Transcript Evaluating the Effectiveness of

Innovative Transition Practices:
The Big Picture
Dr. Mary E. Morningstar
University of Kansas
[email protected]
www.transitioncoalition.org
Touch the Future Preconference
Atlanta GA
October 22-23, 2008
Noninstructor-led Online
Professional Development
Instructor-led Online
Professional Development
Graduate
Coursework
KU TransCert
Online
Program
KU-SET
Doctoral
Program
Professional
Development
•
•
•
•
Online Modules
KU Summer
Institute
SEAs
Online training
Face to face
State Needs Assess
COPs
Continuing Ed. Online Classes
• Overview of Transition
•
•
•
•
Transition Assessment
Interagency Collaboration
Employment
Student & Family Involvement
Online Resources
Searchable Databases
Models of Success
www.transitioncoalition.org
Agenda
October 22
9:00-12:00:
Student Focused Planning for Transition
– IEP Development
– Transition Assessment
1:30-4:00:
Transition Assessment (Continued)
Student Development for Transition
– Curriculum & Instruction for Transition
October 23
8:30-11:15
The Role of Families and Agencies
Introductions
• Find one item in your bag/purse/briefcase
• When you introduce yourself,
– Your name, job, students you serve, etc.
– Describe how this item reflects your vision for
transition planning and services
What do you Hope to Gain?
• What are your district/program
strengths?
• What are your district/program
needs?
• What do you hope to change and/or
enhance from this day and a half?
Quality Indicators of Transition
From: Morningstar (2005) Quality Indicator of
Effective Transition Programs
Family
Involvement
Transition to
Adulthood
Inclusion,
Access &
Accountability
Curriculum
&
Instruction
Student-Focused Planning
IEP Development
Focusing on Transition Changes How
We Provide Services
• All activities & services
• Transition is
Results-Oriented
• Transition is
Coordinated
• Transition is
Student-Centered
•• Postecondary
Based
"student
ed., living,
within upon
the school
=
employment,
strengths
needs,
and fulltaking
course of&study
participation
into account in
student
the
community
preferences
interests“
• Link with and
agencies
and
service providers
•• Focus
Accountable
on the
for
vision
programs
for the
providing
transition
leading
future
to successful
services
outcomes
• Dreams
be at the
• Work should
with outside
• center
IEP
reflects
of transition
what the
agencies
(including
student
planning
expected
to
invitingisto
IEP
know
or be able to do
meetings).
• Students must be actively
• involved
IEP
= transition
in educational
IEPof and
• Reauthorization
transition
planning
Rehab. Act
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.
IEP Results Process for Transition Services
(adapted from: O’Leary, 2005)
Step 1:
Measurable
Postsecondary
Goals
Age
Appropriate
Transition
Assessments
Step 2:
Present Levels
of Academic
Performance
Step 3:
Needed
Transition
Services
Step 4:
Annual IEP
Goals
• Education or
Training
a. Course of Study
Step 5:
b. Needed Services:
• Employment
•
Instruction
Summary of
Performance
•
Related Services
•
Community Experiences
•
Employment and other postschool adult living objectives
•
Daily Living skills & Functional
Vocational Assessment (when
appropriate)
• Independent
Living
Definition of Transition Services
“a coordinated set of activities for a student that –
•
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.”
(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).
NSTTAC Indicator 13 Checklist
From: http://www.nsttac.org/indicator13/indicator13_main.aspx
1.
2.
3.
4.
5.
6.
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)
IEP Results Process for Transition Services
(adapted from: O’Leary, 2005)
Step 1:
Measurable
Postsecondary
Goals
• Education or
Training
• Employment
• Independent
Living
Step 2:
Present Levels
of Academic
Performance
Age
Appropriate
Transition
Assessments
Step 3:
Needed
Transition
Services
Step 4:
Annual IEP
Goals
Beginning no later than entry into ninth grade or by
age 16, whichever comes first, or younger if
determined appropriate by the IEP Team and
updated annually (GA Rule):
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)
Transition Assessment
• Embedded w/in Present
Levels
• Transition prompts for
reporting information
• Formal and Informal
Assessments Reported
Thinking about Your IEP…
Forms and Planning Procedures
• Where do you report your transition assessment data?
Pros/cons of this method.
• Does your IEP provide you with “space” or prompts w/in
the present levels of education and functional
performance specific to transition assessment?
• Does your IEP provide you with support for the I-13
compliance with transition assessment requirements?
• What changes could you make to your form and/or
procedures to align with best practices?
IEP Results Process for Transition Services
(adapted from: O’Leary, 2005)
Step 1:
Measurable
Postsecondary
Goals
• Education or
Training
• Employment
• Independent
Living
Step 2:
Present Levels
of Academic
Performance
Age
Appropriate
Transition
Assessments
Step 3:
Needed
Transition
Services
Step 4:
Annual IEP
Goals
What do “measurable postsecondary goals” mean?
•
•
•
•
•
Goals written by IEP team so that
we can measure the extent to
which they were achieved &
schools role in planning
We are NOT talking about IEP
goals (“measurable annual goals”)
Must take place after HS
Education/training & employment
are required Independent living as
needed
Postsecondary goals must be
explicitly stated and then planned
for with: 1. transition assessment,
2. transition services, 3. IEP
goals, 4. interagency
collaboration to ensure
achievement
Ed O’Leary (2006)
Examples (from NSTTAC):
After 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 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 about Independent Living MPS
Goals? How do you Decide?
• See the Independent Living Postsecondary
Goal IEP Team Decision Assistance Form
found at: http://transitioncoalition.org/transition/section.php?pageId=73
• See the GA DOE Transition Manual: Transition
Planning Section
Postsecondary Goals
Thinking about Your IEP…
Forms and Planning Procedures
• Where do you report your measurable
postsecondary goals in your IEP? Pros/cons of
this method
• Does your IEP provide you with “space” or
prompts w/in the IEP to ensure compliance with
I-13 requirements of MPS goals?
• What changes could you make to your form
and/or procedures to align with best practices?
IEP Results Process for Transition Services
(adapted from: O’Leary, 2005)
Step 1:
Measurable
Postsecondary
Goals
Step 2:
Present Levels
of Academic
Performance
Step 3:
Needed
Transition
Services
a. Course of Study
b. Needed Services:
•
Instruction
•
Related Services
•
Community Experiences
•
Employment and other postschool adult living objectives
•
Daily Living skills & Functional
Vocational Assessment (when
appropriate)
Step 4:
Annual IEP
Goals
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 postschool adult living objectives,
 and when appropriate, acquisition of daily living
skills and functional vocational evaluations.
Activity: Determine Marie’s
Transition Services
• Education/Training Postsecondary Goal: Upon graduating
from high school, Marie will participate in on-the-job training to
expand job duties. She will participate in community adult
education courses offered through the local independent living
center
• Employment Postsecondary Goal: Upon graduation from
high school, Marie will continue working at McDonalds and
expand her job duties and job hours
• Independent Living Postsecondary Goal: Upon graduation
from high school, Marie will continue to live in the group
home, practicing household and daily living skills such as
cooking a meal and daily hygiene. Within 3 years after
graduation, Marie will live in her own apartment with friends
and the appropriate supports to maintain her community living
situation
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).
Thinking about Your IEP…
Forms and Planning Procedures
• Where do you report your Transition services &
Courses of study in your IEP? Pros/cons of this
method
• Does your IEP provide you with “space” or
prompts w/in the IEP to ensure compliance with
I-13 requirements for Transition services &
Courses of study?
• What changes could you make to your form
and/or procedures to align with best practices?
IEP Results Process for Transition Services
(adapted from: O’Leary, 2005)
Step 1:
Measurable
Postsecondary
Goals
Step 2:
Present Levels
of Academic
Performance
Step 3:
Needed
Transition
Services
a. Course of Study
b. Needed Services:
•
Instruction
•
Related Services
•
Community Experiences
•
Employment and other postschool adult living objectives
•
Daily Living skills & Functional
Vocational Assessment (when
appropriate)
Step 4:
Annual IEP
Goals
IEP Goals are SMART
From: http://en.wikipedia.org/wiki/SMART_(project_management)
Annual goals: "statements that describe what a child with a disability
can reasonably be expected to accomplish (e.g., master some skill
or knowledge [not an activity]) within a twelve month period in the
child's special education program.”
http://www.calstat.org/iep/6_reading.shtml
• Specific (Who? What? Where?)
• Measurable (How will goal be measured?)
• Action-Oriented (Action words to describe
what?)
• Realistic & Relevant (Will they be able to
achieve it? Does it meet the MPS Goals?)
• Time-bound (For tracking & monitoring)
I-13 Checklist Question #2
Is (are) there annual IEP goal(s) that reasonably
enable the child to meet the postsecondary goal(s)?
How SMART are these Goals in Meeting I-13?
Think, Pair, Share…..
MPG: After graduation, Alex will enroll in a business math course at the
local technical school
– Given instruction in the high school Business Math course, Alex will
participate in class assignments throughout the semester.
MPG: After leaving high school, Jodi will obtain a part-time position in a
community retail environment.
– Given a bi-weekly paycheck, Jodi will practice banking skills with 95%
accuracy by August 1, 2007
MPG: Upon completion of HS, Lissette will utilize public transportation,
including the public bus and uptown trolley
– Given several coins, Lissette will match the coin with its amount six out
of eight times by November 3, 2007
Thinking about Your IEP…
Forms and Planning Procedures
• Where do you report Annual IEP Goals in your
IEP? Pros/cons of this method
• Does your IEP provide you with “space” or
prompts w/in the IEP to ensure compliance with
the requirements for I-13 Annual IEP Goals?
• What changes could you make to your form
and/or procedures to align with best practices?
Transition Planning Process
Identify Preferences, Interests and Needs
Using Age Appropriate Transition Assessments
Develop a Vision for the Future
Develop Transition IEP
Measurable Postsecondary Goals
Transition Services & Course of Study
Goals, Objectives/Benchmarks
Interagency Linkages
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
Student-Focused Planning
Transition Assessment
Defining Transition Assessment
What’s YOUR Definition? Share with Partner &
Enhance/Adapt
Division of Career Development & Transition
Transition assessment is "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" (Sitlington, 1996).
How does it compare?
Transition Assessment:
Where Do You Start?
Guiding
Questions
Assessment
Plan
Assessment
Selection
Using
Data
Who can assist with assessment?
Adapted from: Noonan, P., Morningstar, M., and Clark, G. (2003). Transition Assessment:
The Big Picture. Retrieved Month Day, Year, from the University of Kansas, Department of
Special Education, Transition Coalition Web site: http://www.transitioncoalition.org
Activity: Assessment Planning
• Read either Heather or James
• Identify who can assist with the
assessment process
Guiding
Questions
Assessment
Plan
Assessment
Selection
Using
Data
Sample Questions
• Do we understand this student’s strengths, preferences,
needs interests?
• In what ways can we prepare this student for the future?
• What do I already know about this student to determine
his/her postsecondary goals?
• What methods and sources will provide this information?
• What role can the student play in participating in the
assessment process?
• How will the assessment data be collected and used in the
transition planning process?
• Is the student making progress toward specific
postsecondary goals?
Guiding
Questions
Assessment
Plan
Assessment
Selection
Using
Data
VA Assessment Planning Summary
Assessment Plan Characteristics:
1. Customized to specific types of information needed
2. Appropriate to learning and response characteristics
3. Use assistive technology & accommodations
4. Occur in that influence development, planning, &
implementation of transition planning
5. Include multiple ongoing activities to sample
behaviors and skills
6. Must be verified by multiple methods & persons
7. Results stored in user-friendly way
8. Occurs over time (multiple years)
Activity: Assessment Planning
• What are the critical questions related
to assessment?
• What considerations must you make
related to the assessment plan?
Assessment
Selection
Assessment
Plan
Guiding
Questions
Review of
Transition
Assessments
Temperament
Peach State
Pathways
Using
Data
What to
Assess
Learning
Styles
Background
Info.
Aptitudes
Interests
Information
needs for
Student-focused
Transition
Planning
Independent
Living Skills
Supports &
Accommodations
Social Skills
Vocational &
Occupational
Skills
IL
checklist
Transition
Assessment
Notes
Adapted From:
P. Kohler (2004)
Guiding
Questions
Assessment
Plan
Assessment
Selection
Using
Data
HOW to Assess
• Standardized
– Norm-referenced
– Criterion-referenced
• Informal
– Analysis of background
info.
– Interviews
– Work samples
– Curriculum-based
assessments
Online
Assessments and
Resources
Commercially Available
Assessments
• Informal (cont)
– Observations & situational
assessments
– Alternative assessments
– Portfolios
– Person-centered Planning
• Assessing Environments
–
–
–
–
E-Jam
Vocational Integration Index
Supports Survey
Ecological Inventories
Activity: Assessment Planning
• What are the critical areas of
transition?
• What assessment methods would be
appropriate?
Guiding
Questions
Assessment
Plan
Assessment
Selection
Using
Data
KSDE Transition
Planning
 Results of transition assessments in IEP:

Included in present levels of educational performance

Used to identify postsecondary goals (outcomes)

Used to identify needed transition services

Summary of Performance
 Monitoring instruction, progress & decisions about
changes
 Coordinate assessment needs with adult agencies
 Summarize and customize results to meet needs of
outside agencies
 Collaboration is critical! Who can help assess
Recommendations for Assessment in
Transition Planning
• Include students and families in the
assessment plan as well as the assessment
process itself
• Select assessment procedures to answer the
key questions in transition planning
• Make transition assessments on-going
• Use multiple types and levels of assessment
• Plan assessment procedures in terms of
efficiency and effectiveness
Overriding Theme
“A well planned and executed assessment
that results in a well-balanced
understanding of a student’s performance
is one of the most important contributions
to generating critical objectives, effective
instruction, and meaningful outcomes.”
(Giles & Clark, 2001, pg. 80)
Student Development
Curriculum and Instruction
Tier 1
Tier 2
Tier 3
Community Schools &
Community Services
Integrated
Community
Services
Adapted From: Morningstar
& Clark, (2003)
Critical Elements of Transition:
Assess for Quality
• Academic instruction
tied to outcomes
National 18-21 Database:
www.transitioncoalition.org
Tools & Resources
Transition to
Adulthood
• Vocational instruction
& experiences
• Independent living
skills
Comprehensive
School Reform:
http://www.centerforcsri.org/
http://www.naschools.org/
http://www.gatesfoundation.
org/Education/
www.schoolredesign.net
Curriculum
&
Instruction
• Social, interpersonal &
recreation
• Functional curriculum
reflects outcomes
• Natural & ageappropriate
• Transition Programs
Post-HS for ALL
students
Critical Elements of Transition:
Assess for Quality
Transition & Instructional Strategies
http://www.ncset.org/topics/default.asp
• Enroll in instructional
program to meet
needs
• Social inclusion
• Gen. Ed & Voc. Ed.
get support
Transition to
Adulthood
Inclusion,
Access &
Accountability
• Inclusion leads to
positive outcomes
• Decision-making
process used
• Accommodations on
IEP & State and
District Tests
The Role of Families and
Agencies
Family Systems Perspective During
Transition
The Family as a Mobile
In a mobile, all the pieces, no matter what the size or
shape, can be grouped together and balanced by
shortening or lengthening the strings attached, or
rearranging the distance between pieces.
So it is with a family. None of the family members is
identical to any other; they are all different and at
different levels of growth.
As in a mobile, you can’t arrange one without thinking
of the other.
From: Viginia.Satir, (1972). Peoplemaking. Palo Alto, CA: Science and Behavior Books.
Family Systems Framework
Family Characteristics
• Description of the family
• Personal characteristics
• Special challenges
INPUTS
Cohesion
Adaptability
Family Life Cycle
• Stages and Transitions
Family
Interaction
PROCESS
OUTPUTS
Extended
Family
Marital
• Changes in
Characteristics
• Changes in Functions
• Changes in Life Roles
Parent-child
Siblings
Family Functions
Affection, Self-esteem, Economics, Daily care,
Socialization, Recreation, Education, Spiritual
Adapted from: Turnbull, A.P. & Turnbull, H.R. (2001). Families, professionals, and exceptionality: Collaborating for empowerment (4th Ed.). Upper Saddle
River, NJ: Merrill Prentice-Hall.
Family Characteristics:
What is Your Definition of a Family?
• 3 Dimensions of Family Characteristics
– Descriptors of the family
– Personal Characteristics of members
– Special Challenges
•
Changing Characteristics of Families
– Changing Composition
– Changing Employment Patterns
– Greater Ethnic and Cultural Diversity
Changing Characteristics of
Families:
What does it mean for us?
•
•
•
•
What are our current
expectations for families to be
engaged in transition?
Can we expect single-parent
families working full-time to be
equal partners in transition?
Do we need to rethink
meetings?
Does the changing
composition of families impact
our assumptions about
postschool outcomes?
Family Interactions
Cohesion
Adaptability
Cohesion = boundaries of
family members
Adaptability = how well
the family copes under
stress.
Extended
Family
Marital
Parent-child
Siblings
Role of Siblings in Transition
• Provide first experiences in peer
relationships
• Support inclusion in
neighborhood, school, &
community
• Adult siblings often take
increasing role in care or
coordination of services
• Role siblings will take often
depends upon family
expectations & relationships
• Advantageous for transition
professionals to have a sense of
sibling relationships & support
involvement as desired by family
Thought Questions about
Siblings….
• What is the potential role of siblings in the
families you work with?
• In which situations would it be positive? Which
ones would be negative?
• Do you think it is appropriate to have brothers
and sisters (younger and older) involved in
educational planning and implementation? At
what age?
• What strategies might enhance positive
interactions and involvement of siblings in
transition planning?
Family Functions
•
•
•
•
•
•
•
•
Economic
Daily care
Recreation
Socialization
Self-esteem
Affection
Education
Spiritual functions
Family Life Cycle
Later in
life
Developmental
Launching
Unexpected
With
Adolescents
Independence
Partners
With
Small
Children
Emergent Adult Role
• Assumptions in society
• What is reality for families with adolescents with
disabilities?
• Stressor for families: uncertain of status &
capabilities of adolescent with disabilities
• Typical experiences for teenagers often missed with
adolescent with disabilities
• Cultural issues: adulthood  independence
• Obstacles families face in self-determination
• Strategies for supporting self-determination
Thought Questions… Emergent Adult Roles for
a Student you know….
• How has this student participated in any
emergent adult roles?
• How do you think the student’s family feel about
promoting self-determination or more adult
roles?
• Are there strategies you can think of to assist the
student’s family in overcoming obstacles to
supporting adult roles?
• Is it possible to promote self-determination within
family-centered and culturally appropriate ways?
Family Issues…
•
•
•
•
•
•
Professional perceptions of families
Past negative experiences
Limited and conflicting experiences
Lack of opportunities
Lack of knowledge, authority, power
Stress during transition
… and Dilemmas
•
•
•
•
•
Independence vs. Avoiding risk
Less involvement vs. More involvement
Stability vs. Disruptions
Doing for vs. Teaching
Maximize potential vs. Accept as is
Why Should Families Be Involved?
• For Students in General:
–
–
–
–
Higher achievement
Positive attitudes and behavior
Higher graduation rates
Greater enrollment in postsecondary ed
• Students with Disabilities:
– Quality transition plans
– Higher rates of postschool outcomes
– Student preferences
Increasing Parent-Professional
Collaboration
•
•
•
•
•
How does my school actively seek and/or provide
opportunities for family involvement?
Are my families involved in the transition planning? If
not, how can we make this a positive experience for
them?
What strategies do we use to actively solicit feedback,
ideas, comments, and concerns from families and
students?
How do we communicate with families?
What information and skills do parents need to be full
partners in transition?
Strategies to Support Families in
Transition
1.
Encourage Early Expectations
2.
Help Parents to Recognize the Importance of their
Contributions
3.
Support Parents to Honor Choices of their Child
4.
Increase Role of Social Support Network
5.
Address Parent Concerns Regarding Future
Why Focus on Culturally Diverse Families?
•
•
•
•
Participation is lower due to: unfamiliarity with US
practices, different perspectives level of
involvement need, cultural unresponsiveness of
the system (Al-Hassan & Gardner, 2002)
Professionals operating under assumptions
inherent in special education and practice. (Rao,
2001)
Insensitivity toward the family’s culture – during
transition, this is particularly true – parents report
transition services are unresponsive and even
hurtful (deFur, et al., 2001).
Culturally diverse families are less involved in
school-based activities; passive participation may
in fact lead to poor postschool outcomes (Greene
et al., 2003)
Cultural Base for Special Education
Definition of
Disability
Knowledge
&
Expertise
Goal
Setting
SPED
Communication
Parenting
Continua of Cultural Beliefs
• Are there cultural characteristics that are similar across
the three families?
• Do you have a cultural “cluster” more similar to one of
the families? What implications does this have for the
quality of your interactions with each family?
• Do you think having a comfortable and trusting
relationship with your focus family would have an impact
on working with Donny in accomplishing transition
outcomes?
• Can you think of “probes” for more information you would
need to gather from the family to have a more complete
cultural understanding of their priorities?
Steps to Cultural Reciprocity
Kalyanpur & Harry 1999
Step 1: Identify the cultural values embedded in the
professional interpretation of a student's disability
and special services
Step 2: Find out whether the family recognizes and values
Know
Your Own
Viewtheir view
these
assumptions,
andWorld
if not, how
differs from yours
Step 3: Acknowledge and give explicit respect to any
Learn
aboutdifferences
the Families
& Their
Communities
cultural
and fully
explain
the cultural
basis of the professional assumption
Step 4: Through discussion and collaboration, set about
Acknowledge
& Respect
Cultural
Differences
determining the
most effective
way of
adapting
professional interpretation and services to the
family's value system
Reach Mutual Goals
Strategies to Enhance Transition &
Cultural Competence
• Outcomes = self-esteem, interdependence,
inclusion
• Familism = consider other family members
• Culturally responsive transition information
• Improve cultural competence of transition team
• Cultural role models
• Increase capacity of community networks
Tips for Enhancing Cultural Competence
• Get to know the family and their cultural community
• Use cultural mediators or liaisons to community
• Learn to use words and forms of greetings in the family’s
language.
• Recognize that families may be surprised by the extent of parentprofessional interactions expected in the United States
• Initiate personal interactions not just written information. Have all
materials translated
• Ask parents how they would like to communicate
• Call to discuss or talk about child’s progress
• Keep parents informed about upcoming IEP meetings, transition
meetings, and ways in which they could provide input
• Create a welcoming environment
• Provide varied opportunities for family involvement and respect
the level of involvement families feel comfortable
Building Relationships with Families
Coming Together for the
• Types
IEP of adult services
• •Role
models
• Share
information
Prepare
in advance
• Listen
empathetically
• •Basic
factsresources
about
and
Connecting
and transition
getting
Share
information
Learn to LISTEN
••Areas
most
wanted by
started
• Use
multiple
families
in one
study:
Sharing
visions
and
formats
& ways
to
•• Communicate
family
•transition
sexuality
outcomes
INVITE Involvement
provide
meaning
Michael Bridges’ Transition Cycle
Theory
self-care
• •Reviewing
levels of
information
• Focus
family
& with others
•performance
gettingon
along
Pay attention to family
• Ensureissues
reciprocity
assessments
identified
• taking responsibility
concerns & postschool
• Sharing
resources,
• Informal
and
•Guardianship
and
estate
• Reliably
respond
outcomes
priorities,
concerns
frequent
planning
Developing
goals and
communication
••Role
Meet
in friendly
•
of
IEP
team
members
Exchange information
objectives
places
• Arrange
linkages
•Criteria
for
evaluating
IEP
• Specifying placement
with
other
families
•
Tell
personal
stories
•
Postschool
option
and
related
services
Increase family support
and
available
• •Social
security
Summarizing
and
supports
concluding
• Identify transition cycle of
the family
•
•
•
•
•
The Role of Families and
Agencies
Effective Strategies for Interagency
Collaboration:
What Works from Districts that are Doing It!
Why Focus on Interagency
Collaboration?
• Adolescents with disabilities in transition have
complex support needs
• Inability of different systems to work together
• 88% of all states have failed to establish
interagency linkages under IDEA
• No agency has all that is needed to plan &
provide comprehensive transition services
What does Interagency Collaboration Mean?
(deFur, et al., 1997; Dunst & Bruder, 2002)
Collaboration
Independent agencies function as one
entity with problem-solving, sharing
and merging of resources
Cooperation
Agencies interact on regular basis for
shared decision-making, accountability
& trust. Jointly scheduled activities &
planning time exist
Service
Coordination
Assisting youth to gain access to
services; IEP team coordinates
supports and resources
Networking
IEP teams identify range of services
available in community and can make
referrals to other agencies
Barriers to Interagency Collaboration
“an unnatural act between two non-consenting adults” (Agran, et
al., 2002)
• Poor and inaccurate perceptions of outside
agencies by school staff, students and parents
• Nonexistent or ineffective procedures for
collaborating among agencies
• The way schools operate
• The way agencies operate
• Shifting roles of teachers and school staff
LEA Capacities & Strategies
• Scheduling and staffing
• Early planning
• Flexibility in location of
services
• Follow-up after transition
• Administrative support
• Funding
• State support
• Collaboration with adult
agencies
• Meeting with students
and families
• Training students and
families
• Joint training of staff
• Meeting with agency
staff and transition
councils
• Transition portfolios
• Disseminating
information widely
LEA Strategies
•
•
•
•
•
Collaboration with adult agencies
Meeting with students and families
Training students and families
Joint training of staff
Meeting with agency staff and transition
councils
• Transition portfolios
• Disseminating information widely
How Interagency Teams Develop
Step 1: Getting Started
Step 2: Going in Circles
Step 3: Getting on Course
Step 4: Full Speed Ahead
Several years to achieve
1 year - team accepts
Team
that is-&
highly
proactive
Excitement
newness
4-6
months
sense
of
diversity
in personal
styles &
&
committed
to
community
letdown
& stress
have
Teams
learned
focus
on
to about
trust
specific
onetasks
vision.
shifting
another
that areroles
do-able to gain
Trust
isto
extended
& team has
confidence
& trust
Need
review
Systematic
problem-solving
developed
flexibility
and is
vision/mission
& compare
isTime
wellon
established
training,
networking,
& most feel
able
to adaptto
togoals.
changes.
performance
comfortable
& informationwith
sharing
their roles
Involvement
the
team is
Discuss
what in
has
Communication
Interpersonal
skills,
isbeen
taskproblemconstant
&
self-initiated
learned
& decide on how
to
oriented
solving approaches,
conflict
operate
better
as by
a team.
Teams
reinforced
the all
resolution,
dialogue
skills
Members have developed
smaller
critical successes &
relationships as a support
committed to major systemsoutside of the team
level changes that requires
meetings.
high levels of collaboration
for: policies, funding,
procedures, and staffing.
Community Resource Mapping to
Enhance Collaboration
• Step 1: Pre-Mapping
– Vision
– Goal-Setting
– Partnership-building
• Step 2: Mapping
– Identify a process
– Collect Data
– Develop Products
• Step 3: Implement Map
Results
– Strategic Planning
– Communicating
– Supporting Community Action
• Step 4: Evaluation/ MidCourse Corrections
– Keeping Current
– Continue to Measure
– Maintain Momentum
From: Crane, K. & Skinner, B. (2003). Community Resource Mapping: A Strategy for Promoting Successful
Transition for Youth with Disabilities. NECSET Information Brief
LEA and SEA Attitudes
• Clear value of relationship building
• Relationship Building Capacity: Positive
Attitudes
• Relationship-Building Strategies:
– Advocacy
– Ongoing meetings
– Transition councils
What is Most Critical for Interagency
Collaboration?
 Role of the Transition Coordinator
 Leadership
 Systems Change
• What does it mean for you?
• What strategies and capacities can you start
now?
• What will take more time?
Mapping the Future
The future is not
something we enter.
The future is something
we create.
And creating that future
requires us to make
choices.
Those choices are
based on the dream.
- Leonard Sweet