California Leadership Team on Transition
COP
1
2
3
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Understand the use of a CoP as an
improvement strategy
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Understand the purpose and structure of a
secondary transition statewide leadership team
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Identify and understand the purpose of a
statewide secondary transition goal
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Identify and understand the impact of
evidence-based practices and predictors on
post-school outcomes
Understand the structure of an effective
transition program (Transition Taxonomy)
4
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Identify goals for the 2011-12 school year as
determined by the statewide leadership team
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Understand how the goals relate to the transition
taxonomy
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Identify strategies that will be used to improve
post-school outcomes
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Understand research-to-practice science
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6
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Community of Practice on Secondary Transition
strategic alliance that focuses on transition for youth
with disabilities
◦ statewide listserve and monthly teleconferences
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Secondary Transition Leadership Team
◦ Multiple stakeholders
◦ Establish goals and priorities for the state
◦ Collaborate with regional leaders
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Regional Leadership Teams –
◦ Establish goals and priorities for their region
◦ Collaborate with local leaders
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Local CoPs
◦ Collaboration with local agencies
◦ Provide direct services to students
7
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Advisory Commission on Special Education (ACSE)
California Comprehensive Center (WestEd)
California Department of Education (CDE)
CARS+ The Organization for Special Educators
California Teachers Association (CTA)
Department of Rehabilitation (DOR)
Diagnostic Centers
Parent Training and Information Centers (PTI)
San Diego State University (SDSU)
Special Education Local Planning Areas (SELPA)
State Independent Living Council (SILC)
Transition Alliance
Transition Partnership Program (TPP)
WorkAbility (WA1)
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9
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Annual Performance Report (APR)
◦ Federal reporting requirement on 20 Indicators
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Indicator
Indicator
Indicator
Indicator
1 – Graduation
2 – Drop-out
13 – Secondary Transition
14 – Post school Outcomes
10
Post-School Outcomes
~Indicator 14~
 Postsecondary education and/or
training
 Employment
 Independent living
Satisfied?
Not
satisfied?
Why? Why Not?
Dropping Out
Graduation
~Indicator 2~
 Why?
 Appropriate programs?
 Address student and family
needs?
~Indicator 1~
 Expectations and standards?
 Various pathways available?
 Linkage to post-school
environments?
What’s the Quality of Our IEPs?

Paula D. Kohler, Ph.D.
September 20, 2006
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~Indicator 13~
Measurable post-school and annual
goals
Transition-related assessments
Services and activities
Coordination of services
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STUDENT-FOCUSED
PLANNING
FAMILY INVOLVEMENT
• Family Training
• Family Involvement
• Family Empowerment
• IEP Development
• Student Participation
• Planning Strategies
STUDENT DEVELOPMENT
• Life Skills Instruction
• Employment Skills
Instruction
• Career & Vocational
Curricula
• Structured Work
Experience
• Assessment
• Support Services
PROGRAM STRUCTURES
• Program Philosophy
• Program Policy
• Strategic Planning
• Program Evaluation
• Resource Allocation
• Human Resource
Development
INTERAGENCY
COLLABORATION
• Collaborative Framework
• Collaborative Service
Delivery
12
How do we link what
we’ve learned from
transition research
with practices in our
schools and
communities?
13
14
Evidence-based Practices
(Helsel, Hitchcock, Miller, Malinow, & Murray, 2006; Twyman, 2008)
• Are based on rigorous research designs
EvidenceBased
Practices
• Have demonstrated a record of success for
improving student outcomes
ResearchBased
Practices
• Are based on rigorous research designs
Promising
Practices
• Have undergone systematic review process using
quality indicators to evaluate level of evidence
• Have demonstrated a record of success for
improving student outcomes
• Are based on research
• Have demonstrated limited success
• Have used a ‘weak’ research design
• Are not based on research
Unestablished
Practices
• Have no data to support effectiveness
• Based on anecdotal evidence and/or professional
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15
judgment
Taxonomy
Category
Evidence-Based
Practices
Research to Practice
Lesson Plan Starters
Student Focused
Planning
6
9
Student
Development
56
98
Family
Involvement
1
0
9
9
Program Structure
16
Postschool
Outcomes
Employment
Education
Independent
Living
17
Predictors/Outcomes
Education
Employment
Career Awareness
X
X
Occupational Courses
X
X
Paid Employment/Work
Experience
X
X
Vocational Education
X
X
Community Experiences
X
Exit Exam Requirements/High
School Diploma Status
Program of Study
X
X
X
Work Study
Inclusion in General Education
Independent
Living
X
X
X
X
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In-School Predictors by Post-School
Outcome Area
Predictors/Outcomes
Education Employmen
t
Self-Advocacy/SelfDetermination
X
X
Self-Care/Independent
Living
X
X
Social Skills
X
X
Interagency
Collaboration
X
X
Parental Involvement
Independe
nt Living
X
X
Student Support
X
X
Transition Program
X
X
X
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All (100%) students with disabilities, age 16 or
older and eligible for special education
services, shall have IEPs that meet all Indicator
13 requirements in the areas of
postsecondary education, employment and
independent living and include statements
describing the implementation of evidencebased transition practices (EBTPs) or
predictors.
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Priority shall be placed on supporting
implementation of the following EBTPs and
predictors.
◦ Work-based learning including but not limited to a
career development continuum that includes
career awareness, career exploration, careertechnical education, career pathways, occupational
certification, and/or paid-work experience.
◦ Inclusion of youth with disabilities in general
education core curriculum and career development
programs and activities.
◦ Self-determination/self-advocacy
◦ Self Care / Independent Living Skills
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Goals
◦ Support and sustain a core Statewide Secondary
Transition Leadership and Policy Development Team.
◦ Increase access to technical assistance, resources,
information and support that will promote
implementation of EBTPs and predictors.
◦ Revise and expand current work-based learning
programs and resources for alignment with EBTPs and
predictors
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Goals
◦ Identify, disseminate and market agencies,
organizations, programs, projects and
individuals engaged in the implementation of
EBTPs and predictors who have achieved
successful outcomes.
◦ Increase response rates to Indicator 13 and
Indicator 14 data collection efforts.
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Goals
◦ Provide target audiences and persons involved
with promoting the transition of youth with
disabilities access to resources, training and
supports.
◦ Increase understanding, knowledge, competence
and implementation of EBTPs and predictors with
a focus on work-based learning including but not
limited to:
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Career awareness and development
Career Technical Education, including linked learning
Occupational training and/or paid work experience
Preparation for post-secondary education
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Goals - continued
◦ Include youth with disabilities in general education
for:
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Career awareness and development
Career Technical Education, including linked learning
Occupational training and/or paid work experience
Preparation for post-secondary education
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Goal
◦ Increase family involvement and shared leadership
in the implementation of EBTPs
◦ Increase training
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Utilize a Community of Practice (CoP) to
support and sustain practices that yield
positive transition outcomes
◦ Statewide leadership team
◦ Regional leadership teams
◦ Local leadership teams
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There’s a direct relationship between inschool experiences and post-school
outcomes.
We can effect positive outcomes by providing
a standards-based education and evidencebased transition services.
 Together
Everyone Achieves More
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For more information about the CA CoP, contact:
Jill Larson, CDE
John Kimura, DOR
jlarson@cde.ca.gov
jskimura@dor.ca.gov
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Monthly, statewide CoP meetings
CoP subcommittees
Shared Work/Wiki (www.sharedwork.org)
National Secondary Transition Technical
Assistance Center (NSTTAC)(www.nsttac.org)
Cross referencing the taxonomy with other
indicators
(http://www.nsttac.org/pdf/cross_references.pdf)
CalSTAT (www.calstat.org)
WestEd (www.wested.org)
National Postschool Outcomes Center
(www.psocenter.org)
National Dropout Prevention Center
(www.ndpc-sd.org)
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Preparing Youth for College, Career and Life Success
CAREER
EXPLORATION
CAREER
PREPARATION
Learn about a Wide Variety
of Jobs and Careers.
Primary Purpose:
Explore, Research and
Plan for the Future
Primary Purpose
Gain Work Experience,
Education and Training
Primary Purpose
Explore options in order to foster
motivation, consideration of
opportunities an informed
decision-making.
Learning through real experiences in
order to reinforce academics,
promote higher-order thinking,
promote personal development and
deepen career and workplace related
knowledge.
Preparing for enter into a specific
profession
CAREER
AWARENESS
Classroom and School
Core Academic Preparation
Web research of careers, interests
Guest Speakers
Career Interest Assessments
College and Career Fairs
Career Contextual Instruction
College Awareness
Workplace
Tours
Career/Job Fairs
Informational Interviews
Service Learning
Entrepreneurship
Starts in K-8
Grades
Classroom and School
Core academic preparation
Career Pathway Courses and Clubs
Integrated Curriculum
Classroom simulations
Career Plan Development
Career Focused Projects, assignments
College Exploration
Workplace
Job shadowing
Career Mentoring
Service Learning
Starts in early High
School
Classroom and School
Core Academic Preparation
Career Technical Programs/courses
Career Related Project Based
Learning
Student Competitions
School Based Enterprise
Social Enterprises
Simulated Work-Based Learning
PRODUCTIVE
FUTURE
Educated!
Experienced!
Engaged!
Aware!
Skilled!
Connected!
Prepared!
Workplace
Work Experience
Internships
Volunteer Experiences
Technical Mentor
Starts in grades 1113
Find the Job
that is Right
for YOU!
Learn About SelfInterests, Skills,
Personality
Investigate/Research/
Explore Career &
Education/Training
Options
Post-Secondary Options
Sources of Information:
California Career Planning Guide, 2009
New Ways to Work
The Work-Based Learning in California Report,
James Irvine Foundation / Report from WestEd
The Career Planning Cycle is a Modification referenced in
The California Career Planning Guide, 2004
4 yr. College/University
Community College
Trade Technical School
Military or National Service
Apprenticeship
Enter workforce
Self
Employment/Entrepreneurship
Prepare:
Learn Skills
Reflect on Insights
Gained
Develop Your
Personal Career Plan
Test the Waters:
Gain Experience
ADVOCATE
FOR
YOURSELF!
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APR – Annual Performance Report
CARS+ - The Organization for Special Educators
CDE – California Department of Education
CHIIP – California Health Incentives Improvement
Project
CoP – Community of Practice
DOR – Department of Rehabilitation
EBTPs – Evidence-based Transition Practices
IEP – Individualized
ISES – Improving Special Education Services
NSTTAC – National Secondary Transition Technical
Assistance Center
SELPA – Special Education Local Planning Areas
SPP – State Performance Plan
TPP – Transition Partnership Program
UCLA – University of California, Los Angeles
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