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Clearing a Path Through the Transition Jungle

Clearing a Path Through the Transition Jungle. Administrators’ Management Meeting Thursday, September 18, 2008 Friday, September 19, 2008. Context for Improving Transition. Factors Federal policy (e.g., IDEA) State and local policy Community Effective practices.

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Clearing a Path Through the Transition Jungle

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  1. Clearing a Path Through the Transition Jungle Administrators’ Management Meeting Thursday, September 18, 2008 Friday, September 19, 2008

  2. Context for Improving Transition Factors • Federal policy (e.g., IDEA) • State and local policy • Community • Effective practices

  3. IDEA Accountability Mandates Continuous Improvement Monitoring Process (CIMP) – Compliance with IDEA State Performance Plan (SPP) Annual Performance Report (APR)

  4. State Performance Plan Transition Indicators

  5. State Performance Plan Mandated by OSEP Developed for 2005-2010 Required of all states Updated annually Both documents must be submitted to OSEP February 1st annually. State determinations are made based on the review of each states annual performance reports. SPP/APR • Annual Performance Report • Reflects progress or slippage in meeting the measurable and rigorous targets established in the SPP • Includes revisions to the State’s targets, improvement activities, timelines or resources in the SPP and justifications for the revisions

  6. State Performance PlanTransition Indicator 1 • Percent of youth with IEPs graduating from high school with a regular diploma

  7. State Performance PlanTransition Indicator 1 Targets/Outcomes • 2006 (2006-07) • 39.8% target; actual outcome data 39.9% (9,809/24,567) • 2007 (2007-08) • 31 districts were targeted for improvement based on 2006-07 data • 40.3% target

  8. Indicator 1: Graduation Rate Data TARGET MET

  9. State Performance PlanTransition Indicator 2 • Percent of youth with IEPs dropping out of high school

  10. State Performance PlanTransition Indicator 2 Targets/Outcomes • 2006-07 • 17 districts targeted based on 2005-06 data • 4.25% target; actual outcome data 5.39% (7,047/13,797) • 2007-08 • 32 districts targeted based on 2006-07 data • 4.0% target

  11. Indicator 2: Dropout Rate Data TARGET NOT MET

  12. State Performance PlanTransition Indicator 13(Compliance Indicator) • 100% 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 student to meet the postsecondary goals.

  13. Indicator 13: Transition IEPs • In 2007-08, all districts completed a self-assessment that included Indicator 13

  14. State Performance PlanTransition Indicator 13 Outcomes • Actual Data for 2007-08 Secondary Transition Standard B (16) (STB) • 72 districts assessed • February 22, 2008: Preliminary reports disseminated • April 25, 2008: Timeline for correction of noncompliance for individual students and submission of corrective action plans

  15. State Performance PlanTransition Indicator 13 Outcomes • Actual Data for 2007-08 Secondary Transition Standard B (16) • STB-16: The IEP includes coordinated, measurable, annual IEP goals and transition service that will reasonably enable the student to meet the postsecondary goals. • 88.9% of districts; 84.70% systemic

  16. State Performance PlanTransition 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 education, or both, within one year of leaving high school.

  17. State Performance PlanTransition Indicator 14 Targets • States were not required to report on Indicator 14 with the February 2008 submission of the Annual Performance Report (APR) for 2006-2007. New baseline was established for which reporting will begin with the 2009 APR submission. • 2006-07 Baseline (2005-06 Post-School Outcomes for Students with Disabilities) • 48.1% Employed/Military • 18.9% Continuing Education • 55.2% Employed and/or Continuing Education

  18. Indicator 14: Post-School Outcome Data 2006-07 is new baseline.

  19. Using Transition Indicators to Improve What We Do • Post-School Outcomes • ~Indicator 14~ • Postsecondary education and/or training • Employment • Independent living Not so good? Good? Why? Why Not? • Dropping Out • ~Indicator 2~ • Why? • Appropriate programs? • Address student and family needs? • Graduation • ~Indicator 1~ • Expectations and standards? • Various pathways available? • Linkage to post-school environments? • What’s the Quality of Our IEPs? • ~Indicator 13~ • Measurable post-school and annual goals • Transition-related assessments • Course of study, services, and activities • Coordination of services

  20. Model for Extending Transition Research Effective Transition Practices Increase Capacity to Implement Effective Transition Practices Facilitate Implementation of Effective Transition Practices Technical Assistance Data-Based Decision Making Professional Development Policy Analysis and Change

  21. Our Challenge How do we link what we’ve learned from transition research with practices in our schools and communities? Research Compliance Practice

  22. Guidance for Implementing Secondary Transition GIST

  23. Purpose Develop a continuous improvement process – model – structure -- for implementing secondary transition education and services

  24. Our Focus Develop a “resource” for secondary educators to facilitate continuous improvement of secondary transition education and services

  25. Our Focus Develop a continuous improvement process model structure system to implement secondary transition education and services

  26. GIST Development

  27. Approach Structured Conceptualization Process Articulated our issue, question, goal Generated ideas Structured our ideas Analyzed the structures we generated Interpreted the structures Use and take action

  28. Our Outcome A concept map of what we think Indication of our priorities See “Characteristics of the Guidance for Implementing Secondary Transition – GIST Model: Final Conceptualization from the GIST Workgroup”

  29. Content Workgroups • Region 1 • Vision and Mission • Region 2 • Design and Development • Implementation and Sustainability • Region 3 • Features that Promote Accessibility and Flexibility • Tools to Facilitate Use and Application of Information • Region 4 • Target Audience and Intended Users • Content

  30. Identifying GIST Content Topical workgroups For each of the four regions Develop topical content

  31. Kohler’s Taxonomy for Transition Programming Family Involvement Student-Focused Planning Program Structures Student Development Interagency Collaboration

  32. Kohler’s Taxonomy for Transition Programming STUDENT-FOCUSED PLANNING • IEP Development • Student Participation • Planning Strategies INTERAGENCY COLLABORATION • Collaborative Framework • Collaborative Service Delivery • FAMILY INVOLVEMENT • Family Training • Family Involvement • Family Empowerment • STUDENT DEVELOPMENT • Life Skills Instruction • Employment Skills Instruction • Career & Vocational Curricula • Structured Work Experience • Assessment • Support Services • PROGRAM STRUCTURES • Program Philosophy • Program Policy • Strategic Planning • Program Evaluation • Resource Allocation • Human Resource Development

  33. NASET* Standards • Schooling • Career Preparatory Experiences • Youth Development and Youth Leadership • Family Involvement • Connecting Activities *National Alliance for Secondary Education and Transition

  34. GIST Rollout and Implementation

  35. Transition Steering Committee

  36. Our Challenge To identify and align our resources to meet our communities’ needs Research Monitoring Research Compliance Practice Practice

  37. Model for Extending Transition Research Effective Transition Practices Increase Capacity to Implement Effective Transition Practices Facilitate Implementation of Effective Transition Practices Technical Assistance Data-Based Decision Making Professional Development Policy Analysis and Change

  38. Our Perspectives Collaboration and team work Shared resource commitment Respect for state context Proactive rather than reactive Transition-focused education is the goal Extend research to practice Capitalize on state resources!

  39. A Working “System” toFoster Continuous Improvement Capacity building resources Collaborative Process • Steering committee structure

  40. Process Organizing Our Resources Work together to complete the big picture and fill in the details

  41. System Outcome Organizing Our Resources A structure that will enable us to identify and fill gaps in services and communicate effectively about our services

  42. Resources • National • National Dropout Prevention Center for Students with Disabilities (NDPC-SD) http://www.ndpc-sd.org/ • National Secondary Transition Technical Assistance Center (NSTTAC) http://www.nsttac.org/ • National Center on Secondary Education and Transition (NCSET) http://www.ncset.org/

  43. Resources • National • National Division of Career Development and Transition (DCDT) http://www.dcdt.org/index.html • TransCen, Inc. http://www.transcen.org/ • Transition Coalition http://transitioncoalition.org/transition/index.php

  44. Resources • Florida • Local Interagency Teams and Partners • Resources available through the Transition Services Provider EXPO • Indicators 1 and 2: Elise.Lynch@fldoe.org • Indicators 13 and 14: Sheila.Gritz@fldoe.org

  45. Sheila Gritz Joyce H. Lubbers Program Specialist for Program Director Transition Joyce.Lubbers@fldoe.org Sheila.Gritz@fldoe.org 325 West Gaines Street 601 Turlington Building Tallahassee, FL 32399 Phone: (850) 245-0478 Fax: (850) 245-0955 For More Information

  46. Lyman Dukes, Ph.D., Principal Investigator Jordan Knab, Ed.S., Project Director University of South Florida St. Petersburg 529 1st Street South, SVB 108 St, Petersburg, FL 33701 p (727) 873-4661 f (727) 873-4660

  47. Initiatives • Capacity Building • Interagency Collaboration • Transition Legislation & Policy • Student Development & Outcomes

  48. Capacity Building • Regional Transition Representatives • Support GIST • Support Differentiated Accountability • Training & Technical Assistance • Product Development • District Mentoring Network • Research-Supported Activities

  49. Interagency Collaboration • Provide Support to state TSC • Collaborate in Related State Activities • Support District Level Interagency Councils

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