Member Meetings>Fall 2009 Member Meeting
Fall Meeting
The Emerging Redefinition of FAPE: Preparing Students with
Disabilities for Post-Secondary Success
Meeting Topic:
The primary focus for our Fall Meeting was “The Emerging Redefinition of FAPE: Preparing Students with Disabilities for Post-Secondary Success”. At this meeting, we explored how, as a result of recent due process and court decisions as well as increased federal involvement in establishing higher expectations for outcomes in public education, the conceptualization of Free Appropriate Public Education (FAPE) is changing. FAPE is more frequently being viewed now with an eye on outcomes and not solely the provision of a basic floor of opportunity for students with disabilities. As a result, effective transition planning and IEPs designed to allow students to make meaningful progress towards being prepared for postsecondary education, employment, independent living, and community participation are becoming increasingly prominent in the assessment of a school district’s compliance with FAPE provisions.
Keynote Speaker:
Our keynote speaker, Dr. Mitchell A. Yell is the Fred and Francis Lester Palmetto Chair in Teacher Education and a Professor in Special Education in the College of Education at the University of South Carolina (USC) in Columbia, South Carolina. Prior to coming to the University of South Carolina, Dr. Yell was a special education teacher in Minnesota for 16 years. During this time he taught in elementary, middle, and secondary classrooms for students with mild mental retardation, learning disabilities, emotional and behavioral disorders, and autism. He received his Ph.D from the University of Minnesota in 1992. His professional interests include special education law, evidence based interventions for children and youth with disabilities, school wide positive behavior support, and progress monitoring. Dr. Yell's keynote address: "The Emerging Redefinition of FAPE: Implications for Urban School Districts" was very engaging and exciting highlight of the Fall Meeting.
Panel:
On Saturday, October 24th, a panel of experts explored research-based policies and practices that help students stay in school and achieve their goals. The members of the panel were:
- Dr. Charlotte Alverson, Adjunct Research Associate at the University of Oregon for the National Post-School Outcomes (NPSO) Center and Secondary Special Education and Transition (SSET)
- Dr. Loujeania Bost, Director of the National Dropout Prevention Center for Students with Disabilities at Clemson University
- Dr. Catherine Fowler, Project Coordinator for the National Secondary Transition Technical Assistance Center at UNC Charlotte
Concurrent Presentations:
(Click on the presentation titles to access a PDF of the presentation)
- Denver Public Schools, Colorado - Transition is King: Supporting Students with Disabilities to Achieve Post-Secondary Outcomes
- With the reauthorization of the IDEA, planning for life after high school has received greater emphasis. Research data indicates that students with disabilities are not adequately prepared to transition from high school to adult independent living. Students, parents and staffing teams have had to shift their focus from simply getting students through school to planning for successful transition to adult independent living. This has required high school special education departments to rethink their roles in an effort to ensure that students with disabilities have the skills necessary to be successful and independent citizens. The Transition Leadership Team of the Denver Public Schools has worked collaboratively with families, school staff and community partners to develop a model for transition services. In this session, facilitators discussed the Transition Matrix, a model for transition planning, and tools that have been created to facilitate and document individual student’s transition plan. Successful transition planning must include community partners. Denver Public Schools has developed strong ties with community partners through the Denver Interagency Transition Team. During the session, speakers shared the process in developing these important relationships. Participants who attended the session came out: 1. Understanding the Transition Matrix and how it provides guidance for effective transition planning. 2. Developing an understanding of the importance of community partnerships and be provided strategies to develop and support these partnerships. 3. Reviewed tools to support students, parents and teachers in developing effective transition plans. a. Transition Planning through the IEP process b. Hint Card for successful transition planning through the IEP process c. Transition Assessment.
- Clark County School District, Nevada - Implementing Schoolwide Instructional Support Systems (SWISS) to Prepare Students for Life Beyond School
- The Clark County School District’s Student Support Services Division (SSSD) has embarked on the journey of changing its instructional supports and programs model to mirror the changing needs of the students being served. The SSSD School-wide Instructional Support System (SWISS) Team is committed to promoting equitable access to all educational opportunities through instructional assistance and support. The lead instructional team shared their vision of how they are working to support each school’s unique culture through customized instructional support that enhances climate, achievement, and participation. This is based on their fundamental beliefs that all students are the responsibility of the entire school community; instructional systems and initiatives are research-based and data driven to meet the academic needs of all students; and all students are entitled to participate in grade level, general education curriculum and activities. The SWISS team shared the mission, vision, and core values that guide their work; the district’s data that served as a rationale for the organizational changes needed to support instructional supports and programs; the roles and responsibilities of the SWISS model to enhance student success; the methods of coordinating resources and communicating within a large district and with numerous outside vendors and consultants; and the need for strong core instructional supports that impact a student’s ability to successfully transition between the various grade levels and towards post-secondary success. SWISS materials will be available for all participants to take back to their own district for use and/or replication.
- The Clark County School District’s Student Support Services Division (SSSD) has embarked on the journey of changing its instructional supports and programs model to mirror the changing needs of the students being served. The SSSD School-wide Instructional Support System (SWISS) Team is committed to promoting equitable access to all educational opportunities through instructional assistance and support. The lead instructional team shared their vision of how they are working to support each school’s unique culture through customized instructional support that enhances climate, achievement, and participation. This is based on their fundamental beliefs that all students are the responsibility of the entire school community; instructional systems and initiatives are research-based and data driven to meet the academic needs of all students; and all students are entitled to participate in grade level, general education curriculum and activities. The SWISS team shared the mission, vision, and core values that guide their work; the district’s data that served as a rationale for the organizational changes needed to support instructional supports and programs; the roles and responsibilities of the SWISS model to enhance student success; the methods of coordinating resources and communicating within a large district and with numerous outside vendors and consultants; and the need for strong core instructional supports that impact a student’s ability to successfully transition between the various grade levels and towards post-secondary success. SWISS materials will be available for all participants to take back to their own district for use and/or replication.
- Worcester Public Schools, Massachusetts - Breaking All the Rules or True Transition Happens in the Real World
- The Worcester Public Schools Special Education Department presented lessons learned over 10 years of developing transition programs. They don't believe that transition begins at 18 or 14 but starts with the first day a student enters school. They work to build student independence as much as possible. Helping students to learn who they are - their strengths and abilities, their learning styles - and yes their disabilities - and how they impact their lives. This presentation demonstrated the evolution of transition services in a mid-size urban district. Facilitators looked at the growth and change of transition services through the eyes of the special education administration, the district wide transition specialist and a student with significant intellectual disabilities who is living transition. The model presented is based on individualized planning, often referred to as person centered planning and exposure to a variety of career and learning environments with the ultimate goal being that “the last day of school will look the same as the first day of young adulthood”. The presentation discussed the key components to an individualized transition model, and told the “good, the bad, and the ugly” of the day to day transition. Samples of individual schedules were shared to demonstrate the model in action. Data was also presented regarding the students who have exited. A student currently involved in the transition process presented her transition story which gave the audience a better idea of “theory in action.” The presentation also shared service options that have been developed to support student’s transition needs including our Vocational School based program, Inclusive Concurrent Enrollment Post Secondary Education, the use of College Satellite sites, and a more intensive program run in conjunction with one of our local adult rehabilitation agencies. This presentation also highlighted recent work in developing a transition checklist to follow the students from elementary school until age 22, expansion of community based satellite sites at local colleges, the concept of staying with your age alike peers, “4 years of high school and out”, employment, leisure and recreation skill development and why it is sometimes important to break school rules. Participants learned: 1. How to support students in having an individual and productive life after school 2. How a district can assist the student to bridge the gap between school and adult services 3. How to fit transition into a school system 4. Policies needed for transition. 5. Rules to Break
- Miami-Dade County Public Schools, Florida - Life in “The Projects”
- In Miami-Dade County students with disabilities have access to many off campus transition programs that have been developed in collaboration with governmental entities and area businesses. These “Projects” typically serve students between the ages of 16-22 in a hands on, work experience environment with the goal of building vocationally related skills in an effort to improve post-school outcomes for students.
Project VICTORY (Vocational Instruction and Community Training Opportunities, for, Youth) is designed to provide work related experiences for students with disabilities by developing social, emotional, and employability skills essential for employment and success in the workplace. This is a half day program at the worksite and half day at school in the classroom and is implemented at every high school in the county including special education centers and some alternative education sites. Project ACCEPT (Access to College and Community Environments in Preparation for Transition) at Miami Dade College InterAmerican campus provides students with developmental disabilities the opportunity to meet non-disabled peers and build relationships in a college environment, increasing inclusion opportunities. Project BRIDGE (Building Recreational Independence and Developing Gateways to Employment) is a partnership between Miami-Dade County Public Schools and Shake-a-Leg Miami to provide students with mild to moderate cognitive disabilities with specialized instruction in the field of Marine and Environmental Sciences, boating, and recreation. This Project is supported by the Nature Links consortium, a group dedicated to increasing access for individuals with disabilities to all the recreational/environmental experiences that Miami has to offer. Project SEARCH is a replication of the national model of the one-year, worksite-based school-to-work program for youth with developmental and / or physical disabilities in their last year of high school eligibility. The project targets students whose main goal is employment, and who will benefit from full time career exploration in a business setting. Outcome data including graduation rate and employment statistics will be provided at this session as will all needed materials for interested parties who would like to replicate any of these programs.
- In Miami-Dade County students with disabilities have access to many off campus transition programs that have been developed in collaboration with governmental entities and area businesses. These “Projects” typically serve students between the ages of 16-22 in a hands on, work experience environment with the goal of building vocationally related skills in an effort to improve post-school outcomes for students.
- Pittsburgh Public Schools, Pennsylvania - Creating Community-Based Programs to Improve Post-Secondary Outcomes
- The purpose of this session was to highlight specific community-based programs within the Pittsburgh Public School District. These programs include Start On Success, CITY Connections, Travel Instruction and Community Based Vocational Education. The presenters demonstrated how these programs improve post-secondary outcomes such as post-secondary education, employment and independent living by providing students with appropriate transition assessment, increased knowledge of the workplace, the necessary skills to obtain and maintain employment and an awareness of the supports needed to live more independently. These programs serve students with a variety of disabilities including learning disabilities, mental retardation and autism spectrum disorders. Each program recognizes the importance of assessment in order to better serve this population and to provide the most appropriate individualized experience. Information obtained from these assessments is included in the student’s IEP’s and aid in the preparation for post-secondary transition services. Students also participate in a many different types of community experiences, varying from volunteering and mentorships to paid internships and supported employment. With the skills and knowledge that these students learn through these programs, positive outcomes have been reached, whether it be gainful employment with or without supports, participation in varying types of post-secondary education or the ability to live more independently. While all of these programs are different in some aspects, they all possess similar components. Commonalities include assessment of student interests and abilities, pre-vocational instruction, parental involvement, development of community partners, support of school district staff, travel instruction and community-based vocational experiences. These common themes are all imperative to the success of these community-based vocational programs. Furthermore, they are necessary to aid in the success of students with disabilities from high school into adulthood. How each of these components are implemented within these programs were discussed and specific tools and resources, including task and job analysis, community based assessment and marketing tools were provided. These tools and information can be utilized to aid in the development of community-based experiences in other districts. The audience also learned the operational components of these programs that can assist in creating such experiences. Most importantly, our audience saw how these community-based vocational programs can increase the post-secondary outcomes for youth in transition.
- Austin Independent School District, Texas - Partnerships for Post-Secondary Success for Students with Disabilities
- The program at Clifton Career Development School (CDS) is the result of a partnership between Career Technology Education (CTE) and Special Education. Courses of study at Clifton include: Ag Mechanics, Business, Career Prep, Culinary Arts, Horticulture and Hospitality Services. Our target population consists of students in their last three years of high school. Interested students tour, complete and application and must interview before being accepted into the program. Once accepted students enter into a course of study that includes classroom work, projects, internships and eventually paid employment. While only in our third year of operation, our program is showing much success and is continuing to grow. In this session you hear about the development of the program, our successes and some of the lessons we have learned along the way. Austin Independent School District’s Supported Employment Department assists students with significant intellectual disabilities in securing paid employment. Priority is given to students who have community based vocational instruction (SBVI) experience. Students are served in their last two years of school eligibility. Supported Employment provides assessments, vocational profiles, job training and on site job coaching as needed for the employee and employer. Referrals are made to post graduate agencies for continued support. The GO Project is a community based, transition program for students with disabilities who are 19-22 years of age enrolled in AISD. The program enables students to move beyond the high school setting and finish their education in a college or work environment. The GO Project promotes adult living skills, participates in activities related to all areas of transition and develops relationships with same age peers. Participants were introduced to 3 successful school to work and community living programs in the Austin ISD and had the opportunity to explore implementation details of developing partnerships with community employers and service providers.
- Fairfax County Public Schools, Virginia - Planning for Life After High School: Improving Outcomes Through Transition Services
- The presentation included a discussion of the wide variety transition services provided in Fairfax County Public Schools to secondary-aged special education students. FCPS has been collecting school leavers data through surveys for many years. These data was summarized and indicated that the transition services that the school system provides has led to a high level of outcomes for those students after they leave school. The array of school-based transition resource supports as well as the school-based transition instructional programs that we have in FCPS that have been instrumental in producing excellent postsecondary outcomes for students with disabilities was discussed. Among these services are employment and transition representatives assigned to each of the 25 high schools. These individuals support the students with disabilities in the high schools by providing transition planning, community work experiences, and employment opportunities. They also work hand-in-hand with outside agencies in preparing individuals for smooth transitions into postsecondary services. Participants left the session with information that can be useful in developing and/or enhancing the transition services provided in their school divisions.
- Waukegan Public Schools, Illinois - Building Community Partnerships and Positive Transition Outcomes
- This presentation described innovative programs to build community partnerships that will provide beneficial outcomes for students and community members. Methods to building partnerships, creating a transition curriculum and utilizing IDEA and ARRA resources will be discussed and a resource information guide will be provided in the handout. Four unique, innovative transition programs in Waukegan Public School District include: Waukegan Student Connection, (WSC): An employment oriented community partnership dedicated to inspiring students for a responsible and productive life in the working world. WSC includes touring local businesses, job shadowing, mock interviewing, volunteer work, and aprenticeships. WSC is aligned with the State Standards utilizing a Career based program. ABILITY Project (A Big IDEA Learning Individualized for Transition Youth): is a project designed for all students in Middle-High School with a specialized focus on students with special needs to facilitate a joint partnership in connection with community partners. Document Destruction and Recycling: A partnership with a community business creates jobs, funds, work experience and training for our students. The School District went Green and students receive training in marketing, advertising, sales and in document destruction. An innovative business partnership has successful outcomes for all. Teen Career Reach: A partnership with Community Action Partnership of Lake County a social service agency, worked with students and teachers to deliver the Teen Career Reach Curriculum. The students learned how to create resumes, goals for the future and developed a transition portfolio that could be used in an interview. Indicator 13 data is monitored using a data spread sheet, FACTS, and our electronic IEP system. Data went from 7.5% compliance to 70% in less than a year. The goal is to get 100% compliance by June of this year by utilizing our improved data monitoring system and ongoing staff development. The learning outcomes of this presentation were for the participants to gain an understanding of: *building community partnerships *creating a transition curriculum *creating positive transition outcomes for both the student and community member *utilizing IDEA and ARRA funding to support transition planning.
- Colorado Springs School District #11, Colorado - The Three Tiers of Transition: A School-Wide Pathway to Post-Secondary Success
- The presentation shared the experience of Wasson High School’s development of a set of comprehensive Transition activities for the whole student population, following an RTI model. Wasson serves 1,100 students, of whom 51% have free or reduced lunch status. With the goal of engaging their diverse student population by creating relevant post-secondary readiness plans, Wasson is developing career pathways for all students, beginning in their freshmen year. The school has developed a continuum of Transition activities across the grades going through Awareness, Exploration and Preparation phases. A school-wide advisory program guides students to choose viable career pathways and planned courses of study. Additionally, all 9th graders participate in Freshmen Academy to assist with the transition to high school. The Academy develops effective study skills across curricular areas. The curriculum includes service learning, critical thinking, and problem solving activities. Students needing extra support in self-determination and transition-readiness are scheduled into a Current Issues class. This tier-2 intervention has a mix of students with IEPs and those identified at-risk through Freshmen Academy achievement data, teacher recommendation and student interviews. The class goal is to develop self-determination and study skills with a focus on service learning activities. Students develop a personal learning profile to re-engage them in their own learning. Study Skills and Transitions classes are designed to provide more intensive supports in Tiers 2 and 3. In Study Skills, students receive support with personal management skills via the Why Try curriculum, study strategies, and setting short- and long-term goals. As appropriate, students participate in self-directed IEP activities. In the Transition Class each student develops a career interests and readiness portfolio to guide future planning. In addition, they complete units on self-determination and job-readiness skills, including participation in a job shadow in an area of interest. The presentation shared results following the first year of partial implementation, and the first quarter of full implementation. Initial data showed a decrease in failure rates and an increase in student use of effective study strategies. Student survey and student portfolio data will be shared as well to show comparisons of student connections with school with the program in place. Data will be gathered this year on student personal behavior goal setting to track the effectiveness of school-wide behavior expectations and learning activities. Participants learned about a 3-Tiered Transition model currently in place in a mid-sized high school. The presentation shared plans for scheduling courses, selecting students, and evaluating student successes. Participants learned about the continuum of activities planned for students and how they build increasing post-secondary readiness as students near graduation. Activities specific to students with IEPs and those identified as at-risk were shared. Participants walked away with transition activities for students across the RTI continuum.
- The presentation shared the experience of Wasson High School’s development of a set of comprehensive Transition activities for the whole student population, following an RTI model. Wasson serves 1,100 students, of whom 51% have free or reduced lunch status. With the goal of engaging their diverse student population by creating relevant post-secondary readiness plans, Wasson is developing career pathways for all students, beginning in their freshmen year. The school has developed a continuum of Transition activities across the grades going through Awareness, Exploration and Preparation phases. A school-wide advisory program guides students to choose viable career pathways and planned courses of study. Additionally, all 9th graders participate in Freshmen Academy to assist with the transition to high school. The Academy develops effective study skills across curricular areas. The curriculum includes service learning, critical thinking, and problem solving activities. Students needing extra support in self-determination and transition-readiness are scheduled into a Current Issues class. This tier-2 intervention has a mix of students with IEPs and those identified at-risk through Freshmen Academy achievement data, teacher recommendation and student interviews. The class goal is to develop self-determination and study skills with a focus on service learning activities. Students develop a personal learning profile to re-engage them in their own learning. Study Skills and Transitions classes are designed to provide more intensive supports in Tiers 2 and 3. In Study Skills, students receive support with personal management skills via the Why Try curriculum, study strategies, and setting short- and long-term goals. As appropriate, students participate in self-directed IEP activities. In the Transition Class each student develops a career interests and readiness portfolio to guide future planning. In addition, they complete units on self-determination and job-readiness skills, including participation in a job shadow in an area of interest. The presentation shared results following the first year of partial implementation, and the first quarter of full implementation. Initial data showed a decrease in failure rates and an increase in student use of effective study strategies. Student survey and student portfolio data will be shared as well to show comparisons of student connections with school with the program in place. Data will be gathered this year on student personal behavior goal setting to track the effectiveness of school-wide behavior expectations and learning activities. Participants learned about a 3-Tiered Transition model currently in place in a mid-sized high school. The presentation shared plans for scheduling courses, selecting students, and evaluating student successes. Participants learned about the continuum of activities planned for students and how they build increasing post-secondary readiness as students near graduation. Activities specific to students with IEPs and those identified as at-risk were shared. Participants walked away with transition activities for students across the RTI continuum.
- Providence Public Schools, RI - Advanced Secondary Transition IEP Planning
- Rhode Island is unique in that there are two different IEP forms: one for elementary and one for secondary students. The secondary IEP focuses solely on transition services. Participants in this session learned about the secondary Rhode Island IEP and how it is unique and different from others. A description of the IEP highlights the major changes to the secondary form. Also provided was an in-depth training on implementing transition activities into the daily curriculum using transition assessment information and utilizing those assessment results when developing the IEP. Participants were provided with a variety of useful materials, tools and handouts at this presentation. Providence is currently using the Transition Profile Inventory and the Ten Sigma. The baseline data acquired from these assessments drives the transition portions of the IEP. The IEP also has a section which appoints parents and students as the responsible party to develop necessary transition skills. Also demonstrated was how to infuse transition activities into the curriculum. Participants acquired an understanding of the RI State Secondary Transition IEP form and a knowledge of best practice in transition used within the Providence School District.
Presentations from the meeting can be downloaded from the "Members Exchange" section of the Collaborative website. The "Member Exchange" section is located under "Members Only" toolbar on the left-hand side of the screen, once you login. 
