Transition

Supporting Districts

in a

Continuous Improvement Process

Joanne LaCrosse

David Brewer

Therese Zona

Private Schools

Colleges

Museums

TV Stations

VESID District Offices

University of the State of New YorkPublic Schools

Public libraries

State Supported School Improvement Initiatives

University of the State of New York (USNY)Contract for ExcellenceRegional Network Strategy (RNS)Research Based Technical Assistance Designating Districts for Assistance &

Intervention Special Education Quality Assurance (SEQA)

Focused Reviews Quality Improvement Process (QIP) Literacy, Behavior, Special Education Services

State Supported Transition Initiatives

Transition Coordination SitesHistory/FundingProfessional DevelopmentRole

Targeted TA-SPP IndicatorsSchool-Community ConnectionsWorkgroupsProduct Development

State Supported Transition Initiatives

New York State Longitudinal Post School Indicators Study (NYSLPSI)

SSI Incentive Projects

ILC Transition Projects

VR-Transition RFP

VR Transition Counselors

TransQUAL

Features of the TransQUAL Web Site

Password-Protected Accounts

CollaborativeSelf-Assessment

Features of the

TransQUAL Web Site

Based on P.Kohler’s Taxonomy for Transition Programming

Features of the TransQUAL

Web Site

Work Plan Development

Features of the TransQUAL

Web Site

ProgressReporting

Numbers of TransQUAL Online Planning Teams, Work Plans, and Repeat Users: 2000-2006

0

50

100

150

200

Calendar Years

Nu

mb

ers

of

Work

Pla

ns

an

d P

lan

nin

g T

eam

s

# of Work Plans 3 84 141 154 103 120 163

# of PlanningTeams

1 46 93 100 83 84 95

# of RepeatUsers

0 1 19 41 45 42 52

2000 2001 2002 2003 2004 2005 2006

What Makes a Difference in Successful Transitions?

What Makes a Difference in Successful Transitions?

Transition Planning, K-12.

Career Preparation, especially Paid or Unpaid Work Experiences in the Community.

Safe, Supportive Educational Environment.

Integrated Learning Environments.

Attainment of a Standards Based Diploma.

Collaboration among Student, Parents, School and Community

New York State Education Department, Office of Vocational and Educational Services for Individuals with Disabilities, LPSI Study

Source: NYSED Longitudinal PSI Study Preliminary Data, Senior Class 2001- One Year Out Interviews (Catalog 10, DJ 9/15/06)

Therese Zona, Project DirectorMidwestern Transition Coordination Site

Supporting a Cycle of Change  

Needs Assessment

  

Deal and Steal

 

Data Collection

 

 

Transition Technical

Assistance

Follow up

Interventions

Strategic Plan Development

TransQUAL Crosswalk

Needs Assessment

Regional

Each district :

• Identifies a representative team to rate the Transition Quality Indicators (TQI) in all 5 areas in preparation for Transition Workday (strategic plan development)

• Reviews Pupil Data (PD5)

• State Performance Plan (SPP) data

• Graduation and Drop Out data

• Post School Indicator data

State Performance Plan

Indicator 13

Transition Quality Indicators (TQI)

1.District Program

Structure 2. Student Involvement 3. Student Development 4. Interagency

Collaboration 5. Family Involvement

TQI #6

TransQUAL Crosswalk

SPP Indicator 13

TransQUAL Crosswalk

Regional

Districts

• Complete rating scale on the TQI #6

• Focus on the linkage between the State Performance Plan (SPP) citations in Indicator 13 and Preliminary Question #6

Strategic Plan Development

(leading to Corrective Action Plan)

Regional

District Strategic planning process:

•Review TQI need areas to develop problem statement.

•Identify the root of the problem.

•Develop goal statement which addresses the solution and has the biggest impact on student outcomes.

•Create activities and tasks to support the goal and/or the implementation of the Corrective Action Plan (SPP 13).

•Establish a timeline.

•Assign personnel.

Follow up

Interventions

Regional

•Review Strategic Work Plans and establish common needs.

•Design professional development around identified needs for school and adult agency personnel.

•Review curriculum and transition materials that support identified need areas.

•Develop programs and services to meet student transition needs.

•Provide training on integrating transition into the IEP.

•Coordinate and conduct reviews with districts on indicator 13.

•Facilitate linkage of districts to community resources.

Data Collection

  

Regional

Evaluation and impact reporting

•Data collection representing multiple measures

• Demographic

• Perceptual

• Student Learning

• School Process

Regional

Deal and Steal

•Establish forums for districts to collaborate and share ideas and materials with other districts

TransQUAL Funding, Links,

Sharing, and Connecting with

Others

Regional

Deal and Steal

•Establish forums for districts to collaborate and share ideas and materials with other districts

Connect to other schools via

TransQUAL and TCS network

National

Deal and Steal

•Establish forums for districts to collaborate and share ideas and materials with other districts

For More Information…

Joanne LaCrosse, TCS Project Manager New York State Education Department (518) 486-7462 jlacross@mail.nysed.gov

Therese Zona, Midwest TCS Director Monroe 1 BOCES (585) 383-6677 therese_zona@BOCES.monroe.edu

David Brewer, TransQUAL Manager Employment and Disability Institute Cornell University (607) 254-4696 drb22@cornell.edu