Changing our Lens

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Changing our Lens

• Using Accountability Mandates to Improve What We
  Do
• Paula D. Kohler, Ph.D., Western Michigan
  University

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A K A

• Creating synergy by merging compliance with
  best practice

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What do I do now?
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Our Topics Today

• State accountability requirements
• Effective practices
• Making connections to improve students outcomes

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Our Challenge

• How do we link what weve learned from transition
  research with practices in our schools and
  communities?

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Critical Interrelationship

• Establishing transition education and services

Developing individual student IEPs
Preparing students for the future
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Context for Improving Practice

• Factors
• IDEA
• State and local policy
• Community
• Effective practices

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IDEA Accountability Mandates

• Continuous Improvement Monitoring Process (CIMP)
  Compliance with IDEA
• State Performance Plan (SPP)
• Annual Performance Report (APR)

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IEP Requirements 2004

• IDEA Statute
• Beginning not later than the first IEP to be in
  effect when the child is 16, and updated annually
  thereafter

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IEP Requirements 2004

• (aa) appropriate measurable postsecondary goals
  based upon age appropriate transition assessments
  related to training, education, employment, and
  where appropriate independent living skills

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IEP Requirements 2004

• (bb) the transition services (including courses
  of study) needed to assist the child in reaching
  those goals and

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IEP Requirements 2004

• (cc) beginning not later than 1 year before the
  child reaches the age of majority under state
  law, a statement that the child has been informed
  of the childs rights under this title, if any,
  that will transfer to the child on reaching the
  age of majority.

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SPP and APR

• States plan to meet and states performance on
  19 indicators (Part B) 4 specific to
  transition
• 1. of youth who graduate
• 2. of youth who drop out
• 13. of youth with transition components in the
  IEP
• 14. of youth who achieve post-school outcomes

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Indicator 13 Content of IEPs

• Percent of youth aged 16 and above with an IEP
  that includes coordinated, measurable, annual IEP
  goals and transition services that will
  reasonably enable the child to meet the
  post-secondary goals. 20 U. S. C. 1416
  (a)(3)(B)

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Using Transition Indicators to Improve What We Do
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Critical Interrelationship
Staying in School

• Quality IEPs

Achieving post-school outcomes
Graduating
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Whats the Quality of Our IEPs?

• What makes a quality individual educational
  program?
• Remember words on paper do not a program make!

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Context for Improving Practice

• Factors
• IDEA
• State and local policy
• Community
• Effective practices

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Critical Interrelationship

• Establishing transition education and services

Developing individual student IEPs
Preparing students for the future
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Taxonomy for Transition Programming
Family Involvement
Student-Focused Planning
Program Structures
Student Development
Interagency Collaboration
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Student-Focused Planning

• IEP Development
• Student Participation
• Planning Strategies

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Student Development

• Life Skills Instruction
• Employment Skills Instruction
• Career Vocational Curricula
• Structured Work Experience
• Assessment
• Support Services

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Important Relationship

• Student-focused planning the process for
  developing a students IEP
• Student Development the stuff of the
  educational program

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Using Transition Indicators to Improve What We Do

• Post-School Outcomes
• Indicator 14
• Postsecondary education and/or training
• Employment
• Independent living

Not so good?
Good?
Why? Why Not?

• Dropping Out
• Indicator 2
• Why?
• Appropriate programs?
• Address student and family needs?

• Graduation
• Indicator 1
• Expectations and standards?
• Various pathways available?
• Linkage to post-school environments?

• Whats the Quality of Our IEPs?
• Indicator 13
• Measurable post-school and annual goals
• Transition-related assessments
• Course of study, services, and activities
• Coordination of services

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Whats the Quality of Our IEPs?

• Measurable post-school and annual goals
• Transition-related assessments
• Course of study, services, and activities
• Coordination of services

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A Transition-Rich IEP
Transition assessment/Present level of
achievement
Annual IEP Transition Goals
Measurable postsecondary goals
Designated responsibility
Annual activities (e.g., instruction) and
services, including course of study
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Elements of Transition-Rich IEPs

• Measurable postsecondary goals
• Present level of performance based on
  age-appropriate assessments
• Annual transition goals
• Transition activities and services, including
  course of study
• Designated responsibility

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What Do Your 13 Data Say?

• Are measurable postsecondary goals included?
• Is the PLAFP information based on age-appropriate
  assessments?
• Do annual transition goals connect with the
  postsecondary goals? Are they measurable?
• Do transition activities and services, including
  course of study, align with postsecondary goals?
• Is responsibility designated?

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Critical Interrelationship

• Establishing transition education and services

Developing individual student IEPs
Preparing students for the future
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Reflect on Your Programs

• Student-Focused Planning
• What assessment information is used in planning?
• How do the students use the assessment
  information?
• Do your students know they have an IEP?
• Do they understand whats in their IEP?
• Are your students meaningfully involved in
  developing their IEPs?

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Reflect on Your Programs

• Student-Focused Planning
• What happens during the IEP planning process?
• How do students contribute to the IEP process?
• How are students classes and schedules
  determined?
• How does the student evaluate his/her progress?

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Reflect on Your Programs

• Student Development
• Do students have access to a variety of
  experiences
• Academic, occupational, and social?
• Do students know the accommodations they need?
• What assessment information is collected? When?
  How? Who collects it?
• Do general ed and CTE teachers work effectively
  with students with disabilities?

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Changing our Lens

• Choose a wide angle lens for collecting,
  reporting, and using our SPP and other data to
  improve what we do
• Apply various filters and distribute our
  pictures widely

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Changing our Lens

• Frame our shots differently so we capture the
  information we need to build a growing portfolio
• Instead of filing our picture albums on our
  shelves, build interactive games that use the
  pictures weve taken to set new courses that lead
  to brighter and different destinations

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From this .
to this .
NSTTAC
National Secondary Transition Technical
Assistance Center
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Questions
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Web Sites

• www.nsttac.org
• www.wmich.edu/ccrc
• homepages.wmich.edu/kohlerp

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Resources

• List of transition-related assessments
• http//www.wmich.edu/ccrc/
• ccc4_study1.htmlstudy1

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Resources

• National Secondary Transition Technical
  Assistance Center (NSTTAC)
• Checklist for gathering APR data on Indicator 13
  and FAQs
• Transition Assessment Toolkit (coming soon!)
• www.nsttac.org/
• OLeary et als. checklist

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Resources

• Taxonomy for Transition Programming tools
• http// homepages.wmich.edu/
• kohlerp/research/Taxonomy/

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Resources

• Wehman, P. (2002). Individual Transition Plans.
  Austin Pro-Ed
• Miller, R. J., Lombard, R. C., Corbey, S. A.
  (2007). Transition Assessment Planning
  Transition and IEP Development for Youth with
  Mild to Moderate Disabilities. Boston Pearson.

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What do I do now?