2010 OSEP Leadership Mega Conference
Collaboration to Achieve Success from Cradle to Career
Getting the Research Into
Practice in Secondary Transition
Resources You Can Use
Susan Barlow, Parent Network of Western New York
Catherine Fowler, National Secondary Transition Technical Assistance Center
Jennifer Kemp, U.S. Dept. of Labor, Office of Disability Employment Policy
Parent Strand
S1-202

• Identifying and understanding systems
• Partnerships in successful transitions
• Resources to build knowledge
• Using resources with families you serve

Transition is Lifelong

National Longitudinal Transition Study2
84% employed within 2 years of exit for pay
39% enrolled in any postsecondary
NY Post-School Outcomes Study
Over 70% of students who had paid/unpaid work experience were employed 1 year after leaving school

• Strongest predictor of postsecondary employment and education: paid work in high school
• Predictor of postsecondary quality of life and postsecondary education: self-determination skills
(Test et al., 2009)

Student/
Family
Educators
Other
Partners

State
District District
Federal
Government
Your State
Your
District
State
District
District District

DOJ
FEDERAL
WIA/VR DOL HUD HHS DOE SSI
Services Services Services Services Services Services Services

• Entitlement
• Eligibility
• Funding for services
• Access to supports/ services
• Rights of families
• Acronym “alphabet soup”

Mandates
– Individuals with Disabilities Education Act (2004)
– Elementary & Secondary Education Act amendments (2001)
– Postsecondary Education Act (2010…)
– College and Career Ready common standards…
Resources
– National Secondary Transition TA Center
– Other secondary transition resources

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

(evidence-based practices)
• ensure access to scientifically based instructional strategies
(NCLB, 2001)
• use of scientifically based instruction with students with disabilities (IDEA, 2004)

A
Evidence Based
B C
Practice(s)
Research Validated Treatment
Scientifically Program
Empirically Supported Intervention
 All combinations of terms are used
 Usage is NOT CONSISTENT across the field of education
 We cannot assume anything from the term alone
(Detrich, Spencer, & Slocum, 2009)

Evidence-
Based
Practices
• Have used rigorous research designs
• Have demonstrated a record of success for improving student outcomes
• Have undergone systematic review process using quality indicators to evaluate level of evidence
• Have used rigorous research designs
• Have demonstrated a record of success for improving student outcomes
Research-
Based
Practices
Promising
Practices
Unestablished
Practices
• Developed based on research
• Have demonstrated limited success for effectiveness
• Have used a ‘weak’ research design
• Are not based on research
• No data have been collected
• Based on Anecdotal evidence and professional judgment exists

• Practice Descriptions
• Research to Practice Lesson Plans
• Predictors of Post-School Success
• Annotated Bibliographies* (e.g., Parent
Involvement, Autism and Transition,
Sexuality)
• Fact Sheets (e.g., Student Involvement in the IEP) www.nsttac.org

• Career Awareness
• Occupational Courses
• Paid Work Experiences
• Vocational Education
• Work Study
• Exit Exam Requirements/ Diploma Status
• Inclusion in General Education
• Program of Study

• Self-Advocacy/ Self-Determination
• Self-Care / Independent Living
• Social Skills
• Interagency Collaboration
• Parental Involvement
• Student Support
• Community Experiences
• Transition Program
(Test et al., 2009)

(in secondary transition)
• Secondary academic interventions www.psocenter.org
• Dropout prevention interventions www.ndpc-sd.org
and www.betterhighschools.org
• Interventions for students with autism www.nationalautismcenter.org
and http://autismpdc.fpg.unc.edu

A coordinated set of activities within a results-oriented process focused on improving the academic and functional achievement movement from school to post- school activities in education, training, employment, independent living, and/or community participation;…

…based on the individual’s needs, strengths, preferences, and interests includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, when appropriate, acquisition of daily living skills and functional vocational evaluation (IDEA, 2004).

State’s plan to meet and state’s performance on 20 indicators (Part B)
4 specific to transition
1.
% of youth who graduate
2.
% of youth who drop out
13.
% of youth with transition components in the
IEP
14.
% of youth employed and/or enrolled in postsecondary education 1 year after exit

Percent of youth with IEPs aged 16 and above with an IEP that includes appropriate measurable postsecondary goals that are annually updated and based upon an age appropriate transition assessment, transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals, and annual IEP goals related to the student’s transition services needs.

There must also be evidence that the student was invited to the IEP Team meeting where transition services are to be discussed and evidence that, if appropriate, a representative of any participating agency was invited to the
IEP Team meeting with the prior consent of the parent or student who has reached the age of majority.
(20 U.S.C. 1416(a)(3)(B))

• Indicator 13 Training Materials
(examples and non-examples with 14 case studies)
• Presenter Guides (Indicator 13,
Transition Assessment, Self-
Determination)
• Toolkits (e.g., Transition Assessment)
• Summary of Performance video, annotated bibliography, webinar

How Families Guide & Support Transition
• Increase family’s awareness of student’s interests, strengths, and areas of struggle
• Educate family’s of the importance of students advocating for themselves in school and work settings
• Encourage exploration of career interests and aptitudes in the “real world,” through volunteer, summer, and part-time work
• Remind family’s to be flexible and persistent, not allowing an occasional set-back or disappointment to throw them off course

Educate Families About Self Determination
• Define Self Determination
• Why Self Determination Matters
• Self Determination in the family
• Self Determination Parent
Questionnaire
• Acknowledge loss of control
• Encourage planning
• Plan Successful family meetings

• Nationally
– Secondary Transition State Planning
Institutes
– TA&D Network funded by OSEP
– Partners in Transition meeting in 2008…
• State
– Individual Learning Plans
– Technical Assistance/ Professional
Development efforts
• Locally

• School-Based Preparatory Experiences
• Career Preparation and Work-Based
Learning
• Youth Development and Leadership
• Connecting Activities
• Family Involvement and Supports http://www.ncwd-youth.info/guideposts

• Strives to ensure that youth with disabilities are provided full access to high quality services in integrated settings in order to maximize their opportunities for employment and independent living. www.ncwdyouth.info
• Funded by U.S. Department of Labor's
Office of Disability Employment Policy
(ODEP). www.dol.gov/odep

• Making the Move to Managing
Your Own Personal Assistance
Services (PAS): A Toolkit for Youth with Disabilities Transitioning to
Adulthood http://www.ncwdyouth.info/pas-toolkit

• The 411 on Disability Disclosure: A Workbook for Families, Educators, Youth Service
Professionals, and Adult Allies Who Care
About Youth with Disabilities http://www.ncwd-youth.info/411-ondisability-disclosure-for-adults
• Cyber Disclosure for Youth http://www.ncwdyouth.info/cyber-disclosure

• Individualized Learning Plans: A
Research and Demonstration Project -
Summary http://www.ncwdyouth.info/ilp-summary

• Systems advocacy
• Participation in local and state councils
• Deep understanding of mandates and opportunities to serve families

Susan Barlow, Parent Network of WNY, srb@parentnetworkwny.org
Catherine Fowler, NSTTAC, chfowler@uncc.edu
Jennifer Kemp, ODEP, kemp.jennifer@dol.gov