Engaging StudentsEngaging Students Empowering Self-advocacyEmpowering Self-advocacy Enabling Postsecondary Enabling Postsecondary

SuccessSuccess

Bridging The Gap…

Michigan Transition Outcomes Michigan Transition Outcomes ProjectProject

Objectives for Today:Objectives for Today:

Participants will be able to…Participants will be able to…

1.1. Explain Transition Explain Transition Accountability.Accountability.

2.2. Apply Transition information Apply Transition information to a different way of doing, to a different way of doing, thinking and relating.thinking and relating.

If You Want The Law…If You Want The Law…

http://idea.ed.gov/

Big, tough questions:Big, tough questions:

Are we doing what is necessary so Are we doing what is necessary so students are ready to be successful students are ready to be successful and belong in their community?and belong in their community?

Is the community ready to support Is the community ready to support students’ realization of success and students’ realization of success and belonging in their community?belonging in their community?

12

85,493

60,395

24,26420,394

16,00713,8397,040

3,801 4,100 3,217 975 6930

10,000

20,000

30,000

40,000

50,000

60,000

70,000

80,000

90,000

Num

ber

of S

tude

nts

SLDSLICIOHIEIASDECDDPISXIHIVITBID/B

SLD SLI CI OHI EI ASD ECDD PI SXI HI VI TBI D/B

Source: MI-CIS December 1, 2008

December 2008 Michigan EligibilityDecember 2008 Michigan Eligibility

Eligibility By Key SubgroupEligibility By Key Subgroup

Hearing Impairment = 3,217Hearing Impairment = 3,217 Visual Impairment = 975Visual Impairment = 975

LD = 85,493LD = 85,493 ASD = 13,839ASD = 13,839

Compliance Standards for Compliance Standards for Secondary Transition Secondary Transition

(aka. State Performance Plan (SPP) (aka. State Performance Plan (SPP) Indicator B13)Indicator B13)

Chuck Saur, MI TOPChuck Saur, MI TOP

Indicator B13 reads: “Percent of youth with IEPs aged 16 and above with an IEP that includes appropriate measurable postsecondary goals that are annually updated and based upon an age appropriate transition assessment, transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals, and annual IEP goals related to the student’s transition services needs. There also must be evidence that the student was invited to the IEP Team meeting where transition services are to be discussed and evidence that, If appropriate, a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority.”

(20 U.S.C. 1416(a)(3)(B))

1. The student was invited to the IEP Team meeting.

2. The student’s postsecondary vision (postsecondary goals) is identified, including:

• Development/update of the postsecondary vision (postsecondary goals) was based upon evidence of current transition assessment information;

• The postsecondary vision (postsecondary goals) was updated annually; and

• The postsecondary vision (postsecondary goals) is measurable.

3. The IEP identifies the student’s current:

• Academic achievement;

• Functional performance; and

• Transition related needs.

4. The IEP identifies transition services (including courses of study) that align with the postsecondary vision (postsecondary goals).

5. If any agency is likely to provide/pay for transition

services:

• Prior consent to invite any agency(s) was obtained from parent (or student if he/she has reached age of majority).

• A representative from identified agency(s) was invited to the IEP Team meeting.

6. The IEP identifies at least one measurable annual IEP

goal aligned with the postsecondary

vision (postsecondary goals).

So…So…

Given our current efforts, are we Given our current efforts, are we happy with the results students are happy with the results students are experiencing?experiencing?

Is what we have been doing Is what we have been doing sufficient to assure future sufficient to assure future performance?performance?

Office of Special Education & Early Intervention Services

Secondary TransitionSecondary TransitionTarget is 100%Target is 100%

97.1%

87.5%

39.5%35.2%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2005 2006 2007 2008

Office of Special Education & Early Intervention Services

33.1%

57.9%48.2% 55.0%

67.1%69.7%

69.0%

69.3%

51.0%

41.0%

35.0%

35.1%

42.6%

7.6%

26.6%

36.4%

25.5%

57.7%59.6%

25.2%28.1%

39.8%

52.0%

58.3%

0%

10%

20%

30%

40%

50%

60%

70%

80%

1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008

GraduationDropout

Graduation/Dropout Rates Graduation/Dropout Rates Students with IEPs 1996-2008Students with IEPs 1996-2008

Source: State of Michigan 2008 Cohort 4-Year Graduation Rate/Consolidated State Performance Dropout Rate

New 4-Year

Graduation Rate and

Event Dropout

Rate

Historical Post School Outcomes Historical Post School Outcomes DataData

77.8

7073.9

73.5

0

10

20

30

40

50

60

70

80

90

100

2005 2006 2007 2008

Employed, In School or Both

Post School OutcomesPost School OutcomesPercent of 2007-2008 exiters reporting positive postsecondary outcomes, by disability category

57.1%

64.5%

73.1%

100.0%

72.0%

84.2%77.2%

0.0%

70.4% 70.0%

78.3%73.4%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Areas of Change:Areas of Change: Do Differently: Do Differently:

practices, policies and procedurespractices, policies and procedures Think Differently:Think Differently:

practices, policies and procedurespractices, policies and procedures Relate Differently:Relate Differently:

practices, policies and procedurespractices, policies and procedures

How Can We How Can We Add Depth to Add Depth to

Our Information Our Information about Students about Students

to Improve to Improve Outcomes?Outcomes?

How Can We Add Student How Can We Add Student Voice to Adult Collected Voice to Adult Collected

Data?Data?SPP 13 DataSPP 13 DataSPP 14 DataSPP 14 DataSPP 1 DataSPP 1 DataSPP 2 DataSPP 2 DataSurvey of Self Determination Survey of Self Determination

Questions in the form of “I Can”Questions in the form of “I Can”

Varvel, Gary, “Lance Armstrong cartoon” used with permission from the author for Educational purposes only. Obtain permission for any other purposes through Creators Syndicate. (www.creators.com/editorialcartoons.html)

1.1. I can talk about my disability.I can talk about my disability.2.2. I know my goals for employment, I know my goals for employment,

future education and adult living.future education and adult living.3.3. I can talk about my strengths and I can talk about my strengths and

areas of need.areas of need.4.4. I can talk about the job I want after I can talk about the job I want after

graduation.graduation.5.5. I know what education I need after I I know what education I need after I

leave High School to achieve my post leave High School to achieve my post secondary goals.secondary goals.

Student’s Understanding

6.6. I know where I want to live after High I know where I want to live after High School.School.

7.7. I know the courses I've taken that will help I know the courses I've taken that will help me reach my goals.me reach my goals.

8.8. I can talk about the supports and services I can talk about the supports and services I might need after High School.I might need after High School.

9.9. I know what my family thinks I should do I know what my family thinks I should do after I graduate from High School.after I graduate from High School.

10.10.I know how to use my SOP and other I know how to use my SOP and other documents to help get services and documents to help get services and supports.supports.

Based on Jim Martin’s ResearchBased on Jim Martin’s Research

How’d we do?How’d we do?

Matthew Korolden MS LLPMatthew Korolden MS LLPMichigan Transition Outcomes ProjectMichigan Transition Outcomes Project6412 Centurion, Suite 1306412 Centurion, Suite 130Lansing, MI 48917Lansing, MI 48917Main: 517-908-3939 Main: 517-908-3939 Cell: 517-719-1737 Cell: 517-719-1737 mkorolden@cenmi.org mkorolden@cenmi.org http://mi-top.cenmi.org