osep meeting

OSEP Meeting - July 2007

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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: [email protected]

Phone: 405-325-8951




Agenda

• Introduction and Overview

• Lessons Demonstration

• Research

• Discussion




What is the Purpose of Special Education?




“To ensure that all children with disabilities haveavailable 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).




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.




One Problem

• Low student and family participation in IEP development and meetings

• Adult-to-adult transition conversations




Who Talked At IEP Meetings

SPED51%

Gen Ed9%

Administrators9%

Multiple Conv5%

No Conv2%

Student3%

Support 6%

Family15%

Teacher-Directed IEP Meetings: Whose Meeting is This Anyway?

Martin, Van Dycke, Greene, Gardner, Christensen, Woods, & Lovett, 2006




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




Role % of Time Talked

Special Ed Teacher 53

General Ed Teacher 7

Administrator 6

Family Members 8

Support Staff 9

Student 13

No Conversation 3

Multiple Conversations 2

Percent of Time IEP Members Talked at Self-Directed IEP Meetings?




Percent of Intervals Discussed Transition

Special Ed50%

General Ed 4%

Admin8%

Family8%

Support Staff20%

Students10%

Another Problem-Transition Discussions

Martin, Van Dycke, Christensen, Greene, Gardner, & Lovett, 2006




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




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




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




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




Identify the student’s post-school desired goals or visions.




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




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




Transition Planning




The 1st SD-TP LessonAwareness of Self, Family, Community, and Disability



are needed to see this picture.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




Self-Determination Constructs

• Self-awareness• Self-advocacy• Self-efficacy• Decision-making• Independent performance• Self-evaluation• Adjustment




AIR Self-Determination Assessment

• Parent Version

• Teacher Version

• Student Version

• Available at– www.ou.edu/zarrow/sdetermination.html

• Cost: free




ARC Self-Determination Assessment

• University of Kansas, Beach Center

• www.beachcenter.org

• Click on downloads, then select books, manuals, reports - full pubs

• Cost: free




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




SD Assessment Components

• AIR SD Assessment– Capacity

• Knowledge• Ability• Perception

– Opportunity• At school• At home

– 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




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www.ou.edu/zarrow




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.




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?




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?




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.




SDTP Lessons




Concepts and Terms for Transition Planning

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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




Transition Terminology ReviewGetting 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




SDTP Lessons




Gathering Input

Vision for Employment

Employment Strengths & Needs




What do you need from your

family?

What does your family need from

you?




Input Circle

Teacher Input

Family Input

Student Input

Summary




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




SDTP Lessons




Vision for Further EducationYour 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.




CSI #1 - U.S.A (College Scene Investigation)

• Virtual visit: http://www.campustours.com

• Visit in person:• Phone:

– A community college, career technical, or 4-year college of your choice to get information.




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.

Family Input

Student Input

Teacher Input

Summary

Pat is creative, and prepares lessons well ahead

of time sothat he is successful teachingat Sundayschool.

I work on and planmy Sunday schoollessons eachnight afterdoing myhome-work. Thekids likemy lessons.

Pat works very hard to do well inmath. Pat is taking a more active roleIn his IEP, and is learning what accommodations work best for him. We’ll arrange a visit to the community college.

My family, teachersAnd I agree that IWill start out at ourCommunity college.I’m learning whataccommodations work best for me.




SDTP Lessons




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.




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




Adult Living NeedsFamily Input

Student Input

Teacher Input

Summary

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 howto budget mymoney and shop for andpreparehealthymeals.

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.




SDTP Lessons




Section 1

Course-of-Study Definitions and Purpose

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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.




Example: Course-of-Study

Freshman Year1. English I2. Math I3. Physical Science4. U.S. History5. P.E./Health6. Career Exploration and

Transition7. Study Skills8. Participate in DECA

Sophomore Year1. English II2. Math II3. Biology4. World History5. Art6. Tech Ed 7. Language or Other

Elective8. Participate in DECA

Vision for Employment: WelderVision for Further Education: Career Tech program




Connecting with Adult Supports and Services




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.




Sample Coordinated Activities

Post-high school education

Visit disability service office

Employment Sign up with Voc Rehab

Place to live Visit homes and apartments for rent

Community participation

Register to vote




SDTP Lessons



are needed to see this picture.Assessment Results Go Into

• Present level of performance

• Strengths and Needs

• Where does student want to:– Work– Live– Go to School



are needed to see this picture.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




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




New ConceptRather than just give SOP when student’sleave:

– 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




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




Percent of Intervals Discussed Transition

Special Ed50%

General Ed 4%

Admin8%

Family8%

Support Staff20%

Students10%

By Role Who Talked About Transition




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?




Phase 1 Study - Disabilities

LD Multiple EBD MR OHI TBI Vision0

5

10

15

20

25




Phase 1 Study - Student Ethnicity

Caucasian

American Indian

African American

Hispanic

Multicultural

63.2% (n=24)

23.7% (n=9)

7.9% (n=3)

2.6% (n=1)

2.6% (n=1)




Phase 1 Study - Age & Grade

14 15 16 17 18 19 200

2

4

6

8

10

12

# of

stud

ents

age

7 8 9 10 11 120

1

2

3

4

5

6

7

8

9

10

grade




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




Phase 1 Study - Results

Pre Total Correct Post Total Correct Intervention M=37.24 SD=7.60 M=40.95 SD=8.89 Control M=34.13 SD=9.12 M=33.50 SD=9.42

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.




Phase 1 Study - ResultsAn independent samples t-test was conducted to compare group performance on the post-test.

The standardized effect size was .81, indicating a large effect.

N Mean Standard Deviation Intervention 21 40.95 8.89 Control 16 33.50 9.42

t(35) = 2.46, p < .05, d = .81




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




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




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




James Martin, Ph.D., orLorrie SylvesterUniversity of OklahomaZarrow Center for Learning EnrichmentCarpenter Hall Room 111Norman, OK 73019Phone: 405-325-8951

Lee Woods

Boise State University1910 University DriveEducation Bldg. #203Boise, ID 83725Phone: 208-426-2814

e-mail: [email protected]

[email protected]

[email protected]

For More Information Contact:

osep meeting - july 2007 student-directed transition planning facilitating high school to adult life...

Documents

transition puzzle slide

cld families students

iep development

selfdirected iep meetings

transition planning

successful transition

adult transition conversations