Capacity Building through Personnel Development: The Changing Roles of Transition Specialists

1. Capacity Building through Personnel Development: The Changing Roles of Transition Specialists Robert W. Flexer Rachel McMahan Queen Carol Sparber Center for Innovation in Transition and Employment Kent State University Kent, Ohio Division on Career Development and Transition Myrtle Beach, South Carolina, October 2016

2. Center for Innovation in Transition and Employment Kent State University - College of Education, Health, and Human Services - School of Lifespan Development and Educational Sciences CITE Mission: To Support Quality Lives for People with Disabilities through Promoting Effective Policies and Programs Preparing Transition Leaders Translating Research into Practice Center Funding Includes: Personnel Preparation Grants Model Demonstration Grants State Research and Technical Assistance Grants CCS OLTS KSTC CTE Project TTW

3. What is the Source of Transition Specialist Competencies? Kohler identified transition practices that were supported in the literature and validated by national experts. These transition practices were then grouped into clusters and rated by another group of transition professionals as to their importance. From this work, Kohler delineated a taxonomy (or description) of transition planning and services that included: (1) student-focused planning, (2) family involvement, (3) program structure and attributes, (4) interagency collaboration, and (5) student development.

4. What is a Transition Specialist? DCDT defined the transition specialist as: …an individual who plans, coordinates, delivers, and evaluates transition education and services at the school or system level, in conjunction with other educators, families, students, and representatives of community organizations

5. Transition Specialist Competencies Philosophical, historical, and legal foundations includes knowledge of the historical, legislative, and theoretical fundamentals of transition. Characteristics of learners encompasses the individualization of transition and postschool services related to specific populations of individuals with disabilities. Assessment, diagnosis, and evaluation covers knowledge and skills related to formal and informal career and vocational assessment with an emphasis on student self-determination.

6. Transition Specialist Competencies Instructional content and practice relates to career exploration, career and technical education, job development, transition planning, incorporating a transition perspective into the IEP, monitoring progress, family participation, and the development of self-determination. Planning and managing the teaching and learning environment includes providing work and community-based education, linking academic content to transition goals, environmental modifications, developing natural support systems, and the development of community-based programs.

7. Transition Specialist Competencies Managing student behavior and social interaction skills focuses on promoting student involvement in the postschool transition process. Communication and collaborative partnerships includes knowledge and skills for developing family, student, agency, and natural support networks at both individual and systems levels. Professionalism and ethical practices includes knowledge of the roles of the transition specialist and agency personnel in transition-focused education and services and skills related to demonstrating positive regard for the capacity and operating constraints of the community organizations.

8. Ohio’s Transition Specialists There were 663 transition coordinators in Ohio spread across four different job roles (i.e. work study, job training, vocational special needs, and career assessment coordinators). These positions had been established over the past 30 years from earlier transition-like initiatives including the work study programs of the 60s, the career education programs of the 70s, and the vocational educational reforms in the 80s.

9. OSERS Personnel Preparation for the TTW at Kent State

10. An Overview of the Kent State TTW Students prepared in Kent’s endorsement program were trained in three major transition disciplines. The course sequence for Kent State’s transition endorsement included two courses in special education, two courses in career and technical education, one course in rehabilitation, and a practicum. These courses were offered through web-based distance learning courses for four of the five endorsement courses, with a fifth course offered in a six-day summer class.

11. TTW Coursework • Planning and Programming for Transition (web-based) • Identifies key transition and school-to-work stakeholders, emphasizing interagency collaboration and coordination. • Transition Survey • Vocational Profile • Transition IEP • Pre-Program Self-Evaluation

12. TTW Coursework • Occupational Aspects of Disability (web-based) • Covers a wide range of employment, occupational, and independent living rehabilitation services and systems, covering aspects of job placement, analysis, and training among others. • Job Analysis • Labor Market Analysis • Employment Proposal • Transition Opportunity Guide

13. TTW Coursework • Principles and Practices of Career and Technical Education (face-to-face) • Covers principles, current practices, trends relating to modern programs, and alignment of career and technical education with general education reform. • Issues and Trend Report • Annotated Bibliography • Site Visits to Various Businesses

14. TTW Coursework • Coordination of Career and Technical Cooperative Programs (web-based) • Covers methods and strategies for home, school, work coordination including developing and maintaining work training stations and coordinating classroom instruction with work experience. • Development of Co-Op Program Proposal • Cooperative Operations Manual

15. TTW Coursework • Transition Programs and Services for Youth with Disabilities (web-based) • Includes interagency collaboration and details of how to work within specific systems (i.e. rehabilitation, developmental disabilities, workforce investment, etc). • Policy Analysis Paper • Adult Service Program Report • Interagency Team Development – Part I

16. TTW Coursework • Practicum in Transition (web-based) • Within their own work setting, transition specialists go through several group processes and team steps in developing an interagency team and an action plan for their school setting. • Interagency Team Brainstorming • Development and Implementation of Action Plan • Interagency Team Evaluation • Post Program Self-Evaluation

17. Research Questions • What was the impact on program and competency perceptions of an 18 credit hour graduate transition specialist program? • What program features had an impact on competency development? • What knowledge and skills transferred from the learning environment to the job environment?

18. Quantitative and Qualitative Methods • Identify perceived effectiveness of TTW program • Non-Completers Compared to Completers • DCDT Competency Survey by Domain • Participants rated based on Likert scale: 1=very little knowledge/skill (would need extensive supervision) to 5=very good knowledge/skill (could provide leadership) • Focus Group Data Collected with Completers • Questions related to – what was their experience in the TTW program and how had their job changed. • Examined and analyzed for themes and sub-themes

19. Sample • Participants included: • Control Group – Practicing, Un-credentialed, Secondary Special Educators • N=165 • Program Group – TTW Graduate Participants • N=205

20. Self-Assessment of Transition Domains of Completers and Non-Completers

21. Competency survey results

22. Focus Group Questions • Program impact perceptions were generated by focus group questions which asked participants: • What were their experiences in the program regarding the process of program implementation? and • What were the changes in their professional roles?

23. Focus Group Data • Post program comments were grouped into four categories • Acquisition of Knowledge and Skills • Delivery of Instruction • Application of Knowledge and Skills • Building Collaborative Relationships

24. Theme 1:Acquisition of Knowledge and Skills • Sub-themes • Many statements reflected the values embedded in the transition perspective • Other comments alluded to professional growth • Numerous statements addressed interdisciplinary knowledge base for transition competencies.

25. 1. Many statements reflected the values embedded in the transition perspective • Transition means more than employment and jobs. It includes knowledge of agencies and community adjustment. • Coursework and program opened a new world-a perspective of education beyond vocational/jobs. • Some of us are new in our positions and I didn’t know what the transition program was supposed to do. • A transition coordinator does not just provide direct services. • Now we know how to help kids with self-determination, to tell them what to expect from agencies.

26. 2. Other comments alluded to professional growth • [It] gives you the confidence to approach the administrator because you know more. • Overall I can tell you what the role of a transition specialist is. • Found out that as a special education teacher I knew a lot but there was so much more I had to learn. • Was an eye-opener. I thought we were doing ok on IEPs but now I see we were really clueless. • Feel like I know what I’m doing and that I’m doing it the way I should be.

27. 3. Numerous statements addressed interdisciplinary knowledge base for transition competencies • I worked with many districts and they often focus on graduation and they do not work much with adult services. It helped me know how to get adult services for my kids. • I liked the Cooperative Education classes and was unaware of its history. It seems like they were doing a lot in the past. I saw the importance of this in relation to preventing dropouts.

28. 3. Numerous statements addressed interdisciplinary knowledge base for transition competencies • All this information was like a toolbox. At my school it helped me see beyond the services I traditionally use. • Better knowledge of going to employer and saying what we have to offer you. • The biggest thing I took from this program was the importance of networking. We have to work as a team.

29. Theme 2:Delivery of Instruction • Sub-themes • In general students pointed out that the program was a practical and comprehensive professional development curriculum. • Many positive comments were made about specific classes and assignments

30. 1. In general students pointed out that the program was a practical and comprehensive professional development curriculum. • Sequence was good. It built. Some repetition early on, but that actually helped. • It was nice to go online and see what everyone was doing. • This program was extremely practical. Each course was practical working knowledge and not just theory. • Everything we did really was relevant. Coursework was designed to piggy back on each other. Even CT classes. That manual was a huge thing.

31. 1. In general students pointed out that the program was a practical and comprehensive professional development curriculum. (continued) • It really empowered me to know other people were dealing with these issues. • I was clueless. Validated what I am doing. Made me feel more professional. Wonder how I could have taught 25 years without being taught this. • If I hadn’t had these courses, I would not understand what the trans. plan was about. I get the IEPs without the transition page and I’m educating about transition at the IEP meetings.

32. 2. Many positive comments were made about specific classes and assignments • Loved the class being us and CTE. I think we all left with a great appreciation. Manual was fantastic. Loved the rehab class-job proposal • Knowledge-wise the opening class gave a good foundation. Thought I did a better job after that. • Liked doing employment proposals. They helped me be more creative about what [students] can do on work site. • Occupational Aspects chat room and assignments were good.

33. 2. Many positive comments were made about specific classes and assignments (continued) • Chat rooms were extremely beneficial. Could use these to find answers all the time. • I particularly enjoyed the rehab class. I have to find jobs for my kids and this was very helpful • The practicum project will continue to payoff for other practitioners. • I did not want to take these classes. But it was worth it. Surprised how on target the materials were.

34. Theme 3: Application of knowledge and skills • Sub-themes • Statements in this theme pertained to the immediate job impact of knowledge and skills learned • Related observations highlighted the curriculum significance of involving stakeholders as interdisciplinary team members.

35. 1. Statements in this theme pertained to the immediate job impact of knowledge and skills learned • I have incorporated the backward planning approach. This has really changed the way I approach the IEP. • I needed it all right away because whatever was going on in class I was doing on the job. It was a lot of work, but 99% was beneficial. • Curriculum-felt like everything we worked on was applicable-now go use it and come back and tell us how it worked. • TTW is a must-if I don’t have this info, I can’t do job.

36. 2. Related observations highlighted the curriculum significance of involving stakeholders as interdisciplinary team members • Practicum project opened county to collaboration among programs and facilitated pooled efforts. • Collaboration with other districts and agencies; a lot was learned from others. • My VOSEs (Special Ed Liaison to career tech) didn’t know how to work with VR. My coursework really helped me explain it. • I am more confident in approaching employers. Also worked during summers to assure jobs are successful.

37. 2. Related observations highlighted the curriculum significance of involving stakeholders as interdisciplinary team members (continued) • Really learned to listen to my students. • I feel more confident with students and agencies. I can give more resources to parents. • I feel more proactive. I know what I’m doing and get them the help they need before they need it. • We got a model going in our area and parents were in tears when they saw meaningful transition pages. • I focus on [the student’s] transition plan first. • It bothers me that the transition does not drive the IEP. It frustrates me that the IEP is still being written before the transition plan.

38. Theme 4:Building Collaborative Relationships • Sub-themes • Many comments described the ways in which their role was expanded • Other comments reflected how the TTW takes leadership in coordination of the team • Focus group respondents emphasized the role of the student and family as team members.

39. 1. Many comments described the ways in which their role was expanded • I have taken much more of a coordinator role. I have been able to help the VOSEs write the transition plan. • We were able to start new programs. It has really helped me start my new job. We work with 18-to-22-year-olds more. We have more teachers’ involvement in writing the IEP. • We now know other people to go to. We have more to accomplish, but we now have more resources.

40. 1. Many comments described the ways in which their role was expanded (continued) • My job has changed. I am no longer an enabler. I am teaching [students] to make choices. I’m busier now getting [the team] involved [in supporting the student]. • It’s now overwhelming because we are now involved in so much more and we are now seen as experts and know so much more about what needs to be done. I was also aware of how many things were never pursued.

41. 1. Many comments described the ways in which their role was expanded (continued) • I have become more involved in the vocational school even though I am not working for them. I am part of their teams. • None of my interagency team members knew each other. Now they do. They now participate in IEPs. • I am more valuable to the school. I can do more things now, not just evaluation. I can write IEPs. • My job role evolved with each course. I began to do more interagency collaboration.

42. 2. Other comments reflected how the TTW takes leadership in coordination of the team. • When I first started I was aware transition existed-now I feel like I’m in a leadership role-We are ones handing out knowledge. • I am at four districts. I used to just spend the day in class. Now I am out of the building much more and they see me as a coordinator. • When I first started I was aware transition existed-now I feel like I’m in leadership role-We are ones handing out knowledge. • It’s now “we,” not “us and them.”

43. 2. Other comments reflected how the TTW takes leadership in coordination of the team. (continued) • I am asked to be [involved] in more IEPs. That’s a blessing and a curse. • I didn’t have much job training before I started my job. The TTW has made me a leader. • I felt like my knowledge base went sky-high the 2nd year. I feel my job performance has improved dramatically. • Don’t know if this is a good thing but people ask me questions more. Key relationships with agencies have really changed over time.

44. 3. Focus group respondents emphasized the role of the student and family as team members • I’m more careful about writing my transition pages to reflect what the kids need. In the past I wrote general statements for all of the kids. Now they are more specific to the student. • Gave me some observation skills that helped me reflect on my teaching and students’ needs. I am looking at new ways to support students. Think more about supports. • I am now more of an advocate for the child, but I am also a wiser advocate.

45. 3. Focus group respondents emphasized the role of the student and family as team members • Most of my MD kids just sat in classes. Now looking at individualizing job placements. Now I work all summer long to find jobs. • Listen more to parents and students-teachers made all decisions-had to tell that we need to talk to students. • I feel more confident promoting my program in the community. I have found that employers are willing to work with me when students can’t do all parts of job. • I am more of a facilitator now. We now work as a team. I think this made a difference with the kid who is now more empowered. We don’t try to do it all now.

46. Research Conclusions • Transition is a graduate preservice issue • The transition specialist credential requires advanced preparation for transition coordination. • Transition specialists are a resource for multiple stakeholder groups • Transition specialists provide leadership at the individual and systems levels.

47. Research Conclusions • Professional development requires a comprehensiveness approach • Coursework and assignments were relevant to the teachers and coordinators and applicable to their jobs • Use of a hybrid web format provided the benefits of face-to-face and internet-based instruction • TTW program participants were able to communicate and network with professionals across the state, resulting in increased interagency collaboration and teamwork • Participants were introduced to a variety of transition practices from fellow trainees.

48. Additional information • Center for Innovation in Transition and Employment - http://www.kent.edu/ehhs/centers/cite • Flexer, R., Baer, R., Luft, P., & Simmons, T.J. (2013). Transition planning for secondary students with disabilities (4th Edition). Pearson, Merrill Prentice Hall, Upper Saddle River: NJ. • Flexer, R. & Baer, R., (2005). Description and evaluation of a university-based transition endorsement program. Career Development for Exceptional Individuals, 22(2), 80-89. • Baer, R., Daviso, A., McMahan Queen, R., & Denney, D. (2013). Transition planning: A guide for parents and professionals (3rd Edition). Kent State University, Kent: OH