transition 101: system support 1)type your name, email address, and zip code (along with all team...

Transition 101: System Support

1) Type your name, email address, and zip code (along with all team members participating with you) in the ‘Chat Box’ on the left.

2) CCTS will conduct a sound check at 2:50 and 2:55. We’ll begin at 3:00 and end by 4:00.

3) Use the ‘Chat Box’ to type in questions and/or responses; we’ll address these mid-way through the webinar and during the last ten minutes.

4) After the webinar, you will receive a follow-up email requesting that you complete a quick survey.

Thank you for joining us today!

Center for Change In Transition ServicesImproving post-school outcomes for students with disabilities in Washington state

Seattle UniversityOSPI State Needs Project

This webinar is closed captioned. To see the captioning click on the cc icon just above the video.

cc

Website: www.seattleu.edu/ccts

Email: [email protected]

Phone: 206.296.6494

Center for Change In Transition Servicesimproving post-school outcomes for students with disabilities in Washington state

Seattle UniversityOSPI State Needs Project

http://www.seattleu.edu/ccts

mailto:[email protected]

Raise your hand and wait to be called on by moderator

You may ask questions by typing in the chat box or by raising your hand (if you have a microphone).

If you have a microphone, please keep it turned off until called on.

Click on red triangle

Quality Indicator Secondary Transition (QuIST)

The QuIST is a multi-dimensional program evaluation process designed for district/Local Educational Agency (LEA) teams to: Facilitate communication and sharing within and

among the district and its interagency partners; Identify areas of strength and opportunities for

improvement; Promote planning and improvement; Evaluate and measure progress.

1.School-based Activities

2.Work-based Activities

3.System Support

4.Family Involvement

5.Connecting Activities

How can the system support quality indicators be incorporated while balancing the needs of each school or district?

Essential Question

What is System Support?

System support refers to the processes in place within a district or building that support system-wide collaboration, staff development, and resource allocation to improve post-school outcomes for all students with disabilities.

District- /School-level Administration Participation

Staff Development Opportunities

Support Staff Participation

K-12 Coordination and Collaboration

State and Federal Reporting

Resource Allocation

District-/School-level Administration Participation

• Special education administrators have a thorough knowledge of the transition process

• Building administrators have a working knowledge of the transition process

• Building administrators participate regularly in IEP meetings and transition planning

• District- and school-level administrators promote diversity and inclusion of all students


Quality Indicators

• Schedule regular meetings– Meet with Special Education Director, School Special Ed Staff

• Attend trainings– Encourage Special Education Teachers, School Psychologist,

School Counselor to attend district special education meetings, CCTS webinars, WASA, …

• Attend IEPs that include Transition Services– Aware of State and District graduation requirements as well as

school board policy concerning waiver or replacement credits

• Promote Diversity and Inclusion for all students


Administration ParticipationAdministration Participation

• Know your audience

– Invite parents and other support members

– Identify alternative locations for IEP meetings

– Include parents: ask parents how and when they can be involved

– Create culturally appropriate, meaningful, and relevant goals

– Be willing to compromise with family

Culturally and Linguistically Diverse TransitionCulturally and Linguistically Diverse Transition


Developed by Tracey Nix & Tiana Povenmire-Kirk and presented at DCDT 2012 Regional Conference

• Recognize that cultural competence is a mindset and a practice, rather than a body of knowledge.

– Consider other dimensions of culture that can impact transition planning (i.e. socioeconomic status, gender, religion, sexuality, age)

– Work with district for translator/interpreter services

– Develop relationships with community leaders & cultural informers to help you develop trust with students and families

– Acknowledge and prepare to work around the huge shadow cast by issues of immigration status


CLD Transition, Cont’dCLD Transition, Cont’d

Developed by Tracey Nix & Tiana Povenmire-Kirk and presented at DCDT 2012 Regional Conference

• How can the district-/school-level administration participation quality indicators be incorporated while balancing the needs of each school or district?– Attend webinars– Review building data with staff– Promote diversity and inclusion for all students by asking at every

meeting “How does this activity promote diversity and inclusion?”– Provide culturally relevant trainings– Participate in building or district equity teams


Practical ApplicationPractical Application

Resources

Greene, G. (2011). Transition planning for culturally and linguistically diverse youth. Baltimore, MD: Brooks Publishing.

• Student-directed activities such as Person-Centered Planning processes where appropriate

• Ongoing training in IEP development and the transition planning process

• School counselors are provided regular training

• Current research-based activities for staff development

– Staff development practices include instruction, follow-up, mentoring, peer coaching and ongoing evaluation procedures


Quality Indicators

• “A person-centered plan can help those involved with the focus person see the total person, recognize his or her desires and interests, and discover completely new ways of thinking about the future of the person."Beth Mount & Kay Zwernik, 1988

• Training available online:– Free Introductory Module by Morningstar, M.E. (2003).

Individualized planning for adulthood: Using person-centered planning for transition. [Online]. Lawrence, KS. University of Kansas, Department of Special Education. Available: www.transitioncoalition.org http://transitioncoalition.org/transition/static/minimod/index.php


Person-Centered Planning

http://www.transitioncoalition.org/

http://transitioncoalition.org/transition/static/minimod/index.php

Resources

Holburn, S., Gordon, A., and Vietze, P. M. (2007). Person-centered planning made easy: The picture method. Baltimore, MD: Brooks Publishing.

• CCTS Online Transition Training Modules– https://www.seattleu.edu/ccts/Default.aspx?id=34074

• ESD Trainings– Train the Trainer– Transition Travel Guide (Onsite training combined with follow-up

webinars)– Combined Summer Institute

• Council for Exceptional Children – http://www.cec.sped.org/


Staff Development Resources

https://www.seattleu.edu/ccts/Default.aspx?id=34074

http://www.cec.sped.org/

Duffy, M. and Forgan, J. (2005). Mentoring new special education teachers: A guide for mentors and program developers. Thousand Oaks, CA: Corwin Press.

Holcomb, E. L. (2004). Getting excited about data: Combining people, passion, and proof to maximize student achievement. Thousand Oaks, CA: Corwin Press.

Hord, S. M., and Sommers, W. A. (2008). Leading professional learning communities: Voices from research and practice. Thousand Oaks, CA: Corwin Press.



Lipton, L. and Wellman, B. (2003). Mentoring matters: A practical guide to learning-focused relationships. Sherman, CT: MiraVia.

http://www.miravia.com/product9.html

– Improve instructional performance– Frame the professional learning journey– Promote norms of learning and collaboration– Transfer district policy, procedures, and educational philosophy



http://www.miravia.com/product9.html


• How can staff development opportunities be incorporated while balancing the needs of each school or district?

– Allow and plan for differentiated training at staff meetings or data days (use webinars and online resources)

– Encourage staff to participate in CCTS webinars, Bates eLearning for Educators, Combined Summer Institute, ESD Transition Training, CCTS Online Training Modules

– Use books like Getting Excited About Data by Holcomb or Pathways to Understanding by Lipton and Wellman

– Use coaching resources or find a mentor



Quality Indicators• School counselors and psychologists participate in

IEP/transition planning process

• School counselors and/or psychologists participate in academic, social/emotional, and career development of students with disabilities

• District and school support staff provide appropriate related services to students with disabilities


• Participation in IEP/transition assessment and planning process from a variety of stakeholders is important to get full picture of student

– Special education teachers

– Counselors/school psychologists

– Paraeducators

– General education teachers

– School administrators

Staff Participation in Transition PlanningStaff Participation in Transition Planning


• These same people can be part of the post-school survey process and data review

– Students are more likely to respond to people they know

– Data should be made available to teachers, support staff, administrators who contributed to transition planning process

Participation in Post-School Survey ProcessParticipation in Post-School Survey Process


• How can the support staff participation be incorporated while balancing the needs of each school or district?

– Build the responsibilities into work load

– Offer time for support staff and special education teachers to collaborate

– School counselor and the special education teacher work together to gather transition assessment data, create an appropriate transition plan and provide career planning


Resource Allocation

• Fiscal resources are sufficiently allocated to support transition-related activities

• School staff and FTE are sufficiently allocated to support transition-related activities

• District resources are available for staff training and program development

• Resources are available in staff training and program development

• District is committed to finding outside funding sources on an ongoing basis

Resource Allocation

Quality IndicatorsQuality Indicators

Resource Allocation

• Use a program evaluation tool like the QuIST to determine areas of need

• Take advantage of free trainings– ESD Trainings, Combined Summer Institute– CCTS webinars and trainings

• Talk to other districts about what has worked– Consider collaborating to offer joint trainings or staff development

• Use your ESD’s resources• Outside funding

Things to ConsiderThings to Consider

Resource Allocation

• How can the resource allocation quality indicators be incorporated while balancing the needs of each school or district?– Does the school budget reflect the needs of students with IEPs

who are receiving transition services?– Are students with special needs utilizing supports such as career

fairs, school counselors, career planning classes, …?– Within building or district trainings is time being allocated to discuss

data around transition and special education?


• There is an active and collaborative process between high school and middle school for transition planning and IEP development

• Appropriate transition-related activities are identified for all grade levels

• Opportunities are provided starting in primary grades for student to have exposure to an integrated experience between schools and careers



• Transition services are not required in the IEP until the student is 16 or earlier if needed

– But this does not mean that career exploration and other transition-related activities can’t be incorporated earlier

– For students with complex or severe disabilities this is particularly important

• Appropriate transition activities for each grade level

– CCTS folder

• Mentorship for students entering HS


Transition as a K-12 ProcessTransition as a K-12 Process

• Elementary– To develop positive work habits– To appreciate all types of work– To develop disability awareness

• Middle School– To understand interests, aptitudes, and preferences– To understand work, education, independent living and community

options– To identify desired courses of study in high school


Age-Appropriate Transition GoalsAge-Appropriate Transition Goals

• High School (grades 9-10)– To develop meaningful and realistic goals– To develop work, educational, residential and community

participation skills– To learn to understand and advocate for disability and request

accommodations

• High School (grades 11 and up)– To secure options for postsecondary education and employment– To develop residential and community participation supports and

contacts– To develop linkages with adult services


Age-Appropriate Transition GoalsAge-Appropriate Transition Goals


• How can K-12 coordination and collaboration be incorporated while balancing the needs of each school or district?

– Refer to Timelines for Transition Planning

– Most activities can be and should be incorporated into the general education curriculum

• Refer to Transition 101: School-based activities webinar


• There is a process in place to identify all special education leavers yearly

• Special education leavers are interviewed annually

• Post-school survey data are used to establish goals for the application for federal funds

• Post-school survey data are used annually to make program decisions




The Post-School SurveyThe Post-School Survey


2011 Indicator 14 Summary Report


2011 Indicator 14 Report


Questions to AskQuestions to Ask• How many special education graduates and dropouts were

there in your district? – How does this compare to general education?

• How many interviews were completed?– If the percent of interviews completed is less than the state rate are

there ways to increase the contacts?– Which youth were most likely not to be contacted?

• How many students were engaged according to the four federal categories? How many were not? What does this mean?– Can we dig deeper into the data?


• How can state and federal reporting be incorporated while balancing the needs of each school or district?– School/district planning uses post-school data to inform decision

making– Post-school data are shared with stakeholders (school board,

parents, community)– Plan post-school survey as part of teacher workload

• Schedule time for teachers and school staff to work on survey

• Emphasize importance of data

• Make data important and meaningful


Tune in on Wednesdays from 3 to 4 pm.

February 13thTransition 101:

Family InvolvementTopics include family and school collaboration, family and school communication, and parent and family training.

March 13thTransition 101:

Connecting Activities

Topics include agency resource information, agency participation and parental consent, and the Memorandum of Understanding (MOU).

February 6thData Webinar for

Directors

If your district did not meet the target for any of the three parts to Indicator 14 you may see a red “No” in the Meet Target cell. We will explore Indicator 14 data questions/ concerns as well as how to access your district specific data and reports.

New!

1) Using the Chat Box, type in at least one tool or support CCTS provided that you found helpful and would like to use again.

2) Let us know at least one way CCTS can better support your team this year.

3) After the webinar, please respond to the quick survey sent to your email.

Thank you for joining us today!

www.seattleu.edu/ccts

Email: [email protected]

Phone: (206) 296-6494

http://www.seattleu.edu/ccts

transition 101: system support 1)type your name, email address, and zip code (along with all team...

Documents

district school

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students districtschool

schoolbased activities

schoollevel administrators

postschool outcomes

transition planning

school special ed staff