Lucinda Aborn, Ph.D., CRC Dean, Cerritos College Susan Algaze , MS Counselor, Cerritos College

1. TRANSITION SUCCESS MEASURES FOR DEAF AND HARD OF HEARING STUDENTS IN CALIFORNIA’S RESIDENTIAL AND MAINSTREAMING PROGRAMS. Lucinda Aborn, Ph.D., CRC Dean, Cerritos College Susan Algaze, MS Counselor, Cerritos College Nancylynn Ward, Ph.D. California Department of Education Transition Success Measures for Deaf - Innsbruck, Austria July 2013

2. Research and Implementation Collaboration Transition Success Measures for Deaf - Innsbruck, Austria July 2013

3. Presentation Overview • Definitions • Purpose of Research • Details of Research Study • Implication of Research • Practical Implementation • Resources • Question and Answers Transition Success Measures for Deaf - Innsbruck, Austria July 2013

4. Definitions • Transition age students 16-22 yrs old • Deaf student – profound hearing loss • Residential Program – 24/7 education • Mainstream – regular ed. classroom • Educators – instructors working with the student • Community College – Open Entry/ 2 yr Transition Success Measures for Deaf - Innsbruck, Austria July 2013

5. Legal Foundations • Federal Legislation • IDEIAA of 2004 (108-446) • Rehabilitation Act of 1973 • Section 504 • Section 508 • State Education mandates – California Education Code • K- 12 • Higher Education • Community College • Other State Organizations • Department of Rehabilitation • Regional Centers • DPSS, Mental Health, Community Health Transition Success Measures for Deaf - Innsbruck, Austria July 2013

6. Transition: What is it? Transition is a coordinated set of activities that promote movement from school to post school activities Process that requires collaboration among partners (student, educators, families, social service providers) What makes transition successful is a Community of Practice and the support of all agencies Transition Success Measures for Deaf - Innsbruck, Austria July 2013

7. Transition: Individual Education Plan The transition goals are identified in the plan - Individualized Education Plan (IEP) The IEP team develops a realistic postsecondary plan which includes goals for all of the following areas: • Academic • Life Skill • Social Emotional • Behavior Transition Success Measures for Deaf - Innsbruck, Austria July 2013

8. Purpose and Design of the Study: • The impact on transition activities and planning processes for deaf and hard of hearing students • To evaluate transition planning and optimal post-school outcomes in residential and mainstream programs • What practices are effective in transition for deaf and hearing. • Survey tool and Qualitative questions Transition Success Measures for Deaf - Innsbruck, Austria July 2013

9. Question types used in Transition Services Survey • Uses a three point likert Scale 1) all of the time, 2) Most of the time and 3) none of the time. • Had three groups in which data was collected from: Students, Parents and Educators. • Type of Questions asked: • Skills: Goals for the future • Planning: Life after school • IEP Team: Perceptions of IEP planning activities Transition Success Measures for Deaf - Innsbruck, Austria July 2013

10. Description of Participants • Students n=29 • Males=6, Females=17, residential=7, • mainstream=16, attended IEP=21 • Educators n=18 • Males=6, Females=12, • residential=8, mainstream=10 • Parents n=7 • female=7, • mainstream=3, • attend IEP=7 Transition Success Measures for Deaf - Innsbruck, Austria July 2013

11. Quantitative Research Questions • Question 1: Mean scores by the type of respondent Transition Skills Survey (students and educator)? • Question 2: Differences among Students from those that attended the IEP meetings • Question 3: Differences in satisfaction from Educators and Students Transition Success Measures for Deaf - Innsbruck, Austria July 2013

12. Quantitative Questions Conclusions Question 1: Documented need for transition planning, student empowerment, advocacy Question 2: Documented need for IEP meetings with student present; independent living and communication needs assessed Question 3: Educators reported higher levels of satisfaction with IEP; Students lower level Transition Success Measures for Deaf - Innsbruck, Austria July 2013

13. Qualitative Research Questions • Question 4: What did each group like about transition planning • Students • Educators • Parents • Question 5: How did each group describe the future • Students • Educators • Parents Transition Success Measures for Deaf - Innsbruck, Austria July 2013

14. Question 4 Educator and Students Conclusions Educators: Worthwhile even though time consuming & required a lot of energy Builds self-esteem and potential for success Three groups – college bound, middle, and ILS College bound students didn’t have “time” Students transition planning was effective, well planned and beneficial (except for one) team was knowledgeable, helped students feel good about their potential and prepare for college. Transition Success Measures for Deaf - Innsbruck, Austria July 2013

15. Research Question # 5 Conclusions Educators – student may have unrealistic goals Educators - students did not take school seriously Educators - students did not participate in planning Educators - tracking students after exiting school Lack of community resources and financial resources for successful transition Transition Success Measures for Deaf - Innsbruck, Austria July 2013

16. Summary of Findings • Significant differences were identified between students and educators on the survey • There were significant differences between students attending and not attending IEP/transition meetings • There were no significant differences in level of satisfaction with the transition process for educators and students. Transition Success Measures for Deaf - Innsbruck, Austria July 2013

17. Implications for Practice • Importance of family support and parental participation in the IEP • Administrators support the IEP process • Every student age 16 or older, should have an active IEP transition plan in place • Training for Educators and Staff Transition Success Measures for Deaf - Innsbruck, Austria July 2013

18. Transition: Web of Implementation Student Special EducationHigher Education Workforce Public Welfare Investment Social Security Private Providers VR Transition Success Measures for Deaf - Innsbruck, Austria July 2013

19. Presentation Wrap up • The purpose of this study was to assess parent, educator and student attitudes about transition • The study was conducted both at mainstreaming and residential school program sites for deaf and hard of hearing students enrolled during 2004-2010 period. • Investigated the differences of the three groups for the sub-set scales: Skills, Planning, and IEP Team. • Investigated Transition success factors: • 1) living independently; • 2) being competitively and gainfully employed; • 3) vocational training and/or post-secondary educational programs at post-school sites. Transition Success Measures for Deaf - Innsbruck, Austria July 2013

20. Lead Researcher Dr. Nancylynn Ward NWard@cde.ca.gov Dissertation Title: Transition Success Measures For Deaf and Hard of Hearing Students in California Residential and Mainstreaming Programs Transition Success Measures for Deaf - Innsbruck, Austria July 2013

21. Resources NCSET.org: National Center of Secondary Education and Transition NSTTAC.org: National Secondary Transition Technical Assistance Center PEPNet.org: Postsecondary Education Programs for Deaf and Hard of Hearing – Technical Assistance www. cde.ca.gov: California Department of Education Transition Success Measures for Deaf - Innsbruck, Austria July 2013

22. Questions and Answers Thank you!! Transition Success Measures for Deaf - Innsbruck, Austria July 2013