Best Practices in Transition: Getting from Compliance to Quality Services

1. Best Practices in Transition: Getting from Compliance to Quality Services NSSEO Institute Day January 22, 2008 Dr. Mary E. Morningstar mmorningstar@ku.edu http://www.transitioncoalition.org University of Kansas Department of Special Education

2. www.transitioncoalition.org

3. 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)

4. Transition Assessment Transition Planning & IEP Interagency & Community Services Family Involvement Student Involvement Inclusion, Access & Accountability Curriculum & Instruction Critical Elements of Transition Transition to Adulthood

5. FALSE TRUE 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. 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.

6. FALSE TRUE Many curricula and programs do not support students with disabilities in developing essential adult-life skills. 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.

7. FALSE TRUE Students with disabilities transitioning from school to adult life are not often supported by effective interagency collaboration. 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.

8. FALSE TRUE Students with disabilities are more likely to remain in school and graduate from high school than their peers without disabilities. 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.

9. Transition is Results-Oriented Transition is Coordinated Transition is Student-Centered • Postecondary ed., living, employment, and full participation in the community • Accountable for programs leading to successful outcomes • IEP reflects what the student is expected to know or be able to do • IEP = transition IEP • All activities & services within the school = course of study • Link with agencies and service providers providing transition services • Work with outside agencies (including inviting to IEP meetings). • Reauthorization of Rehab. Act • Based upon "student strengths & needs, taking into account student preferences and interests“ • Focus on the vision for the future • Dreams should be at the center of transition planning • Students must be actively involved in educational and transition planning Focusing on Transition Changes How We Provide Services

10. 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.

11. Education or Training • Employment • Independent Living Age Appropriate Transition Assessments IEP Results Process for Transition Services (adapted from: O’Leary, 2005) Step 1: Measurable Postsecondary Goals Step 3: Needed Transition Services Step 4: Annual IEP Goals Step 2: Present Levels of Academic Performance • a. Course of Study • b. Needed Services: • Instruction • Related Services • Community Experiences • Employment and other post-school adult living objectives • Daily Living skills & Functional Vocational Assessment (when appropriate) Step 5: Summary of Performance

12. 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.”

13. 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).

14. 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)

15. Goals stated so that we can measurethe extentto 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 Examples (from NSTTAC): 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 What do “measurable postsecondary goals” mean? Ed O’Leary (2006)

16. 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 Measurable Postsecondary Goals Activity: Concept Diagram

18. 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 post-school adult living objectives, • and when appropriate, acquisition of daily living skills and functional vocational evaluations.

19. 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).

20. 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

21. Transition Assessment • Embedded w/in Present Levels • Transition prompts for reporting information • Formal and Informal Assessments Reported

22. Measurable Postsecondary Goals • Activities, Strategies & Assessments • Goals and Objectives • Courses for that year • To-do List • Interagency Linkages • Transition Assessments • Transition Services: • Instruction • Community Experiences • Related Services • Employment • Other Adult Living • Daily Living • Functional Vocational Assessment

23. Course of Study= 4-Year HS Plan Courses for that year specific to the postsec. goal

24. Annual IEP Goals • Tied directly to postsec. Goals • Academic goals embedded w/in postsec. goals • Progress monitoring = transition assessments

25. Caught in Transition… 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) 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.”

26. 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

27. Family Members Student Education personnel School support staff Community members Peers and friends Administrators Postsecondary Ed. staff Community Service Providers Who should participate in transition planning & IEPS?

28. 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.

29. 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)]

30. NSTTAC Indicator 13 Checklist • 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)

31. Indicator 13 ExampleAdapted from: NSTTAC 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. 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 asaudio-taped texts for English 12 • Instruction related to advocating for needed accommodations • Vocational Rehabilitation referral to determine eligibility for tuition assistance

32. 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 Self-Determination 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)

33. Transition Planning Process Develop a Vision for the Future • Develop Transition IEP • Measurable Postsecondary Goals • Transition Services & Course of Study • Goals, Objectives/Benchmarks • Interagency Linkages Identify Preferences, Interests and Needs Using Age Appropriate Transition Assessments

34. 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

35. Transition Planning • Planning early • Person-centered Approach to Planning • Outcomes tied to Vision for future • IEP focuses on outcomes • Service coordination • Postschool outcomes data • Documentation in the IEP Critical Elements of Transition:Assess for Quality Transition to Adulthood Person-Centered Planning Resources http://www.transitioncoalition.org/cgiwrap/tcacs/new/resources/resources/index.php Postschool Outcomes Study Resources: http://www.psocenter.org/cofp.html

36. Family members attend meetings • Flexible to meet with families • Transition = family as a whole • Involved in decisions • Agreement on outcomes • Information • Person-centered planning Family Involvement Critical Elements of Transition:Assess for Quality Transition to Adulthood Working with Families www.transitioncoalition.org TA Alliance for Parent Centershttp://www.taalliance.org/

37. Knowing Families: Family Systems Framework • Family members attend meetings • Transition = family as a whole • Involved in decisions • Flexible to meet with families • Agreement on outcomes • Information • Person-centered planning Family Involvement Critical Elements of Transition • Family Characteristics • Description of the family • Personal characteristics • Special challenges • Family Life Cycle • Stages and Transitions • Changes in • Characteristics • Changes in Functions • Changes in Life Roles Family Interaction Adaptability Cohesion Extended Family Marital Transition to Adulthood Siblings Parent-child Family Functions Affection, Self-esteem, Economics, Daily care, Socialization, Recreation, Education, Spiritual www.transitioncoalition.org Working with Families online module

38. Share information and resources • Use multiple formats & ways to provide information • Ensure reciprocity • Informal and frequent communication • Arrange linkages with other families and available supports • Coming Together for the IEP • Prepare in advance • Connecting and getting started • Sharing visions and transition outcomes • Reviewing levels of performance & assessments • Sharing resources, priorities, concerns • Developing goals and objectives • Specifying placement and related services • Summarizing and concluding • Types of adult services • Role models • Basic facts about transition • Areas most wanted by families in one study: • sexuality • self-care • getting along with others • taking responsibility • Guardianship and estate planning • Role of IEP team members • Criteria for evaluating IEP • Postschool option • Social security • Listen empathetically • Share information • Communicate family meaning • Focus on family identified issues • Reliably respond • Meet in friendly places • Tell personal stories Michael Bridges’ Transition Cycle Theory Building Relationships with Families • Identify transition cycle of the family • Learn to LISTEN • INVITE Involvement • Pay attention to family concerns & postschool outcomes • Exchange information • Parent involvement activities

39. Decision-making skills and opportunities • Invited to attend meetings • Ideas listened to and respected • Opportunities to learn about options • Self-advocate • Self-Directed IEPs • Parent info. to support students Student Involvement Critical Elements of Transition:Assess for Quality Transition to Adulthood The Self-Determination Synthesis Project http://www.uncc.edu/sdsp/ Self-Directed IEPs http://education.ou.edu/zarrow/

40. 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)

41. Students participate and make decisions in IEP planning process & with transition goals Skill development incorporates training on self-advocacy and self-determination Instruction and experiences focus on problem-solving, decision making, goal-setting, and communication Students learn the skills to advocate for necessary accommodations in postsecondary, employment and community settings Self-Advocacy and Self-Determination

42. Academic instruction tied to outcomes • Vocational instruction & experiences • Independent living skills • Social, interpersonal & recreation • Functional curriculum reflects outcomes • Natural & age-appropriate • Transition Programs Post-HS for ALL students Curriculum & Instruction Critical Elements of Transition:Assess for Quality Transition to Adulthood National 18-21 Database: www.transitioncoalition.orgThink Collegewww.thinkcollege.net Transition to College websitehttp://www.transitiontocollege.net/ On Campus Outreach Resourceshttp://www.education.umd.edu/oco/ Comprehensive School Reform: http://www.centerforcsri.org/ http://www.gatesfoundation.org/Education/ http://www.srnleads.org/

43. Enroll in instructional program to meet needs • Social inclusion • Gen. Ed & Voc. Ed. get support • Inclusion leads to positive outcomes • Decision-making process used • Accommodations on IEP & State and District Tests Inclusion, Access & Accountability Critical Elements of Transition:Assess for Quality Transition & Instructional Strategies http://www.ncset.org/topics/default.asp Transition to Adulthood

44. Secondary Ed • Collaborative Consultation • Univ. Design • Content Enhancement • Life skills • Employment skills • Career/Voc. Ed • Social skills/ Relationships • Recreation/Leisure • Accommodations • Modifications • Specialized Instruction SPED and Ed Inclusion & Instruction Transition Student-focused Planning & Assessment Access to Gen. Curriculum Inclusion in Academic & Career Ed Specialized Supports & Services Student-directed IEPs, decision-making Transition specific Curricula PCP for Transition Interagency Collab. Integrated Community Services Community Schools & Community Services Postschool outcomes Summary Perf. IEP & Transition planning Strategies Interagency Collaboration Accommodations & Modifications State, District, Postsec Ed. Assessments Accountability, Assessment & Outcomes Parental roles in IEP decisions & SBR Parent Involvement in Secondary Schools Family Involvement Morningstar & Clark, (2003)

45. School-business partnerships • Process for identifying needs • Formal & informal supports • Accurate information • Interagency agreements • Local councils • Collecting Postschool Outcomes Interagency & Community Services Critical Elements of Transition: Assess for Quality Transition to Adulthood Community Resource Mapping: http://www.ncset.org/publications/viewdesc.asp?id=939 Interagency and Community Services: http://old.transitioncoalition.org/ics/index.html

46. Ongoing Process to identify strengths, interests & needs related to postsecondary goals • Individualized • Real-world settings • Student-centered • Formal & Informal Methods Critical Elements of Transition: Assess for Quality Transition Assessment Transition to Adulthood Transition Assessment: The Big Picture http://www.transitioncoalition.org

47. 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) Based on age appropriate transition assessments…. • What are age appropriate transition assessments? • What is the purpose of transition assessments?

48. What and How to Assess Planning for Assessment Using Data Guiding Questions Integrating Data & IEP Transition Assessment:Where Do You Start? Resources: www.transitioncoalition.org: Online module (Transition Assessment: The Big Picture & Assessment Resources http://www.transitioncoalition.org/cgiwrap/tcacs/new/resources/presentations/index.php: pdfs of commercially available assessments & questions to ask

49. Transition Assessment Transition Planning & IEP Interagency & Community Services Family Involvement Transition to Adulthood Student Involvement Inclusion, Access & Accountability Curriculum & Instruction Quality Indicators of Effective Transition Programs Needs Assessmentwww.transitioncoalition.org This tool allows individuals, schools, districts, regions and states to complete a self-assessment program regarding seven research-based indicators of effective transition practices: • Transition planning • Student involvement • Family involvement • Interagency collaboration • Curriculum and instruction • Inclusion in school and access to the general curriculum • Transition assessment The resulting data is used to identify critical needs and priorities for on-site and online professional development