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
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As a special educator, it is imperative that I be able to guide and provide information to other members of the IEP team as well as general education teachers. I help distribute accommodation information to other team members when the IEP is completed. My role in this position is to teach my students to self-advocate and ensure that accommodations are being met in their inclusion settings when I am not there. I ensure my students have their needs met in both inclusion and special education settings, and all their teachers have access to IEP accommodations and time provided for consultation. A collaborative approach needs both leadership and implementation of legal guidelines for each step of the IEP process to ensure the best outcomes. “The team approach requires that multiple members from a variety of specializations provide services to and teach students with special needs following an agreed-upon plan (Beck, 2020).” Communication differences between students may require they receive a variety of approaches to become successful in self-advocacy and may need individualized training (Barnard-Brak, 2012). All students benefit from increased participation in the IEP planning process and have better post-secondary outcomes with this type of training.(8.1,8.2,8.3,8.4,8.5,8.7)
With each IEP team member having a specialty, different schedules, and legal responsibilities, Special educators need to be competent in implementing the best policy and evidence-based practices and guiding others to do so for the best possible transition outcomes. Ensuring family members and service providers have adequate information and communication regarding student needs and family plans. Specific training seen in PD can assist special educators in gaining confidence and implementing policies at school, which may, in turn, benefit student outcomes. “Whether it is at state and district PDs or during preservice programs, there is a need to focus on the transition process and the role the IEP plays in obtaining positive postschool outcomes (Flannery, 2015).” In my district, I participate in state testing and other opportunities for personal development to become a leader in special education and an advocate for my students on campus and in the community. Research has indicated the importance of self-advocacy skills (Barnard-Brak, 2012), and IEP participation from students cannot be underestimated in developing student-led IEPs and planning the implementation of this document. (8.5,8.6,8.10)
Best Practice
CAA Training
Indicator 13
IEP Accommodations
References:
Barnard-Brak, & Fearon, D. D. (2012). Self-Advocacy Skills as a Predictor of Student IEP Participation among Adolescents with Autism. Education and Training in Autism and Developmental Disabilities, 47(1), 39–47.
Beck, & DeSutter, K. (2020). An Examination of Group Facilitator Challenges and Problem-Solving Techniques During IEP Team Meetings. Teacher Education and Special Education, 43(2), 127–143. https://doi.org/10.1177/0888406419839766
Benitez, D.T. & Morningstar, M.E. (2005). Secondary Teachers Transition Survey. University of Kansas, Lawrence, KS.
Doepking, E. CAA for ELA and Mathematics Test Examiner Tutorial. February 2022
https://www.caaspp.org/training/index.html
Doepking, Emily. (2022) The Individual Education Plan (IEP): Sample Student: Simi Valley Unified School District
Doepking, E. (2020, September.) Transition Coalition Best Practices. Transition Education and Services. 856. University of Kansas, Lawrence, KS
Flannery, Lombardi, A., & Kato, M. M. (2015). The Impact of Professional Development on the Quality of the Transition Components of IEPs. Career Development and Transition for Exceptional Individuals, 38(1), 14–24. https://doi.org/10.1177/2165143413489727
National Secondary Transition Technical Assistance Center (NSTTAC) September, 2006; updated July, 2009; updated May, 2012.