Beyond Compliance Understanding the why s of decision-making in

Beyond Compliance: Understanding the why’s of decision-making in transition planning. Dawn Breault CAGS, C. R. C. NH Department of Education Special Education Technical Assistance Consultant March 11, 2013 1

Assumptions You are familiar with Indicator 13 You have been monitored or have a basic understanding of the Indicator 13 monitoring process. You have a good understanding of the basics in transition planning. You are looking for more information about transition planning – beyond I-13. 2

You made it through Indicator 13! Now What? 3

Indicator-13 data If you have been reviewed and didn’t pass, reflecting on those areas and figuring out the next steps. If you have not been reviewed yet, looking at the 8 questions and reflecting on how your district handles the 8 areas. 4

Intent When reflecting on the 8 areas it helps to look past the actual words of the requirement and consider the intent behind the requirement. 5

Intent example Invitation evidence Is there evidence the student was invited to the meeting? The intent is to ensure the student actually knows about their meeting and is invited. 6

Three types of issues when looking at program improvement Systemic Administrative Professional Development 7

Tackling the 3 issues Systemic issues Program development Staffing Resources District “policies” or “procedures”. 8

Systemic Buy in from Administration Buy in from School Board Buy in from Staff 9

Administrative Setting up new procedures Assigning a staff member to be responsible Check and re-check that the process is being followed. Invitations and prior permission could fall under this category. 10

Professional Development Ensuring staff have been appropriately trained. What type of pre-service training did the staff member have? Does the district know the local community resources? 11

Considerations for improvement Examining the competencies of the staff holding the key transition positions. (NSTTAC) Evidence based practices (NSTTAC) Morningstar’s quality indicators of exemplary transition programs (needs assessment). Local resources (Co. P, DOE TA) 12

Competencies: who needs to know what? No formal license or certification for transition personnel. No official on-the-job training specific to transition. Very few pre-service opportunities. 13

“No one would propose keeping basketball players off the court until they had studied the game for 12 years. ” ~Anonymous 14

NSTTAC – what do we need to know? What Transition Specialists Need to Know What Secondary Special Education Teachers Need to Know What State Agency Secondary Special Education Administrators Need to Know 15

Competencies broken down without resources (See word document handout) 16

NSTTAC’s three competency areas are based on the following Based on the Division for Career Development and Transition's competency lists for secondary special educators (Blanchett, 2001) and transition specialists (DCDT, 2000), and the Council for Exceptional Children competencies for school leaders (CEC, 2008) 17

Big picture thinking The following Evidence based practice examples from NSTTAC are mostly organized with Paula Kohler’s Taxonomy in mind. 18

Taxonomy In 1996 Dr. Paula Kohler developed “The Taxonomy for Transition Programming” as a Model for Planning, Organizing, and Evaluating Transition Education, Services, and Programs. http: //homepages. wmich. edu/~kohlerp/pdf/Taxo nomy. pdf 19

NSTTAC's Definitions of Evidence. Based Practices 20

Examples of Evidence-Based Practices in Secondary Transition http: //www. nsttac. org/content/evidence-basedpractices-secondary-transition 21

Personnel Development Guide for Evidence-Based Practices http: //www. nsttac. org/content/personneldevelopment-guide-evidence-based-practices 22

Evidence-Based Practices and Predictors in Secondary Transition: What We Know and What We Still Need to Know http: //www. nsttac. org/sites/default/files/assets/p df/pdf/ebps/Execsummary. PPs%20 Jan 2013. pdf 23

How do I know what my district needs? You have assessed the districts I-13 data and need something more to help guide the next steps. Following tool is very specific to transition program improvement. Other ways to monitor overall program improvement (ABC’s etc…) 24

Quality Indicators of Exemplary Transition Programs Needs Assessment Instrument Developed by: Mary Morningstar University of Kansas 25

This needs assessment is designed to allow programs, schools and districts to determine and prioritize the most critical needs within a transition program. Mary E. Morningstar, Ph. D. , University of Kansas 26

This self-assessment is best utilized if multiple and representative groups of transition stakeholders complete the form (e. g. , teachers, administrators, parents, others). The data for all representative groups is then compiled. Mary E. Morningstar, Ph. D. , University of Kansas 27

7 Domains Transition Planning Family Involvement Student Involvement Curriculum and instruction is outcome-orientated Inclusion in school and access to the general curriculum Interagency collaboration and community services Transition assessment Mary E. Morningstar, Ph. D. , University of Kansas 28

The document http: //transitioncoalition. org/transition/tcfiles/files /docs/Quality_Indicators_of_Exemplary_Transition _Programs 1329845495. pdf/Quality_Indicators_of_Ex emplary_Transition_Programs. pdf 29

The Indicators Transition Planning Family Involvement Student Involvement Curriculum and instruction Inclusion Interagency collaboration and community services Transition Assessment Mary E. Morningstar, Ph. D. , University of Kansas 30

Transition Planning Transition planning begins early in a student's educational experience (but no later than 16 years old) and continues throughout a student's school career. Transition plans are based upon person-centered planning approaches in which the student's strengths, capabilities, interests and preferences are identified. Transition IEP outcomes and post school goals are based upon student strengths, interests and preferences. Mary E. Morningstar, Ph. D. , University of Kansas 31

Transition Planning The transition IEP identifies post school goals using appropriate transition assessments related to postsecondary education and training, employment and independent living skills. The transition IEP identifies needed transition services and courses of study to assist the student in reaching his or her postsecondary goals. Post-school outcomes data is collected for students who have exited school to track post school success and the effectiveness of the school-based transition planning process. Mary E. Morningstar, Ph. D. , University of Kansas 32

Family Involvement Family members (including extended family, friends and others if appropriate) regularly attend all transition planning meetings Transition planning takes into consideration the impact of transition upon the family as a whole and not just focus exclusively on the needs of the student. Family members are involved in all decisions that are made by the transition team. Mary E. Morningstar, Ph. D. , University of Kansas 33

Family Involvement Accommodations are made to involve family members in the planning process (e. g. , time and location of transition planning meetings are flexible) and to include extended family members in meetings. A process is in place so that family members, students and professionals reach consensus regarding transition outcomes and services, including the courses of study. Information is provided in a variety of formats to families about transition planning, services and the IEP. Mary E. Morningstar, Ph. D. , University of Kansas 34

Student Involvement Students are taught decision-making skills using researchbased curricula beginning as early as possible but no later than upon entering middle school. Students are provided with opportunities to make real-life meaningful decisions so that they possess the skills necessary to make informed choices about their future. Students are invited to and attend transition planning meetings and are active participants in the planning process. Mary E. Morningstar, Ph. D. , University of Kansas 35

Student Involvement Students are given opportunities to learn about and/or directly experience an array of post school outcomes. Students are actively involved in developing their own transition IEP and are supported to lead their IEP meeting (e. g. , self-directed IEP meetings). Parents are provided with information about the importance of self-determination and self-advocacy for transition. Mary E. Morningstar, Ph. D. , University of Kansas 36

Curriculum is Outcome. Orientated Appropriate academic instruction is provided to prepare students for functioning in their community, including attending post-secondary education. Appropriate vocational instruction is provided, including community-based vocational experiences, to prepare students for community employment. Appropriate instruction and opportunities to engage in independent living is provided to prepare students for functioning as young adults in the community. Mary E. Morningstar, Ph. D. , University of Kansas 37

Curriculum is Outcome. Orientated Appropriate social/interpersonal skills instruction and opportunities to establish social relationships with peers is provided. Teaching takes place in natural and age-appropriate settings including community settings. This would include post-high school (postsecondary) settings for students aged 18 -21 still receiving special education services. Mary E. Morningstar, Ph. D. , University of Kansas 38

Inclusion in school and access to the general curriculum Specific strategies exist for facilitating the social inclusion of students with disabilities into regular school programs, activities, and extra-curricular activities Teachers in regular academic and vocational courses are provided with assistance of special education services to adapt their instruction and curriculum to meet the diverse needs of students Mary E. Morningstar, Ph. D. , University of Kansas 39

Inclusion in school and access to the general curriculum A process is in place and used by IEP teams to make decisions about each student’s educational program that takes into account both unique student learning needs and access to the general curriculum. Accommodations for supplemental services to support students in the general curriculum are identified on the IEP and used in an ongoing basis within the general curriculum. Appropriate accommodations are included in the IEP in order for students to fully participate in state and district-wide assessments. Mary E. Morningstar, Ph. D. , University of Kansas 40

Interagency Collaboration and Community Services School-business partnerships and linkages exist and promote effective employment opportunities for students. A process is in place for schools and agencies to determine the anticipated service needs of students in transition from school to adult and community services. Services and supports are available to facilitate formal and informal natural support networks and community connects for students with disabilities. Accurate information about the range of community services exists and is available to students and families. Mary E. Morningstar, Ph. D. , University of Kansas 41

Interagency Collaboration and Community Services Agencies develop written interagency agreements to identify roles and responsibilities regarding exchanging information, sharing of resources and coordinating services. The school district has at least one professional responsible for coordinating transition services, and in particular, working with outside agencies to identify barriers to effective services and to plan for improving transition and community services. Mary E. Morningstar, Ph. D. , University of Kansas 42

Transition Assessment Formal and informal assessment measures are available to school staff in order to develop transition plans that target postschool goals and outcomes (e. g. , employment, postsecondary education, independent living). Transition assessment procedures are customized for each student so that specific information is collected regarding student needs, post-school goals and individual preferences and interests. Assessment procedures and methods are matched to the learning and response characteristics of each student. Mary E. Morningstar, Ph. D. , University of Kansas 43

Transition Assessment procedures include multiple and ongoing activities and methods that sample critical transition behaviors and skills. Procedures are in place to present transition assessment results to students, families and staff and to incorporate critical information throughout the transition planning process. For students graduating or exiting special education services, a summary of academic achievement and functional performance with recommendations for meeting postsecondary goals is developed and shared. Mary E. Morningstar, Ph. D. , University of Kansas 44

Summary sheet from survey Adding up scores and setting priorities. What can realistically be done? Is the issue systemic? Is the issue administrative? Is the issue one of professional development? 45

Next Steps I’m a (teacher, case manager, transition counselor) how can I possibly make these types of changes? Baby steps – pick one thing that you have control over. 46

Hudson Example #39 Transition assessment – procedure in place to present transition assessment results to students, families and staff and to incorporate critical information throughout the transition planning process. Partially achieved – eval. review meetings, exit meetings (SOP) Baby steps – starting with one population – significantly impaired. 47

Transition Portfolio Resume List of work experiences Pictures on work sites Work site summaries from job coaches/paras References SOP Gmail account Upload all documents so it’s always there. 48

Local Resources NH DOE Technical Assistance NH Community of Practice (State and Regional) Modnadnock Center for Successful Transitions Transition Resource Network at Strafford Learning Center SPDG NH DOE 49

Questions? 50