PENNY CHURCH NPSO, LARRY KORTERING NSTTAC, AND JAYNE SPAIN MN DEPT. OF EDUCATION

1. PENNY CHURCH (NPSO), LARRY KORTERING (NSTTAC), AND JAYNE SPAIN (MN DEPT. OF EDUCATION) IDEA 2004's Indicators 8, 13, and 14: Measuring Transition Success

2. WHY LISTEN TO US ABOUT THE IMPORTANCE OF TRANSITION SUCCESS? $8, 777,221,240,095 ($31,000 Per Citizen) REFERS TO? THE EMPLOYMENT RATE OF ALL DROPOUTS IS ____ THAT OF PEERS WHO FINISH HIGH SCHOOL A LIFE OF CRIME COSTS OVER $___ MILLION WHAT PERCENTAGE OF ADULT SERVICES OR PUBLIC SCHOOLS ACTIVELY RECRUIT SCHOOL DROPOUTS? 70% TO 80% OF WHOM ARE SCHOOL DROPOUTS? $380,000 MORE TO $1.3 MILLION MORE REFERS TO _______

3. WHAT CAN WE DO FOR YOU? NSTTAC OFFERS A VARIETY OF RESOURCES RELATING TO TRANSITION (http://www.nsttac.org) OUR EMPHASIS REVOLVES AROUND INDICATOR 13 (see handout) OUR #1 CONSUMER GROUP IS THE SEAs FOLLOWED BY LOCAL TEACHERS, PARENTS AND STUDENTS

4. ISSUES WE KNOW YOU ARE FACING USING YOUR RIGHT TO INDICATOR 13-BASED RESOURCES TO FACILITATE TRANSITION SERVICES THAT SET YOUTH UP FOR A PRODUCTIVE ADULTHOOD KNOW THE KEY TERMS AND REQUIREMENTS RELATED TO INDICATOR 13 ARE THERE POST-SECONDARY GOALS (2 to 3 areas)? WILL THE IEP GOALS THAT LEAD TO DESIRED POST-SECONDARY GOALS? ARE THERE TRANSITION SERVICES ONCE A STUDENT LEAVES SCHOOL? IS THERE EVIDENCE OF SERVICE PROVIDER COOPERATION IS THE IEP BASED ON AN AGE APPROPRIATE TRANSITION ASSESSMENT? COURSES OF STUDY LEAD THE STUDENT TO DESIRED POST-SECONDARY GOALS?

5. WORKING WITH TEACHERS WE ARE A RESOURCE THAT PARENTS AND TEACHERS CAN USE TO WORK TOGETHER WHILE DELIVERING BETTER SERVICES (SO USE US AND LET TEACHERS KNOW ABOUT US) GIVE US FEEDBACK ON HOW WE CAN SERVE YOU BETTER THANKS FOR YOUR TIME ?

6. Perspective from MinnesotaJayne SpainTransition Specialistjayne.spain@state.mn.us

7. WHAT CAN INDICATORS DO FOR YOUR STATE?

8. INCREASE Accountability Flexibility Responsibility Partnerships Focus on student outcomes/results!

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10. What indicators will measure transition services language and outcomes? Indicator 13: % of youth ages 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 post secondary goals. [20 U.S.C.1416(a)(3)(B)] Indicator 14: % of youth who had IEPs, are no longer in secondary school and who have been competitively employed, enrolled in some type of postsecondary school, or both, within one year of leaving high school[20 U.S.C.1416(a)(3)(B)]

11. NSTTAC National Secondary Transition Technical Assistance CenterIndicator 13 Checklist—Form A

12. Measures for Indicator 14 Collected one year after the student leaves school including: Student Demographic Profile Post-School Survey The Post-School Survey will collect data on student involvement in competitive employment and/or post-school education

13. Strategies that worked well in Minnesota: Provide training in early spring Get letters out in a timely manner Stipend for completion

14. Minnesota Statewide Initiatives to Improve Indicator Data Outcomes! National Standards and Quality Indicators for Secondary Education and Transition Collaboration with Rehabilitation Services Collaboration with Career and Technical Education Collaboration with Shared Youth Vision Targeting Transition/NEXT Project C3: Collaboration with PACER, Pathway to Employment (Grant)

15. National Standards and Quality Indicators for Secondary Education and Transition (The standards provide benchmarks to guide local practices) Schooling School- and work-based instruction Career preparatory experiences Career awareness, assessment, and preparation Youth development and leadership Self awareness and self advocacy Family involvement Meaningful family participation Connecting activities Connection to post-school options and resources http://www.nasetalliance.org/toolkit/

16. Minnesota’s Rehabilitation Services-Vocational Rehabilitation Program (VR) A VR counselor is assigned to every high school in the state. A directory is available at: www.deed.state.mn.us/rehab/transition

17. Career Development Career Exploration Explore interests in relation to jobs Middle and beginning of high school Career Preparation Skill acquisition that matches interest and skills High school and/or after high school

19.  http://www.iseek.org/mncareers/ http://www.iseek.org/sv/index.jsp

20.  Minnesota Shared Youth Vision  http://www.deed.state.mn.us/youth/SYV/SYV.htm

21. Comprehensive Set of Essential Transition Skills. Research-based. Focuses on a wide variety of transition needs. Needs Survey and Tracking form. Simple forms. Require small amount of time. Help meet IDEA requirements. Rubrics. Build consistency. Common language. Wording for IEPs. System for documenting success. Strategies. Techniques and ideas for better succeeding at transition. Ways to save time and meet IDEA requirements. Activities and Software. Time savers.Comprehensive Set of Essential Transition Skills. Research-based. Focuses on a wide variety of transition needs. Needs Survey and Tracking form. Simple forms. Require small amount of time. Help meet IDEA requirements. Rubrics. Build consistency. Common language. Wording for IEPs. System for documenting success. Strategies. Techniques and ideas for better succeeding at transition. Ways to save time and meet IDEA requirements. Activities and Software. Time savers.

23. Using Rubrics to Structure IEPs Rationale: Rubrics define skills in a manner that is conducive to writing goals and objectives in IEPs. Title: The title of a rubric is generally defined as the annual goal. Major Criteria: The major criteria generally define the objectives that student must demonstrate to meet the goal.Rationale: Rubrics define skills in a manner that is conducive to writing goals and objectives in IEPs. Title: The title of a rubric is generally defined as the annual goal. Major Criteria: The major criteria generally define the objectives that student must demonstrate to meet the goal.

25. Tools - C3 Online and C3MN www.c3online.org www.c3mn.org

26. Career Fair and Disability Mentoring Day Wednesday, October 15, 2008 9:00 A.M. to 4:00 P.M.

27.  Parent Involvement Strategies  Gain an understanding of your state’s SPP/APR. Be involved in the development and implantation of the SPP/APR. Serve on district and/or State-level committees or task forces that are addressing SPP indicators. Suggest and advise the State Education Agency on improvement strategies if slippage occurs.

28. NEXT STEPS STATEWIDE Understanding of NSSTAC Checklist for Indicator #13. Provision of Regional training events for families and interagency partners to maximize full participation in the transition process. Creation/enhancement of a transition website in order to disseminate information statewide.

29. Use your State Resources!

31. National Post-School Outcomes Center

32. NPSO Charge ...to assist State Education Agencies to develop practical, yet rigorous data collection systems so that the SEA can describe the further education and competitive employment experiences of youth with disabilities as they transition from high school to adult life.

33. Findings from state data collection efforts are used to: Report at the national, state, and local levels through the State Performance Plan/Annual Progress Report (SPP/APR) Guide and improve transition services delivered to transition age youth with disabilities

34. IDEA Purpose (d)(1)(A) to ensure that all children with disabilities have available to them a free 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. 34 CFR §300.1(a)

36. Based on the results of the SPP/APR, can we say… We have prepared the children for... “…further education, employment and independent living”? 34 CFR §300.1(a)

37. SPP and APR State’s plan and performance are based on 20 indicators (Part B) — 4 specific to secondary transition: 1. % of youth who graduate 2. % of youth who drop out 13. % of youth with transition components in the IEP 14. % of youth who achieve post-school outcomes

38. Critical Interrelationships for Achieving PSO Quality IEPs

39. Part B - SPP and APR Requirements for Indicator #14 Percent of youth who had IEPs, are no longer in secondary school and who have been competitively employed, enrolled in some type of postsecondary school, or both, within one year of leaving high school. (20 U.S.C. 1416(a) (3) (B)).

40. Part B - SPP and APR Requirements for Indicator #8 Percent of parents with a child receiving special education services who report schools facilitated family involvement. (20 U.S.C. 1416(a) (3) (B)).

41. Collecting Post-School Data Who are data collected on? What data are collected? How are data collected? When are data collected? Who collects the data?

42. Who are data collected on? All those with IEPs who leave high school: With diplomas With certificates, modified diplomas Who age out Early leavers/drop outs

43. What data are collected? In-School: Contact information Demographic characteristics Leaving status Post-School: Employment Postsecondary education & training

44. How are data collected? From extant (existing) data By survey of former student or family member Phone survey Mail survey Web-based survey Combination By sampling* or census*

45. Challenges States have collecting I-14 data Sampling/Census Develop data collection protocol or survey Identifying representative sample and determining whether respondents are representative Improvement activities: data collection efforts post-school outcomes for students

46. When are data collected? In-School: During last year of attendance Keep contact information current Post-School: Within 1 year of leaving school Between April through September 2007, first required time frame on those who left 2005-06 school year

47. Who collects the data? SEA staff LEA staff Former teachers of respondents* Support staff Administrators Outside Contractor University Survey Center

48. Engagement of youth with disabilities in employment or postsecondary education since leaving high school

49. Why this is important?

50. What you can you do? Be informed Be involved Share information

51. Be Informed Know your state’s plan Spread the word Distribute the PACER/NPSO documents Respond to the survey when contacted

52. Be Involved Plan with your child for transition Provide contact information before leaving school Be ready and willing to respond when contacted Encourage others to participate Involving state PTI Center

53. Respond to the survey!

54. Share Information Talk with SEA and LEA personnel about the collection process and using the results Ask to see the results of the data collection Set up local facilitated conversations to use the results to inform and improve high school and transition programs

55. Support Families Involvement Resources needed: professional staff time and designated contact points with ongoing professional development financial commitments partnerships with multiple public agencies formal and informal communication systems at all levels (especially at district and local building) Mentoring and family supports (particularly re: cultural) Supportive school climate (services and activities) an honest desire to include families in decision making process and establish a sense of trust

56. Parent involvement is definitely worth the investment Increased achievement for students Improved outcomes for families Improved teacher morale Increased trust = reduced conflicts and litigation Increased public awareness and communication

57. What’s happening in your state and region?NPSO State Profile Database

58. How NPSO helps states Targeted publications User-friendly Website Community of Practice National and Regional Conferences Skill building workshops Individual Technical Assistance and Development Support

61. Improved Outcomes Resulting data will have profound implications for state-level decision-making and national policy AND increased positive post-school outcomes for youth with disabilities.

62. Presenter Contact Information NSSTAC – Larry Kortering korteringlj@appstate.edu NPSO – Penny Church pchurch@uoregon.edu MN Department of Education - Jayne Spain jayne.spain@state.mn.us