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:
October 23
8:30-11:15
 Transition Assessment (cont.)
 Interagency Collaboration for Transition
 The Role of Families in Transition Planning
 Student Development for Transition
- Self-Determination Curriculum
- Vocational Programs
- 18-21 Programs
Quality Indicators of Transition
From: Morningstar (2005) Quality Indicator of
Effective Transition Programs
Family
Involvement
Transition to
Adulthood
Inclusion,
Access &
Accountability
Curriculum
&
Instruction
What do you Hope to Gain?
• What are your district/program
strengths?
• What are your district/program
needs?
• What do you hope to learn in order to
change and/or enhance your
practices?
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
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 MPGs?
How do you Decide?
• See the Independent Living Postsecondary
Goal IEP Team Decision Assistance Form
found at: http://transitioncoalition.org/ >publications >presentations
• 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.
Examples of Transition Services
Instruction
• Enroll in community education or recreation
programs of interest
• Complete a study skills training class
• Participate in a career awareness program or
class
Community Experiences
• Meet with military recruiters to discuss
educational benefits
• Learn about the ADA
• Take classes through the local 4_H
• Tour postsecondary training programs
Related Services
• Identify and visit community mental health
agencies
• Learn to use a guide dog effectively
• Obtain a mentor through an agency
providing substance abuse counseling
• Learn to use augmentative communication
device in work setting
Employment
• Interview adult worker in a career field of interest
• Practice completing job applications and interviewing skills
• Research three different careers and write a paper about
them
Acquisition of Daily Living Skills
• Learn about time management
• Take a CPR/First Aid course
• Develop a monthly living budget
Other Post-School Adult Living Objectives
• Learn about community agencies that provide services and
support to people with disabilities
• Contact Center for Independent Living for independent living
skills classes
• Inquire into programs such as food stamps, medical
insurance, etc.
• Apply for VR services
Functional Vocational Evaluation
• Participate in a situational vocational assessment
• Participate in job samples in the community
• Conduct formal aptitude tests such as VALPAR and WRIOT
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
Step 5:
Summary of
Performance
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?
Caught in Transition…
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.”
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)
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
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