A Study of Teacher Competencies and Involvement in Transition Services for Middle and High School Students with Disabilities Conducted by: John Mattos in partial fulfillment of the requirements for a Master’s Degree in Educational Leadership at The College of New Jersey 2005 Conducted by: John Mattos in partial fulfillment of the requirements for a Master’s Degree in Educational Leadership at The College of New Jersey 2005 TRANSITION SERVICES Directing the Road to Adulthood

The Issue The purpose of this study was to examine teacher competencies and involvement in transition services of middle and high school special education teachers working with students with learning disabilities in a large suburban school district. The purpose of this study was to examine teacher competencies and involvement in transition services of middle and high school special education teachers working with students with learning disabilities in a large suburban school district.

Research Questions What is the level of understanding special education teachers have in transition planning and service delivery? What is the level of understanding special education teachers have in transition planning and service delivery?

Research Questions What is the level of involvement and importance of transition planning of middle and high school special education teachers in transition services and delivery? What is the level of involvement and importance of transition planning of middle and high school special education teachers in transition services and delivery?

Research Questions What supports do special educators on the middle and high school levels need in order to achieve adequate transition planning with students with learning disabilities? What supports do special educators on the middle and high school levels need in order to achieve adequate transition planning with students with learning disabilities?

Method Implementation Context This study took place in the Public Schools of Edison Township in Edison, New Jersey This study took place in the Public Schools of Edison Township in Edison, New Jersey Large suburban school district with 17 schools; 2 HS, Large suburban school district with 17 schools; 2 HS, 4 MS, and 11 Elementary Schools 4 MS, and 11 Elementary Schools Enrollment in excess of 13,000 students Enrollment in excess of 13,000 students Almost 1,500 professional staff Almost 1,500 professional staff

Method Participants 2 Groups of Teachers from 4 MS and 2 HS 2 Groups of Teachers from 4 MS and 2 HS 30 Total SPED teachers across school levels 30 Total SPED teachers across school levels Classroom instruction in grades 8-12 Classroom instruction in grades 8-12 Participant ages ranged from 21 to 60 Participant ages ranged from 21 to 60 Teaching experience from 1 to 30+ years Teaching experience from 1 to 30+ years

Method Sampling Procedures Surveys were distributed at district-wide department meetings where identical information was presented for participation in the study. Teacher participation was on a volunteer basis.

Research Design Quantitative Approach Implementation of this design was approximately a five month process involving distribution and collection of the surveys at the same time during department meetings to ensure a high response rate.

Data Collection Measures Transition Competency Survey - developed by Knott & Asselin, 1999 based on the requirements of the IDEA Reauthorization Act of 1997 A self-assessment survey designed to rate topics in perceived areas of understanding, involvement, and importance. Composed of 5 sections: Sections 1 and 2 Demographic & General information about the testing sample (8 Questions) Sections 3, 4, and 5 Perceived levels of: – Understanding – Involvement – Importance (36 Questions)

Data Analysis The data collected was inputted into an Excel worksheet program The data collected was inputted into an Excel worksheet program Respondents were asked to rate their perceived levels by using a numerical scale of 0 to 3, with 0= “none,” 1=“little,” 2=“moderate,” and 3= “high.” Respondents were asked to rate their perceived levels by using a numerical scale of 0 to 3, with 0= “none,” 1=“little,” 2=“moderate,” and 3= “high.” Frequency of responses for each item in each section were calculated into group percentages (high and middle school) Frequency of responses for each item in each section were calculated into group percentages (high and middle school)

Research Questions What is the level of understanding special education teachers have in transition planning and service delivery? What is the level of understanding special education teachers have in transition planning and service delivery? Answer – 43% to 27% Little to Moderate Understanding

Results and Findings What is the level of involvement of transition planning of middle and high school special education teachers in transition services and delivery? What is the level of involvement of transition planning of middle and high school special education teachers in transition services and delivery? Answer – 45% to 29% None to Little Involvment

What is the level of importance of transition planning of middle and high school special education teachers in transition services and delivery? What is the level of importance of transition planning of middle and high school special education teachers in transition services and delivery? Answer – 62% to 20% Highly to Moderately Highly to ModeratelyImportant Results and Findings

What supports do special educators on the middle and high school levels need in order to achieve adequate transition planning with students with learning disabilities? Answer – What supports do special educators on the middle and high school levels need in order to achieve adequate transition planning with students with learning disabilities? Answer – Due to IEP, supervision, and curriculum demands teachers lack planning time to get involved in transition planning activities. Results and Findings

Discussion The results indicated: While teachers demonstrated little to moderate understanding and admitted to virtually no involvement in transition planning and service delivery, the perceived it as being very important! While teachers demonstrated little to moderate understanding and admitted to virtually no involvement in transition planning and service delivery, the perceived it as being very important!

Suggested Recommendations Teachers need administrative support…. Reduction in IEP planning and supervisory duties Reduction in IEP planning and supervisory duties Increased training across grade levels Increased training across grade levels To increase maximum involvement we should: To increase maximum involvement we should: focus on how to develop transition plans vs. simply it’s purpose Develop teacher strategies that promote student self-advocacy and self-determination Develop teacher strategies that promote student self-advocacy and self-determination

Implications Implications of this study provide for extensive professional development focused on specific transition issues such as post-secondary outcomes and collaboration between all planning participants. Continued training in transition services with the newest IDEA legislation under NCLB

Further Research It is suggested that further research in similar studies of parents and students be conducted and design a comparative study with those results and this particular study. It is suggested that further research in similar studies of parents and students be conducted and design a comparative study with those results and this particular study.

TRANSITION SERVICES Directing the Road to Adulthood