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Transition to Post-School Outcomes: Parent and Teacher Reference Guide An Honors Thesis (HONRS 499) By
Megan Todd
Dr. Paul Ranieri Ball State University Muncie, Indiana May 2013
Expected Date of Graduation
May 2013
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Abstract
In education, it is important that learning continues beyond the classroom
for all students. However, for students in special education, the continuation for
education beyond the classroom sometimes requires more care. All students within
special education have an individualized education plan (IEP) which gUides teachers
how to aid the students in their education. When the student reaches sixteen years
of age, or fourteen as required by Indiana law, students with an lEP have a
specialized transition IEP (TIEP). The TIEP is a planning and legally binding
component of the lEP, which details the projected post-school outcomes for the
student.
Planning for this TIEP should begin in middle school and become more
formalized as students progress towards graduation. The change and progression
towards the TIEP can be very overwhelming for individuals (teachers and parents)
not familiar with the process. The following reference guide aims to give
background to the transition process, as well as include information that may be
helpful to create a well rounded and individually appropriate TIEP. Some items are
directed more specifically at teachers, while other at parents or student. However,
all items included are meant to guide, help facilitate, or explain a component of the
transition process.
Acknowledgements
I would like to thank Dr. Paul Ranieri for advising me through this thesis project. His
guidance was helpful in all aspects of the thesis project, especially narrowing and
defining my focus and editing.
I would like to thank Danielle Rhymer and Anna Epperly for their help in sorting
through the various transition components and finding specific forms that would be
most helpful in gUiding the transition process.
I would like to thank Janet Todd, Nathan Deig, and Elizabeth Hudson for
encouragement and general help with this major project.
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Author's Statement
This project began as a parent guide for what to expect in special education.
The original objective of the project was to communicate to the parents the realities
of school, and what they can do to best aid their children through their school
experience. This was chosen as the aim because, for students within special
education, the relationship between family and school is all the more important and
requires a specific balance for the best results to be attained. By communicating
with parents about the reality of school, the gap between school and their students'
progress can be better understood and managed. However, as I began research on
the topics, it became evident the topic was too broad. The thesis would have been
too massive to take on if any depth of the topiC was desired.
For this reason, I chose to target one component of the special education
curriculum that requires a high level of parent support to be successful. By choosing
the topic of transition to post-school outcomes in special education, I keep parents
as the main audience. I moved forward from this point, trying to target information
specifically for parents regarding transition. However, I was extremely surprised to
find out that very few resources exist. After talking with Anna Epperly and Danielle
Rhymer, two individuals who head the transition fair for Muncie Community
Schools, it became evident that the majority of the resources were aimed at
teachers. As they explained, teachers are supposed to guide the transition process,
teaching and the parents, while advocating for the student. Once this was brought to
my attention, I chose to widen my target audience to teachers and parents, with the
understanding that both audiences would be working together with the included
resources as a guide.
While parents generally hold more information about their student than
teacher, teachers are responsible for completing the transition process and are
legally held accountable. By creating a parent and teacher reference guide, both
groups can work together more productively to complete the child's transition
individualized education plan (TIEP). Yet, I also assumed that teachers will be
responsible for teaching the parents more complex topics and aiding them in
understanding the overall process.
The outcome of the thesis project is a comprehensive resource including
reference documents, surveys, and interview forms to personalize the transition
process and guide students toward a most appropriate TIEP and post-school
outcome. Some documents are more teacher-directed, others parent-directed, and
yet others are student-directed. To break down the comprehensive resource,
several categories of transition, noted by the Indiana Secondary Transition Resource
Center, were used: Student Development and Student-Directed Planning
(combined), Parent Involvement, Interagency Collaboration, and Program
Structures. Each of these categories is broken down and explain within its given
section, and contain specific resources that would be helpful when explaining and
meeting requirements of the transition process.
Throughout this thesis project, I have learned a vast amount of about
transition. With the possibility of being in secondary education, I knew that it would
be important to know how to facilitate transition as a teacher. I believe that this
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transition resource guide will greatly help in the endeavor. Before this semester, I
had completed one TIEP, but was still very unsure of what I would be able to
complete without the guidance of a college classroom teacher. By completing this
project, I have become more aware of the resources that are available for parents,
and can be used to make less of a mystery the transition to post-school outcomes for
students with special needs. This will profit the families and students that I teach in
the future.
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Transition to Post-Secondary Outcomes: The Definition and Importance of Transition for Students with Disabilities All adolescents go through a period of transition from school to post-school
outcomes. In earlier decades, the transition began earlier, commonly in middle
schooL as the students entered the work force and were taught all of the skills
needed for success in the chosen field of work. In this time, only students who
desired higher level jobs continued with post-secondary schooling. However, this
pattern has increasing swayed in the current century, with the time frame for
transition to post-school outcomes lengthening to include those ages 10 to the mid­
20s. This lengthening of transition time has allowed for students to spend more time
discovering different components of adolescence, including relations with peers,
role of working, mass media's effect on society, pursuit of independence, extra­
curricular activities, risk taking, post-secondary education, and parental influence.
For all students, transition can be a scary and overwhelming time. It is when
the student moves from one juncture of life and
choose how he or she desires to set the foundation for
Transition= the process of
moving from one status to
the rest of life. For students with disabilities, the
another
transition to post-school outcomes can become even
more complicated because of special needs.
Transition Planning= a program
Transition planning helps these students to find
that offers stepping stones to help
meaning in their educational activities, and therefore
an individual to move into
adulthood
tailor their education to the desire and hopes for the
future. Additionally, the Individual with Disabilities
Education Act requires the practices of transition to post-school outcomes. The law
states that:
Transition services means a coordinated set of activities for a student, with a
disability, that: (A) is designated within an outcome-oriented process, that
promotes movement from school to post-school activities, including
postsecondary education, vocational training, integrated employment
(including supported employment), continuing and adult education, adult
services, independent living, or community participation; (B) is based on the
student's needs, taking into account the student's preferences and interests;
and (C) includes instruction, community experiences, the development of
employment and other post-school objectives, and, when appropriate, the
acquisition of daily living skills and functional vocational evaluation.
(IDEA 1990, Section 602)
In order to better be able to explain the components of transition, I have split the
process into four components: student-focused planning, family involvement, and
interagency collaboration. Student focused planning should begin with the student.
The end goal that the student desires should aim the whole transition process.
Beginning at the end goal and planning backwards from the end goals, the student's
individualized education plan (IEP) is tailored to meet the need of the student.
Without a student-focused plan, the student is less likely to find meaning in his or
her education and, therefore, will have a harder time reaching the goals set.
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Family involvement is key. Not only will the family have the ability to shape
the student career goals and outcomes, they are monumental in making sure that
the plan is carried out. However, for parent input to be reliable, the parents must be
informed on a range of options, have the ability to evaluate options, have knowledge
of the child's skills, have knowledge of the child's preferences, have knowledge of
how to get services, and have knowledge of how to advocate for services. If the
parents are not knowledgeable or comfortable in one or more of these areas, the
parents should be given support to increase knowledge and confidence. Parents are
often the driving force behind transition planning because after the teachers are
gone and secondary education has ended, the parents are still present and able to
guide the student.
Interagency collaboration is important to increase and build the lines of
communication and opportunities between school and the outside community.
Much of employment, for any person, is based on connections. By supplying
connections to the outside community during the time spent in the classroom, the
students will be able to better transition into the community post-school. Agencies
commonly support the student with work experience, adaptations or modifications,
and many other opportunities.
Transition is a complex, and possibly confusing, process. By working together
to create a student-centered program, which works to empower parents and make
essential connections with community agencies, the student will have the best
outcome in his or her post-school outcome. Without the transition process, many of
our students would be left floundering and unsure of what step to take to move into
adulthood.
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Appendices Descriptions
APPENDIX A: Student-Focused Planning and Student Development
Education should always begin with the student, whether deciding how to teach a
lesson or planning for the future. Keeping this in mind, transition should be based
on the student, not a fabricated, routine process. Each student brings a different
background, strengths, weaknesses, and needs. Similarly, each student will most
likely desire to reach a different end goal. Everything is individualized. For this
reason, the teacher, parents, and all other members of the case conference
committee (those reviewing the student's individualized education plan) must take
the time to listen to the student's preferences and desires. While the student might
need to be redirected, he or she does generally know the most about his or her
desired direction. The people who are next likely to know information are the
parents, then the teachers, and so on.
Once members of the case conference committee have listened to the desires of the
students, they must decide what the next course of action will be to move toward a
desired post-school outcome. This could include classes, employment opportunities,
targeted teaching of life skills, etc. It depends totally on the student. In the end,
every decision should come back to what is best for the student.
However, when there is not a distinct starting place for the post-school outcome,
surveys and interviews are commonly used to gain insight. These surveys and
interviews give a starting place for those on the case conference committee to talk
about preferences and realistic post-school outcomes for the student.
In order for the TIEP to be appropriate for the student many areas need to be
considered. Additionally some area or skills may need to be developed in order to
ultimately reach the post-school goal. For ease of description and location of
resources, the topics for student-focused planning and student development have
been divided into categories: instruction notes, general transition forms, self
advocacy/self determination, academic, life skills, employment, post-secondary
education, and assistive technology.
Instruction Notes:
This section includes general information for teachers and parents. The majority of
the information is written in narrative form or is depicted on Power Point slides. The
section includes information on self-advocacy, self-determination, appropriate goal
writing, and resources for transition assessment.
General Transition Forms:
This section includes forms that apply to the overall transition process. Some of the
forms are general surveys for students and parents, while others are to aid in the
synthesis of an appropriate TIEP.
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SelfAdvocacyjSelfDetermination:
Self-advocacy is an individual's ability to communicate, negotiate, or assert his or
her own interest, desires, needs, and rights in everyday situations. It is based in the
ability to make informed decisions and to accept responsibility. Self-determination
is the concept that all individuals have the right to direct their own life. A variety of
interview and surveys are included in this section, all of which aim to determine the
students levels of self-determination/self-advocacy and preferences and desires.
Academic:
This section includes surveys and interview forms that pertain to academic content,
including study habits/skills and learning styles. Other more specific academic
topics such as writing and Internet browsing are also covered.
Life Skills:
Life skills are any skill needed to care for oneself or advocate for help with care. This
section includes a variety of interview forms and surveys on various topics: social
skills, basic living skills, financial skills, housing, recreational activities, self-care
abilities, emotions, and relationships.
Employment:
Employment is often a post-school outcome for students. This section includes
resources to help determine an appropriate setting, explanation of skills needed for
employment, and determine preferences in employment settings.
Post-Secondary Education:
This section details information for attending a post-secondary education institution
(career, technical, or traditional 4-yr college). Articles detailing the differences
between high school and post-secondary education are noted, as well as topics such
as finance.
Assistive Technology:
Assistive technology is sometimes needed for student to easily complete schoolwork
and to communicate with those around them. When this is the case, assistive
technology should be considered for post-school outcomes as well. This section
includes several resources to guide the process.
APPENDIX B: Disability Descriptions
Every disability has different characteristics and needs. These needs in turn affect
the post-school outcomes that are chosen and advocated for the student. In order
for the case conference committee to be on the same page the disability
characteristics and specific characteristics of the student must be explained
thoroughly.
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In order to include a succinct and clear description of the disabilities for the case
conference team, the following disability description pages have been included.
Please note that not all possible disabilities are included.
Disabilities Included:
Attention-Deficit/Hyperactivity
Disorder
Autism Spectrum Disorders
Cerebral Palsy
Deaf-Blindness
Developmental Delay
Down Syndrome
Emotional Disturbance
Epilepsy
Deafness and Hearing Loss
Intellectual Disabilities
Learning Disabilities
MUltiple and Severe Disabilities
Other Health Impairment
Speech and Language Impairments
Spina Bifida
Specific Learning Disabilities
Traumatic Brain Injury
Visual Impairments
APPENDIX C: Family Involvement
Family involvement is key. Not only will the family have the ability to shape the
student career goals and outcomes, they are monumental in making sure that the
plan is carried out. However, for parents input to be reliable, they must be informed
as to the range of options, have the ability to evaluate options, have knowledge of
the child's skills, have knowledge of the child's preferences, have knowledge of how
to get services, and have knowledge of how to advocate for services. If the parents
are not knowledgeable or comfortable in one or more of these areas, the parents
should be given support to increase knowledge and confidence. Parents are often
the driving force behind transition planning because after the teachers and
secondary education has ended, the parents are still present and able to guide the
student.
Resources Included:
. Parents Role in the Transition Process
How Parents Can Develop Soft Skills
Parent Guide to Transition
APPENDIX D: Interagency Collaboration
Interagency collaboration is important to increase and build the lines of
communication and opportunities between school and the outside community.
Much of employment, for any person, is based on connections. By supplying
connections to the outside community during the time spent in the classroom, the
students will be able to better transition into the community post-school. Agencies
commonly support the student with work experience, adaptations or modifications,
and many other opportunities.
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Resources Included:
Description of Interagency Collaboration
References to Learn About Interagency Collaboration
Medicaid Information
APPENDIX E: Program Structures
Transition planning is required for those individuals in special education. If the
protocol is not followed, then the school corporation can be deemed out of
compliance and disciplinary actions can be taken. For this reason, the components
in this section are to be used as a guide and reference throughout the transition
process.
Resources Included:
Descriptions and Examples of All Areas of Transition
Examples of Post-School Goals
Diploma and Certificate Considerations
Glossary of Commonly Used Transition Terms
Summary of Predictors of Post-School Outcomes
Indicator 13/14 (Indiana Compliance Laws)
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Appendices Descriptions
APPENDIX A: Student-Focused Planning and Student Development
Appendix
Label
Title of Document
PDF
Page
Instruction Notes
A1
A2
A.3
A4
AS
A6
A7
A8
From Writing Scripts to Making Blockbusters:
Improving Transition IEPs
Self-Determination: A Toolkit for Teachers
Self Advocacy Leading to Student Led Annual Case
Reviews
Cognitive Behavioral Interventions: An Effective
Approach to Help Student with Disabilities Stay in
School
Transition Assessment Resource Guide by INSTRC
Transition Assessment and Curriculum Matrix
SamQle Instruments for Transition Assessment
Online Resources for Transition Assessment
3
12
17
20
27
34
66
70
Transition General Forms
A9
A10
All
A12
A13
A14
A15
A16
Transition Assessment: Student (and Parent) Interview
Form
Summary of My Performance
Student Transition Planning Folder
Behavioral Observation Data for Planning Possible
Postsecondary Expectations
Personal Student Profile
Life Skills Inventory: Independent Living Skills
Assessment
Individual Program Planning Guide
Thinking About the Future Infographic
73
75
78
80
82
85
94
107
Self-Advocacy and Self-Determination
A17
A18
A19
A20
A21
A22
A23
A24
A25
Self-Determination/Self-Advocacy Checklist
Self-Determination Checklist (Student Self-Assessment)
Self-Advocacy Checklist
Informal Inventory of Independence and Self-Advocacy
Skills for Deaf/Hard of Hearing Students
Self-Determination Observation Checklist
It's My Choice
It's My Choice: Looking At My Own Life Quality
Values Inventory
AIR Self-Determination Scale (Student Form)
109
110
112
115
117
119
141
153
157
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Appendix .
Label
A.26
A.27
A.28
Title of Document
The ARC's Self-Determination Scale
Chart Your Own Future: How Your IEP Can Hel~
The Self-Directed IEP (Self Assessmentl
PDF
Page
165
173
175
Academics
A.29
A.30
A.31
A.32
Study Habits Questionnaire
Study Skills Inventory
World Wide Web Self-Assessment Skill Checklist
Writing Self-Assessment: Skills and Attitudes
177
179
181
182
Life Skills
A.33
A.34
A.35
A.36
A.37
A.38
A.39
A.40
A.41
A.42
A.43
A.44
A.45
A.46
A.47
A.48
A.49
Learning Style
What Is Your Learning Style
School and Community Social Skills Rating Checklist
Planning for Community Living Worksheet
Parents of Teenagers Survival Checklist
Adolescent Autonomy Checklist
Assessment of Financial Skills and Abilities
It's My Choice: A Place of My Own Checklist
It's My Choice: Housing Checklist
Survey of Indoor and Outdoor Recreational Activities
Self-Care Abilities Listing
Adaptation of Analyzing Behavior States and
Environment Model for Use with Youth with Significant
Intellectual Abilities
Employability/Life Skills Assessment [Ages 14-21)
Employability/Life Skills Assessment Parent Form
(Ages 14-21)
Getting To Know Your Anger
Sexuality Assessment
Let's Look At Interpersonal Relationshi~
184
189
191
195
196
200
206
208
211
218
221
223
225
229
233
234
235
Employment
A.50
A.51
A.52
A.53
A.54
A.55
A.56
Mastering Soft Skills for Workplace Success
Unit 1: Self-Determination ...the BIG Picture
Unit 2: Disclosure...What Is It and Why Is It So
Important? Unit 3: Weighing the Advantages and Disadvantages of
Disclosure
Unit 4: Rights and Res~onsibilities Under the Law
Unit 4: Appendix A - Basic Facts About the Americans
with Disabilities Act
Unit 4: Appendix B - Summary of Legislation
237
251
259
264
272
282
284
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Appendix
Label
A57
A58
A59
A60
A61
A62
A63
A64
A65
A66
A67
A68
A69
A70
A71
A72
A73
A74
A75
A76
Title of Document
Unit 5: Accommodations
Unit 6: Postsecondary Disclosure ...Why, When, What, to
Whom, and How? Why to Disclose in Social Settings
Visit Your One-Stop Career Center
Disclosure Glossary
Student Dream Sheet
Personal and Professional Goals Worksheet
Job-Related Interest and Preference Inventory
This Is How I See Myself
"Satisfactions" You Need
Community Based Assessment_Questionnaire
JobTips Assessment
Work Characteristics and Environment Preferences
Work Personality Profile
Career Portfolio
Career Clusters Interest Survey
It's My Choice: Staff Evaluation Form
It's My Choice: Workplace Checklist
Social and Vocational Abilities Listing
Some Questions You May Want to Ask When Choosing
an EmplqymentAKency PDF
Page
287
294
305 313 315 319 321 322 324 326
328
332
338 341 343 344
350
351
355
357
Post-Secondary Education A77 A78 A79 A80
A81
A82
A83 The Right Fit: Colleges and Universities
PreQaring Students for the Post-Secondary Experience
Vocational Behavior
Is College For You? Setting Goals and Taking Action
A Guide to Assessing College Readiness (For Parents of
College-Bound with Learning Disability Information of Postsecondary Education for Students
with Disabilities, from US Dept. of Ed College Funding for Students with Disabilities
375 377 3791
381
393
399
401
Assistive Technology
A84
A85 A86 Hey! Can I Try That! Student Handbook for Choosing and
Using Assistive Technology Wisconsin Assistive Technology Initiative: Student Information Guide for Self-Determination and Assistive
Technology Management Assistive Technology Protocol for Transition
408
424 426
I
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APPENDIX B: Disability Descriptions
Appendix
Label
B.l
8.2
8.3
8.4
8.5
8.6
8.7
8.8
8.9
8.10
8.11
8.12
8.13
8.14
8.15
8.16
8.17
8.18
8.19
8.20
8.21
8.22
8.23
PDF
Page
2
8
14
20
26
30
34
38
44
51
57
63
69
75
78
86
93
99
103
109
115
118
126
Title of Document
Attention-Deficit Hyperactivity Disorder
Autism Spectrum Disorders
Autism Spectrum Disorders (Parent Guide)
Cerebral Palsy
Deaf- Blindness
College Students Who Are Deaf-Blind
Developmental Delay
Down Syndrome
Emotional Disturbance
Epilepsy
Deafness and HearinK Loss
Intellectual Disabilities
Learning Disabilities
Multiple and Severe Disabilities
Other Health Impairment
Speech and LanguaKe Imgairments
Sgeech or Language Impairments (Parent Guidel
Sgina Bifida
Specific Learning Disabilities
Traumatic Brain Injury
Traumatic Brain Injury (Parent Guide)
Visual Impairments, Including Blindness
Visuallmgairments (Parent Guide)
APPENDIX C: Family Involvement
Appendix
Label
C.l
C.2
C.3
C.4
Title of Document
Tapping into the Power of Families: How Families of
Youth with Disabilities Can Assist in Job Search and
Retention
Helping Youth Develop Soft Skills for Job Success: Tips
for Parents and Families
Ten Tips that May Help Your Child's Transition to
Adulthood
Introduction: The Transition Process
I
PDF
Page
2
4
10
12
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APPENDIX D: Interagency Collaboration
Appendix
Label
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9
0.10
I,
Title of Document
I
Interagency Collaboration and Transition
Interagency Collaboration Annotated Bibliography
Transition in Practice: Interagency Collaboration
DOE and VRS Policy to Practice Summary
Introduction to Medicaid Waivers
Indiana Medicaid Home and Community -Based Services
Waiver Program: A Guide for Consumers
WorkOne Centers +Schools: Collaboration =Success
Resources for Life After High School
College and Post-Secondary Services for Persons with
Disabilities in Indiana High School Student with Disabilities Transitioning to IvyTech
PDF
Page
2
6
13
15
21
28
78
84
86
101
APPENDIX D: Interagency Collaboration
Appendix
Label
E.1
E.2
E.3
E.4
E.5
E.6
E.7
E.8
E.9
E.10
Title of Document
Transition Services: Definition and Examples
Examples of Postsecondary Goals for Student with High
Support Needs (Severe and Multiple Disabilities)
DiQloma and Certificate Considerations
NSTTAC Summary of Predictor Categories, Outcome
Areas, Level of Evidence, and Descriptions
Instructions: Indiana Transition Requirements Checklist
(Compliance Indicator 13)
Understanding Measurable Postsecondary Goals
NSTTAC Indicator 13 Checklist Form A (Meets Minimum
SPP / APR Requirements)
NSTTAC Indicator 13 Checklist: Form B (Enhanced for
Professional Development)
Continuous Improvement Monitoring Guidance
Document: Indicator 14
Indiana Graduate Follow-up: Student Exit Interview
PDF
Page
2
14
16
18
25
29
30
34
39
42
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8
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13
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ARC Indiana. (n.d.). An introduction to Indiana's Medicaid waiver program for home and
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