Comprehensive Transition Planning

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Comprehensive Transition Planning

• Module 2 Parent and Student Involvement

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Ground Rules

• Turn off cell-phones (includes text messaging).
  
• Use the post-it-notes on your tables to write
  down questions.
• The Parking Lot will be used to note topics
  that will be covered later in the presentation.
• Share your experiences and ideas. Everyone can
  learn from each other.
• Be open to new ways of doing things. Keep a can
  do attitude.
• Make productive use of activities to practice and
  fine-tune new skills.

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OutcomesFollowing this training you will

• Have an understanding of the IDEA 2004
  requirements for student and parent involvement
  in the transition planning process
• Understand the importance of parent and student
  involvement in the transition planning process
• Be able to describe strategies for increasing
  effective student and parent involvement in the
  transition planning process

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Handouts

• Student and Parent Involvement PowerPoint
• Transition Component of the IEP form
• Field and Hoffmans Self-Determination Model
• Promoting Student Self-Determination Skills in
  IEP Planning (Teaching Exceptional Children)
• Self-Determination Materials
• Self-Determination Websites
• Student Involvement in the IEP (NSTTAC)

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Handouts(Continued)

• Format for Student-Led IEP
• Helping Students Direct Their IEPs (NICHCY)
• A Student Guide to the IEP (NICHCY)
• Who Am I Student Survey
• Transition Assessment Survey for Parents
• Activity Overcoming Barriers to Parental
  Involvement and Support Case Studies and Activity
  Form

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Steps in the Transition Planning Process

• Step 1 Facilitate student, family and adult
  service provider involvement
• Step 2 Identify postsecondary goals based on
  age-appropriate transition
  assessments
• Step 3 Determine present level of
  performance as it relates to post-
  secondary goals
• Step 4 Choose a course of study
• Step 5 Identify needed transition activities and
  services
• Step 6 Determine responsible persons and
• timelines for transition
  activities/services
• Step 7 Develop IEP goals/objectives that are
  linked to the postsecondary goals

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Kohlers Taxonomy of Transition Programming
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IDEA 2004 - Definition of Transition Services
A coordinated set of activities for a student
with a disability 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
childs movement from school to post-school
activities, including postsecondary education,
vocational education, integrated employment
(including supported employment), continuing and
adult education, adult services, independent
living, or community participation (300.42(a)(1).

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IDEA 2004 - The coordinated set of activities
must be

• based on the individual students needs, taking
  into account the students strengths, preferences
  and interests and includes
• Instruction
• Related services
• Community experiences
• The development of employment and other
  post-school adult living objectives and
• If appropriate, acquisition of daily living
  skills and provision of a functional vocational
  evaluation.

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IDEA 2004 The Students Role in the Transition
Planning Process

• The public agency must invite a child with
• a disability to attend the childs IEP
• meeting if the purpose of the meeting will
• be the consideration of the postsecondary
• goals for the child and the transition
• services needed to assist the child in
• reaching those goals (300.320(b)NPRM.

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When Does Transition Planning Begin for North
Carolina Students?
Age 14 Postsecondary Goals and Course of
Study Age 16 Postsecondary Goals, Course of
Study, Transition Activities, Responsible Persons
and Timelines
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IDEA 2004 What happens if the student cannot
attend the meeting?
If the student does not attend the meeting, the
school must take other steps to ensure that the
students preferences and interests are
considered (300.321(b)(2)NPRM.

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IDEA 2004 - Age of Majority
Beginning not later than one year before the
child reaches the age of majority under State
law, the IEP must include a statement that child
has been informed of the rights that will
transfer to the child on reaching the age of
majority. All rights accorded to parents under
IDEA will transfer to the child at the age of
majority. The student and the parent will be
notified of this transfer (300.320(b)(2)(c).
Age of Majority in North Carolina is 18

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Examples of Rights That Transfer to the Student

• Receipt of written notice of meetings and
  participation in all educational decisions as a
  member of the team.
• Right to review educational records.
• Right to request meetings to review/change
  his/her identification, evaluation,
  individualized education program (IEP), or
  placement.
• Must ask the student for consent (when needed)
  rather than the parent.
• Right to file a complaint, request a due process
  and participate in voluntary mediation.

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But what if.?
If, under State law, a state has a mechanism to
determine that a student with a disability, who
has reached the age of majority under State law
that applies to all children and has not been
determined incompetent under State law, does not
have the ability to provide informed consent with
respect to his or her educational program, the
State shall establish procedures for appointing
the parent, or, if the parent is not available
another appropriate individual, to represent the
educational interests of the student throughout
the students eligibility under Part B of the Act
(Authority 20 U.S.C. 1415(m)).
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Personal Perspective

• Based on your experience in attending IEP
• meetings answer the following questions?
• Which member is least likely to know the purpose
  of the meeting?
• Which member talks the least at the meeting?
• Which member is least likely to know what to do
  at the meeting?
• Which member has the lowest level of
  participation in decision-making?
• Which member is the least likely to understand
  what is being said?
• Which member has the lowest level of satisfaction
  with the meetings results?

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The Importance of Student Involvement

• Students who have greater involvement in setting
  educational goals are more successful in
  achieving their goals.
• Transition components are stronger if students
  provide information directly to team members.
• Parents and some educators feel more comfortable
  in giving their opinions.
• Special educators talk less.
• Administrators focus more on students strengths.

Martin, J. E., Marshall, L. H., Sale, R. P.
(2004). A 3-year study of middle, junior high,
and high school IEP meetings. Exceptional
Children, 70, 285-297.

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Nothing about me without me!

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Personal Perspective Control Over Ones Life
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What Should You Expect From the Student?

• To actively participate in discussions and
  decisions.
• To provide input about who should attend the
  meeting and agenda content
• To communicate preferences and interests.
• To understand strengths, needed supports, needed
  accommodations and present level of performance.

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Problems Encountered With Student Involvement

• Lack of motivation and initiative
• Inability to effectively communicate
• Confusion over life goals
• A sense of learned dependency
• Untrained professionals
• Absence of self-determination skills
• Unrealistic postsecondary goals

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Self-Determination
Self determination refers to the attitudes and
abilities required to act as the primary causal
agent in ones life and to make choices and
decisions regarding ones actions free from undue
external influence or interference (Weymeyer and
Berkobien, 1991).

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Components of Self-Determination and Self-Advocacy

• Knowledge of self (e.g. strengths, preferences,
  and goals),
• Knowledge of rights (e.g., educational, personal,
  and human service)
• Communication (e.g., assertiveness, use of
  assistive technology, and articulation)
• Leadership (e.g., advocating for others or for
  causes, knowledge of resources, and political
  action)

Test, Fowler, Wood, Brewer, and Eddy (2005)
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What does a self-determined student look like?

• Aware of PINS
• Can differentiate between wants/needs
• Can initiate and take action
• Can set and work toward goals
• Can problem-solve
• Shows pride
• Can evaluate decisions
• Is self-confident
• Can make choices

• Desires independence
• Recognizes the need for interdependence
• Has self-advocacy skills
• Self-regulates behavior
• Self evaluates
• Shows persistence
• Uses negotiation, compromise, and persuasion
• Assumes responsibility for actions and decisions

Field, S., Martin, J., Miller, R., Ward, M., and
Wehmeyer (1998).
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Self-Determination in Action
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Barriers to Self Determination

• Teachers and parents know best.
• No motivation to participate in life decisions.
• Lack of self-esteem, self-confidence, and a poor
  self-concept.
• Unrealistic expectations met with negativity.
• Lack of communication skills.
• Lack of life experiences
• Fear of risk-taking

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Activity What does Self-Determination Look Like
in Action?
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Can You Make a Difference in the Level of Student
Participation in the Transition Planning Process?
Absolutely!
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After training students

• Talk more and assume a larger leadership role
• Are more aware of their goals
• Are more likely to attend meetings
• Are more likely to have comprehensive plans
• Can direct their own IEP meetings

Martin, J. E., Van Dycke, J. L., Christensen, W.
R., Greene, B. A., Gardner, J. E., Lovett, D.
L. (2005) Van Dycke, J. L. (2005) Snyder, E. P.
(2000) Allen, S. K., Smith, A. C., Test, D. W.,
Flowers, C., Wood, W. M. (2001) Snyder, E. P.
(2002) and Snyder, E. P., Shapiro, E. (1997)
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Stages of the IEP Process

• Planning (determining PINS, establishing goals,
  and organizing materials)
• Drafting (drafting an IEP for the meeting)
• Meeting (meeting to finalize the IEP and
  services)
• Implementing the IEP

Uphold, N.M., Walker, A.R., and Test, D.W. (2007)
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Self-Directed IEP Student Steps

• 1. Begin meeting by stating purpose
• 2. Introduce everyone
• 3. Review past goals and performance
• 4. Ask for others feedback
• 5. State your school and transition goals
• 6. Ask questions if you dont understand
• 7. Deal with differences in opinion
• 8. State what support you will need
• 9. Summarize your goals
• 10. Close meeting by thanking everyone
• 11. Work on IEP goals all year

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Strategies for Student Involvement

• Help students see the link between daily
  decisions and postsecondary goals
• Help students break long term postsecondary goals
  into short term objectives
• Ensure students recognize and understand PINS and
  learning styles
• Train students to request needed supports
• Support students when mistakes are made
• Provide positive but honest feedback
• Adapted from Davis and Wehmeyer (1991)

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Strategies for Student Involvement

• Ensure access to good role models
• Use PowerPoint presentations or augmentative
  communication devices to increase communication
• Ensure understanding of the importance of the
  process and obtain a commitment to participate
• Use various planning formats to assist in
  determining post-school goals

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Strategies for Student Involvement

• Teach students about his/her legal rights
• Provide role-playing opportunities
• Arrange for students to meet team members in
  advance
• Use video-taping and peer review
• Let students bring a friend to the meeting
• Always debrief
• Include self-determination goals and objectives
  on the IEP

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Sample IEP Goals and Objectives
Self-Determination

• Goal Joe will be able to demonstrate
  understanding of his unique learning needs
  through effective participation in transition
  planning activities
• Objective1 After reviewing his Individualized
  Education Program (IEP) Joe will be able to state
  (in his own words) his post-school outcomes,
  transition activities and IEP goals/objectives.
• Objective 2 Joe will be able to give three
  characteristics of his specific disability.
• Objective 3 Joe will be able to state at least
  5 accommodations or strategies that could be used
  to assist him in his general education classes.

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Sample IEP Goals and Objectives
Self-Determination

• Goal Joe will be able to explain his disability
  to educators and adult service providers and ask
  for learning/testing accommodations when needed.
• Objective 1 Given in-class practice, Joe will
  explain his disability to another person.
• Objective 2 Given a menu of learning
  accommodations, Joe will try various options and
  record which ones work best for him using a
  chart/graph.
• Objective 3 Given in-class practice, Joe will
  negotiate with at least one teacher to allow
  accommodations that facilitate his learning.

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Parent Involvement
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Children learn, grow, and develop both at home
and at school. There is no clear cut boundary
between home and school experiences for children
and youth. Rather, there is a mutually
influencing quality between experiences in these
two settings. (Sinclair and Christenson, 1992)

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What does IDEA 2004 say about parent
participation?
If a purpose of the meeting is the consideration
of transition services for a student under the
age of 18, the parent(s) must be invited as they
should be invited to all IEP meetings. HOWEVER,
if the student has reached the age of majority
the student can invite the parents but the school
is not required to invite the parent(s). Parents
must be informed of the students rights.
National Center on Secondary Education and
Transition Issue Brief 7/02

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Importance of Parental Involvement

• Children inherently need parental support
• If parents support post-school goals they are
  more likely to assist in goal accomplishment
• Accomplishment of post-school goals may require
  changes in the family

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Importance of Parental Involvement

• Parental attitudes can increase or decrease
  student involvement in the planning process.
• Parents have insight and information unavailable
  to school personnel
• Parents are likely the only people in the childs
  life to have been consistent over time and that
  will continue to be so after school.
• Parental involvement is required by law.

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Parental Roles

• Advocates
• Providers of Information
• Role Models
• Case Managers
• Risk Takers
• Financial Planners
• Teachers

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Families Enable Adolescents to Experience
Success
Independence
Attachment
Belonging
Failure
Self-Esteem
Adventure
Inter- dependence
Competence
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Strategies for Encouraging Parental Involvement

• Encourage parents to develop expectations early
• Address concerns in a timely manner
• Educate parents about their rights, adult
  services, model programs, and regulations.
• Use planning document prior to the meeting

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Strategies for Encouraging Parental Involvement

• Ensure meetings are well-planned
• Ensure input into the agenda
• Keep parents in the communication loop
• Provide advocacy training
• Provide resources needed to attend meetings

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You Should Expect Parents To

• Support the students post-school goals
• Provide information about the students PINS
• Provide information about students life
  including natural supports
• Attend meetings and participate
• Complete paperwork and follow-through on assigned
  transition responsibilities

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Problems Encountered With Parental Involvement

• Disagreement about post-school goals
• Unrealistic expectations too high or too low
• Fear of risk-taking
• Fear of lost income
• Encouragement of dependency
• Lack of general support

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Activity Overcoming Barriers to Parental
Involvement and Support
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Questions and Comments