Principles and Strategies for Successful School-Community Transition

1. Principles and Strategies for Successful School-Community Transition Nancy L. Megginson, Sherry L. Folsom-Meek, Renae Bock, Ruth J. Nearing, Sue Floethe, and Scott J. Modell

2. Part 1: Foundation: The What and Why of Transition Nancy L. Megginson, San Jose State University

3. Defining Transition A coordinated set of activities that: • Improves the academic and functional skills of the student in order to facilitate his/her movement from school to post-school activities such as postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living or community participation;

4. Is based on the individual student’s needs, taking into account his or her strengths, preferences, and interests;

5. Includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives and, when appropriate, the acquisition of daily living skills.

6. Federal Policy IDEA (2004) outlines that: • transition planning must be in effect once a student is 16 years old; • the development of appropriate, measurable postsecondary goals must be based on age-relevant transition assessment; and • a statement of transition services to assist the student in reaching these goals must be developed.

7. Why is Transition important? • It is crucial to students’ success after high school. • NOD (2000) found that individuals with disabilities are more likely to be unemployed, lonely, and unhappy with their lives compared to those without disabilities. • Demchak (1994) concluded individuals with disabilities, who engage in appropriate recreation and leisure activities, increase their chances for success in the community.

8. Historical Perspective • Transition planning became a focus of federal policy for students with disabilities since the 1980s, when it was conceptually operationalized as a ‘bridge’ from school to young adulthood (Will, 1984). • Early transition planning and implementation focused on employment. • Halpern (1990, 1992) designed a more appropriate model that incorporated not only a student’s employment but residential environment, social supports, and community adjustments.

9. Frank and Sitlington (1990) posed that post-school transition would ‘successful’ for students with disabilities not only if they obtained employment, but lived independently, paid part of their living expenses, and were involved in more than one community leisure activity.

10. So how is that working for us? • Transition literature, research, and professional personnel training has primarily focused on employment (Sitlington, 1996). • Post-school adult adjustment for students with disabilities has been poor but improving (NLTS2, 2004). • Most leisure choices by students with disabilities are typically physically passive (NLTS1, 2003).

11. Because many students with disabilities don’t access or take part in community PARS programs, they can be socially isolated. Community integration and social interaction are primary indicators for quality of life. • It is speculated that the lack in addressing the PARS interests of a student with disabilities in transition planning is a major factor in poor post-school adjustment (Modell & Megginson, 2001).

12. So adjusting to community life and participation in PARS should be a significant part in post-school transition planning.

13. But is PARS an important part in the current transition process in our society and is it being consistently addressed?

14. Part 2: Current Status of PARS Transition Process Sherry L. Folsom-Meek, Minnesota State University, Mankato Renae Bock, El Centro, CA School District Ruth J. Nearing, St. Cloud State University

15. Past Research • Krueger, DiRocco, & Felix (2000)--Wisconsin • N = 155; 21% were part of ITP/IEP • Reasons for not writing ITP/IEP: • 42% did not serve students of transition age • 64% had never been asked • 41% were not aware of APE specialists’ role in ITP • 4% had students who did not need an ITP

16. Past Research (cont.) • Krueger, DiRocco, & Felix (2000)--Wisconsin • Recommendations: • APE specialists need to be more knowledgeable of transition planning to become better advocates for students with disabilities • More research is needed to determine effectiveness of APE specialist with regard to planning and implementing transition • Teacher educators must prepare APE specialists in planning and implementing transition in recreation and leisure

17. Past Research (cont.) • Bock (2001)--Minnesota • N = 146 licensed developmental adapted physical education (DAPE) teachers • Reasons for not being involved in transition process: • 63% of those teaching students with disabilities 14+ years of age had never been asked to be part of a transition team • 21% did not know they should be a part of ITP/IEP • 13% gave input to ITP/IEP team but were not involved in planning and implementing recreation and leisure activities

18. Past Research (cont.) • Bock (2001)--Minnesota • Recommendations: • Compare preservice and inservice training in transition • Investigate factors contributing to strong transition programs • Assess effectiveness of transition to maintaining an active lifestyle

19. The Present in one State--Minnesota • Licensed DAPE teachers: Asked them questions on MN DAPE Listserv (n =14) • What is the age range of students with disabilities that you currently teach? • Transition-age students: 9 • Pre-transition age students: 10 • Teach younger students: 10

20. The Present in one State--Minnesota (cont.) • Are you included as a member of transition IEP team? • Yes: 10 • Conditional responses: • Until they have completed physical education requirement • Physical education not offered after age 18 • No: 2 • If not, who is? • Case manager and SPED staff • Not sure

21. The Present in one State--Minnesota (cont.) • If you are not a member of the team, have you been asked to provide some input into planning transition IEPs? • Yes: 1 • No: 1 • If you are included in planning transition IEPs, are you involved in assessing in Recreation and Leisure/Community Participation? • Yes: 9 • Conditional responses: • Sometimes DAPE not offered after 18 years • Write goals but not involved in planning

22. The Present in one State--Minnesota (cont.) • If you are included in planning transition IEPs, are you involved in programming in Recreation and Leisure/Community Participation? • Yes: 8 • If not, who is involved in this? • Don’t know: 2 • Also included in lifetime fitness activities • Special transition school in district • Yes if they qualify for DAPE • Case managers and parents

23. The Present in one State--Minnesota (cont.) • What areas/types of transition does your school district support? Many lifetime physical activities listed plus sample of answers: • Use of public transportation to access recreational or community outings • Some field trips in community • Lifetime fitness as students may also transition into jobs within the school setting • All 5 areas of transition • If it costs money we try to fundraise

24. The Present in one State--Minnesota (cont.) • Identify any barriers that interfere with providing transition services in your school district: • Cost • Number of students receiving services • Time • Not really any barriers • Those students who don’t receive DAPE--have to talk to their case managers • When school busses are available • Sometimes availability of sites due to other groups using them

25. Role of Faculty in Higher Education APE Programs • Implications from teachers’ answers: • Transition process: • Most had knowledge • About half of DAPE teachers were involved • Level of involvement seems to be dependent on school districts’ levels of support and at what age they stop offering DAPE services • Instruction in physical education is required for students with disabilities ages 3-21--what we need to emphasize: • Through age 21 • Some school districts seem to stop offering physical education to students with disabilities when their same-age peers have met the requirement

26. Role of Faculty in Higher Education APE Programs (cont.) • Instruction in physical education is required for students with disabilities ages 3-21--what we need to emphasize--cont.: • All students with disabilities need to be involved in transition process • At minimum: APE teacher needs to be a part of ITP/IEP team • Economy: schools and agencies have limited resources • Emphasize that transition costs are to be shared by school districts and agencies • Fundraising may be necessary for transition to happen • Selection of APE textbook should be partially based on coverage of transition. • Higher education APE faculty need to cover transition thoroughly.

27. Part 3: What is the role of a PARS Transition Specialist? Sue Floethe, Santa Clara County Office of Education, San Jose, California

28. Part 4: Transition Assessment Sherry L. Folsom-Meek, Minnesota State University, Mankato Renae Bock, El Centro, CA School District Ruth J. Nearing, St. Cloud State University

29. Assessments Need to Include • Interests of student • Interests of family • Knowledge and competencies student needs to move from school-to-community-based living • Knowledge, competencies, and strengths student needs to be successful

30. Student Should be Active Participant in Community Participation • Students with disabilities should be involved in physical activity at postsecondary level • Students need certain level of fitness to be involved in vocational employment--need minimum strength, endurance, and flexibility to perform employment tasks • Need a lifetime physical activity “vocabulary” to participate in physical activity when not sleeping, at work, or not involved in maintenance • Student should be an active participant in community activities

31. The Pie of Life

32. Ways I Have Fun • My leisure experiences are usually…give an example of each: • Physical or mental • Individual or with others • Planned or spontaneous • Active or passive • Cheap or expensive • Self-directed or other-directed • Short-term or long term

33. Ways I Have Fun (cont.) • My leisure experiences are usually…give an example of each (cont.): • My favorite leisure experience is… • It is my favorite because… • This is when I get to enjoy this leisure experience again… Day/date: time: • I want to do more of these leisure experiences: • List 3 steps I can take to achieve the previous answer:

34. “15 Leisure Loves” • List 15 leisure loves and check areas that apply: • Costs $$$ • Done alone • Done with partner or in a group • Needs planning • Seasonal • Need more time • Others say “a waste of time” • Did in the last five years • Will do in 5 years

35. Example: Is this activity worth doing? • The activity is ____________________ • Place a check before each item with which you agree. • Would I like to do this activity? • Would my friends my age do this activity? • Will I get something out of this activity? • Do I have the $$$ to do this activity? • Do I have the “stuff” (clothing, equipment, etc.) to do this activity? • How can I get there? • Will the leaders consider my needs and help me be as included in the activity as possible? • Will my parents and others who care about me support my involvement in this activity?

36. Example: Is this activity worth doing? (cont.) • If you answered “yes” to most of these questions, join in and have some fun. If no came up too often, try another activity.

37. Activity Analysis • What is expected? List steps from start to finish. • What can I do now? Circle numbers of steps you can do with little or no support. • What extra supports are needed? List adaptations and modifications corresponding to steps in list.

38. Example: Accessing the Community • “ I can (to the best of my ability)…” • Name 5-10 different PARS activities I can do alone or with others • Find my nearest community recreation center and figure out how to get there • Find out how to find what programs are offered there and how to access them • Show understanding how community recreation programs can help my active lifestyle • Actively participate in a preferred activity or program I really like

39. Example: Accessing the Great Outdoors • “I can (to the best of my ability)…” • Tell my APE teacher two ways I can help myself by doing an outdoor physical activity • Name activities I can do outdoors in warm weather • Name activities I can do outdoors in cold weather • Know where public and private outdoor recreation areas are (e.g., parks, swimming pools, golf courses, tennis courts, walking/biking/hiking trails, bird watching sites, etc.)

40. Leisure Goals and Outcomes • List 5 PARS goals and outcomes of each. They may be leisure activities that you have or have not experienced. • Check those goals and outcomes to determine if they are realistic. • For each goal, what will help you reach it? • For each goal, list any barriers that will keep you from achieving it.

41. Sources Minnesota Department of Education. (1994). Teaching the possibilities: Resource guide for transition planning--recreation and leisure. St. Paul, MN.

42. Part 5: Practical Ideas/Implementation Strategies Scott Modell, Sacramento State University

43. Developing Community Partners • Partnering • How to find your community friends • Transportation

44. Programmed and Natural Supports • Programmed Supports • Volunteers • Paid Staff • Sport/Activity Staff • Natural Supports • Peers, Neighbors, Cousins • New human resource • Other?

46. Re-defining Sport, Recreation and Leisure • Traditional Sport • Disability Sport • Integrated Sport • Recreation • Leisure / Social Activity • Annual Events • Seasonal

47. Ideas

48. GOLF

49. Horseshoes

50. Track and Field