partnering with states to improve transition services: online and in-person approaches mary e....
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Partnering with States to Improve Transition
Services: Online and In-Person Approaches
Mary E. MorningstarPatricia M. Noonan
Amy Gaumer EricksonBarbara Gilpin
DCDT International ConferenceOctober, 2007
www.transitioncoalition.org
Transition Coalition
Instructor-led OnlineProfessional Development
Noninstructor-led OnlineProfessional Development
Graduate Coursework
Online Modules
Online Resources
Searchable Databases
Professional Development KU Summer
Institute
KU TransCert Online
Program
Models of SuccessContinuing Ed. Online Classes
• Overview of Transition• Transition Assessment• Interagency Collaboration• Employment & Postsecondary Ed.• Family & Student Involvement
KU-SET DoctoralProgram
SEAs• Online training• Face to face • State Needs Assess• COPs
Effective Professional Development Is…
“sustained, intensive, ongoing and of high quality” (Porter, et al., 2000; US DOE Eisenhower Program)
“Does not take place during workshops and inservice day presentations, but in the context of professional communities that have been locally developed to be responsive to teachers’ needs” (McLaughlin, 1994)
How can states develop comprehensive, sustained, high-impact professional development systems for transition?
Professional Development: Learning from the Best
How to Apply it to Transition
SEA Transition PD Goals
LEA Transition Goals
Stakeholders
Transition Practices
Professional
Development Practices
(Hassel, 1999)
(Hassel, 1999)
Step 1: Needs Assessment
Quality Indicators of Exemplary Transition Programs Needs Assessment (Morningstar, 2006)
Domains:• Transition Planning• Family Involvement• Student Involvement• Curriculum and Instruction• Inclusion in School & Access to Gen. Curriculum• Interagency Collaboration• Transition Assessment
Indicator 1, 2, 13 & 14 Results
Missouri Results
Solicitation, Data Collection, Dissemination of Results Over 200 secondary-level IEP team participants have
completed the survey• Administrators• Counselors• State and Regional Special Education Consultants• Parents• Teachers• Transition Coordinators
Guided the planning of conferences, trainings, and Community of Practice events
District action planning based on results of district-level data Change and growth over time
Missouri Graduation RatesIEP and All Students(2006 data includes DOC)
50.0%
55.0%
60.0%
65.0%
70.0%
75.0%
80.0%
85.0%
90.0%
IEP 61.3 65.7 70.3 71.0 72.9 70.3
IEP Target 73.0 74.0 75.0 76.5 77.5 78.5
All Students 81.4 82.4 84.4 85.5 85.9 85.7
2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011
Missouri Dropout RatesIEP and All Students(2006 data includes DOC)
2.0%
3.0%
4.0%
5.0%
6.0%
7.0%
8.0%
IEP 7.5% 6.4% 5.4% 5.4% 5.0% 5.6%
IEP Target 4.7% 4.5% 4.3% 4.0% 3.9% 3.8%
All Students 4.2% 3.6% 3.3% 3.4% 3.7% 4.0%
2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011
Missouri SPP 13 & 14 Data
Reporting YearTotal Reviewed
Number Met
Percent Met*
2005-06 460 206 44.78%
2005 Graduates 2006 Graduates
# % # %
4 - Year College 706 11.29% 764 11.77%
2 - Year College 1,397 22.34% 1,553 23.93%
Non - College 394 6.30% 426 6.56%
Military 190 3.04% 198 3.05%
Employment 2,223 35.55% 2,278 35.11%
Other 627 10.03% 495 7.63%
Unknown 497 7.95% 474 7.30%
Total Employed / Continuing Education 4,910 78.52% 5,219 80.43%
Total Follow-up 6,034 96.50% 6,188 95.36%
Total Graduates 6,253 100.00% 6,489 100.00%
Step 2: State, Regional, Local Goals
Increase Compliance with Indicator 13
Disseminate consistent training re: IDEA 2004 and IEPs for Transition (face-to-face & online)
Improve Interagency Collaboration (state & local)
Improve Effective Practices at LEA level & Increase postschool outcomes
Step 3: Content, Process & Activities of PD in Missouri
Statewide Effort
Regional Efforts
District & Community
• Transition Outcomes Project
• DESE forms & policies
• Quality Indicators Assessment
• Training & Support to RPDCs
• Summer Institute & Follow-up
• LEA Transition Liaison Program
• Missouri Interagency Transition Team
• Community Transition Teams
• Models of Success
• Evaluating Effectiveness of PD
Increase Compliance Rates
Transition Outcomes Project IEP Forms and Policies with DESE
• Embedding transition throughout the IEP IEP and Transition Training
• Working with RPDCs to develop and disseminate training module and materials
• Statewide & Institute Follow-up Training in December, 2007
• Best Practices in Transition Online Module Adapted for Missouri
Improve Interagency Collaboration (state & local)
Missouri Interagency Transition Team [MITT] Community Transition Teams Across Missouri &
Arizona
Assess Need, Commitment & Membership
CommunityResourceMapping
Action PlanningTimelineFollow-up
Establish Team Vision
Teambuilding, Improved Interagency Collaboration, and Improved Outcomes for Youth
Missouri Interagency Transition Team Vision
Improving Effective Practices
Face-to-face and Online Training based on the QI needs assessment data (e.g., transition planning, transition assessment, self-determination)
Online Community of Practice “Ask the Experts” Online Transition Short Courses for RPDCs, MITT
members, and anticipated for LEA Liaisons (also VT)
Summer Institute & Follow-up Meeting Models of Success for Missouri & Idaho Transition Liaisons/Transition Mentors
3 Sessions Session 1: IDEA & Transition
* Session 2: Indicator 13 (NEW)
Session 3: Steps to Implementing Transition Planning Process
All support documents & examples (e.g., IEPs) will be specific to MO
Policies and Procedures specific to MO will be included
Resources and Websites for MO will be included in MY Library
Activities will focus on MO
Transition Short Courses
4 Week-long courses for CEUs or 1 Grad.credit Include Readings, websites, threaded discussions &
activities
Topics: • Introduction to Transition Education and Services
• Transition Assessment
• Family Involvement and Student Involvement in Transition
• Preparing Students for Employment and Postsecondary Education
• Interagency Collaboration during Transition Planning
Evaluating Effectiveness of PD Efforts
Compliance with IDEA • Collect Indicator 13 Pre- and Post-Intervention
Moving toward effective practices leading to improved post-school outcomes • Indicator 14 Pre- and Post-Intervention
Knowledge gain (through online efforts) Satisfaction with training Reflection on professional practice & competencies
(STTS instrument; QI Needs Assessment pre/post) Goal Attainment Scaling (using action plans based
on QI Needs Assessment)
Contact Information
Mary E. Morningstar
Univ. of Kansas
Dept. of Special Education
Patricia M. Noonan
Univ. of Kansas
Dept. of Special Education
Amy Gaumer Erickson
Univ. of Kansas
Dept. of Special Education
Barb Gilpin
Missouri Dept. of Elementary and Secondary Education