Survey of Transition Practices

Purpose:   The goal of this survey is to obtain information on transition practices relating to the IDEA of 2004.
Demographic Information – Students and parents – fill out letters A-D and G-K. Educators and adult service providers – fill out letters A-K.

A: The person(s) completing this survey (CHECK ALL THAT APPLY):
                                                              
                                   
                                     
                                            
B: My school setting is (CHECK ONE THAT BEST APPLIES):
                                           







                                          
                                                   

                                                                                    
                                                                     
                                                                                    
                                                                                            

                                                      
                                                                          
H: How many hours of transition training have you had to date? (CHECK BEST ESTIMATE)
                                                               


I: In the past three years, what kinds of transition training have you had? (CHECK ALL THAT APPLY)
                                 


J: What role do you have in transition planning? (CHECK ALL THAT APPLY)
                                 
                       


K: Does your school/district have an interagency transition team?
                                 


Kohler categories – FI (Family Involvement); SP (Student-focused Planning); SD (Student Development); IC (Interagency Collaboration); PS (Program Structure)


      Directions.  This survey is divided into five transition planning and service sections: (A) parent notification, (B) participation in meetings, (C) IEP content, (D) agency responsibility, and (E) other transition
        practices. For each section, a range of strategies (e.g., 1a - 1e) are described that school districts might use to implement the transition component of IDEA. The response options, defined below, are based
  on the assumption that some strategies are used more often and others only in special circumstances. Circle the number that best describes your school/district for each activity listed under each question.



1 = Almost Never      2 = Sometime      3= Frequently      4 = Almost Always

A: PARENT NOTIFICATION:
1. Parents are notified of the IEP meeting in which transition is discussed using the following strategies: FI1234
(a) mailing a standard form letter or memo.
(b) mailing a personalized letter.
(c) contacting the parent at home or work over the telephone.
(d) asking the student to remind their parent of the upcoming transition IEP meeting.
(e) sending a notice of the meeting home with the student.


2. If communication is not established through the first parent notice, alternative steps are taken to inform parents of the upcoming meeting using the following strategies: FI1234
(a) mailing the notice to a different address.
(b) calling at varying times - weekdays, evening, or weekends.
(c) making a home visit.
(d) contacting a parent through a relative.
(e) contacting the parent through a community service agency provider.


3. A mutually agreed upon time and location for the IEP meeting in which transition is discussed is determined by: FI1234
(a) contacting the parent prior to sending out the parent notice.
(b) sending out a notice that offers the parent a choice of times.
(c) sending out a notice that offers the parent a choice of locations.
(d) records are kept of attempts to arrange a mutually agreed upon time and place by attaching personal notes, logs or standardized forms to the IEP or records folder.


4. If no parent can attend the IEP meeting in which transition is discussed, the methods used to involve parents in planning include: FI1234
(a) holding an individual meeting with the parent.
(b) a telephone conference call.
(c) an invitation to parents to submit their input in writing.
(d) mailing a draft of student transition goals and objectives to the parent for review and feedback.
(e) encouraging the parent to have a family friend or some other advocate attend in their absence.


1 = Almost Never      2 = Sometime      3= Frequently      4 = Almost Always

5. The district assures that parents understand the proceedings of the IEP meeting in which transition is discussed using the following strategies: FI1234
(a) notifying parents prior to the meeting by telephone or mail.
(b) disseminating information to parents on the transition planning process.
(c) providing formal workshops for parents of transition-age youth.
(d) providing informal consultation to parents upon request individually or in small groups.
(e) explaining the pamphlet ‘Whose IDEA Is It?’ To the student/parent.




B: PARTICIPATION IN MEETINGS (student/agency participation):
6. Students are invited to participate in their IEP meetings in which transition is discussed using the following practices: SP1234
(a) a verbal invitation from a staff member.
(b) a formal notice (e.g., memo or letter) sent directly to the student.


7. Do the following school representatives attend the IEP meeting in which transition is discussed? PS1234
(a) general education teacher (if student may be participating in general education classes).
(b) at least one special education teacher.
(c) a representative from the local educational agency who is qualified and knowledgeable about the general curriculum and special education resources.
(d) an individual who can interpret evaluation.


8. By no later than age 86, agencies (e.g., vocational rehabilitation, social security, mental retardation/developmental disabilities, mental health) are encouraged to participate in student IEP meetings in which transition is discussed using the following strategies: SP, IC1234
(a) parent or student request for agency representative to participate in IEP meeting in which transition is discussed.
(b) standard form letter or memo of invitation.
(c) unstandardized letter or memo drafted individually by a staff member.
(d) verbal invitation over the telephone or in person.
(e) maintaining regular contact with the service agencies over time.


9. If an agency invited to send a representative does not do so, the following steps are taken to obtain their participation in the planning of transition services: SP1234
(a) a copy of the IEP/transition plan is forwarded to the agency.
(b) a subsequent meeting is arranged with the agency to discuss student’s transition needs.
(c) the agency is contacted via telephone or mail to find out their agreement to provide services.


10. Preferences, and interests of students are incorporated into the IEP using the following strategies: SP1234
(a) verifying with the student verbally that their preferences are incorporated in each transition goal.
(b) reviewing student survey results regarding their preferences as each goal is being drafted.
(c) obtaining feedback regarding IEP content from adults who are knowledgeable about the youth’s preferences, needs, and interests.
(d) student led IEP meeting where students describe and discuss their goals.
(e) formal surveys, interviews, or having someone represent the student if they cannot be at their meeting.




C: CONTENT OF IEP:
1234
11. By age 14, or earlier if determined by the IEP team, the IEP/transition plan specifies services needed (e.g., readers, instructional adaptations, more time to take tests) that focus on the general course of study for individual students (e.g., such as participation in advanced-placement courses or a vocational education program)? SP


12. The students’ IEP contains measurable postsecondary goals related to: SP1234
(a) postsecondary education.
(b) employment.
(c) job training.
(d) independent living.
(e) what the student is interested in doing after they graduate or age out of high school.


13. The students’ measurable postsecondary goals are based on age-appropriate assessments including: SP1234
(a) career interest assessments.
(b) career aptitude assessments.
(c) formal assessments.
(d)informal assessments.


1 = Almost Never      2 = Sometime      3= Frequently      4 = Almost Always



14. Starting at the age of 16, or earlier if determined by the IEP team, students have a statement of needed transition services that includes instruction, such as: SD1234
(a) tutoring.
(b) employability skills training.
(c) academic skills preparation.
(d) college entrance exam preparation.
(e) self-advocacy training.


15. Starting at the age of 16, or earlier if determined by the IEP team, students have a statement of needed transition services that includes, as needed, the following related services: SD1234
(a) occupational therapy.
(b) physical therapy.
(c) speech/language services.
(d) psychological services.
(e) assistive technology.


16. Starting at the age of 16, or earlier if determined by the IEP team, students have a statement of needed transition services that includes the following community experiences: SD1234
(a) volunteer community work experiences.
(b) paid community work experiences.
(c) job shadowing.
(d) tours of postsecondary settings.
(e) independent living and/or leisure community experiences


17. Starting at the age of 16, or earlier if determined by the IEP team, students have a statement of needed transition services that development of employment and other postschool living objectives through: SD1234
(a) career exploration.
(b) interest inventories.
(c) career planning.
(d) career assessment.


1 = Almost Never      2 = Sometime      3= Frequently      4 = Almost Always



18. By the age of 17, the IEP includes a statement that the student and their parents have been notified of the transfer of rights to students at the age of 18 in the areas of: SD1234
(a) due process.
(b) IEP requirements.
(c) placement.
(d) eligibility.


19. Students with disabilities participate in general State and district-wide assessment programs (9th and 12th grade) with: SD1234
(a) no special training or accommodation.
(b) with tutoring to prepare for test.
(c) with additional time.
(d) with a reader.
(e) with use of technology.




D: AGENCY RESPONSIBILITY (school/adult agencies):
20. If a participation agency fails to provide agreed-upon transition services contained in the IEP: SD, IC1234
(a) the local education agency reconvenes the IEP team for the purpose of identifying alternative strategies to meet the transition objectives, and, if necessary, revise the student’s IEP.
(b) a different agency or agency representative is asked to deliver the services in question.
(c) an alternative plan for meeting the identified needs is developed with the same agency representative.
(d) the IEP goal or objective in question is modified or removed because no other agency is available to deliver the service.


21. A summary of performance is developed for students graduating or aging out of secondary education that includes: SP1234
(a) current academic achievement.
(b) current functional performance levels.
(c)recommendations for assisting the student in meeting their postsecondary goals.
(d) assessments related to postsecondary goals.
(e) the student perspective (recommended, not mandated).


22. How does your agency conduct follow-up studies of students who have exited school? PS1234
(a) talk to students informally.
(b) survey students at exit.
(c) survey students at 1 year after exit.
(d) use surveys to continuously conduct follow-up studies.




E: OTHER TRANSITION PRACTICES:
23. Students are provided opportunities to participate in activities designed to enhance their decision making skills and involvement in the transition process using the following strategies: SD1234
(a) offering classes specifically designed to enhance decision-making skills.
(b) interviewing or talking with students about their goals for the future.
(c)promoting self-determination and goal setting throughout the curriculum and instructional approaches.
(d) engaging students in the dialogue during their IEP meetings.
(e) sending information home to assist parents in preparing their child for participation.
(f) using person-centered planning strategies (e.g., personal futures planning, self-determination curricula).


24. Programs or strategies used to involve and empower families in transition planning include: FI1234
(a) offering trainings/workshops on transition planning and related areas (e.g., residential living options, work incentives).
(b) coordinating agency fairs where families can ask questions and gather information on transition services.
(c) use of parent mentors/volunteers to provide families assistance throughout the transition process.
(d) developing transition newsletters to provide current information on transition resources and services available.
(e) developing transition resource kits to provide current information on transition resources and services available.


25. When invited, how often do the following individuals attend the IEP meeting in which transition is discussed? PS1234
(a) students.
(b) parents/guardians.
(c)career/technical education teachers.
(d) vocational rehabilitation personnel.
(e) mental retardation/developmental disabilities personnel.
(f) mental health professionals.


1 = Almost Never      2 = Sometime      3= Frequently      4 = Almost Always



YesNoIC
26. Do you participate on an interagency transition team in your school district? Circle one:
If yes, does your interagency transition team include representatives from the following areas?1234
(a) special education.
(b) general education.
(c)career/technical education.
(d) special education administration.
(e) special education related services (e.g., occupational therapy, physical therapy, speech therapy).
(f) parents.
(g) students/consumers.
(h) adult service programs.
(i) one-stop career centers.
(j) employers.


27. How much does your school/district participate in the following activities? IC, PS1234
(a) information sharing (e.g., regularly scheduled meetings).
(b) cross-agency training (e.g., inservices).
(c) agency fairs.
(d) single referral documents.
(e) pooled funding to develop a program or hire a staff person.




* This survey (1998/2001/2008) was adapted from the Report on the National Survey of the Implementation of the IDEA Transition Requirements by David R. Johnson, Michael Sharpe, and Mary Fox
Sinclair - University of Minnesota, National Transition Network, Institute on Community Integration. Ohio’s Cross-Training Committee of Project LIFE and Kent State University’s Center for Innovation
in Transition and Employment (CITE) developed the original version. Subsequent versions adapted according to legislative mandates by the CITE. Copy by permission – CITE, 202 White Hall,
Kent State University, Kent, OH 44242.