NEASC SELF-STUDY
REFLECTION GROUP REPORT
TRANSITION
MEETING DATES:January 25th, 2017 and February 8th, 2017
PARTICIPANTS:
Marion Myhre, Teacher
Jen Potter, Social Worker
Wendy Bridgeo, Teacher
Denise Fitzgerald, Director of Transition Services
Elizabeth Porter, Social Worker
Linde D’Andrea, School Psychologist
Christa Gicklhorn, Lead Vocational Teacher
Rebecca Lam, School Psychologist,
Karen McCormack, Job Developer
Sue Summersby, Transition Specialist
Steve Fox, Teacher
Jim Witmer, Social Worker
FACILITATOR: Suzanne Conrad
SCRIBE: Jim Witmer
Brief Description of Transition Services:
Transition Services are individualized for all students at Perkins. Students are exposed early
to resources and information that help them develop the decision making and self-advocacy
skills that they will need during the transition process and after high school.
Beginning in the younger grades, some students take academic and expanded core
curriculum classes and receive grades and transcripts leading to either a Perkins or district
High School diploma. These students must meet diploma requirements, Massachusetts
students must pass MCAS 10th grade testing to receive a MCAS diploma. Some students
achieve a certificate of achievement after receiving instruction in areas of the Expanded Core
Curriculum. .The IEP teams determine which certificate or diploma the students will work
toward based on achievement/mastery of IEP goals, MCAS scores, student/family
preferences, Person Centered Planning, formal assessment, and projected post Secondary
outcomes.
Students are based in cottage type settings, either as day, part or full time residential students.
Residential and clinical support instructor’s work together to teach and reinforce
social/recreational and daily living skills based on IEP goals and objectives. The cottages have
a "level" system, 1-5, based on age, abilities, and need for staff supports. IEP teams discuss
short and long term planning based on projected outcome; and while all students are
challenged to achieve, students who will live independently as adults have goals that reflect
that level of heightened responsibility. In level 1 cottages, students receive high levels of
support as they focus on basic communication and self-care skills. The levels of independence
increase as students attain skills, some students live in supervised "level 3" dorms, others seek
staff support only as needed and reside in independent "level 5" apartments on the Perkins
Campus.
While attending Perkins, parents and students have many opportunities to learn about
post-Secondary options for education, living, and vocations. Perkins transition teams support
students and parents as they explore post- Secondary options through presentations, visits,
and ongoing contact. The Director of Transition Services, Transition Coordinator and/or Case
Managers meet with student and families and tour prospective schools or agencies, and
assist with referral and admissions procedures.
After Perkins, graduates may attend 2-4 year colleges, vocational training programs, or be
affiliated with adult rehabilitation agencies such as Department of Developmental
Services (DDS) where a need long term supports are needed.
Students participate in the development of transition portfolios used to facilitate training
post-secondary adult placements. The comprehensive portfolios describe and depict routines
of daily living, vocational skills and aptitudes, use of technology etc.
Summary Report:
Purpose: Staff representatives from around the campus with responsibilities concerning student transitions were invited to participate in two 90 minute sessions to reflect on Standards 4 (Programs), 5 (Experience of the Students) and 6 (Resources to Support the Program) in regards to the current educational program.
Process: Members of this Reflection Group received the designated Standards and Indicators for their review prior to the meetings and participated in a facilitated discussion on the major areas reflected in the Indicators. Different types of transition were discussed including internal transitions (from class-to-class, cottage-to-cottage, class-to-cottage, one program to another) and external transitions out of Perkins
Strengths:
Classroom to Classroom Transitions
● Early Learning Center Lower School transition follows a consistent written process and has excellent communication with school districts, parents and the Perkins team..
● Classroom assignments for Secondary students are based on academic criteria, grade level and the 10th grade MCAS. Input is provided by teachers, psychologists, social workers, and administration and based on the profile of the student.
● Transition age from Lower School to Secondary has shifted from 16 to14, which has been effective for IEP development and the identification of the grade level. Lower School, although a classroom based model, is responsible to provide academic students with a middle school experience and attainment of appropriate skills.
Areas for Improvement
● Lower School and Deafblind share a similar process for transition from teacher to teacher and school year to school year. Input is given by teachers, psychologists, social workers, etc. and the administration make the final decision about classes, based on the educational team and parent’s input. Issues with this process include:
○ No written guidelines on the criteria for placement are defined.
○ The timeliness of the classroom assignments, typically finalized in mid-July, are problematic for instructional staff.
○ Student files and information are shared with receiving teachers, but there is no written guide and the process is inconsistent.
○ Parents are not informed until the Fall of the student’s classroom placement
● The procedure of rolling admissions has a negative impact on timely classroom placements. This Reflection Group recommends that an admission deadline would improve the preparedness of classroom staff at the beginning of the school year.
Residential Transitions
Strengths:
● Secondary implements a five tiered system for cottage assignment. This is a consistent procedure used to determine cottage assignments. The Team reviews the criteria and student skill levels annually, using the ILSA.c
● The Deafblind Program maintains a transition book that is used for all cottage transitions. Residential staff provide training to the next cottage staff to assure effective transitions. This system works well for students and staff.
Areas for Improvement:
● Transition for residential students from Lower School students to the Secondary cottages is an area that needs attention. Although some information was shared initially, residential staff do not have access to comprehensive information and on-going communication. A procedure is needed to assure smooth transitions for students as well as a process for consistent classroom/cottage communication.
● Consistent & effective communication between the cottage and classroom is needed to assure strong student program in both Secondary and the Deafblind Program.
School to Postsecondary Transitions
Strengths:
● Work Experiences:
○ Deafblind students begin an active vocational training at age 16. Decisions and planning are made by vocational teachers in conjunction with the IEP team and administrators.. Students begin with on-campus jobs and skill-building and then transfer these skills into community based programs. The program begins the transition discussion with parents four years before ‘graduation’. important service provided by the transition specialists, when available, is site visits to adult agencies to bridge the gap and to train staff
○ Lower School has incorporated a Work Experience Program that, alhtough new, is a positive experience for all students engaged in the program.
○ Secondary has a very robust work experience program that includes on-campus and off campus opportunities as well as volunteer to competitive employment work experiences.
● Director of Transition Services in Secondary has had a positive impact on transitions for students. . Lower School inservices and discussion for parents on postsecondary planning and program development
Areas for Improvement:
● Provide consistent parent training and information sessions to address the projected individualized services for students. Expand the options for Lower School parents to learn about postsecondary programs and services and their role in the process.
● Develop protocol and network to address challenges of out-of state program placements.
● The addition of a Transition Specialist in the Secondary program would improve and enhance the transition process through earlier planning resulting in good postsecondary outcomes.
● Continue to advocate with all personnel at Perkins for the recognition of the value of all postsecondary goals and plans-and that college and competitive employment are not viable options for all graduates.
● Adopt person centered planning as a core element of transition planning and program development
● Provide opportunities for graduates to present their experiences to current Perkins students.
● Develop a Transition Department, under the direction of the Director of Transition Services to create effective educational programs and procedures that result in appropriate placements. This would include the development of a strong network with adult service agencies in the student’s home state to assist with the creation of strong programs that could meet the needs of graduates.