Transcript Transition 101: Work

Transition 101: Family Involvement
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Center for Change In Transition Services
improving post-school outcomes for students with disabilities in Washington state
Seattle University
OSPI State Needs Project
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Center for Change In Transition Services
improving post-school outcomes for students with disabilities in Washington state
Seattle University
OSPI State Needs Project
Website: www.seattleu.edu/ccts
Email: [email protected]
Phone: 206.296.6494
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raising your hand (if you have a microphone).
Quality Indicator Secondary Transition (QuIST)
Click on red
triangle
The QuIST is a multi-dimensional program evaluation
process designed for district/Local Educational Agencies
(LEA) teams to:
 Facilitate communication and sharing within and
among the district and its interagency partners;
 Identify areas of strength and opportunities for
improvement;
 Promote planning and improvement;
 Evaluate and measure progress.
1.School-based Activities
2.Work-based Activities
3.System Support
4.Family Involvement
5.Connecting Activities
1.School-based Activities
2.Work-based Activities
3.System Support
4.Family Involvement
5.Connecting Activities
Essential Question
How can the family involvement
quality indicators be incorporated
while balancing the needs of
each school or district?
What is Family Involvement?
Family involvement serves to promote and
support the social, emotional, physical,
academic, and occupational growth of youth.
Successful family involvement relies on
meaningful collaboration among youth,
families, schools, employers, and agencies.
National Alliance for Secondary Education and Transition (www.nasetalliance.org)
Family and School Collaboration
Family and School Communication
Parent and Family Training
Transition Planning for Employment
34 CFR 300.320(b) - WAC 392-172A-03090(1)(j)(i)
Transition assessment
The ongoing process of collecting data on the individual’s
needs, strengths, preferences, and interests as they relate to
the demands of current and future working environments
educational, living, personal and social environments.
Transition Planning for Employment
1) Strengths: What strengths does the student have in
meeting some of life’s demands as they relate to
education/training, employment, and independent living?
2) Needs: What are the main barriers to the student
reaching postsecondary endeavors (e.g., college/training
program, a job/career, accessing the community, or living
independently)?
3) Interests: What are the student’s interests, currently
and in the future? What activities/experiences promote
curiosity and catch their attention?
4) Preferences: Given the opportunity to choose from
available options in the areas of education/training,
employment, and independent living, what options,
according to the student, will motivate the student and
make him/her happiest?
Family and School Collaboration
Family and School Collaboration
Quality Indicators
1) School staff actively cultivates, encourages, and
welcomes student and family involvement
2) Students and families are regular, active members of the
IEP Team
Family and School Collaboration
Why Involve Families?
• IDEA requires parent involvement (20 U.S.C. §300.322)
– Must be invited to meetings and given copies of the IEP
– Must be notified that the purpose of the meeting will be the
consideration of the postsecondary goals and transition services
• Students with one or more parents who participated in
a greater percentage of IEP meetings during the 11th
and 12th grade year were more likely to be engaged in
post-school employment and to have stability in their
employment status
*Fourqurean, J. M., Meisgeier, C., Swank, P. R., & Williams, R. E. (1991). Correlates of postsecondary employment outcomes for
young adults with learning disabilities. Journal of Learning Disabilities, 24, 400-405.
Family and School Collaboration
Regular, Active, Team Members
• How are parents involved in the IEP process?
– What communication methods are the team members using?
– Have you asked the parents, student and family how best to
communicate with them, when and how often?
– Are IEPs pre-filled prior to the meeting?
– Is there communication with the parents prior to the meeting?
• Do parents know some of the talking points in advance of the meeting?
Family and School Collaboration
Quality Indicators
3) Students and parents are
given the opportunity to
provide information regarding
the student’s postsecondary
goals and transition services
Family and School Collaboration
Assessment and Postsecondary Goals
• Parents know their child better than anyone else and will
be the one constant factor in their child’s transition from
school to adulthood
– Valuable insights
– Can help build skills outside classroom
• Can assist in identifying needs, strengths, preferences, and
interests
– Transition Assessment Gathering Form
Family and School Collaboration
Quality Indicators
4) School programs and
activities are designed,
implemented, and
shaped by frequent
feedback from students
and families
Family and School Collaboration
Collaboration
Do youth and families
have a variety of
opportunities to participate
in decision-making,
governance, evaluation,
and advisory committees at
the school and community
levels?
Family and School Collaboration
Collaboration
• Youth, families, and school staff jointly develop a family
involvement policy and agreement outlining shared
responsibility for improved student achievement and
achieving the state’s high standards
• School staff regularly share information about school
improvement, policies, and performance data with youth
and families in a variety of formats
Family and School Collaboration
Practical Application
• How can family and school collaboration be incorporated
while balancing the needs of each school or district?
Family and School Communication
Family and School Communication
Quality Indicators
1) School staff, families and students share frequent and
timely reports of student behavior, performance, and
achievement
2) School staff communicates with families while respecting
the diversity of family cultures, traditions and values
3) Communication among families, students and school staff
is respectful, collaborative and reciprocal in nature
Family and School Collaboration
Regular, Ongoing, Two-way
Communication
Communication among youth, families, and schools is
flexible, reciprocal, meaningful, and individualized.
• A variety of communication methods
• Communication based on individual student and family
needs that include alternate formats and languages as
needed
• Reports of positive student behavior and achievement
National Alliance for Secondary Education and Transition (www.nasetalliance.org)
Family and School Collaboration
Seven Principles of Effective Partnerships
1) Communication – communicate openly and honestly with families in
a medium that is comfortable for them
2) Professional Competence – ensure you are highly qualified in the
area you are working in, continue to learn and grow, and have high
expectations
3) Respect – treat families with dignity, honor cultural diversity, and
affirm strengths
Turnbull, A. P., Turnbull, H. R., Erwin, E. J., Soodak, L. C., & Shogren, K. A. (2011). Families, professionals, and exceptionality:
Positive outcomes through partnership and trust (6th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
Family and School Collaboration
Seven Principles of Effective Partnerships
4) Commitment – be available, consistent, and go above and beyond
5) Equality – recognize the strengths of every member of the team,
share power, and work together
6) Advocacy – focus on getting to the best solution for the student
7) Trust – be reliable and act in the best interest of the student
Turnbull, A. P., Turnbull, H. R., Erwin, E. J., Soodak, L. C., & Shogren, K. A. (2011). Families, professionals, and exceptionality:
Positive outcomes through partnership and trust (6th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
Family and School Collaboration
Respecting Diversity
• Culture
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What goals are culturally appropriate and meaningful to the
student and family?
Ask culturally relevant questions.
Consider other dimensions of culture (i.e., socioeconomic status,
gender, religion, sexuality, age) that can impact transition
planning.
Work with district for translation/interpreter services.
Recognize that cultural competence is a mindset and a practice,
rather than a body of knowledge.
Developed by Tracey Nix & Tiana Povenmire-Kirk and presented at DCDT 2012 Regional Conference
Family and School Collaboration
Respecting Diversity
• Parent/Family Involvement
– Invite parents/family and explain schools expectations about parent
involvement.
– Ask parents how and when they can be involved.
– Identify alternative locations for IEP meetings.
– Be willing to compromise with the family
– Acknowledge and prepare to work around the huge shadow cast by
issues of immigration status.
Developed by Tracey Nix & Tiana Povenmire-Kirk and presented at DCDT 2012 Regional Conference
Family and School Collaboration
CLD Transition, Cont’d
• Community
– Visit the informal community networks upon which your families
rely.
– Develop relationships with community leaders & cultural figures to
help you develop trust with students and families.
Developed by Tracey Nix & Tiana Povenmire-Kirk and presented at DCDT 2012 Regional Conference
Family and School Communication
Practical Application
• How can family and school communication be incorporated
while balancing the needs of each school or district?
– Ongoing two way communication that meets the needs of families
– Short positive phone calls, emails or text messages
– Divide and conquer
– For every negative call make a positive call
– Communicate with one student per class per day
Parent and Family Training
Parent and Family Training
Quality Indicators
• School staff development includes training on student and
family involvement processes, policies and procedures
− How does administration encourage and support family
involvement?
− Is this district-wide? At the building level?
− Does this include families from multiple cultures?
Parent and Family Training
Quality Indicators
• Students and parents are provided information regarding
transition services, postsecondary training, employment
and support services, and their role in the IEP/Transition
Process
• Parents receive training on informal assessment practices
as related to their child’s strengths, needs, interests, and
goals
• There is a process in place to ensure that parents and
students are informed of the requirements of IDEA 2004
Parent and Family Training
Family Training
• NSTTAC has identified family training in secondary
transition as an evidence-based practice
• Become familiar with resources on developing familyprofessional partnerships in secondary transition.
 CCTS
 NSTTAC
 Combined Summer Institute
 Beach Center
 PACER
 Parent Center Network
 PAVE
Parent and Family Training
Family Training
• Provide materials at the early stages of the Transition
Process (before age 16)
• Engage families in the conversation for transition planning
in each school stage (elementary, middle, and high school)
• Encourage parents to attend workshops on transition
planning
• Help families understand the need for high expectations
Parent and Family Training
Practical Application
• How can the parent and family training be incorporated
while balancing the needs of each school or district?
Tune in on Wednesdays from 3 to 4 pm.
Topics include agency resource information, agency
participation and parental consent, and the
Memorandum of Understanding (MOU).
March 6th
Transition 101:
Connecting
Activities
April 10th
Indicator 13
Join us as we explore our online tool, the Indicator 13 IEP
File Review.
May 15th
The 2013 Post-School
Survey
It’s that time of year again—all 2012 Post-School leavers’
demographic data is due by June 1, 2013. Let us make the
process easier for you!
June 12th
How Did We Do?
Evaluating Our
Progress
Our last webinar of the year will consist of reviewing our
work as Special Education professionals for 2012-2013.
Join us for a uniquely interactive webinar and special
raffle!
1) Using the Chat Box, type in at least one tool or support
CCTS provided that you found helpful and would like to
use again.
2) Let us know at least one way CCTS can better support
your team this year.
3) After the webinar, please respond to the quick survey
sent to your email.
Thank you for joining us today!
www.seattleu.edu/ccts
Email: [email protected]
Phone: (206) 296-6494