Transition Practices Self
Assessment:Supporting Districts with the Effective
Implementation of Transition Planning and Practices
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2009 Special Education Directors’ Conference
August 6, 2009
Susan Walter Transition Consultant
Illinois State Board of Education618-651-9028
[email protected] or [email protected]
Diane Morrison, Ed.D.Loyola University Chicago
School of Education312-915-9202
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)
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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.
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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.
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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.
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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
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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.
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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).
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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)
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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.
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Using the TPSA to conduct a SWOT analysis
• PHASE 1-
– Analyze the TPSA as whole and compare to the table in the following slide.
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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
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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
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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
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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)
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Using the TPSA to conduct a SWOT analysis
• Understand facilitators and barriers that impact sustainable change
• SWOT the various subsections
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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?
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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.
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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
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Action Planning for Action Planning for ChangeChange
• Process repeats until you have developed a systematic plan to address the various subsections on the TPSA
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Questions/AnswersQuestions/Answers
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High achievement always takes place in the framework of high expectation.
Jack Kinder.
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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
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