Transcript Document

Best Practices in Transition: Getting
from Compliance to Quality
Services
NSSEO Institute Day
January 22, 2008
Dr. Mary E. Morningstar
[email protected]
http://www.transitioncoalition.org
University of Kansas
Department of Special Education
www.transitioncoalition.org
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
Family
Involvement
Transition to
Adulthood
Inclusion,
Access &
Accountability
Curriculum
&
Instruction
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.
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
• All activities & services
• Transition is
Results-Oriented
• Transition is
Coordinated
• Transition is
Student-Centered
•• Postecondary
Based
"student
ed., living,
within upon
the school
=
employment,
strengths
needs,
and fulltaking
course of&study
participation
into account in
student
the
community
preferences
interests“
• Link with and
agencies
and
service providers
•• Focus
Accountable
on the
for
vision
programs
for the
providing
transition
leading
future
to successful
services
outcomes
• Dreams
be at the
• Work should
with outside
• center
IEP
reflects
of transition
what the
agencies
(including
student
planning
expected
to
invitingisto
IEP
know
or be able to do
meetings).
• Students must be actively
• involved
IEP
= transition
in educational
IEPof and
• Reauthorization
transition
planning
Rehab. Act
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
(adapted from: O’Leary, 2005)
Step 1:
Measurable
Postsecondary
Goals
Age
Appropriate
Transition
Assessments
Step 2:
Present Levels
of Academic
Performance
Step 3:
Needed
Transition
Services
Step 4:
Annual IEP
Goals
• Education or
Training
a. Course of Study
Step 5:
b. Needed Services:
• Employment
•
Instruction
Summary of
Performance
•
Related Services
•
Community Experiences
•
Employment and other postschool adult living objectives
•
Daily Living skills & Functional
Vocational Assessment (when
appropriate)
• Independent
Living
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
(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):
• 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
Upon completion of high school…
• I will enroll in the Associates Degree
program at Ocean County
Community College in August of
2009. (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
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 postschool 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
Caught in Transition…
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.”
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)
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.
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)
http://www.nsttac.org/
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. 1416 (a)(3)(B)]
NSTTAC Indicator 13 Checklist
1.
2.
3.
4.
5.
6.
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
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
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.
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 SelfDetermination 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
Instruction • Community Experiences • Related Services •
Functional Evaluation • Goals & Objectives • Courses of Study •
Interagency Linkages
Evaluate Results
Reconvene the IEP Team
Expand Upon Existing IEP
Reevaluate & Revise Annually
Critical Elements of Transition:
Assess for Quality
• Planning early
Transition
Planning
• Person-centered
Approach to
Planning
• Outcomes tied to
Vision for future
Person-Centered Planning
Resources
http://www.transitioncoalition.org/cgi
wrap/tcacs/new/resources/resources
/index.php
Postschool Outcomes Study
Resources:
http://www.psocenter.org/cofp.html
Transition to
Adulthood
• IEP focuses on
outcomes
• Service
coordination
• Postschool
outcomes data
• Documentation in
the IEP
Critical Elements of Transition:
Assess for Quality
• Family members
attend meetings
Family
Involvement
• Flexible to meet
with families
• Transition = family
as a whole
Transition to
Adulthood
• Involved in
decisions
• Agreement on
outcomes
Working with Families
www.transitioncoalition.org
TA Alliance for Parent Centers
http://www.taalliance.org/
• Information
• Person-centered
planning
Knowing Families:
Family
Systems
Framework
Critical
Elements
of Transition
Family Characteristics
• Description of the family
• Personal characteristics
• Special challenges
Cohesion
• Family members
attend meetings
Family Life
• Transition
= family
Cycle
as a whole
Family Interaction
Family Adaptability
Involvement
Extended
Family
Transition to
ParentAdulthood
child
Marital
• Stages and
• Involved
in
Transitions
decisions
• Changes in
Characteristics
Siblings
• Flexible to meet
• Changes
in
with
families
Functions
• Agreement
on
• Changes in Life
Roles
outcomes
Family Functions
www.transitioncoalition.org
Affection, Self-esteem, Economics, Daily care,
Working with Families
Socialization, Recreation, Education, Spiritual
online module
• Information
• Person-centered
planning
Building Relationships with Families
• Identify transition cycle of
the family
•
•
•
•
•
Coming Together for the
• Types of adult services
IEP
• Share
information
•• Role
Listen
empathetically
models
• Prepare
in advance
and resources
•• Basic
facts
about transition
Learn to LISTEN
information
• Share
Connecting
and getting
•
Use
multiple
• Areas
most wanted by
started
formats
& ways
•families
Communicate
familyto
in
one
study:
INVITE Involvement
• meaning
Sharing
visions and
provide
sexualityoutcomes
Michael Bridges’ Transition Cycle•transition
Theory
information
•
self-care
• • Focus
on family
Reviewing
levels of
Pay attention to family
•getting
Ensure
reciprocity
& with others
•performance
along
identified
issues
concerns & postschool
assessments
•taking
Informal
and
•
responsibility
outcomes
• • Reliably
respond
Sharing
resources,
frequent
•Guardianship
and estate
priorities, concerns
planning
communication
• Meet
in friendly
Exchange information
• places
Developing goals and
• Role
of IEP team
members
• Arrange
linkages
objectives
•Criteria
for other
evaluating
IEP
with
families
•
Tell
personal
stories
•
Specifying
placement
Parent involvement
• Postschool
option
available
andand
related
services
activities
supports
• •Social
security and
Summarizing
concluding
Critical Elements of Transition:
Assess for Quality
• Decision-making
skills and
opportunities
• Invited to attend
meetings
• Ideas listened to
and respected
Transition to
Adulthood
Student
Involvement
• Opportunities to
learn about
options
• Self-advocate
The Self-Determination Synthesis Project
http://www.uncc.edu/sdsp/
Self-Directed IEPs http://education.ou.edu/zarrow/
• Self-Directed
IEPs
• Parent info. to
support students
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-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 SelfDetermination
Students participate and
Skill development
Instruction
make
Students
decisions
and
learnexperiences
in
the
IEP
skills
incorporates training on
planning
tofocus
advocate
onprocess
problem-solving,
for necessary
& with
self-advocacy and selfdecision
accommodations
transition
making,
goals goalin
determination
setting,
postsecondary,
and communication
employment and
community settings
Critical Elements of Transition:
Assess for Quality
• Academic instruction
tied to outcomes
National 18-21 Database:
www.transitioncoalition.org Think
College www.thinkcollege.net
Transition to
Adulthood
Transition to College website
http://www.transitiontocollege.net/
• Independent living
skills
On Campus Outreach Resources
http://www.education.umd.edu/oco/
Curriculum
&
Instruction
Comprehensive School
Reform:
http://www.centerforcsri.org/
http://www.gatesfoundation.org/Education/
http://www.srnleads.org/
• Vocational instruction
& experiences
• Social, interpersonal &
recreation
• Functional curriculum
reflects outcomes
• Natural & ageappropriate
• Transition Programs
Post-HS for ALL
students
Critical Elements of Transition:
Assess for Quality
Transition & Instructional Strategies
http://www.ncset.org/topics/default.asp
• Enroll in instructional
program to meet
needs
• Social inclusion
• Gen. Ed & Voc. Ed.
get support
Transition to
Adulthood
Inclusion,
Access &
Accountability
• Inclusion leads to
positive outcomes
• Decision-making
process used
• Accommodations on
IEP & State and
District Tests
Secondary Ed
SPED and Ed
Transition
Community Schools &
Community Services
Integrated
Community
Services
• Collaborative
Consultation
• Univ. Design
• Content
Enhancement
Morningstar & Clark, (2003)
Critical Elements of Transition:
Assess for Quality
• School-business
partnerships
Interagency
&
Community
Services
• Process for
identifying needs
• Formal & informal
supports
Transition to
Adulthood
Community Resource Mapping:
http://www.ncset.org/publications/viewdesc.a
sp?id=939
Interagency and Community Services:
http://old.transitioncoalition.org/ics/index.html
• Accurate
information
• Interagency
agreements
• Local councils
• Collecting
Postschool
Outcomes
Critical Elements of Transition:
Assess for Quality
Transition
Assessment
Transition to
Adulthood
• Ongoing Process
to identify
strengths,
interests & needs
related to
postsecondary
goals
• Individualized
• Real-world settings
Transition Assessment: The Big
Picture
http://www.transitioncoalition.org
• Student-centered
• Formal & Informal
Methods
Based on age appropriate transition
assessments….
• 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?
Guiding
Questions
Planning for
Assessment
What and
How to
Assess
Using
Data
Integrating
Data & IEP
Resources:
www.transitioncoalition.org: Online module (Transition
Assessment: The Big Picture & Assessment Resources
http://www.transitioncoalition.org/cgiwrap/tcacs/new/resources/presentatio
ns/index.php : 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 researchbased indicators of effective transition practices:
–
–
–
–
–
–
Transition planning
Student involvement
Transition to
Adulthood
Family involvement
Inclusion,
Interagency collaboration
Access &
Curriculum
Accountability
&
Curriculum and instruction
Instruction
Inclusion in school and access to the general
curriculum
– Transition assessment
Family
Involvement
The resulting data is used to identify critical needs and priorities for
on-site and online professional development