Preparing All Students for Success After High School: Understanding Secondary Transition in...

Preparing All Students for Success After High School: Understanding Secondary Transition in Massachusetts

Amanda Green, MA [email protected]

Martha Daigle, MA [email protected]

Terri [email protected]

Transition Matters ConferenceOctober 29, 2014

mailto:[email protected]



Massachusetts Department of Elementary and Secondary Education

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What is Secondary Transition?a coordinated set of activities for a child with a disability that is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation.

-- IDEA 2004: 34 CFR 300.43,Transition Services


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Agenda Why Secondary Transition? The Role of Families Transition Process Overview

***BREAK*** Some Key Ideas:

The student’s vision/postsecondary goals drive the transition process.

Transition assessments answer fundamental questions that indicate the way forward.

The student is at the center of an interconnected whole-school and community system.


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Why Secondary Transition?


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Massachusetts State Goal

To prepare all studentsfor success after high school

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Office of College and Career Readiness: www.doe.mass.edu/ccr/

Overview: Lisa Harney (MassGrad)www.doe.mass.edu/ccr/massgrad/

Connecting Activities: Shailah Stewartwww.massconnecting.org/

http://www.doe.mass.edu/ccr/

http://www.doe.mass.edu/ccr/massgrad/

http://www.doe.mass.edu/ccr/massgrad/

http://www.massconnecting.org/

Purposes of IDEA

…to ensure that all children with disabilities have available to them a free and appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living….

20 USC §1400(d)(1)(A)


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Families play a powerful role in

their children’s education!

http://www.google.com/url?sa=i&rct=j&q=teenagers+with+disabilities&source=images&cd=&cad=rja&docid=3HNv5ZVdlRKy2M&tbnid=_tf3YT4Yf-dJSM:&ved=0CAUQjRw&url=http://topnews.us/content/220908-kids-and-teenagers-disabilities-stuck-crisis-accommodation&ei=kutZUcCwC4nx0wH4v4CABA&bvm=bv.44442042,d.dmQ&psig=AFQjCNETdFb4s7jbwoKWVZ1fX2m0emStTA&ust=1364933877245426

http://www.google.com/url?sa=i&rct=j&q=families+with+disabilities&source=images&cd=&cad=rja&docid=tktBwW-oOC-hDM&tbnid=lQiYWIUCV6Te9M:&ved=0CAUQjRw&url=http://www.soill.org/page.php?p=263&ei=We9ZUcv7FeqU0QGP_IHIAg&bvm=bv.44442042,d.dmQ&psig=AFQjCNEIlsgbsM0P1IbfR7gbVxdvhIxm-A&ust=1364934857965510

Overall Findings from 40 Years of Research

When families are involved at home and at school…

children do better in school…

…schools are better at educating children.

AND

Parent Family Involvement Engagement

Random Acts Systemic

Events-driven Student outcome-oriented

Add-on Integrated

No infrastructure Sustainable over time

Compliance Ownership and continuous improvement


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A Universal Experience Everyone experiences transitions from one stage of

life to the next; this is part of being alive. Parents want their children to have this normal experience.

With every transition, something is ending and there is excitement and fear about what is beginning.

Even when students and families desire changes, they can still experience stress. This stress is also part of transition.

Students and families need to become knowledgeable about the many factors which contribute to a successful entry and adjustment to adult life. Professionals can support students and families.


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Transition Process Overview


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Disability exists only in the gap between the individual’s personal competence and the demands of the environment.

If we can close that gap, disability becomes irrelevant.

-- Dr. Michael Wehmeyer, University of Kansas

State Requirement: By Age 14

Student is invited to the IEP meeting as a full member of the Team.

Beginning at age 14, and continuing annually, the Team considers: student’s needs, strengths, preferences, interests

student’s desired outcomes for post-secondary education/training, employment, and adult living.

www.doe.mass.edu/sped/28MR/28m9.pdf

Start early!


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http://www.doe.mass.edu/sped/28MR/28m9.pdf

By age 14 & older: Developmental Suggestions

Can your student describe: his/her strengths? his/her learning style? how his/her disability affects his/her learning, social

experiences, and community participation? his/her vision for the future?

What can your student do independently? How independent is your student as a learner/with peers in social interactions? How independent is your student at home and in the community?

Has your student received instruction and/or engaged in role play to enable him/her to actively participate in/lead the IEP meeting?


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The Transition Planning Form (TPF)

Flexible brainstorming tool

Guides and documents the Team’s Transition planning discussion.

Informs IEP development

Provides an action plan to be implemented by student, family, community members, whole school, adult agencies, etc.

A state-mandated form that must be maintained with the IEP but is not part of the IEP. Nothing on the TPF is mandated to occur.


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Individualized Education Program (IEP)

A legal document spelling out what the district will do.


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A roadmap for the student to achieve his/her vision through specially designed instruction, related services.


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In What Order? The Team discusses and completes the TPF before

completing the IEP form.

The student’s vision statement/postsecondary goals from the TPF is transferred directly to the Vision statement on the IEP. (The rest of the Team may add their thoughts to the Vision statement when it is on the IEP, if desired.)

The student’s disability-related needs from the TPF are used to inform annual goal development on the IEP. An annual IEP goal should focus on building skills that will make the biggest difference to the student during that school year. Each year’s annual goals build skills, year over year, that will promote the realization of the student’s vision/postsecondary goals.

Elements from the Action Plan on the TPF may be included in the IEP, if the school district is responsible for them.

The IEP must include:

Appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills; and the transition services (including courses of study) needed to assist the child in reaching those goals.

34 CFR 300.320(b)(1) &(2)


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the student's postsecondary

goals transition

assessments annual IEP goals,

and transition services.

Any reader of an IEP for a student aged 14-22 should be able to see a clear linkage between…

Postsecondary Goals

Transition Assessment

Annual IEP Goals Transition Services

Additional Federal and State Requirements

AGE 16 Depending on the anticipated age at exit,

possible Chapter 688 referral, www.doe.mass.edu/sped/688

AGE 17 Discuss/provide written notice:

transfer of rights educational decision-making process

Administrative Advisory SPED 2011-1: Age of Majority, www.doe.mass.edu/sped/advisories/11_1.html


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http://www.doe.mass.edu/sped/688

http://www.doe.mass.edu/sped/advisories/11_1.html

By age 16/17 & older: Developmental Suggestions

Has disability disclosure been explored? (See The 411 on Disability Disclosure, www.ncwd-youth.info/411-on-disability-disclosure)

Can your student: describe important laws that protect his/her rights as a

person with a disability and how they apply in real life? identify academic/social-emotional needs? describe his/her communication style? identify preferred accommodations and assistive technology? ask for necessary support from familiar/unfamiliar people in

his/her environment, e.g., teachers, employers, community members?

identify medical/daily living requirements and how to access supports, e.g., doctors, medication?

actively participate in/lead his/her own IEP meetings?Massachusetts Department of Elementary and Secondary Education

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http://www.ncwd-youth.info/411-on-disability-disclosure


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AGE 18 Age of Majority: Transfer of parental rights for

most students:Administrative Advisory SPED 2011-1: Age of Majority, www.doe.mass.edu/sped/advisories/11_1.html

AGES 18-22 Chapter 688 referral 2 years prior to exiting

school, www.doe.mass.edu/sped/688

Summary of Performance [34 CFR 300.305(e)(3)]

www.doe.mass.edu/sped/IDEA2004/spr_meetings/eval_exitsummary.pdf

Additional Federal and State Requirements

http://www.doe.mass.edu/sped/advisories/11_1.html

http://www.doe.mass.edu/sped/688

http://www.doe.mass.edu/sped/IDEA2004/spr_meetings/eval_exitsummary.pdf

http://www.doe.mass.edu/sped/IDEA2004/spr_meetings/eval_exitsummary.pdf


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Intermission

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The student’s vision/postsecondary goals drive the transition process.

Vision is Essential

Experience has taught me that you cannot value dreams according to the odds of their coming true. Their real value is in stirring within us the will to aspire.

-- U.S. Supreme Court Justice Sonia Sotomayor


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Student Vision = Postsecondary Goals

Postsecondary Goals = goals that a student hopes to achieve after leaving secondary school (i.e., high school).

A truly individualized process uses postsecondary goals as the foundation for the development of the IEP.

Technical Assistance Advisory SPED 2013-1: Postsecondary Goals and Annual IEP Goals in the Transition Planning Process, www.doe.mass.edu/sped/advisories/13_1ta.html


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http://www.doe.mass.edu/sped/advisories/13_1ta.html

How Many? What Kind?


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Each student's TPF and IEP vision statement should explicitly include at least*:

1. One measurable postsecondary goal in the area of education/ training;

2. One measurable postsecondary goal in the area of employment;

3. If appropriate, one measurable postsecondary goal in the area of independent living.

*34 CFR 300.320(b)(1)

What if my student has no idea what s/he wants to do?

Young people may not have a clear vision of their future. Start the conversation. Together with families, provide experiences over time which can help your student discern what he/she wants.

Encourage conversations at home and in the community about your student’s dreams, strengths, interests, and challenges.

You and your family partners can talk with your student about vision in many contexts, over time. Avoid introducing the vision discussion at the IEP table, when your student may feel overwhelmed.

All young people can communicate. Ensure that your student’s expressed preferences and interests are explored and incorporated into the vision.


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Your Student’s Voice

The public agency must invite a child with a disability to attend the child’s IEP Team meeting if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals….

If the child does not attend the IEP Team meeting, the public agency must take other steps to ensure that the child’s preferences and interests are considered.

§ 300.321(b)(1)(2)

What if my student knows exactly what s/he wants to do,

but I think it’s unrealistic? Respect your student’s vision.

Identify the skills required by the vision and partner with the family to provide opportunities to develop those skills in school, at home, and in the community.

Brainstorm and collaborate with families and other community members to provide related employment opportunities/experiences, including informational interviews, job shadowing, job carving, time-limited internships.


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What if my student knows exactly what s/he wants to do, but the family

is not on board?Some factors which may contribute to family reluctance: Anxiety about safety or “failure” Feelings about student’s capabilities Cultural and societal assumptionsEducators can:

Encourage conversations with other families/SEPAC; Brainstorm assistive technology supports; Provide families with detailed information on

possible strategies to achieve each aspect of the vision;

Cultivate cultural competence and reciprocity.**See Kalyanpur, M. & Harry, B. Culture in Special Education: Building Reciprocal Family - Professional Relationships


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A clear and direct link should exist between the student's annual IEP goals and his/her vision/postsecondary goals as delineated in the Vision section of the TPF and IEP.


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Using the Vision to Develop Annual IEP Goals

The Team refers to the student's vision/ postsecondary goals and asks:

What skills, strengths, interests, personal attributes, and accomplishments does the student currently have that will contribute to his/her postsecondary success?

What skills and strengths will the student need to acquire in order to achieve his/her desired postsecondary outcomes?


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But how does the Team answer these questions?

Answer:

Transition Assessments!

(More to come….)

How can families become engaged in

helping their students envision postsecondary options?

http://www.google.com/url?sa=i&rct=j&q=families+of+teens+with+disabilities&source=images&cd=&docid=0InaI-YW08M-fM&tbnid=Q2eBHAgRXfWWnM:&ved=0CAUQjRw&url=http://www.bcfs.net/services/people-disabilities&ei=Tu5ZUcSsI5S60QG47oD4CQ&bvm=bv.44442042,d.dmQ&psig=AFQjCNHC-Ya8ud6VIJ2NpDbhKVYzsgTmhg&ust=1364934569229862

http://www.google.com/url?sa=i&rct=j&q=families+of+teens+with+disabilities&source=images&cd=&cad=rja&docid=85v9Je0QOFva9M&tbnid=xbFWjEYccaalhM:&ved=0CAUQjRw&url=http://www.bcfs.net/services/juvenile-justice&ei=fO5ZUcTeMeXx0gHOpIDQBA&bvm=bv.44442042,d.dmQ&psig=AFQjCNHC-Ya8ud6VIJ2NpDbhKVYzsgTmhg&ust=1364934569229862


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Families Can Provide Experiences and Make Community Connections

Families live in the community, whereas teachers may not. Encourage families to explore the community and to pay attention to what sparks their children’s interest. It’s okay to try and fail, and try again.

Employment opportunities can arise when families get to know businesses on Main Street.

Experiences can be free: empty the dishwasher, cook dinner, help set up a neighbor’s party, volunteer at the Food Pantry or community garden, walk dogs, etc.

Encourage families to promote the student’s development of skills in different environments, with different people beyond their family circle.


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The more experiences children have, the more they:

understand themselves, including their likes/dislikes

develop a bigger and more detailed vision grow in confidence acquire new skills become known in your community


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Begin the Vision Conversation: Portfolio Development

A 3-ring binder and magazine pictures or lists

Have student gather information/images/videos/sounds of meaningful things in his/her life:

Movies, music

Sports/sports figures

Places you live or visit

Experiences the student has had, e.g., paid work, volunteering, leadership, clubs, community organizations.

Resumes

Awards

Certificates

Vacations Birthdays and special

occasions Hobbies

Service Projects Extracurricular participation Letters of recommendation,

etc.


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Web 2.0 apps

Google Sites/Digital Portfolio Tutorial Series at www.mscomputerteacher.com/google-sites-and-digital-portfolios.html

More information on digital portfolio apps on www.teachthought.com/technology/8-educational-apps-to-create-digital-portfolios

http://www.mscomputerteacher.com/google-sites-and-digital-portfolios.html

http://www.mscomputerteacher.com/google-sites-and-digital-portfolios.html

http://www.teachthought.com/technology/8-educational-apps-to-create-digital-portfolios

http://www.teachthought.com/technology/8-educational-apps-to-create-digital-portfolios

Vision & Identity Development Building upon strengths, interests

and preferences Understanding self in relation to

others Dealing with identity conflicts

http://www.google.com/url?sa=i&rct=j&q=teens+playing+instruments&source=images&cd=&cad=rja&docid=awbNbmDtaeSuYM&tbnid=SeaMYW5p88tZJM:&ved=0CAUQjRw&url=http://news.bbc.co.uk/2/hi/entertainment/7999264.stm&ei=6yAtUbSmKo2z0QHyu4D4Bg&bvm=bv.42965579,d.dmQ&psig=AFQjCNGlsNXNuOTX1aRlo2WXb5-9IPVhqQ&ust=1361998247681042

http://www.google.com/url?sa=i&rct=j&q=teenagers+with+disabilities&source=images&cd=&cad=rja&docid=fkHs3hhYfOL3JM&tbnid=FZbBPDz9I97KiM:&ved=0CAUQjRw&url=http://www.maltez.ro/news-en.php?id=103&ei=6-tZUa-bLsTY0gGa24CoDg&bvm=bv.44442042,d.dmQ&psig=AFQjCNETdFb4s7jbwoKWVZ1fX2m0emStTA&ust=1364933877245426

Setting goals that set up success

Aiming high Managing the motivational

balancing act

Vision: Motivation & Goal Setting

Vision:It’s MY Plan !

Source: www.transitionpathway.co.uk


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Age Appropriate Transition Assessment


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Discern the student’s vision Illuminate the student’s needs,

strengths, preferences, interests Measure progress

What Are Transition Assessments?

An ongoing process of collecting data on the individual's needs, strengths, preferences, and interests as they relate to the demands of current and future working, educational, living, and personal and social environments. Formal and informal assessment data serve as the common thread in the transition process and form the basis for defining goals and services to be included in the IEP.

-- Adapted from Sitlington, Neubert, & LeConte, 1997; p. 70-71


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A Transition Frame of MindAny assessment that is conducted when a student on an IEP is aged 14-22 can be viewed as a transition assessment, because it affords information which can be utilized to discern the student’s vision; understand the student’s needs, strengths, preference, and interests; and measure progress towards the acquisition of skills.


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An Individualized, Question-Driven Process

The number and type of assessments which are appropriate to conduct for

each student is determined by the number and type of questions about the

student for which answers are needed.

What Questions Need to be Considered?

Who is the student?(i.e., what are the student’s needs and strengths)

Who does the student want to be, or what does the student want to do? (i.e., what are the student’s preferences and interests)

What is the fit between the student and the requirements of the educational, employment, and living environments into which the student plans to move when he or she exits high school?


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Assessment Data Can Be Collected:

An Ongoing Process Over Time


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Across multiple settings School

(both academic and “life of the school”)

Home Community Workplace

Employers Coaches Agency

personnel Etc.

From a variety of people who know the student well, The student Families Teachers Friends

Types of Transition Assessments

Formal and Informal


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Families: A Key Role in Assessment

The more students know, the more they can do. The more they can do, more opportunities are available to them.

Students need to learn to anticipate and participate in the rhythms of life.

Families know about their children when they’re with them – but not when their children are NOT with them. Educators know about their students when they’re with them – but not when students are NOT with them.

Families and educators fill in each other’s blanks.

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The student is at the center of an interconnected whole-school and community system.

Family

Whole School

Community


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Schools General Education Special Education

MassCore Social-Emotional Learning (SEL)

Curricula Guidance/Massachusetts Model for

School Counseling High School Graduation Initiative

Early College/Dual Enrollment/Inclusive Concurrent

Enrollment School-to-Career Connecting Activities

and other Employment Initiatives

Agencies DDS, DMH, MRC, MCDHH, MCB Independent Living Centers One-Stop Career Centers

Employers Workforce Investment Boards

Other community partners Alternative Education

Pathways Non-profits and recreational

& cultural organizations

Families

LIFE’sPUZZL

E

INSTRUCTION

EDUCATION

RELATEDSERVICES

RECREATION

Social Skills& Networks

TRANSPORTATION

COMMUNITYLIVING

POSTSECONDARY

EDUCATION

FUNCTIONALVOCATIONALEVALUATION

EMPLOYMENT

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Not every student will follow the same path after high school. For all students, it is our responsibility to prepare them for success, whatever pathway they choose.

The more students are engaged in planning their own futures, the more promising those futures are likely to be.


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Resources A Family Guide to Transition Services in Massachusetts,

http://fcsn.org/transition_guide/english.pdf

Technical Assistance Advisory SPED 2013-1: Postsecondary Goals and Annual IEP Goals in the Transition Planning Process, www.doe.mass.edu/sped/advisories/?section=tech

Technical Assistance Advisory SPED 2014-4: Transition Assessment in the Secondary Transition Planning Process, http://www.doe.mass.edu/sped/advisories/?section=tech

Resources from the 2013 DESE Secondary Transition Capacity-Building Conference, www.doe.mass.edu/sped/2013/SecondaryTransition

Massachusetts Definition of College and Career Readiness, www.mass.edu/library/documents/2013College&CareerReadinessDefinition.pdf

Massachusetts Career Development Education Guide/Glossary, www.doe.mass.edu/connect/cde.html

Future Quest Island, http://futurequestislandtoolkit.weebly.com/,

National Secondary Transition Technical Assistance Center, www.nsttac.org

U.S. Office for Civil Rights Transition of Students With Disabilities to Postsecondary Education: A Guide for High School Educators, www2.ed.gov/about/offices/list/ocr/transitionguide.html

National Collaborative on Workforce and Disability, http://www.ncwd-youth.info/

Helping Youth Build Work Skills for Job Success: Tips for Parents and Families, www.ncwd-youth.info/information-brief-34

http://fcsn.org/transition_guide/english.pdf

http://www.doe.mass.edu/sped/advisories/?section=tech

http://www.doe.mass.edu/sped/advisories/?section=tech

http://www.doe.mass.edu/sped/2013/SecondaryTransition

http://www.mass.edu/library/documents/2013College&CareerReadinessDefinition.pdf

http://www.doe.mass.edu/connect/cde.html

http://futurequestislandtoolkit.weebly.com/

http://www.nsttac.org/

http://www2.ed.gov/about/offices/list/ocr/transitionguide.html

http://www.ncwd-youth.info/

http://www.ncwd-youth.info/information-brief-34

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