Statewide Transition Initiatives 2005-06

Several initiatives are being implemented to help New Mexico’s students served by special education to achieve improved post-school outcomes, due to their high dropout rates and low participation rates in postsecondary education and gainful employment.  These initiatives are being funded this year by the N.M. Public Education Department’s Special Education Bureau, emerging from collaborative development over the past several years by a team representing NMPED, its Division of Vocational Rehabilitation, New Mexico Highlands University, the University of New Mexico, Albuquerque Public Schools, the N.M. Developmental Disabilities Planning Council, Parents Reaching Out, the Arc of N.M., and national partners.  Numerous other stakeholders also contribute major time and efforts to each initiative, including students and parents, state and local agencies, advocacy organizations, employers, educators, and community leaders.

Statewide Transition Coordinating Council:  Recommended by the 1994-1996 House Bill 981 Task Force on Transition of Youth with Disabilities to Postsecondary Education, this council consists of approximately 25 individuals who now meet quarterly to help plan and develop strategies to support a seamless transition system from school to adulthood for youth with disabilities.  Their subgroups are working on major tasks this year that include support of the Next Step Plan required of ALL students in 8th-12th grades; a state transition agreement, local interagency agreements and transition teams, marketing and outreach education, and professional development of key stakeholders, including those serving adjudicated youth in transition.

Transition Specialist Cadre:  From the “Summer 2000-2005 Transition Institutes”, over 100 “transition specialists” have been identified by their school districts to take the lead in developing or improving local systems’ capacity to support appropriate transition services.  They commit to participating in four training and technical assistance activities annually, preparing information for colleagues and community partners, and developing and carrying out action plans to address critical local priorities, all centered around enhancing student achievement of their desired post-school outcomes.  They also recruit and lead local teams for the annual Summer Transition Institute.

Transition Outcomes Project:  From 4 pilot districts in year 1 to 40+ districts, state supported schools, and juvenile corrections facilities in year 6, the implementation of this project has helped districts to use procedures and tools to improve their transition planning within the IEP for 14-22 year olds.  The Transition Outcomes Project, developed by Ed O’Leary of the Mountain Plains Regional Resource Center, trains teams to review IEP files to assess quality implementation of transition planning requirements and assist school personnel to make changes in district practice as needed.

Pathways to the Diploma and Next Step Plan Training:  Trainers are available to districts to provide professional development experiences to educators and families about the graduation options available to students, the changes in those regulations that affect the role of local school boards, and the linkages of those options with student self-determination.  (See contact information below.)

Summer 2006 Transition Institute:  The annual Summer Transition Institute will build upon the past 7 institutes (student development, self-determination instruction, transition planning in the IEP, interagency collaboration, family involvement, program structures/supports for sustainability) to identify the state’s greatest needs so that local districts and communities can improve their transition services, imbed efforts within general education academic/career development, connect closely with adult services, and greatly improve students’ postschool outcomes.  The audience remains statewide, with qualified facilitators and local and national “experts” helping local teams make significant focused progress.  Dates are June 4-7, 2006 at the Inn of the Mountain Gods Resort outside Ruidoso.

Statewide Follow-up Studies:   These studies, funded by the NMPED and carried out by the UNM Institute for Public Policy overseen by an advisory group, continue.  The data from 2002 exiters from secondary special education programs are available, and studies of those who exited school systems in 2003 and 2004 are underway, interviewed one and two years after exit, regarding their school and post-school experiences.  Long range plans are to interview students with disabilities, as well as those still in school.

Student Leadership & Self-Advocacy Skills Training:  Funded by the Developmental Disabilities Planning Council and implemented by the Center for the Education and Study of Diverse Populations and the STCC for the second year, this initiative will build upon the HPREC3/REC4 efforts and expand training statewide on various self-determination skills curricula.  Students learn to plan for and direct their own IEPs and related transition planning, as well as to learn and apply new leadership and self-advocacy skills.