Comprehensive Transition Toolkit from NASET

Transition planning is the hot topic these days under IDEA 2004. For the obvious reason that the emphasis under IDEA 2004 is meaningful life outcomes in the real world.  In Illinois, the State Performance Plan [each state is mandated to have a SPP] ("SPP"), which is the state's targeted goals for collecting data and monitoring progress over time required under IDEA 2004 [I think of it as the State's IEP for itself] has a goal in the area of transition which incorporates a comprehensive report from NASET. This report covers numerous aspects of transition planning and is downloadable for free. It details the need for research-based means of reaching transition goals, defines key categories of goals, emphasizes the need for positive behavioral interventions to stem the flood of special education students who are dropping out (roughly 1/3), the need for collaboration with parents and students in the process.

The table of contents of the report include the following topics:

• Standards and Indicators

• Supporting Evidence and Research

• Self-Assessment Tool

• Priority Setting Tool

• Action Planning Tool

This report should be read by every parent with a child who is older than 10 and preferably for all parents. Make no mistake this report is critical reading for schools as well, as the report finds:

"Many new teachers are entering the field without the specific knowledge, skills, and attitudes needed
to support transition. Miller, Lombard, and Hazelkorn (2000) report that few special education teach-
ers have received training on methods, materials, and strategies for developing meaningful Individualized Education Programs (IEPs) that include goals and objectives on transition or that specifically address students’ transition needs through curriculum and instruction. Further, many special education teachers under-utilize community work-experience programs and fail to coordinate referrals to adult service providers. "

The report also found that 80% of teachers have had less than 5 hours of training on transition planning. For too many school personnel transition planning is about filling out "that form" at the end of the IEP, when it is so much more and so much more important than filling in some meaningless blanks. Real transition planning requires analysis over time of what are the key areas of need based upon probes such as a Functional Vocational Assessments, and discussions and thought as to what are critical skills for mastery.

It also requires bringing people to the IEP table that have not traditionally been present. For instance, if a part of your child's post-high school plan is that they spend time at the library you may want to bring the community librarian into the process to discuss the child's needs and how he or she can more effectively access these services. Even more importantly would be to bring other "community helpers"--fire and police and paramedics to the table to make them aware of the imminent adulthood of this student with special needs and discuss the critical information and skills that will be needed to safely interact in the community. In these instances there very well can and should be exchanges of information on both sides so that policies and awareness can be made more disability-friendly.

Transition planning, among other things, is about creating natural supports and seamless linkages in the community where the student will likely reside. IDEA 2004 has given parents some very powerful legal tools. This report gives many strategies to access those legal tools.  The area of transition may be novel for many school personnel so do not be surprised if there is resistance. My recommendation would be to look to your state's SPP (available at the state department of eduction website or call them for a copy to be mailed) which will likely have transition goals. Use the strategies listed in the SPP as a starting point to fight for good robust transition planning. Your school district will not be able to reasonably fight against the methods, means and strategies listed in the SPP.

Comments

[Phil Vitkus]

...

Hi, Charles, I read with interest your article on transition, and reviewed the 100 page NASET document (the document hadn't changed much from the draft I'd reviewed at the PACER Center two years ago).

Considering the importance of postsecondary transition planning, and how much is involved, I welcome your personal over-the-web review of a commercially available transition planning tool called the TransPlanner! available through Wizdom Education (a division of Wizdom Systems, Inc.) - please see www.wizdomeducation.com.

Because so much is at stake, and so much is involved, we at Wizdom would recommend that districts and parents not leave anything to chance, but instead consider the TransPlanner! as a means to making sure "all the bases are covered." It functions like an electronic checklist . . . well, I'll stop here. You can read more at our web site, and preview the TransPlanner! with me if you like. You can contact me at [email protected] or 630.357.3000 x3004.

Regards,

Phil Vitkus

P.S., my background includes instructing adults with developmental disabilities, a Master's in Special Education from NIU, principal investigator on an ED-funded project on transition planning, and contributing writer on the transition committees of the Illinois Autism Task Force.