Beyond Compliance: Understanding the why

1
Beyond Compliance Understanding the whys of
decision-making in transition planning.

• Dawn Breault CAGS, C.R.C.
• NH Department of Education
• Special Education
• Technical Assistance Consultant
• March 11, 2013

2
Assumptions

• You are familiar with Indicator 13
• You have been monitored or have a basic
  understanding of the Indicator 13 monitoring
  process.
• You have a good understanding of the basics in
  transition planning.
• You are looking for more information about
  transition planning beyond I-13.

3
You made it through Indicator 13! Now What?
4
Indicator-13 data

• If you have been reviewed and didnt pass,
  reflecting on those areas and figuring out the
  next steps.
• If you have not been reviewed yet, looking at the
  8 questions and reflecting on how your district
  handles the 8 areas.

5
Intent

• When reflecting on the 8 areas it helps to look
  past the actual words of the requirement and
  consider the intent behind the requirement.

6
Intent exampleInvitation evidence

• Is there evidence the student was invited to the
  meeting?
• The intent is to ensure the student actually
  knows about their meeting and is invited.

7
Three types of issues when looking at program
improvement

• Systemic
• Administrative
• Professional Development

8
Tackling the 3 issues

• Systemic issues
• Program development
• Staffing
• Resources
• District policies or procedures.

9
Systemic

• Buy in from Administration
• Buy in from School Board
• Buy in from Staff

10
Administrative

• Setting up new procedures
• Assigning a staff member to be responsible
• Check and re-check that the process is being
  followed.
• Invitations and prior permission could fall under
  this category.

11
Professional Development

• Ensuring staff have been appropriately trained.
• What type of pre-service training did the staff
  member have?
• Does the district know the local community
  resources?

12
Considerations for improvement

• Examining the competencies of the staff holding
  the key transition positions. (NSTTAC)
• Evidence based practices (NSTTAC)
• Morningstars quality indicators of exemplary
  transition programs (needs assessment).
• Local resources (CoP, DOE TA)

13
Competencies who needs to know what?

• No formal license or certification for transition
  personnel.
• No official on-the-job training specific to
  transition.
• Very few pre-service opportunities.

14

• No one would propose keeping basketball players
  off the court until they had studied the game for
  12 years. Anonymous

15
NSTTAC what do we need to know?

• What Transition Specialists Need to Know
• What Secondary Special Education Teachers Need to
  Know
• What State Agency Secondary Special Education
  Administrators Need to Know

16

• Competencies broken down without resources
• (See word document handout)

17
NSTTACs three competency areas are based on the
following

• Based on the Division for Career Development and
  Transition's competency lists for secondary
  special educators (Blanchett, 2001) and
  transition specialists (DCDT, 2000), and the
  Council for Exceptional Children competencies for
  school leaders (CEC, 2008)

18
Big picture thinking

• The following Evidence based practice examples
  from NSTTAC are mostly organized with Paula
  Kohlers Taxonomy in mind.

19
Taxonomy

• In 1996 Dr. Paula Kohler developed The Taxonomy
  for Transition Programming as a Model for
  Planning, Organizing, and Evaluating Transition
  Education, Services, and Programs.
• http//homepages.wmich.edu/kohlerp/pdf/Taxonomy.p
  df

20
NSTTAC's Definitions of Evidence-Based Practices
21
Examples of Evidence-Based Practices in Secondary
Transition

• http//www.nsttac.org/content/evidence-based-pract
  ices-secondary-transition

22
Personnel Development Guide for Evidence-Based
Practices

• http//www.nsttac.org/content/personnel-developmen
  t-guide-evidence-based-practices

23
Evidence-Based Practices and Predictors in
Secondary Transition What We Know and What We
Still Need to Know

• http//www.nsttac.org/sites/default/files/assets/p
  df/pdf/ebps/ExecsummaryPPs20Jan2013.pdf

24
How do I know what my district needs?

• You have assessed the districts I-13 data and
  need something more to help guide the next steps.
• Following tool is very specific to transition
  program improvement.
• Other ways to monitor overall program improvement
  (ABCs etc)

25

• Quality Indicators of Exemplary Transition
  Programs
• Needs Assessment Instrument
• Developed by
• Mary Morningstar
• University of Kansas

26

• This needs assessment is designed to allow
  programs, schools and districts to determine and
  prioritize the most critical needs within a
  transition program.
• Mary E. Morningstar, Ph.D., University of Kansas

27

• This self-assessment is best utilized if multiple
  and representative groups of transition
  stakeholders complete the form (e.g., teachers,
  administrators, parents, others). The data for
  all representative groups is then compiled.
• Mary E. Morningstar, Ph.D., University of Kansas

28
7 Domains

• Transition Planning
• Family Involvement
• Student Involvement
• Curriculum and instruction is outcome-orientated
• Inclusion in school and access to the general
  curriculum
• Interagency collaboration and community services
• Transition assessment
• Mary E. Morningstar, Ph.D., University of Kansas

29
The document

• http//transitioncoalition.org/transition/tcfiles/
  files/docs/Quality_Indicators_of_Exemplary_Transit
  ion_Programs1329845495.pdf/Quality_Indicators_of_E
  xemplary_Transition_Programs.pdf

30
The Indicators

• Transition Planning
• Family Involvement
• Student Involvement
• Curriculum and instruction
• Inclusion
• Interagency collaboration and community services
• Transition Assessment
• Mary E. Morningstar, Ph.D., University of Kansas

31
Transition Planning

• Transition planning begins early in a student's
  educational experience (but no later than 16
  years old) and continues throughout a student's
  school career.
• Transition plans are based upon person-centered
  planning approaches in which the student's
  strengths, capabilities, interests and
  preferences are identified.
• Transition IEP outcomes and post school goals are
  based upon student strengths, interests and
  preferences.
• Mary E. Morningstar, Ph.D., University of Kansas

32
Transition Planning

• The transition IEP identifies post school goals
  using appropriate transition assessments related
  to postsecondary education and training,
  employment and independent living skills.
• The transition IEP identifies needed transition
  services and courses of study to assist the
  student in reaching his or her postsecondary
  goals.
• Post-school outcomes data is collected for
  students who have exited school to track post
  school success and the effectiveness of the
  school-based transition planning process.
• Mary E. Morningstar, Ph.D., University of Kansas

33
Family Involvement

• Family members (including extended family,
  friends and others if appropriate) regularly
  attend all transition planning meetings
• Transition planning takes into consideration the
  impact of transition upon the family as a whole
  and not just focus exclusively on the needs of
  the student.
• Family members are involved in all decisions that
  are made by the transition team.
• Mary E. Morningstar, Ph.D., University of Kansas

34
Family Involvement

• Accommodations are made to involve family members
  in the planning process (e.g., time and location
  of transition planning meetings are flexible) and
  to include extended family members in meetings.
• A process is in place so that family members,
  students and professionals reach consensus
  regarding transition outcomes and services,
  including the courses of study.
• Information is provided in a variety of formats
  to families about transition planning, services
  and the IEP.
• Mary E. Morningstar, Ph.D., University of Kansas

35
Student Involvement

• Students are taught decision-making skills using
  research-based curricula beginning as early as
  possible but no later than upon entering middle
  school.
• Students are provided with opportunities to make
  real-life meaningful decisions so that they
  possess the skills necessary to make informed
  choices about their future.
• Students are invited to and attend transition
  planning meetings and are active participants in
  the planning process.
• Mary E. Morningstar, Ph.D., University of Kansas

36
Student Involvement

• Students are given opportunities to learn about
  and/or directly experience an array of post
  school outcomes.
• Students are actively involved in developing
  their own transition IEP and are supported to
  lead their IEP meeting (e.g., self-directed IEP
  meetings).
• Parents are provided with information about the
  importance of self-determination and
  self-advocacy for transition.
• Mary E. Morningstar, Ph.D., University of Kansas

37
Curriculum is Outcome-Orientated

• Appropriate academic instruction is provided to
  prepare students for functioning in their
  community, including attending post-secondary
  education.
• Appropriate vocational instruction is provided,
  including community-based vocational experiences,
  to prepare students for community employment.
• Appropriate instruction and opportunities to
  engage in independent living is provided to
  prepare students for functioning as young adults
  in the community.
• Mary E. Morningstar, Ph.D., University of Kansas

38
Curriculum is Outcome-Orientated

• Appropriate social/interpersonal skills
  instruction and opportunities to establish social
  relationships with peers is provided.
• Teaching takes place in natural and
  age-appropriate settings including community
  settings. This would include post-high school
  (postsecondary) settings for students aged 18-21
  still receiving special education services.
• Mary E. Morningstar, Ph.D., University of Kansas

39
Inclusion in school and access to the general
curriculum

• Specific strategies exist for facilitating the
  social inclusion of students with disabilities
  into regular school programs, activities, and
  extra-curricular activities
• Teachers in regular academic and vocational
  courses are provided with assistance of special
  education services to adapt their instruction and
  curriculum to meet the diverse needs of students
• Mary E. Morningstar, Ph.D., University of Kansas

40
Inclusion in school and access to the general
curriculum

• A process is in place and used by IEP teams to
  make decisions about each students educational
  program that takes into account both unique
  student learning needs and access to the general
  curriculum.
• Accommodations for supplemental services to
  support students in the general curriculum are
  identified on the IEP and used in an ongoing
  basis within the general curriculum.
• Appropriate accommodations are included in the
  IEP in order for students to fully participate in
  state and district-wide assessments.
• Mary E. Morningstar, Ph.D., University of Kansas

41
Interagency Collaboration and Community Services

• School-business partnerships and linkages exist
  and promote effective employment opportunities
  for students.
• A process is in place for schools and agencies to
  determine the anticipated service needs of
  students in transition from school to adult and
  community services.
• Services and supports are available to facilitate
  formal and informal natural support networks and
  community connects for students with
  disabilities.
• Accurate information about the range of community
  services exists and is available to students and
  families.
• Mary E. Morningstar, Ph.D., University of Kansas

42
Interagency Collaboration and Community Services

• Agencies develop written interagency agreements
  to identify roles and responsibilities regarding
  exchanging information, sharing of resources and
  coordinating services.
• The school district has at least one professional
  responsible for coordinating transition services,
  and in particular, working with outside agencies
  to identify barriers to effective services and to
  plan for improving transition and community
  services.
• Mary E. Morningstar, Ph.D., University of Kansas

43
Transition Assessment

• Formal and informal assessment measures are
  available to school staff in order to develop
  transition plans that target post-school goals
  and outcomes (e.g., employment, postsecondary
  education, independent living).
• Transition assessment procedures are customized
  for each student so that specific information is
  collected regarding student needs, post-school
  goals and individual preferences and interests.
• Assessment procedures and methods are matched to
  the learning and response characteristics of each
  student.
• Mary E. Morningstar, Ph.D., University of Kansas

44
Transition Assessment

• Assessment procedures include multiple and
  ongoing activities and methods that sample
  critical transition behaviors and skills.
• Procedures are in place to present transition
  assessment results to students, families and
  staff and to incorporate critical information
  throughout the transition planning process.
• For students graduating or exiting special
  education services, a summary of academic
  achievement and functional performance with
  recommendations for meeting postsecondary goals
  is developed and shared.
• Mary E. Morningstar, Ph.D., University of Kansas

45
Summary sheet from survey

• Adding up scores and setting priorities.
• What can realistically be done?
• Is the issue systemic?
• Is the issue administrative?
• Is the issue one of professional development?

46
Next Steps

• Im a (teacher, case manager, transition
  counselor) how can I possibly make these types
  of changes?
• Baby steps pick one thing that you have control
  over.

47
Hudson Example

• 39 Transition assessment procedure in place to
  present transition assessment results to
  students, families and staff and to incorporate
  critical information throughout the transition
  planning process.
• Partially achieved eval. review meetings, exit
  meetings (SOP)
• Baby steps starting with one population
  significantly impaired.

48
Transition Portfolio

• Resume
• List of work experiences
• Pictures on work sites
• Work site summaries from job coaches/paras
• References
• SOP
• Gmail account
• Upload all documents so its always there.

49
Local Resources

• NH DOE Technical Assistance
• NH Community of Practice (State and Regional)
• Modnadnock Center for Successful Transitions
• Transition Resource Network at Strafford Learning
  Center
• SPDG NH DOE

50
Questions?