Transition Practices Self

Assessment:Supporting Districts with the Effective

Implementation of Transition Planning and Practices

1

2009 Special Education Directors’ Conference

August 6, 2009

Susan Walter Transition Consultant

Illinois State Board of Education618-651-9028

swalter@isbe.net or smwalter@charter.net

Diane Morrison, Ed.D.Loyola University Chicago

School of Education312-915-9202

dmorri@luc.edu

Presented by:

Purpose of the TPSA• Self assessment and reporting tool allows

districts and/or special education cooperatives to:– Reflect on research-based transition practices and

current status of implementation– Use a data-based decision-making model to

identify priorities for modifying, updating, or infusing transition planning and service delivery.

• Based on the work of Dr. Paula Kohler in Taxonomy for Transition Programming – Kohler, P. 1996. Taxonomy for Transition Programming.

• Challenges2

Why are Research-Based Why are Research-Based Practices so important to Practices so important to

transition planning?transition planning?– Outcomes for students with disabilities improve

with transition-focused education.• Collaboration between educators, families, students,

community members and organizations• Adult outcomes focus• Academic, career and extracurricular instruction and

activities• Variety of instructional and transition approaches• Responsive to local context and students’ learning and

support needs

– Transition planning is the fundamental basis of education that guides development of student’s educational programs.• Not an “add-on” activity when students reach 14 ½

3Kohler, P. (1996)

4

Program Structure•Program Philosophy

•Program Policy•Strategic Planning

•Program Evaluation•Resource Allocation

•Human Resource Development

Family Involvement•Family Training

•Family Involvement•Family Empowerment

The Taxonomy for Transition

Programming

Student-Focused Planning •IEP Development

•Student Participation•Planning Strategies

Student Development•Life skills Instruction•Career & Vocational

Curricula•Structured Work Experience

•Assessment•Support Services

Interagency Collaboration

•Collaborative Framework•Collaborative Service

Delivery

Kohler, P.D. (1996). Taxonomy for transition planning. Champaign: University of Illinois

5Kohler, P. (1996). Retrieved on November 2, 2003 from www.kresa.org/transition/pdf/briefs/taxonomy.pdf

Program Structure and Attributes

Program structures and attributes are features that relate to efficient and effective delivery of transition-focused education and services, including attributes of a school that provide the framework for a transition perspective. By operating from the transition paradigm, schools put in place those structures and policies that reflect the notion that outcomes and activities of 100% of the students are important.

6

Kohler, P. (1996). Retrieved on November 2, 2003 from www.kresa.org/transition/pdf/briefs/taxonomy.pdf

Interagency Collaboration

Interagency collaboration practices facilitate involvement of community businesses, organizations and agencies in all aspects of transition – focused education. Interagency agreements that clearly articulate roles, responsibilities, communication strategies, and other collaborative actions that enhance curriculum and program development foster collaboration.

7

Student-Focused Planning

Kohler, P. (1996). Retrieved on November 2, 2003 from www.kresa.org/transition/pdf/briefs/taxonomy.pdf

Student-focused planning practices focus on using assessment information and facilitating students’ self-determination to develop individual education programs based on student’s post-school goals.

8

Student Development

Kohler, P. (1996). Retrieved on November 2, 2003 from www.kresa.org/transition/pdf/briefs/taxonomy.pdf

Student development practices emphasize life, employment and occupational skill development through school-based and work-based learning experiences. Students’ assessment and accommodations provide the fundamental basis for student development that results in successful transition.

9Kohler, P. (1996). Retrieved on November 2, 2003 from www.kresa.org/transition/pdf/briefs/taxonomy.pdf

Family Involvement

Family involvement practices are associated with parent and family involvement in planning and delivering education and transition services, including facilitating such involvement. Family-focused training and family empowerment activities increase the ability of family members to work effectively with educators and other service providers and vice-versa.

How was the TPSA developed?• Partnership

– Illinois State Board of Education/IS-TAC and Loyola University Chicago – Center for School Evaluation, Intervention & Training

• Developing, refining and validating the TPSA– Using the Kohler Transition Taxonomy and a four question

evaluation framework • If you train, do people implement?• If they implement, do they do so with fidelity?• If they implement with fidelity, do the interventions sustain?If they implement with fidelity, do the interventions sustain?• If the interventions sustain, what is the impact on your clients?If the interventions sustain, what is the impact on your clients?

• Alignment process– data sources, level (e.g., system, practice, data), and the Kohler

Taxonomy– State Performance Plan

• Validity checks - internal and external 10

Protocol for Completing the TPSA

• Who completes the TPSA?– Recommended – assemble a district and/or school-

based interagency transition team (if one doesn’t already exist)

– In lieu of or in addition to interagency transition team:

• All staff at a staff meeting (goal of 40 % of all staff)• Individuals from a representative group (e.g., Interagency

Transition Team or Transition Planning Committee (TPC)• Team member-led focus group (e.g., consensus with one

score for the group)• Random selection of up to 10 people within the school ,

based on demographics (e.g., 2 administrators, 3 general educators, 2 special educators, 1 support staff, 1 community/agency, 1 family member/student) 11

Protocol for Completing the TPSA

• When and how often should the TPSA be completed?– At least annually and preferably at the same time each

year (e.g., beginning of school year, end of school year)

• How is the TPSA completed?– Demographic data– Who? (e.g., team consensus, team individuals, all staff

etc.)– Data are entered into a web-based information

management system administered by Loyola – Reports are generated

12

How will the TPSA support schools?

• Support for Indicator 13 improvement

• Assists school districts in determining current practices and setting priorities– Internal decision-making– Building awareness of staff

• Action planning to “scale up” transition practices, service delivery and collaborative planning

• Assessment of change over time• Team validation

• Accessing transition-specific technical assistance and training through ISBE and the Statewide Technical Assistance Center (IS-TAC) 13

Getting Started Recommendation – Assemble a Team

• CRITICAL COMPONENT

• School-based interagency transition team– Extension or sub-committee of existing

school/district leadership team

• Represent ALL stakeholders– Students and families– Teachers, transition personnel and support staff– Administrators– Community agencies and advocacy

representatives– Vocational rehabilitation counselors and adult

agency personnel 14

Using Your TPSA Data Strategic Planning

• Critical questions should be answered with respect to the implementation of evidenced-based transition services.

15

http://loyolacseit.com/Presentations/TPSA_ActionPlanning_20090223/player.html

• SWOT Analysis is a strategic planning method used to evaluate strengths, weaknesses, opportunities and threats revealed through the self-assessment (TPSA).

16

SWOT

SWOT Analysis process is from Dr. David Bell, St. Xavier University, Chicago

In order for change to occur, the driving forces (strengths) must exceed

the opposing forces (weaknesses) thus shifting

the balance of power or equilibrium

(Lewin, 1948)

17

Using the TPSA to conduct a SWOT analysis

• Current TPSA has 35 statements– Program Structure (PS), 6– Collaboration (COLAB), 5– Student-Focused Planning (SFP), 11– Student Development (SD), 8– Family Involvement, (FI), 5

• Review the TPSA reports for each section.

18

19

20

21

Using the TPSA to conduct a SWOT analysis

• PHASE 1-

– Analyze the TPSA as whole and compare to the table in the following slide.

22

Using the TPSA to conduct a SWOT analysis

Implementation Level

Range

“Maintaining” 4.0 – 3.5

“Achieved” 3.5 – 2.5

“In Progress” 2.5 – 1.5

“Not Started” 1.5 – 1.0

23

Using the TPSA to conduct a SWOT analysis

• PHASE 2- Analyze the subsections

• Use the “Tally” report that states the number of in-place items for each sub-section

24

Using the TPSA to conduct a SWOT analysis

Practice Area (e.g., Program Structure,

Collaboration, Student-Focused Planning, Student Development,

Family Involvement)

Range

“Maintaining” 4.0 – 3.5

“Achieved” 3.5 – 2.5

“In Progress” 2.5 – 1.5

“Not Started” 1.5 – 1.0

25

Using the TPSA for Action Planning

• Analyze subsections to determine

– Areas of celebration (top three items in place per sub-section)

– Areas of need (top priority items ranked as highest need)

26

Using the TPSA to conduct a SWOT analysis

• Understand facilitators and barriers that impact sustainable change

• SWOT the various subsections

27

SWOTStrengthsStrengthsWhat does your school do well?What does your school do well?

WeaknessesWeaknessesWhat does the school not do What does the school not do well?well?

What resources are missing that What resources are missing that can improve the operation?can improve the operation?

Opportunities Opportunities What internal and external What internal and external opportunities are open to the opportunities are open to the school that can minimize or school that can minimize or eliminate the identified eliminate the identified weaknesses and or threats?weaknesses and or threats?

ThreatsThreatsWhat are the barriers (internal What are the barriers (internal or external to the school) that or external to the school) that impact your ability to address impact your ability to address your weaknesses?your weaknesses?

What are the threats if the What are the threats if the weaknesses are not addressed?weaknesses are not addressed?

28

ExampleStrengthsStudent data/information from person-centering planning, student and family interviews and other age-appropriate transition assessments are used to develop future plans, e.g., IEP transition plan components

WeaknessesCurrent student experiences are not community-based

Opportunities We have strong community partners who are willing to support students.Staff ranked this as a high priority on the TPSA.

ThreatsWe do not have time to develop formal partnerships.

29

Discussion Questions

• Are there weaknesses that are beyond your control?

• Do the opportunities available to the school outweigh the threats/barriers?

• How can you build the capacity to address your weaknesses?

• What resources (human, financial, etc) are available or needed to address your weaknesses? 30

Action PlanningTransition Practice

Task Person Responsible

When Assessment

TPSA – SFP7The transition plan reflects active participation of post-school agencies with students, families and school (e.g. rehabilitation services, mental health, developmental disabilities, health, post-secondary education, generic community service agencies)

• Administration reviews current roles of school counselor to determine of additional FTE can be reallocated to support developing partnerships.• Check school improvement plan for next steps for community involvement

School Team

Administration

Spring, 2010

Spring, 2010

Change in Role/FTE

District Improvement Plan

31

Action Planning for Action Planning for ChangeChange

• Process repeats until you have developed a systematic plan to address the various subsections on the TPSA

32

Questions/AnswersQuestions/Answers

33

34

High achievement always takes place in the framework of high expectation.

Jack Kinder.

35

N othing will ever be attemptedif all possible objectionsmust be first overcome.

Samuel Johnson.

AcknowledgementsAcknowledgements

• Dr. Hank Bohanon, Diane Morrison and Agnes Kielian at Loyola University Chicago – Center for School Evaluation, Intervention and Training

• Dr. Paula Kohler, Western Michigan University

• Dr. David Bell, St. Xavier University, Chicago

• Illinois State Board of Education, Special Education Services Administration

36