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  5. UtahSurveyCLDTransPlanningPractices9-13-12
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Utah Survey of Cultural and Linguistic Transition Planning Practices

2012


Background: Effective transition planning of students with disabilities is directly linked to a student’s post-school outcomes in the areas of employment, post-secondary education, and independent living (NSTTAC, 2009). A 2011 report from the U.S. Department of Education, Office of Special Education Programs stated:

The U.S. Department of Labor's Bureau of Labor Statistics (BLS) reported that in May of 2009, only 22.9 percent of individuals with disabilities—as compared to 71.1 percent of the general population—were in the workforce (BLS, 2009).

Post-school outcomes are even more discouraging for particular subpopulations of individuals with disabilities, including individuals with emotional disturbance or intellectual disabilities and those from culturally and linguistically diverse backgrounds (Newman et al., 2009).

For Utah, the trend is only slightly better with 41.0 percent of individuals with disabilities in the workforce as compared to 75.8 percent of the general population (BLS, 2009). The trend for subpopulations, especially those from culturally and linguistically diverse backgrounds is just as discouraging however. Diversity in Utah continues to grow and the U.S. Census Bureau projects that by 2050, racial and ethnic minorities will comprise one third of the state’s population. The Latino population alone has increased by 138% from 1990 to 2000 (Perlich, 2008). To respond to our state’s growing diversity, we have made culturally and linguistically responsive transition planning a top priority.

Survey use: Thank you for your willingness to participate in this survey. This survey will help us gather data to identify current transition planning practices in the state of Utah. We will use the data gathered from this survey to aid in planning Utah technical assistance and professional development activities to increase culturally and linguistically responsive transition planning. We anticipate a one-year follow up survey after providing training for culturally and linguistically responsive transition planning to measure our state’s progress.

Time: This 11-item survey should take no more than 20 minutes to complete.

Reference: This survey is a collaboration between the Utah State Office of Education, Department of Special Education Transition, the National Secondary Transition Technical Assistance Center (NSTTAC), and Gary Greene author of Transition Planning for Culturally and Linguistically Diverse Youth.
 
Roles for Parents and Guardians of CLD Students:
As assessors and presenters of reports
Unsure This practice is not occurring with CLD students We are developing this practice with CLD students This practice occurs some of the time or with some CLD students This practice occurs regularly, widely, and consistently with CLD students
We ask parents of CLD students to participate in the entire assessment process from data gathering to verification of information, relying on their cultural background and intimate knowledge and experience with their child.
 
 
Data we have to show this is or is not occurring:
   
 
 
Comments for the state team:
   
 
 
Roles for Parents and Guardians of CLD Students:
As assessors and presenters of reports
Unsure This practice is not occurring with CLD students We are developing this practice with CLD students This practice occurs some of the time or with some CLD students This practice occurs regularly, widely, and consistently with CLD students
Parents are essential transition team members. Parents of CLD students are present and active partners at transition planning meetings giving information about their child either orally or in writing.
 
 
Data we have to show this is or is not occurring:
   
 
 
Comments for the state team:
   
 
 
Roles for Parents and Guardians of CLD Students:
As policymakers and advocates
Unsure This practice is not occurring with CLD students We are developing this practice with CLD students This practice occurs some of the time or with some CLD students This practice occurs regularly, widely, and consistently with CLD students
We actively encourage parents of CLD students to engage in elections, selecting people who represent their needs and concerns at local school building committees or boards.
 
 
Data we have to show this is or is not occurring:
   
 
 
Comments for the state team:
   
 
 
Roles for Parents and Guardians of CLD Students:
As policymakers and advocates
Unsure This practice is not occurring with CLD students We are developing this practice with CLD students This practice occurs some of the time or with some CLD students This practice occurs regularly, widely, and consistently with CLD students
We provide parents of CLD students opportunities within school to connect with other families through support groups, mentors, or community liaisons.
 
 
Data we have to show this is or is not occurring:
   
 
 
Comments for the state team:
   
 
 
Roles for Parents and Guardians of CLD Students:
As policymakers and advocates
Unsure This practice is not occurring with CLD students We are developing this practice with CLD students This practice occurs some of the time or with some CLD students This practice occurs regularly, widely, and consistently with CLD students
We recruit parents of CLD students to engage in peer advocacy. Examples: parent IEP support or parents serving as interpreters between their culture and cultures of the school at meetings
 
 
Data we have to show this is or is not occurring:
   
 
 
Comments for the state team:
   
 
 
Recommended Practices:
Cultural reciprocity and effective communication with individual families’ of CLD students
Unsure This practice is not occurring with CLD students We are developing this practice with CLD students This practice occurs some of the time or with some CLD students This practice occurs regularly, widely, and consistently with CLD students
To ensure transition plans are individualized, we use non-family member interpreters who are trained in the basics of special education and transition law and familiar with the individual student’s family culture.
 
 
Data we have to show this is or is not occurring:
   
 
 
Comments for the state team:
   
 
 
Recommended Practices:
Cultural reciprocity and effective communication with individual families’ of CLD students
Unsure This practice is not occurring with CLD students We are developing this practice with CLD students This practice occurs some of the time or with some CLD students This practice occurs regularly, widely, and consistently with CLD students
Our school personnel know the background of individual student’s family culture including: languages spoken at home, styles of communication, norms for personal and social development, post-secondary goals held by the family, views on disability, family structure, and decision-making practices.
 
 
Data we have to show this is or is not occurring:
   
 
 
Comments for the state team:
   
 
 
Recommended Practices:
Reciprocal training
Unsure This practice is not occurring with CLD students We are developing this practice with CLD students This practice occurs some of the time or with some CLD students This practice occurs regularly, widely, and consistently with CLD students
We provide our school personnel with cultural competence training to increase their cultural sensitivity and reduce professional behaviors known to be deterrents to parent participation in the transition planning process.
 
 
Data we have to show this is or is not occurring:
   
 
 
Comments for the state team:
   
 
 
Recommended Practices:
Reciprocal training
Unsure This practice is not occurring with CLD students We are developing this practice with CLD students This practice occurs some of the time or with some CLD students This practice occurs regularly, widely, and consistently with CLD students
To promote active participation in special education and transition planning meetings, we offer training to parents based on their needs, including those with CLD students to increase knowledge of school policy, practices, and procedures in special education and transition.
 
 
Data we have to show this is or is not occurring:
   
 
 
Comments for the state team:
   
 
 
Recommended Practices:
Person-centered planning and self-determination
Unsure This practice is not occurring with CLD students We are developing this practice with CLD students This practice occurs some of the time or with some CLD students This practice occurs regularly, widely, and consistently with CLD students
Our school personnel use person-centered planning tools for transition planning to students including CLD students (e.g., Circles, MAPS, PATHS).
 
 
Data we have to show this is or is not occurring:
   
 
 
Comments for the state team:
   
 
 
Recommended Practices:
Person-centered planning and self-determination
Unsure This practice is not occurring with CLD students We are developing this practice with CLD students This practice occurs some of the time or with some CLD students This practice occurs regularly, widely, and consistently with CLD students
Our school provides self-determination coursework to students including CLD students that provides education on: post-secondary options, legal rights, how to effectively advocate for what they need, and work proactively with transition service providers to achieve their post-secondary goals.
 
 
Data we have to show this is or is not occurring:
   
 
 
Comments for the state team:
   
 
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