Transition Practices Self Assessment: A Tool to Pave the Way to SPP 13 Solutions and Improved Transition Services

1. Transition Practices Self Assessment:A Tool to Pave the Way to SPP 13 Solutions and Improved Transition Services 2008 Special Education Director’s Conference July 31, 2008 Susan Walter Transition Consultant Illinois State Board of Education 618-651-9028 swalter@isbe.net or smwalter@charter.net

2. The very essence of leadership is that you have to have a vision. You cannot blow an uncertain trumpet. -- Theodore Hesburgh

3. Transition Practices Self Assessment • Based on the nationally recognized work of Dr. Paula Kohler • Taxonomy for Transition Programming • Collaboration with Loyola University Chicago • Designed as a planning tool for continuous improvement and capacity building in secondary education and transition planning

4. Why a Transition Practices Self Assessment • Results of transition practices research • Outcomes for students with disabilities improve with transition-focused education. • Collaboration between educators, families, students, community members and organizations • Directed toward adult outcomes • Consists of academic, career and extracurricular instruction and activities • Delivered through a variety of instructional and transition approaches • Responsive to local context and students’ learning and support needs • Transition planning is the fundamental basis of education that guides development of student’s educational programs. • Not an “add-on” activity when students reach 14 ½ Kohler, P. (1996)

5. Jack Kinder. High achievement always takes place in the framework of high expectation.

6. How Does the Transition Practices Self Assessment Support Schools • Support for Indicator 13 • Assists school districts in determining current practices and setting priorities • First step in accessing transition specific technical assistance and training through ISBE and the Statewide Technical Assistance Center (IS-TAC) • Assessment results entered into data bank (Loyola) and reports generated • Development of action plan to “scale up” transition planning, service delivery and collaborative planning

7. The only way around is through. Robert Frost.

8. FROM School responsibility for planning, development and delivery of services. From a mandated, individualized and parent/agency driven system. Parent/agency driven responsibility for decision making. Expectations of a comprehensive program of services. TO Individual responsibility for planning ensuring delivery. Youth initiated, undefined process without required procedures or mandated outcomes. Youth driven responsibility for initiation, management, and follow-through of the decision-making process. Specific and separate accommodations and support to be implemented in the same post-school settings where all other persons are also seeking access and participation. Federal Policy Shift:Secondary Education VS Postsecondary Education and Employment Settings Gaps and Inconsistencies

9. What needs to happen in secondary education? • Expectation that all students achieve a quality life, valued within the context of their family, school and community. • Focus on post-school outcomes rather than minimal compliance. • Build student competence through academic, occupational and social development. • Variety of instructional pathways that may include few or no specialized supports to extensive applied experiences or supports.

10. Acommittee is a group that has a commitment. Edgar Dale.

11. Getting Started – Assemble a Team • School-based interagency transition team • Represent ALL stakeholders • Students and families • Teachers, transition personnel and support staff • Administrators • Community agencies and advocacy representatives • Vocational rehabilitation counselors and adult agency personnel

12. Assemble a Team • Variables to consider: • Familiarity with students • Availability to attend meetings • Potential to provide services or supports • Willingness to create change www.education.umd.edu

13. Review Transition Practices Self Assessment • Program Structure • Interagency Collaboration • Student-focused planning • Student development • Family involvement

14. Program Structure and Attributes Program structures and attributes are features that relate to efficient and effective delivery of transition-focused education and services, including attributes of a school that provides the framework for a transition perspective. By operating from the transition paradigm, schools put in place those structures and policies that reflect the notion that outcomes and activities of 100% of the students are important. Kohler, P. (1996). Retrieved on November 2, 2003 from www.kresa.org/transition/pdf/briefs/taxonomy.pdf

15. Consumer-directed Least Restrictive Environment Accessibility Transition infused in the curriculum Interagency coordination On-going program evaluation Integrated settings Training and technical assistance provided Program Structure and Attributes

16. Interagency Collaboration Interagency collaboration practices facilitate involvement of community businesses, organizations and agencies in all aspects of transition – focused education. Interagency agreements that clearly articulate roles, responsibilities, communication strategies, and other collaborative actions that enhance curriculum and program development foster collaboration. Kohler, P. (1996). Retrieved on November 2, 2003 from www.kresa.org/transition/pdf/briefs/taxonomy.pdf

17. Interagency Collaboration • Student-focused planning • Collaborative service delivery • Transition training • Resource sharing • Collaborative funding • Information sharing

18. Student-Focused Planning Student-focused planning practices focus on using assessment information and facilitating students’ self-determination to develop individual education programs based on student’s post- school goals. Kohler, P. (1996). Retrieved on November 2, 2003 from www.kresa.org/transition/pdf/briefs/taxonomy.pdf

19. Student Development • Student development practices emphasize • life, employment and occupational skill • development through school-based and • work-based learning experiences. Students’ • assessment and accommodations provide the fundamental basis for student development that results in • successful transition. Kohler, P. (1996). Retrieved on November 2, 2003 from www.kresa.org/transition/pdf/briefs/taxonomy.pdf

20. Family Involvement • Family involvement practices are associated with • parent and family involvement in planning and • delivering education and transition services, • including facilitating such involvement. • Family-focused training and family • empowerment activities increase the ability of family members to work effectively with educators and other service providers • and vice-versa. Kohler, P. (1996). Retrieved on November 2, 2003 from www.kresa.org/transition/pdf/briefs/taxonomy.pdf

21. “In a mobile, all the pieces, no matter what size or shape, can be grouped together and balanced by shortening or lengthening the strings attached, or rearranging the distance between the pieces. So it is with a family. None of the family members is identical to any other, they are all different and at different levels of growth. As in a mobile, you can’t arrange one without thinking of the other. (Satir, 1972, pp. 119-120) Turnbull, A.P. & Turnbull, H. R. (1996). Self-Determination with a Culturally Responsive Family Systems Perspective: Balancing the Family Mobile. In L.E. Power,, G.H.S. Singer, & J. Sowers (Eds.), On the Road to Autonomy: Promoting Self-Competence in Children and Youth with Disabilities.Baltimore: Paul H. Brookes.

22. Putting it All to Work • Compile assessment data • Identify areas to work on • Prioritize • Design action steps to facilitate best practice implementation • Identify responsible parties • Evaluate your success

23. The Taxonomy for Transition Programming • Family Involvement • Family Training • Family Involvement • Family Empowerment • Student-Focused Planning • IEP Development • Student Participation • Planning Strategies • Program Structure • Program Philosophy • Program Policy • Strategic Planning • Program Evaluation • Resource Allocation • Human Resource Development • Student Development • Life skills Instruction • Career & Vocational • Curricula • Structured Work Experience • Assessment • Support Services • Interagency Collaboration • Collaborative Framework • Collaborative Service Delivery Kohler, P.D. (1996). Taxonomy for transition planning. Champaign: University of Illinois

24. If our American way of life fails the child, it fails us all. Pearl S. Buck

25. N othing will ever be attempted if all possible objections must be first overcome. Samuel Johnson.