development Guide for Evidence-Based

Practices

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http://www.nsttac.org/sites/default/files/assets/pdf/pdf/ebps/ExecsummaryPPs%20Jan2013.pdf

Evidence-Based Practices and Predictors in Secondary Transition: What We Know and

What We Still Need to Know

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You have assessed the districts I-13 data and need something more to help guide the next steps.

Following tool is very specific to transition program improvement.

Other ways to monitor overall program improvement (ABC’s etc…)

How do I know what my district needs?

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Quality Indicators of Exemplary

Transition Programs Needs Assessment Instrument

Developed by: Mary Morningstar

University of Kansas

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This needs assessment is designed to allow

programs, schools and districts to determine and prioritize the most critical needs within a transition program.

Mary E. Morningstar, Ph.D., University of Kansas

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This self-assessment is best utilized if multiple

and representative groups of transition stakeholders complete the form (e.g., teachers, administrators, parents, others). The data for all representative groups is then compiled.


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Transition Planning Family Involvement Student Involvement Curriculum and instruction is outcome-orientated Inclusion in school and access to the general

curriculum Interagency collaboration and community services Transition assessment


7 Domains

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http://transitioncoalition.org/transition/tcfiles/files/docs/Quality_Indicators_of_Exemplary_Transition_Programs1329845495.pdf/Quality_Indicators_of_Exemplary_Transition_Programs.pdf

The document

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Transition Planning Family Involvement Student Involvement Curriculum and instruction Inclusion Interagency collaboration and community

services Transition Assessment


The Indicators

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Transition planning begins early in a student's

educational experience (but no later than 16 years old) and continues throughout a student's school career.

Transition plans are based upon person-centered planning approaches in which the student's strengths, capabilities, interests and preferences are identified.

Transition IEP outcomes and post school goals are based upon student strengths, interests and preferences.


Transition Planning

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The transition IEP identifies post school goals using

appropriate transition assessments related to postsecondary education and training, employment and independent living skills.

The transition IEP identifies needed transition services and courses of study to assist the student in reaching his or her postsecondary goals.

Post-school outcomes data is collected for students who have exited school to track post school success and the effectiveness of the school-based transition planning process.


Transition Planning

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Family members (including extended family,

friends and others if appropriate) regularly attend all transition planning meetings

Transition planning takes into consideration the impact of transition upon the family as a whole and not just focus exclusively on the needs of the student.

Family members are involved in all decisions that are made by the transition team.


Family Involvement

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Accommodations are made to involve family

members in the planning process (e.g., time and location of transition planning meetings are flexible) and to include extended family members in meetings.

A process is in place so that family members, students and professionals reach consensus regarding transition outcomes and services, including the courses of study.

Information is provided in a variety of formats to families about transition planning, services and the IEP.


Family Involvement

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Students are taught decision-making skills using

research-based curricula beginning as early as possible but no later than upon entering middle school.

Students are provided with opportunities to make real-life meaningful decisions so that they possess the skills necessary to make informed choices about their future.

Students are invited to and attend transition planning meetings and are active participants in the planning process.


Student Involvement

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Students are given opportunities to learn about

and/or directly experience an array of post school outcomes.

Students are actively involved in developing their own transition IEP and are supported to lead their IEP meeting (e.g., self-directed IEP meetings).

Parents are provided with information about the importance of self-determination and self-advocacy for transition.


Student Involvement

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Appropriate academic instruction is provided to prepare

students for functioning in their community, including attending post-secondary education.

Appropriate vocational instruction is provided, including community-based vocational experiences, to prepare students for community employment.

Appropriate instruction and opportunities to engage in independent living is provided to prepare students for functioning as young adults in the community.


Curriculum is Outcome-Orientated

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Appropriate social/interpersonal skills

instruction and opportunities to establish social relationships with peers is provided.

Teaching takes place in natural and age-appropriate settings including community settings. This would include post-high school (postsecondary) settings for students aged 18-21 still receiving special education services.


Curriculum is Outcome-Orientated

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Specific strategies exist for facilitating the social

inclusion of students with disabilities into regular school programs, activities, and extra-curricular activities

Teachers in regular academic and vocational courses are provided with assistance of special education services to adapt their instruction and curriculum to meet the diverse needs of students


Inclusion in school and access to the general curriculum

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A process is in place and used by IEP teams to make

decisions about each student’s educational program that takes into account both unique student learning needs and access to the general curriculum.

Accommodations for supplemental services to support students in the general curriculum are identified on the IEP and used in an ongoing basis within the general curriculum.

Appropriate accommodations are included in the IEP in order for students to fully participate in state and district-wide assessments.


Inclusion in school and access to the general curriculum

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School-business partnerships and linkages exist and promote

effective employment opportunities for students.

A process is in place for schools and agencies to determine the anticipated service needs of students in transition from school to adult and community services.

Services and supports are available to facilitate formal and informal natural support networks and community connects for students with disabilities.

Accurate information about the range of community services exists and is available to students and families.


Interagency Collaboration and Community Services

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Agencies develop written interagency agreements

to identify roles and responsibilities regarding exchanging information, sharing of resources and coordinating services.

The school district has at least one professional responsible for coordinating transition services, and in particular, working with outside agencies to identify barriers to effective services and to plan for improving transition and community services.


Interagency Collaboration and Community Services

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Formal and informal assessment measures are available to

school staff in order to develop transition plans that target post-school goals and outcomes (e.g., employment, postsecondary education, independent living).

Transition assessment procedures are customized for each student so that specific information is collected regarding student needs, post-school goals and individual preferences and interests.

Assessment procedures and methods are matched to the learning and response characteristics of each student.


Transition Assessment

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Assessment procedures include multiple and ongoing

activities and methods that sample critical transition behaviors and skills.

Procedures are in place to present transition assessment results to students, families and staff and to incorporate critical information throughout the transition planning process.

For students graduating or exiting special education services, a summary of academic achievement and functional performance with recommendations for meeting postsecondary goals is developed and shared.


Transition Assessment

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Adding up scores and setting priorities.

What can realistically be done?

Is the issue systemic?

Is the issue administrative?

Is the issue one of professional development?

Summary sheet from survey

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I’m a (teacher, case manager, transition

counselor) how can I possibly make these types of changes?

Baby steps – pick one thing that you have control over.

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Next Steps

#39 Transition assessment – procedure in place

to present transition assessment results to students, families and staff and to incorporate critical information throughout the transition planning process.

Partially achieved – eval. review meetings, exit meetings (SOP)

Baby steps – starting with one population – significantly impaired.

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Hudson Example

Resume List of work experiences Pictures on work sites Work site summaries from job coaches/paras References SOP Gmail account Upload all documents so it’s always there.

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Transition Portfolio

NH DOE Technical Assistance NH Community of Practice (State and

Regional) Modnadnock Center for Successful Transitions Transition Resource Network at Strafford

Learning Center SPDG NH DOE

Local Resources

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Questions?

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beyond compliance: understanding the why’s of decision-making in transition planning

Documents

transition education

transition planning

transition personnel

transition programming

transition specialists

key transition positions

staff member

competency areas