Effectively Engaging Families in the Transition Process Oklahoma Transition Institute 2010 Catherine Burzio, Transition Coordinator PEATC ©2010Parent Educational Advocacy Training Center

Parent Training and Information Center Parent Information Resource Center Parent Center on Secondary Transition ©2010 Parent Educational Advocacy Training Center Three Information Centers

©2010 Parent Educational Advocacy Training Center Primary Goals and Objectives *Provide individual assistance *Deliver Next Steps workshops. *Work with VCU-RRTC to produce webinars. *Plan for a sustained Next Steps effort. *Ensure parents receiving services have enhanced knowledge and understanding of vocational rehabilitation services. *Ensure developed products and services improve vocational rehabilitation service utilization.

©2010 Parent Educational Advocacy Training Center Outreach to Families Telephone, , web based information Reaching culturally and linguistically diverse families by leveraging the resources of our Spanish speaking staff Being aware of the generational differences in learners

©2010 Parent Educational Advocacy Training Center Webinars Year One Laying the Groundwork for Transition Exploring the Future & Creating a Timeline Challenging Tradition through Life Long Learning & Economic Empowerment

©2010 Parent Educational Advocacy Training Center Webinars Year Two From Segregated to Customized: The Shift to Personalized Employment In Support of Supported Decision-making Assistive Technology & Transition: Evaluation, Identification, & Acquisition Opportunities Offered through Career Tech Ed Transition and the Arts: Tapping into Creative Opportunities Student Voice: The Transition to College

©2010 Parent Educational Advocacy Training Center Webinars Year Three Straight Talk about Accommodation and Self-Disclosure Don’t Leave School Without It-What’s in Your Wallet? the National Youth Leadership Network Guardianship – Rights, Risks, and Responsibilities Parents As Essential Partners in Transition The New Ticket To Work Program Universal Design for Learning-a Pathway for Lifelong Learning

8 As a result of this presentation, participants will begin to: Understand historical perspective of family involvement. Understand the impacts of parenting behavior on involvement. Relate the top ten considerations for transition planning to parent involvement. Understand how families want to be involved in their children’s transition. Share strategies for engaging families. ©2010Parent Educational Advocacy Training Center

9 Where are the parents?

10 Federal Disability Policy IDEA: Congress finds: Disability is a natural part of the human experience and in no way diminishes the right of individuals to participate in or contribute to society. © 2010 Parent Educational Advocacy Training Center

11 TRANSITION Building the case for parent involvement ©2010Parent Educational Advocacy Training Center

12 National Council on Disability “ In the face of the data provided on transition needs, it should come as no surprise that an overwhelming number of youth with disabilities are under educated, under qualified for today’s job market or unemployed, and unprepared for the rigors of post-secondary education.” - Transition and Post-School Outcomes for Youth with Disabilities: Closing the Gaps to Post Secondary Education and Employment, 2000 ©2010Parent Educational Advocacy Training Center

13 Recent Census Report: Employment 56% people with disabilities employed 88% people without disabilities employed ©2010Parent Educational Advocacy Training Center

14 Importance of post secondary education for employment in 21 st Century economies ©2010Parent Educational Advocacy Training Center

15 What’s different about IDEA 2004 transition? Transition planning is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities and includes measurable postsecondary goals ©2010Parent Educational Advocacy Training Center

16 Parent Involvement in Education 30 years of research “When families of all backgrounds are engaged in their children’s learning, their children tend to do better in school, stay in school longer, and pursue higher education. Clearly children at risk of failure or poor performance can profit from the extra support that engaged families and communities provide.” Henderson, Mapp- Beyond Bake Sales ©2010Parent Educational Advocacy Training Center

17 Historical Perspective ©2010Parent Educational Advocacy Training Center

18 Planning for a self-determined life? “…planning for guardianship was separated from the transition planning process and that full guardianship had become the set path for every student in the educational program.” --CEC Journal: Education and Training in Developmental Disabilities Erin M. Payne-Christiansen and Patricia L. Sitlington, Spring 2008 ©2010Parent Educational Advocacy Training Center

19 How do parenting behaviors impact involvement in transition? ©2010Parent Educational Advocacy Training Center

20 “The support and expectations that parents provide to their children have far greater influence on children than any other identifiable demographic such as income or race.” –Doren, Bonnie. Lauren Lindstom. Pam Johnson. Jennifer Metheny. Claire Zane. “Transition to Employment: Role of the Family in Career Development.” Council for Exceptional Children. Vol 73, No.3, pages , Spring 2007 ©2010Parent Educational Advocacy Training Center

21 The Advocate ©2010Parent Educational Advocacy Training Center The Indulgent Parent The Withdrawn Parent

22 Benefits of having families involved 1. Knowledge fund 2. Preparation of families for new roles with adult service world 3. Collaborative partnerships result in more effective future oriented goals and objectives 4. Gives parents and students opportunities to practice new roles ©2010Parent Educational Advocacy Training Center

Parents Are More Likely to be Involved When: *Parents understand they SHOULD be involved *Parents feel CAPABLE of making a contribution *Parents feel INVITED by the school and their children (Hoover-Dempsey and Sandler, 1997) ©2010Parent Educational Advocacy Training Center

Parent Involvement Survey Themes and Recommendations Schools help parents be more involved in transition planning by asking their opinions at IEP meetings, inviting them to transition related school based events, and by calling home to discuss student’s progress good or bad. Recommendation: Parents want and need schools to demonstrate respect and to actively communicate with them in whatever means possible.

©2010Parent Educational Advocacy Training Center Parent Involvement Survey Themes and Recommendations What prevents my participation in IEP planning is that I do not feel my opinion is respected, a lack of time, a lack of vision for future possibilities. Recommendation: Take advantage of the guidance office resource library model and add to the vast college literature with non-college literature such as information regarding adult serving agencies; assistive technology loan funds; supported employment, and community living options.

©2010Parent Educational Advocacy Training Center Parent Involvement Survey Themes and Recommendations Parents define transition across a continuum of services and activities. It is not just about participating IEP meetings Recommendation: Parent involvement in transition when narrowly defined as attendance at IEP meetings creates missed opportunities for asking families how they see their involvement and engaging in a discussion about all the ways parents and students are planning for life after high school

©2010Parent Educational Advocacy Training Center Parent Involvement Survey Themes and Recommendations “PLEASE start this process sooner than required age 16. Parents aren't "ready" to hear this until later but we NEED to have this hammered home (i.e. exposure) at an earlier age.” – a parent

28 Top Ten Things to Consider in Transition: 1.Start early 2.Use a common language 3. Ask questions, Then ask again! 4.Be clear on Entitlement vs. Eligibility. 5.Find out what exists and what doesn’t exist 6. Is transition a time of crisis or opportunity? 7. Look at what has worked and what hasn’t 8. Redefine the concept of seamless transition 9. View families as assets 10. Students are not the only ones in transition ©2010Parent Educational Advocacy Training Center

29 What parents really want for their children with disabilities - Dennis, Williams, Giangreco, & Cloninger, 1993). To be safe and healthy To have a home where they can live now and in the future (e.g., with a family or friends; supported apartment) To have friends and other personally meaningful social relationships To have access to a variety of places and activities available to people without disabilities (e.g., general education schools and classes, supported employment (community facilities/activities) To use communication and self- advocacy to exert choice and control that match their ages and cultural contexts To have access to supports and skill development to pursue lifelong learning To pursue personal growth (e.g., creative outlets) To ensure that their children are contributing to their community ©2010Parent Educational Advocacy Training Center

30 Other findings: “Parent Involvement in Transition Programs ” Survey of 200 families across the US who had a son or daughter with disabilities in the age range Jeff McNair and Frank R. Rusch 1990 ©2010Parent Educational Advocacy Training Center

31 Parents hopes and dreams What do you imagine will occur? *Living at home *Living in the community *Holding a job in community *Earning min. wage or above *Living in a state institution What would you like to occur? *Living at home *Living in the community *Holding a job in the community *Earning min. or above *Living in a state institution ©2010Parent Educational Advocacy Training Center

32 “Parents of Transition Aged Youth: What Activities and Outcomes do they Value?” Meg Grigal University of MD Parents of students with Low Incidence Disability rank life skills instruction high and academics low. Parents of students with High Incidence Disability rank academics high and community based instruction low. Self-determination was ranked as 3 rd or higher in importance by 50% of both parent groups. ©2010Parent Educational Advocacy Training Center

33 What kinds of involvement would you like to have? Jeff McNair and Frank R. Rusch 1990 A member of the transition team68.0% A equal part of the decision making78.7% Involved in finding potential job placements54.7% Involved in finding potential community living arrangements 49.3% The person who makes all the decisions21.3% A resource person called upon only if needed16.0% No involvement, I’d rather leave it up to the professionals1.3% ©2010Parent Educational Advocacy Training Center

34 Where is the disconnect? Here’s what parents tell us: ©2010Parent Educational Advocacy Training Center

35 System Urban Legends ©2010Parent Educational Advocacy Training Center

36 Stressors related to parent involvement ©2010Parent Educational Advocacy Training Center

37 Special Education Cycle Referral Eligibility Evaluation IEP Instruction & Monitoring Annual Review ©2010Parent Educational Advocacy Training Center

38 The Parent Cycle ©2010Parent Educational Advocacy Training Center Awareness Information Gathering AcceptancePlanning Programming Checking Up

39 Psychosocial Aspects of Disability ©2010Parent Educational Advocacy Training Center

40 Time Crunch National Study of the Changing Workforce Families and Work Institute % of employed parents say they don't have enough time with their children Employed parents (defined as having at least one child under 18 living at home half time or more) report working a total of 44 hours a week on average at their main jobs. Employed fathers work 48.3 paid and unpaid hours per week at their main jobs. Fathers in dual-earner couples work 49 hours at their main jobs-perhaps surprisingly, even longer hours than fathers in single earner-couples, who work 47.3 hours. Employed mothers with a child under the age of 18 work a total of 39.6 paid and unpaid hours on average at their main jobs, virtually the same number of hours as all women. ©2010Parent Educational Advocacy Training Center

Technology IEP Checklist Free App for iPhone iPod Touch iPAD To see a demo please visit

42 Partners Needed… ©2010Parent Educational Advocacy Training Center

43 What does it take to get families involved? Honor the contributions families do make Take time to learn about each student’s family Help ensure families feel welcome in the broader school community Establish a structure for ongoing communication Share the transition curriculum Involve families in all assessment processes Ask, what do families need to be involved? ©2010Parent Educational Advocacy Training Center

PEATC Parent Educational Advocacy Training Center ©2010Parent Educational Advocacy Training Center Toll Free Fax Hablamos Español También puede escribirnos a través del correo electrónico a la siguiente dirección, PEATC Headquarters 100 North Washington Street Suite 234 Falls Church, Virginia (Voice/TTY) Richmond Regional Office 3600 W. Broad Street Suite 397 Richmond, VA (Voice/TTY)

45 Evaluation ©2010Parent Educational Advocacy Training Center