Best Practices in Transition: Getting from Compliance to Quality Services

1. Best Practices in Transition: Getting from Compliance to Quality Services Dr. Mary E. Morningstar mmorningstar@ku.edu http://www.transitioncoalition.org University of Kansas Department of Special Education

2. www.transitioncoalition.org www.transitioncoalition.org

3. Think/Pair/Share Why do we need transition planning? What do you need to do to ensure quality outcomes?

4. Student- centered Transition Planning Interagency & Community Services Family Involvement Student Involvement Inclusion, Access & Accountability Curriculum & Instruction Critical Elements of Transition Transition Assessment Transition to Adulthood

5. FALSE TRUE Transition was included in IDEA because the first special education students to exit high school were successful in achieving positive postschool adult outcomes such as living on their own, having a well-paying job, and attending postsecondary education in record numbers. Correct answer is: FALSE. Beginning in the mid-1980’s, the U.S. Department of Education recognized that the first group of students who had been all the way through special education were leaving school and unsuccessful in adult life. Unemployment, lack of enrollment in postsecondary education, continued dependence on parents, social isolation, and lack of involvement in community-based activities were found among young adults with disabilities.

6. FALSE TRUE Many curricula and programs do not support students with disabilities in developing essential adult-life skills. Correct answer is TRUE Post-school outcome research indicates that the current special education curriculum, instruction, and planning are not meeting students' needs. The National Longitudinal Transition Study-2 has reported that while outcome for many youth with disabilities is improving, they often do not learn or use the skills in their school programs that they need to achieve productivity, empowerment, and independence.

7. FALSE TRUE Students with disabilities transitioning from school to adult life are not often supported by effective interagency collaboration. Correct answer is TRUE Limited levels of service coordination and collaboration among schools and community service agencies have created difficulties for students with disabilities in achieving positive post-school results (Johnson, et al., 2002). In many circumstances, students with disabilities leave school without appropriate community supports necessary to achieve successful adult outcomes. Many students remained at home with nothing to do because they were on long waiting lists for adult services.

8. FALSE TRUE Students with disabilities are more likely to remain in school and graduate from high school than their peers without disabilities. Correct answer is FALSE Dropping out of school is one of the most serious problems facing special education programs across the country. Almost 1/4 of all youth with disabilities exit the school system by dropping out. Youth with ED have the highest drop out rates (from 21% to 64% - twice the rate of nondisabled students). The drop out rate for students with learning disabilities averages 25% (National Center for Education Statistics, 2001). Reasons include: lack of credits to graduate, no parental support for education, inappropriate social interactions. Dropouts have fewer options for employment and usually end up in entry level, low-paying positions.

9. Transition Planning • Planning early • Person-centered Approach to Planning • Outcomes tied to Vision for future • IEP focuses on outcomes • Service coordination • Postschool outcomes data • Documentation in the IEP Critical Element of Transition: Planning Differently Transition to Adulthood Person-Centered Planning Resources http://www.transitioncoalition.org/cgiwrap/tcacs/new/resources/resources/index.php

10. Features of Person-Centered Planning • Focus on and driven by the student’s strengths, interests and preferences • Focus on capabilities and opportunities – developing a vision for the future • Process is flexible, dynamic and informal • Requires collaborative team work with commitment to action • Requires an effective facilitator K.B. Flannery, R. Slovic, &D. McLean (1994)

11. MAKING ACTION PLANS (MAPS) • What is the individual’s history? • Who is the individual? • What are the dreams? • What are the nightmares? • What are the needs? • What are the individual strengths? • What would an ideal school day look like? • PLANNING ALTERNATIVE TOMORROWS WITH HOPE • Identify the “North Star” • Identify the GOAL • Look at life NOW & identify differences between NOW and GOAL • Identify steps to move person from NOW to GOAL • Identify FIRST STEP • PERSONAL FUTURES PLANNING • Create a personal profile • Person’s background and history • Relationships • Places • Choices • Preferences • Focus on the future • Review Trends in Environment • Find desirable images of the future • Identify obstacles and opportunities • Identify strategies • Getting started (Action Planning) • Identify the need for systems change • Create a network/Circle of Friends • ESSENTIAL LIFESTYLES PLANNING • Non-negotables • Strong preferences (Needs) • Highly desirables (Wants/enjoy) • Person’s positive reputation • Things we need to do to help person stay healthy • Things we need to do to be successful in supporting the person • Unresolved Issues/Questions • How the person communicates with us

12. Build a Personal Profile • Interview the student, family and others in their life in a relaxed atmosphere • Break down the “big question” of “What job do you want?” to smaller ones: • What do you like about school and classes? • What do you like to do after school? • Spend time with the individual • Interview significant others • Hold a planning meeting using a person-centered approach Hagner & Dileo (1993)

13. The Personal Preference Indicators: A Guide for Planning Moss (2006). Center for Interdisciplinary Learning and Leadership/UCE, College of Medicine, University of Oklahoma Health Sciences Center http://www.ou.edu/content/education/centers-and-partnerships/zarrow/preference-indicators/air-self-determination-assessment.html

14. Adapting the MAPS Questions for Transition MAPS Questions • What is individual's history? • Who is the individual? • What are the dreams? • What are the nightmares? • What are individuals needs? • What are the individual's strengths? • What would an ideal school day look like? Adaptations • Who is individual? • What is individual's history? • What is the vision for his/her adult life? • What are some things individual doesn't want in his/her future • What are individual's greatest strengths and contributions for community involvement? • What does individual need to be successful in his/her career? • What would an ideal day look like?

15. Using MAPS to plan for Transition: Angie’s MAP http://video.google.com/googleplayer.swf?docid=9020965358453350536&hl

16. Postsecondary Education & Training Community Participation Employment Community Living From PCP to Postsecondary Goals • needs experiences with lots of different places • Expand her social life • Transportation is problem • going to movies, fishing, camping, horseback riding From: Furney, et al., (nd) Making Dreams Happen: How to Facilitate the MAPS Process. University of Vermont • go on to college • needs experiences with lots of different places • Expand her social life • Work on safety when alone (e.g., tipping out of wheelchair) • independent living skills

17. Angie’s Transition IEP • Measurable postsecondary goal: Upon completion of high school, Angie will work 20 hours a week in an occupation that focuses on retail sales. • Transition Services: • Instruction: Angie will participate in a careers class focused on job training in retail sales • Community Experiences: Angie will complete referral for VR • Employment: Angie will job shadow at 3 different retail settings • Adult living and Daily living: Angie will participate in bus travel training; Angie will get herself up in the mornings and get ready for school. • IEP goals:

18. Planning for the Future

21. Family members attend meetings • Flexible to meet with families • Transition = family as a whole • Involved in decisions • Agreement on outcomes • Information • Person-centered planning Family Involvement Critical Element of Transition: involving Families Transition to Adulthood Working with Families www.transitioncoalition.org TA Alliance for Parent Centershttp://www.taalliance.org/

22. Knowing Families: Family Systems Framework • Family members attend meetings • Transition = family as a whole • Involved in decisions • Flexible to meet with families • Agreement on outcomes • Information • Person-centered planning Family Involvement Critical Elements of Transition • Family Characteristics • Description of the family • Personal characteristics • Special challenges • Family Life Cycle • Stages and Transitions • Changes in • Characteristics • Changes in Functions • Changes in Life Roles Family Interaction Adaptability Cohesion Extended Family Marital Transition to Adulthood Siblings Parent-child Family Functions Affection, Self-esteem, Economics, Daily care, Socialization, Recreation, Education, Spiritual www.transitioncoalition.org Working with Families online module

23. Share information and resources • Use multiple formats & ways to provide information • Ensure reciprocity • Informal and frequent communication • Arrange linkages with other families and available supports • Coming Together for the IEP • Prepare in advance • Connecting and getting started • Sharing visions and transition outcomes • Reviewing levels of performance & assessments • Sharing resources, priorities, concerns • Developing goals and objectives • Specifying placement and related services • Summarizing and concluding • Types of adult services • Role models • Basic facts about transition • Areas most wanted by families in one study: • sexuality • self-care • getting along with others • taking responsibility • Guardianship and estate planning • Role of IEP team members • Criteria for evaluating IEP • Postschool option • Social security • Listen empathetically • Share information • Communicate family meaning • Focus on family identified issues • Reliably respond • Meet in friendly places • Tell personal stories Michael Bridges’ Transition Cycle Theory Building Relationships with Families • Identify transition cycle of the family • Learn to LISTEN • INVITE Involvement • Pay attention to family concerns & postschool outcomes • Exchange information • Parent involvement activities

26. Critical Element of Transition: Supported Self-Determination! • Decision-making skills and opportunities • Invited to attend meetings • Ideas listened to and respected • Opportunities to learn about options • Self-advocate • Self-Directed IEPs • Parent info. to support students Student Involvement Transition to Adulthood The Self-Determination Center http://web.uccs.edu/education/special/self_determination/index.html Self-Determination Synthesis Project http://www.uncc.edu/sdsp http://www.uncc.edu/sdsp/sd_lesson_plans.asp

27. If a student floated in a lifejacket for 12 years, would he/she be expected to swim if the jacket were jerked off?

28. Self-Determination Model Environment Know Yourself & Your Environment Value Yourself Plan Act Outcomes & Learn SOURCE: Hoffman, A., & Field, S. (2006). Steps to self-determination (2nd ed.). Austin, TX: PRO-ED

29. Curricula for Participating and Directing IEP Transition Meetings Teaches students to become active members of their IEP team!

30. Techniques to Help Students Actively Participate in IEP Meetings • Ask students questions such as: • What are your learning strengths? • What are your areas of improvement? • What are your goals for school? • What are your career & employment interests? • How do you learn best? • What are your hobbies? • Be positive – focus on what the student can do • Listen attentively & take notes • Give students plenty of time to think & respond • Use information that the student provides • Summarize the student’s goals and plans • Encourage the student to ask questions

31. http://www.imdetermined.org/

32. You’re Invited Date: Time: Name: Michael Address: DOB: • Interests • Swimming • Video games • Law enforcement • Strengths • Want job as officer • Artistic • I like to sleep right when I get home Preferences • Visual • Auditory • Needs • Preferred Seating • Quiet setting • Copies of notes

34. Academic instruction tied to outcomes • Inclusive Educational Experiences • Vocational instruction & experiences • Independent living skills • Social, interpersonal & recreation • Functional curriculum reflects outcomes • Natural & age-appropriate • Transition Programs Post-HS for ALL students Think College http://www.thinkcollege.net/ Going to College http://www.going-to-college.org/ Transition to College http://www.transitiontocollege.net/ Transition to Adulthood Transition & Instructional Strategies http://www.ncset.org/topics/default.asp Evidence-based Practices in Transition (National Secondary Transition TA Center NSTTAC) http://www.nsttac.org/ebp/ebp_main.aspx What Works Transition Synthesis Research Project http://www.nsttac.org/ebp/what_works.aspx Evidence-based Practices Targeting Outcomes

35. Taxonomy for Transition Programming Family Involvement Student-Focused Planning Program Structures Student Development Interagency Collaboration

36. NSTTAC Evidence-Based Practices

37. NSTTACPredictorsof Post-School Successhttp://www.nsttac.org/content/lesson-plan-starters

39. Preparing All Youth for Transition to Postsecondary Education & Training • Youth with ID are less likely to be employed (~ 17%) • 11% attended 2 or 4 year postsec. Setting • 33% had a goal of sheltered employment • 55% never employed before postsecondary • 33% employed post-program (43% of working had never been in a paid position) • Postsecondary experiences impact employment outcomes, self-image and social value From: Think College (2011, Nov. 18). College: An Unexplored Pathway to Employment for People with Intellectual and Developmental Disabilities

41. Enroll in instructional program to meet needs • Social inclusion • Gen. Ed & Voc. Ed. get support • Inclusion leads to positive outcomes • Decision-making process used • Accommodations on IEP & State and District Tests Inclusion, Access & Accountability Critical Elements of Transition:Inclusion Access and Accountablility Transition & Instructional Strategies Transition to Adulthood

42. Inclusive Education Leads to Better Outcomes • Improved IEP Quality • Age-appropriateness • Functionality • Generalization • Improved Instruction in General Education • Increased instruction in functional skills, basic academic skills, literacy, etc. • More engaged in learning and less isolation than in separate classes • Involvement and support from peers w/o disabilities • Individualized instruction in general ed classes • Better outcomes • In school and postschool (fewer absences & referrals, higher social interactions & communication skills, better postschool outcomes)

43. Embedding‘New Basic Skills’… Adapted From: Maryland Coalition on Inclusive Education(August 2009). Redefining What is Functional in High School. MCIE High School Inclusion and Transition Planning Institute

44. Critical Element of Transition: School and Community Connections!! Peer Tutoring & Peer Mediated Instruction Peer Supports Natural Supports in the Community Facilitating Friendships and Social Interactions

46. School-business partnerships • Process for identifying needs • Formal & informal supports • Accurate information • Interagency agreements • Community transition teams • Collecting Postschool Outcomes Interagency & Community Services Critical Elements of Transition: Assess for Quality Transition to Adulthood Interagency and Community Systems: http://www.transitioncoalition.org/transition/ics.php

47. Why Focus on Interagency Collaboration? Adolescents with disabilities in transition have complex support needs Inability of different systems to work together 88% of all states have failed to establish interagency linkages under IDEA No agency has all that is needed to plan & provide comprehensive transition services

48. LEA Capacities & Strategies Scheduling and staffing Early planning Flexibility in location of services Follow-up after transition Administrative support Funding State support Collaboration with adult agencies • Meeting with students and families • Training students and families • Joint training of staff • Meeting with agency staff and transition councils • Transition portfolios • Disseminating information widely

49. LEA and SEA Attitudes Clear value of relationship building Relationship Building Capacity: Positive Attitudes Relationship-Building Strategies: Advocacy Ongoing meetings Transition councils

50. Who should participate in transition planning? • Peers and friends • Administrators • Postsecondary Ed. staff • Community Service Providers • Family Members • Student • Education personnel • School support staff • Community members