Ohio Association of Special Needs Professionals Conference - Feb 27, 2021

Transition Planning Practices Survey

Your responses to this survey will provide topics and issues for discussion during today's Transition Planning session. This data will also be useful to the ongoing work of the OCALI Lifespan Transitions Center to improve capacity, across agencies, to serve and support transition youth to achieve meaningful adult lives.

Respond to the questions from the point of view of your role in working with students/youth. Some of you are work directly with students as your primary responsibility. Others work indirectly with students in an administrative or coordinating role.

Question Title

* 1. Which of the following transition planning practices do you directly participate in? (Check all that apply)

Meet with a multi agency team to plan for a student's transition to adult life

Collaborate with agency partners to coordinate services for individual students

Directly involve the student and family in providing data and info for transition assessment

When students are served by multiple agencies, agency-specific plans for adult life are aligned

Formulate questions to guide individualized transition assessment

Ongoing transition assessment data and information is used to inform the student's services, supports and adult life plans

Develop a backwards plan

Use data and information generated through transition planning to populate formal agency documents (IEP, ISP, IPE)

None of these

Other (please specify)

Question Title

* 2. My role in working with transition youth includes (check all that apply):

Arranging services for youth still in school

Facilitating informal multi agency transition planning meetings

Managing referral and intake processes

Engaging with student's and families to discuss adult life goals

Participating in informal, multi agency transition planning meetings

Supervising/coordinating with staff that engage directly with students, families and partners

None of these

Gathering transition assessment data and information

Developing agency specific formal documents (i.e. IEP, ISP)

Attending formal (IEP, etc.) meetings

Other (please specify)

Question Title

* 3. In your experience, which TWO items below are the most persistent barriers faced in planning transition. (Choose only two items)

Family engagement

Level of student independence

Transportation

Adult service options

Behavior

Students lack skills for adult living

Mental Health

Students lack work-related skills

Ongoing health care

Low expectations for adult success

Lack of a viable plan for the future

Other (please specify)

Question Title

* 4. Of the qualities listed below, which TWO have you MOST FREQUENTLY observed or used in multi agency interactions?

COMMON ASSESSMENT PRACTICES
The gathering of transition assessment data is co-planned and co-coordinated

JOINT MEETINGS
Partners take proactive steps to plan shared meetings with youth and families when all are available to participate together

COMMON TRANSITION PLANNING PROCESS
Partners, together with the family and youth, develop a single transition to adult life plan

COMMON VOCABULARY
Partners engage in effective dialogue using a common vocabulary

SHARED KNOWLEDGE
Partners have a working knowledge of each agency and/or school processes, services and supports.

SHARED DATA
Partners recognize the value of each agency/school's youth information and data for their individualized agency plans

ONGOING COMMUNICATION
Partners use frequent and multiple types of communication in order to move processes forward efficiently and effectively

Question Title

* 5. Of the qualities listed below, which TWO have you LEAST FREQUENTLY observed or used in multi agency interactions?

JOINT MEETINGS
Partners take proactive steps to plan shared meetings with youth and families when all are available to participate together

COMMON TRANSITION PLANNING PROCESS
Partners, together with the family and youth, develop a single transition to adult life plan

SHARED DATA
Partners recognize the value of each agency/school's youth information and data for their individualized agency plans

SHARED KNOWLEDGE
Partners have a working knowledge of each agency and/or school processes, services and supports.

ONGOING COMMUNICATION
Partners use frequent and multiple types of communication in order to move processes forward efficiently and effectively

COMMON ASSESSMENT PRACTICES
The gathering of transition assessment data is co-planned and co-coordinated

COMMON VOCABULARY
Partners engage in effective dialogue using a common vocabulary