Domain 8: Leadership and Policy
8.1 Adhere to district, state, and federal transition requirements.
8.2 Ensure teachers implement federal and state policies related to transition.
8.3 Disseminate transition resources to stakeholders (i.e., educators, service providers, employers).
8.4 Train district professionals, community agencies, and transition stakeholders about transition.
8.5 Advocate for transition program changes when needed.
8.6 Engage in individual student advocacy when needed.
8.7 Demonstrate professional ethics in role as a transition coordinator.
8.8 Collect post-school outcomes data for youth exiting school.
8.9 Use outcomes data to improve transition programs.
8.10 Use evidence-based practices and research to develop transition programs.
Despite amendments to IDEA 2004 for transition planning to move schools from process oriented practices to outcomes oriented practices, Indicator 13 continues to act as a process oriented mechanism while Indicator 14 embodies the outcome oriented aspect of transition planning. This is problematic because process oriented procedures in transition planning only meets compliance with the law but limits the spirit of the law’s intention to improve post-secondary outcomes for students with disabilities. Many special educators hold the assumption that Indicator 13 data is a predictor of post-school outcomes as measured by Indicator 14 but there is not strong evidence of Indicator 13 compliance that results in outcomes for students with disabilities as measured by Indicator 14. Implications for research findings at the school level could include reviewing Indicator 14 data annually and make data-based decisions to improve transition programming, collecting data on outcomes for all students-disabled and non-disabled to improve transition planning, using intervention strategies such as Response to Intervention and Positive Behavior Intervention and Support to support the development of career goals as part of a school wide process rather than a process that is only applied to students with IEPs (Gaumer Erickson, Noonan, Brussow & Gilpin, 2014). An example of how to use Indicator 14 data and make recommendations from this data can be seen in the review of Lakeside School District's Indicator 14 data. The QI-2 is an additional tool that schools can use to evaluate transition programming effectiveness. A QI-2 was completed for KIPP Austin Collegiate High School to examine the current effectiveness of transition programming and make suggested improvements.
Many secondary special education teachers feel unprepared to support transition planning since there is not required coursework related to transition in certification programs or teacher preparation programs. Most secondary special education teachers report training in transition takes place on the job. This may be one reason why there is compliance within transition planning but outcomes are lacking. Mere compliance and documentation does not mean that teachers understand how to synthesize all aspects of transition planning and prepare students adequately for transition from high school. Teachers who believe they hold high levels of knowledge and skills are more likely to implement effective practices in the classrooms which translates into the same findings for teachers who have gone through training or a program in transition planning. Teachers who use more effective practices will support students in achieving post-secondary outcomes (Morningstar, Kim & Clark, 2008). A systematic review of literature revealed 16 evidence-based predictors of post-school success. As secondary transition stakeholders at the school and district levels make decisions about secondary transition programs, the evidence-based predictors provide information about secondary transition program characteristics that are verified and linked to improved post-school success for students with disabilities. Another systematic review found 64 practices to support students in the area of secondary transition. These evidence based practices (EBPs) provide teachers with tools to support skill development for students with disabilities that can be incorporated into the individualized education program (IEP) as goals and objectives. The basis for identifying practices by skill taught was to provide secondary transition teachers with a practical way to incorporate EBPs into their teaching. The purpose of secondary transition is to prepare students with disabilities for positive post-school outcomes in the areas of education, employment, and independent living-when applicable (Mazzotti & Mustian, 2014).
NTACT provides educators and transition specialists with the tools needed to implement evidence based practices to support the development of transition related skills to improve outcomes. The Transition Coalition also supports ongoing professional development resources to prepare secondary special educators and transition specialists in writing and carrying out effective transition planning and programming. In addition to these resources, educators in Texas can access information about transition as required by Texas law through regional networks. In Austin, Texas, Region 13 provides educators with many transition resources on their website, offers a Transition Network, and provides information about state transition conferences. At the district level, professional development days can aim to increase teacher knowledge about transition planning through professional development. One training offered to KIPP Austin special programs staff was to teach staff how to write a transition plan with post-secondary goals, incorporates transition assessments, includes student and family input, and links students and families through their agencies. In this training, participants received a transition plan exemplar with a sample IEP used in the district and guidance for documentation in each section. By helping staff better understand the transition pages in the IEP, they will be able to consider the various factors that are involved in transition planning and strengthen their goal writing and activities targeting transition. Suggested language was also provided to help staff document student perspectives throughout the planning process rather than making statements about what adult stakeholders felt was best for the student to demonstrate self-determination in the IEP. Another training was to provide a proposed scope and sequence for transition planning for middle and high school special programs at KIPP Austin. This document shows staff how the transition plan may start as a broad document but should become more refined over time to support the student in achieving post-school outcomes.
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