The Future of Transition: It’s all About Quality Now! MCEC 75 th Annual Conference March 5, 2014 June Gothberg, Ph.D., Director Maria Peak, Coordinator Michigan Transition Projects, MDE- OSE
The Future of Transition: It’s all About Quality Now!MCEC 75th Annual ConferenceMarch 5, 2014
June Gothberg, Ph.D., Director Maria Peak, Coordinator Michigan Transition Projects, MDE-OSE
Transition Structure in Michigan
Michigan Department of Education, Office of Special Education
Michigan Transition ProjectsJune Gothberg, Director
Graduation and Dropout Prevention
Leisa Gallagher, Coordinator
Transition Education, Services, and Post-school Outcomes
Maria Peak, Coordinator
Major Projects
Graduation and Dropout Prevention
Transition Education, Services, and Post-school Outcomes
OSEP’s Near Future Direction
De-emphasizing compliance, emphasizing quality, outcomes, and results• SPP/APR - Moving away from individual indicator reporting• New Indicator B17/C11 Statewide Systemic Improvement
Plan
Our Near Future Direction
• Changes in B13 • Still must look at compliance• Piloting a rubric to emphasize quality transition planning
and student engagement• Gathering input around the state to identify transition needs• Piloting BackStory – a data dashboard and student
engagement app• RTSL statewide scale up
RTSL Statewide Scale Up
Transition Community Conversations
Selection Criteria:• Volunteers solicited• Core team selected a sample from volunteers representing
broad context of locals in Michigan:Rural, suburban, urbanUpper and lower peninsulaSocio-economic status
The State of Michigan Transition
• 2011-2013• Michigan Transition Outcomes Project (MI-TOP) • Transition-focused Community Conversations in local districts across the
state• Teams included:• ISD Transition Coordinator• Other ISD staff• Teachers• Administrators• CTE• Community College Representatives• Community Business Representatives• Other Community Partners• Parents
Transition Community Conversations
Logistics:
• Held between April 2011 and March 2013
• 13 intermediate school districts (ISDs) representing 564 local school districts
• Time allowed for conversations varied from 2 to 3.5 hours based on availability of participants
Transition Community Conversations
Guided Questions:
• Are schools preparing students to belong and succeed in their community?
• Is the community prepared to support students in their community once they leave school?
• How do we know?
Your Turn
Take a few minutes with your neighbor and jot down your thoughts and examples for your local community
Guided Questions:
• Are schools preparing students to belong and succeed in their community?
• Is the community prepared to support students in their community once they leave school?
• How do we know?
Share Out
Reported Strengths
Reported Strengths
Taxonomy Area and Practice f PercentInteragency CollaborationRevenue sharing with Michigan Rehabilitation Services 10 76.92Interagency collaboration happening 8 61.54Strong relationship between schools and business 6 46.15Agencies provided/supported in-school programs 6 46.15Agency provided non-school programs 6 46.15Strong relationship between schools and agencies 5 38.46
Program StructuresCommunity-based programming 10 76.92Innovative exemplary programs (DELTA, SAID, Career Forward, WBL) 8 61.54Accessing grant funding 6 46.15Successful stand-alone programs 6 46.15
Note. Percentage of community conversations in which the practice was identified as a strength.
Reported Needs
Reported NeedsTaxonomy Area and Practice f Percent
Interagency Collaboration Collaboration needed to address mental health needs 8 61.54 Need specific services (training, job coach, transportation, time) 7 53.85 Need to increase collaboration with community agencies 6 46.15 Need to define transition roles between school and agencies 5 38.46 Need more consistent services 5 38.46Program StructuresData collection and use 12 92.31Policy to better align academic and transition requirements 9 69.23Increase transition programs for all students 8 61.54Clarity in use of diploma, personal curriculum, and certificates 8 61.54Transportation 7 53.85Programs for specific populations (ASD, LD, Transient, Dropout) 6 46.15Increase evidence-based knowledge and practice 5 38.46
Note. Percentage of community conversations in which the practice was identified as a needs.
Family Community Conversations
• February 2014•Michigan Transition Outcomes Project (MI-TOP) assisted ISD
Transition Coordinators to run their own community conversations• Transition-focused Community Conversations with families
Family Community Conversations
Logistics:
• Completed within two weeks in February 2014• 6 communities totally 9 conversations• 44 family member involved• Transition Coordinators were provided:
• Guidance on how to choose family member• Suggestions on determining additional listeners
Family Community Conversations
Five questions:• What was your involvement in your child’s education and transition
planning?• How were you informed about academic expectations and progress?• How were you informed about things you could do at home to
support your child’s education?• Was family involvement encouraged? If so, how?• What training opportunities and resources have been offered?
Final Question:Do you believe schools are doing what is necessary to engage parents?
Your Turn
Take a few minutes with your neighbor and jot down your thoughts on what you think families of transition-aged students with disabilities in your community would say:
Five questions:• What was your involvement in your child’s education and transition
planning?• How were you informed about academic expectations and progress?• How were you informed about things you could do at home to support your
child’s education?• Was family involvement encouraged? If so, how?• What training opportunities and resources have been offered?
Final Question:Do you believe schools are doing what is necessary to engage parents?
Share Out
Ah-has
• Parents need transition guidance earlier (elementary, middle school)• Parents need correct information
• Personal curriculum • Consequences of non-diploma track• Michigan Merit Curriculum
• Parents learn most from other parents• Parents are doing a lot outside of the school environment to support
their child• Tutoring• Homework assistance• Providing social opportunities
• Access to a Transition Coordinator had a positive impact for information and guidance on the transition process• Elementary school was hard, Middle School was horrible and once
connected with a supportive adult – High School was pretty good. • Parents received information and saw growth in their child when they
entered Transition Specific Programs
Using Data for Transition Planning
The Future of Transition: It’s all About Quality Now!MCEC 75th Annual ConferenceMarch 5, 2014
June Gothberg, Ph.D., Director Maria Peak, Coordinator Michigan Transition Projects, MDE-OSE