PENNY CHURCH NPSO, LARRY KORTERING NSTTAC, AND JAYNE SPAIN MN DEPT' OF EDUCATION

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IDEA 2004's Indicators 8, 13, and 14 Measuring
Transition Success

• PENNY CHURCH (NPSO), LARRY KORTERING (NSTTAC),
  AND JAYNE SPAIN (MN DEPT. OF EDUCATION)

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WHY LISTEN TO US ABOUT THE IMPORTANCE OF
TRANSITION SUCCESS?

• 8, 777,221,240,095 (31,000 Per Citizen) REFERS
  TO?
• THE EMPLOYMENT RATE OF ALL DROPOUTS IS ____ THAT
  OF PEERS WHO FINISH HIGH SCHOOL
• A LIFE OF CRIME COSTS OVER ___ MILLION
• WHAT PERCENTAGE OF ADULT SERVICES OR PUBLIC
  SCHOOLS ACTIVELY RECRUIT SCHOOL DROPOUTS?
• 70 TO 80 OF WHOM ARE SCHOOL DROPOUTS?
• 380,000 MORE TO 1.3 MILLION MORE REFERS TO
  _______

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WHAT CAN WE DO FOR YOU?

• NSTTAC OFFERS A VARIETY OF RESOURCES RELATING
  TO TRANSITION (http//www.nsttac.org)
• OUR EMPHASIS REVOLVES AROUND INDICATOR 13 (see
  handout)
• OUR 1 CONSUMER GROUP IS THE SEAs FOLLOWED BY
  LOCAL TEACHERS, PARENTS AND STUDENTS

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ISSUES WE KNOW YOU ARE FACING

• USING YOUR RIGHT TO INDICATOR 13-BASED RESOURCES
  TO FACILITATE TRANSITION SERVICES THAT SET YOUTH
  UP FOR A PRODUCTIVE ADULTHOOD
• KNOW THE KEY TERMS AND REQUIREMENTS RELATED TO
  INDICATOR 13
• ARE THERE POST-SECONDARY GOALS (2 to 3 areas)?
• WILL THE IEP GOALS THAT LEAD TO DESIRED
  POST-SECONDARY GOALS?
• ARE THERE TRANSITION SERVICES ONCE A STUDENT
  LEAVES SCHOOL?
• IS THERE EVIDENCE OF SERVICE PROVIDER COOPERATION
• IS THE IEP BASED ON AN AGE APPROPRIATE TRANSITION
  ASSESSMENT?
• COURSES OF STUDY LEAD THE STUDENT TO DESIRED
  POST-SECONDARY GOALS?

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WORKING WITH TEACHERS

• WE ARE A RESOURCE THAT PARENTS AND TEACHERS CAN
  USE TO WORK TOGETHER WHILE DELIVERING BETTER
  SERVICES (SO USE US AND LET TEACHERS KNOW ABOUT
  US)
• GIVE US FEEDBACK ON HOW WE CAN SERVE YOU BETTER
• THANKS FOR YOUR TIME ?

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Perspective from MinnesotaJayne
SpainTransition Specialistjayne.spain_at_state.mn.u
s
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WHAT CAN INDICATORS DO FOR YOUR STATE?
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INCREASE

• Accountability
• Flexibility
• Responsibility
• Partnerships
• Focus on student outcomes/results!

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Take a few minutes to visualize students in your
community when they leave secondary education.

What adjectives describe that picture?
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What indicators will measure transition services
language and outcomes?

• Indicator 13 of youth ages 16 and above with
  an IEP that includes coordinated, measurable,
  annual IEP goals and transition services that
  will reasonably enable the child to meet the post
  secondary goals. 20 U.S.C.1416(a)(3)(B)

• Indicator 14 of youth who had IEPs, are no
  longer in secondary school and who have been
  competitively employed, enrolled in some type of
  postsecondary school, or both, within one year of
  leaving high school20 U.S.C.1416(a)(3)(B)

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NSTTAC National Secondary Transition Technical
Assistance CenterIndicator 13 ChecklistForm A
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Measures for Indicator 14

• Collected one year after the student leaves
  school including
• Student Demographic Profile
• Post-School Survey
• The Post-School Survey will collect data on
  student involvement in competitive employment
  and/or post-school education

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Strategies that worked well in Minnesota

• Provide training in early spring
• Get letters out in a timely manner
• Stipend for completion

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Minnesota Statewide Initiatives to Improve
Indicator Data Outcomes!

• National Standards and Quality Indicators for
  Secondary Education and Transition
• Collaboration with Rehabilitation Services
• Collaboration with Career and Technical Education
• Collaboration with Shared Youth Vision
• Targeting Transition/NEXT
• Project C3 Collaboration with PACER, Pathway to
  Employment (Grant)

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National Standards and Quality Indicators for
Secondary Education and Transition

• (The standards provide benchmarks to guide local
  practices)
• Schooling
• School- and work-based instruction
• Career preparatory experiences
• Career awareness, assessment, and preparation
• Youth development and leadership
• Self awareness and self advocacy
• Family involvement
• Meaningful family participation
• Connecting activities
• Connection to post-school options and resources
• http//www.nasetalliance.org/toolkit/

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Minnesotas Rehabilitation Services-Vocational
Rehabilitation Program (VR)

• A VR counselor is assigned to every high school
  in
• the state.
• A directory is available at
• www.deed.state.mn.us/rehab/transition

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Career Development

• Career Exploration
• Explore interests in relation to jobs
• Middle and beginning of high school
• Career Preparation
• Skill acquisition that matches interest and
  skills
• High school and/or after high school

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(No Transcript)
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• http//www.iseek.org/mncareers/
• http//www.iseek.org/sv/index.jsp

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Minnesota Shared Youth Vision

• http//www.deed.state.mn.us/youth/SYV/SYV.htm

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Targeting Transition Model www.tensigma.org
http//www.ablenetinc.com/next/
Comprehensive Set of Essential Transition Skills
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Higher-Functioning Transition Survey
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Using Rubrics to Structure IEPs
Major Criteria or Objectives
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(No Transcript)
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Tools - C3 Online and C3MN

• www.c3online.org
• www.c3mn.org

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• Career Fair and Disability Mentoring Day
• Wednesday, October 15, 2008
• 900 A.M. to 400 P.M.

Medtronic World Headquarters 710 Medtronic
Parkway Fridley, MN 55432
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Parent Involvement Strategies

• Gain an understanding of your states SPP/APR.
• Be involved in the development and implantation
  of the SPP/APR.
• Serve on district and/or State-level committees
  or task forces that are addressing SPP
  indicators.
• Suggest and advise the State Education Agency on
  improvement strategies if slippage occurs.

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NEXT STEPS

• STATEWIDE Understanding of NSSTAC Checklist for
  Indicator 13.
• Provision of Regional training events for
  families and interagency partners to maximize
  full participation in the transition process.
• Creation/enhancement of a transition website in
  order to disseminate information statewide.

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Use your State Resources!
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Measuring Transition Success Indicators 8
14 Penny Church
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National Post-School Outcomes Center
NPSO is a national technical assistance and
dissemination center funded by the U.S.
Department of Education Office of Special
Education Programs (OSEP). University of Oregon
TACS/WRRC
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NPSO Charge

• ...to assist State Education Agencies to develop
  practical, yet rigorous data collection systems
  so that the SEA can describe the further
  education and competitive employment experiences
  of youth with disabilities as they transition
  from high school to adult life.

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Findings from state data collection efforts are
used to

• Report at the national, state, and local levels
  through the State Performance Plan/Annual
  Progress Report (SPP/APR)
• Guide and improve transition services delivered
  to transition age youth with disabilities

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IDEA Purpose

• (d)(1)(A) to ensure that all children with
  disabilities have available to them a free
  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.
• 34 CFR 300.1(a)

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SPP/APR, an Accountability Mechanism
and a Blue Print for Improvement
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Based on the results of the SPP/APR, can we say

• We have prepared the children for...
• further education, employment and independent
  living?
• 34 CFR 300.1(a)

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SPP and APR

• States plan and performance are based on 20
  indicators (Part B)
• 4 specific to secondary transition
• 1. of youth who graduate
• 2. of youth who drop out
• 13. of youth with transition components in the
  IEP
• 14. of youth who achieve post-school outcomes

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Critical Interrelationships for Achieving PSO
Staying in School

• Quality IEPs

Positive post-school outcomes
Graduating
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Part B - SPP and APR Requirements for Indicator
14

• Percent of youth who had IEPs, are no longer in
  secondary school and who have been competitively
  employed, enrolled in some type of postsecondary
  school, or both, within one year of leaving high
  school.
• (20 U.S.C. 1416(a) (3) (B)).

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Part B - SPP and APR Requirements for Indicator 8

• Percent of parents with a child receiving
  special education services who report schools
  facilitated family involvement.
• (20 U.S.C. 1416(a) (3) (B)).

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Collecting Post-School Data

• Who are data collected on?
• What data are collected?
• How are data collected?
• When are data collected?
• Who collects the data?

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Who are data collected on?

• All those with IEPs who leave high school
• With diplomas
• With certificates, modified diplomas
• Who age out
• Early leavers/drop outs

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What data are collected?

• In-School
• Contact information
• Demographic characteristics
• Leaving status
• Post-School
• Employment
• Postsecondary education training

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How are data collected?

• From extant (existing) data
• By survey of former student or family member
• Phone survey
• Mail survey
• Web-based survey
• Combination
• By sampling or census

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Challenges States have collecting I-14 data

• Sampling/Census
• Develop data collection protocol or survey
• Identifying representative sample and determining
  whether respondents are representative
• Improvement activities
• data collection efforts
• post-school outcomes for students

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When are data collected?

• In-School
• During last year of attendance
• Keep contact information current
• Post-School
• Within 1 year of leaving school
• Between April through September 2007, first
  required time frame on those who left 2005-06
  school year

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Who collects the data?

• SEA staff
• LEA staff
• Former teachers of respondents
• Support staff
• Administrators
• Outside Contractor
• University
• Survey Center

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Engagement of youth with disabilities in
employment or postsecondary education since
leaving high school
SOURCE U.S. Department of Education, Institute
of Education Sciences, National Center for
Special Education Research, National Longitudinal
Transition Study-2 (NLTS2), Wave 3 parent
interview and youth interview/survey, 2005.
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Why this is important?
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What you can you do?

• Be informed
• Be involved
• Share information

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Be Informed

• Know your states plan
• Spread the word
• Distribute the PACER/NPSO documents
• Respond to the survey when contacted

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Be Involved

• Plan with your child for transition
• Provide contact information before leaving school
  
• Be ready and willing to respond when contacted
• Encourage others to participate
• Involving state PTI Center

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Respond to the survey!
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Share Information

• Talk with SEA and LEA personnel about the
  collection process and using the results
• Ask to see the results of the data collection
• Set up local facilitated conversations to use the
  results to inform and improve high school and
  transition programs

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Support Families Involvement

• Resources needed
• professional staff time and designated contact
  points with ongoing professional development
• financial commitments
• partnerships with multiple public agencies
• formal and informal communication systems at all
  levels (especially at district and local
  building)
• Mentoring and family supports (particularly re
  cultural)
• Supportive school climate (services and
  activities)
• an honest desire to include families in decision
  making process and establish a sense of trust

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Parent involvement is definitely worth the
investment

• Increased achievement for students
• Improved outcomes for families
• Improved teacher morale
• Increased trust reduced conflicts and
  litigation
• Increased public awareness and communication

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Whats happening in your state and region?NPSO
State Profile Database
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How NPSO helps states

• Targeted publications
• User-friendly Website
• Community of Practice
• National and Regional Conferences
• Skill building workshops
• Individual Technical Assistance and Development
  Support

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Transition
starts when children are very young and
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continues throughout life
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Improved Outcomes

• Resulting data will have profound implications
  for state-level decision-making and national
  policy AND increased positive post-school
  outcomes for youth with disabilities.

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Presenter Contact Information

• NSSTAC Larry Kortering
• korteringlj_at_appstate.edu
• NPSO Penny Church
• pchurch_at_uoregon.edu
• MN Department of Education - Jayne Spain
• jayne.spain_at_state.mn.us