1 transition practices self assessment: a tool to pave the way to spp 13 solutions and improved...
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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, 2008Susan Walter
Transition ConsultantIllinois State Board of Education
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The very The very essence of essence of leadership is leadership is that you have that you have to have a to have a vision.vision.
-- Theodore Hesburgh
You cannot You cannot blow an blow an uncertain uncertain trumpet.trumpet.
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Transition Practices Transition Practices Self AssessmentSelf Assessment
Based on the nationally recognized Based on the nationally recognized work of Dr. Paula Kohlerwork of Dr. Paula Kohler– Taxonomy for Transition ProgrammingTaxonomy for Transition Programming
Collaboration with Loyola University Collaboration with Loyola University ChicagoChicago
Designed as a planning tool for Designed as a planning tool for continuous improvement and continuous improvement and capacity building in secondary capacity building in secondary education and transition planningeducation and transition planning
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Why a Transition Why a Transition Practices Practices
Self AssessmentSelf Assessment Results of transition practices researchResults of transition practices research
– Outcomes for students with disabilities improve Outcomes for students with disabilities improve with with transition-focused educationtransition-focused education..
Collaboration between educators, families, students, Collaboration between educators, families, students, community members and organizationscommunity members and organizations
Directed toward adult outcomesDirected toward adult outcomes Consists of academic, career and extracurricular Consists of academic, career and extracurricular
instruction and activitiesinstruction and activities Delivered through a variety of instructional and Delivered through a variety of instructional and
transition approachestransition approaches Responsive to local context and students’ learning Responsive to local context and students’ learning
and support needsand support needs– Transition planning is the Transition planning is the fundamental basisfundamental basis of of
education that guides development of student’s education that guides development of student’s educational programs.educational programs.
Not an “add-on” activity when students reach 14 ½ Not an “add-on” activity when students reach 14 ½
Kohler, P. (1996)
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High achievement always takes place in the framework of high expectation.
Jack Kinder.
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How Does the Transition How Does the Transition Practices Self Assessment Practices Self Assessment
Support SchoolsSupport Schools Support for Indicator 13 Support for Indicator 13 Assists school districts in determining Assists school districts in determining
current practices and setting prioritiescurrent practices and setting priorities First step in accessing transition specific First step in accessing transition specific
technical assistance and training through technical assistance and training through ISBE and the Statewide Technical ISBE and the Statewide Technical Assistance Center (IS-TAC)Assistance Center (IS-TAC)– Assessment results entered into data bank Assessment results entered into data bank
(Loyola) and reports generated(Loyola) and reports generated– Development of action plan to “scale up” Development of action plan to “scale up”
transition planning, service delivery and transition planning, service delivery and collaborative planningcollaborative planning
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The only way around
Robert Frost.
is through.
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Federal Policy Shift:Federal Policy Shift:
Secondary Education VS Secondary Education VS Postsecondary Postsecondary
Education and Employment SettingsEducation and Employment Settings
FROMFROM School responsibility for School responsibility for
planning, development and planning, development and delivery of services.delivery of services.
From a mandated, From a mandated, individualized and individualized and parent/agency driven system.parent/agency driven system.
Parent/agency driven Parent/agency driven responsibility for decision responsibility for decision making.making.
Expectations of a Expectations of a comprehensive program of comprehensive program of services.services.
TOTO Individual responsibility for Individual responsibility for
planning ensuring delivery.planning ensuring delivery.
Youth initiated, undefined Youth initiated, undefined process without required process without required procedures or mandated procedures or mandated outcomes.outcomes.
Youth driven responsibility for Youth driven responsibility for initiation, management, and initiation, management, and follow-through of the decision-follow-through of the decision-making process.making process.
Specific and separate Specific and separate accommodations and support to accommodations and support to be implemented in the same be implemented in the same post-school settings where all post-school settings where all other persons are also seeking other persons are also seeking access and participation.access and participation.
Gaps and Inconsistencies
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What needs to happen in What needs to happen in secondary education?secondary education?
Expectation that Expectation that allall students achieve a students achieve a quality life, valued within the context of quality life, valued within the context of their family, school and community.their family, school and community.
Focus on post-school Focus on post-school outcomesoutcomes rather than rather than minimal compliance.minimal compliance.
Build student competence through Build student competence through academic, occupational and social academic, occupational and social development.development.
Variety of instructional pathways that may Variety of instructional pathways that may include few or no specialized supports to include few or no specialized supports to extensive applied experiences or supports.extensive applied experiences or supports.
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A committee is a group that has a commitment.
Edgar Dale.
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Getting Started – Getting Started – Assemble a TeamAssemble a Team
School-based interagency transition teamSchool-based interagency transition team
Represent ALL stakeholdersRepresent ALL stakeholders– Students and familiesStudents and families– Teachers, transition personnel and support Teachers, transition personnel and support
staffstaff– AdministratorsAdministrators– Community agencies and advocacy Community agencies and advocacy
representativesrepresentatives– Vocational rehabilitation counselors and adult Vocational rehabilitation counselors and adult
agency personnelagency personnel
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Assemble a Team
Variables to consider:Variables to consider:
– Familiarity with studentsFamiliarity with students
– Availability to attend meetingsAvailability to attend meetings
– Potential to provide services or Potential to provide services or supportssupports
– Willingness to create changeWillingness to create changewww.education.umd.edu
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Review Transition Practices Self Assessment
Program Structure Program Structure
Interagency CollaborationInteragency Collaboration
Student-focused planningStudent-focused planning
Student developmentStudent development
Family involvement Family involvement
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Kohler, P. (1996). Retrieved on November 2, 2003 from www.kresa.org/transition/pdf/briefs/taxonomy.pdf
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.
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Program Structure and Attributes
Consumer-directedConsumer-directed
Least Restrictive Least Restrictive EnvironmentEnvironment
AccessibilityAccessibility
Transition infused Transition infused in the curriculum in the curriculum
Interagency Interagency coordinationcoordination
On-going program On-going program evaluationevaluation
Integrated settingsIntegrated settings
Training and technical Training and technical assistance providedassistance provided
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Kohler, P. (1996). Retrieved on November 2, 2003 from www.kresa.org/transition/pdf/briefs/taxonomy.pdf
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.
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Interagency Collaboration
Student-focused planningStudent-focused planning Collaborative service deliveryCollaborative service delivery Transition trainingTransition training Resource sharingResource sharing Collaborative fundingCollaborative funding Information sharingInformation sharing
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Student-Focused Planning
Kohler, P. (1996). Retrieved on November 2, 2003 from www.kresa.org/transition/pdf/briefs/taxonomy.pdf
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.
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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
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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
Family Involvement
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“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..
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Putting it All to Work
Compile assessment Compile assessment datadata
Identify areas to work on Identify areas to work on
PrioritizePrioritize
Design action steps to Design action steps to facilitate best practice facilitate best practice implementationimplementation
Identify responsible Identify responsible partiesparties
Evaluate your successEvaluate your success
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Program Structure•Program Philosophy
•Program Policy•Strategic Planning
•Program Evaluation•Resource Allocation
•Human Resource Development
Family Involvement•Family Training
•Family Involvement•Family Empowerment
The Taxonomy for Transition
Programming
Student-Focused Planning
•IEP Development•Student Participation
•Planning Strategies
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
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If our American way of life fails the child, it fails us all.
Pearl S. Buck
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N othing will ever be attemptedif all possible objectionsmust be first overcome.
Samuel Johnson.