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Mitch KruskaOregon Department of Education, Director of Education Programs,

Secondary Transition & Alternate Assessment

Mitch.Kruska@state.or.us

Sally SimichOregon Department of Education

Secondary Transition

Sally.Simich@state.or.us

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Outcome 1: Understand why collecting PSO data is so important for decisions on how to best serve students

Outcome 2: Learn what is next for SPR&I and PSO

Outcome 3: Understand the work around Interagency Coordination

Outcome 4: Discover what the work of Transition Technical Assistance Network for 2016-17

Outcome 5: Oregon Statewide Transition Conference for 2016-17

› 164 districts had secondary students leave, › 90% of these districts collected and reported PSO

data› In past 6 years districts have interviewed a

representative sample of leavers (except dropouts)› 77% of districts are collecting Pre-exit information› TNF’s are full time & a making an impact across

Oregon› Settlement Agreement on Lane vs. Brown

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All districts completed their Consolidated Plan on the Transition Indicators for SPRI

96% of 167 districts completed their PSO online and on time [6 districts did not]

Over 2900 students were interviewed, not meeting the target of 85%, but 650 more interviews than in any previous year

131 districts completed the Pre-Exit interviews with 2406 leavers (78%)

OUTCOME 1:

Understand why collecting PSO data is so important for decisions on how to best serve

students

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Districts› Need to understand PSO data for SPRI for action

plans› Need to examine PSO data to look for district/program

strengths and needs› Staffing – program changes

State› Federal reporting› Settlement agreement reporting on state progress› Developing data-based training and materials for

districts› Reporting data back to districts for further district

analysis

Secondary Transition Components of IEPs:

Assure compliance with IDEA

Provides minimum accountability / structure for developing transition rich IEPs that engage youth and prepare them for post-school education, training, employment, and independent living

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Post-School Outcomes: To inform program improvement planning by

seeing where former students are doing well and where improvement could be made

To analyze data by gender, race/ethnicity, disability category, or exit status

To track how your leavers are doing over time To allow states to explore what in-school

experiences influence their students’ post-school outcomes

Come to session 2 to learn more about using PSO data

The number of youth enrolled in ODDS service who exited school

The number of youth who exited high school with a job

The number of youth who received postsecondary services after exiting (went to school)

Types of employment these individuals obtained after exiting

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› Teachers will have access to the PSO data results› 100% of districts with leavers will complete their

required PSO collection› Increase engagement in competitive employment is

part of the settlement agreement› District administration recognizes the value of using

post school outcome data along with graduation, dropout and transition IEP’s to determine areas of focus

› Transition programs and services will incorporate Predictors and Evidence Based Practices (PBPP)

Outcome 2:

Learn what is next for SPR&I and PSO

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Beginning with the first IEP in effect when the student turns 16, the IEP Team Notice: Invited the student; 34 CFR §300.322

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For transition age students, the most recentIEP meeting also included, to the extent appropriate, and with the consent of the parent or adult student, a representative of any participating agency that was likely to be responsible for providing or paying for transition services. 34 CFRs §300.321

For students who turn 16 when the most recent IEP is in effect or who are older than 16, the IEP contains Present Levels of Academic Achievement and Functional Performance including the following: results of age-appropriate transition

assessments. 34 CFR §300.320(b)(1) student’s preferences, needs, interests,

and strengths 34 CFR §300.43(a)(2)

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The most recent IEP contains a statement of measurable Annual Goals including academic & functional goals. 34 CFR §300.320

For students who turn 16 when the most recent IEP is in effect or who are older than 16, the annual IEP goals are related to the student’s transition services. 34 CFR §300.320

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For students who turn 16 when the most recent IEP is in effect or who are older than 16, the IEP includes appropriate measurable post-secondary transition goals related to training, education, employment, and, where appropriate, independent living skills, based upon age-appropriate transition assessments. 34 CFR §300.320

For students who turn 16 when the most recent IEP is in effect or who are older than 16, the post-secondary transition goalsrelated to training, education, employment, and where appropriate, independent living skills were updated annually. 34 CFR §300.320(b)

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For students who turn 16 when the most recent IEP is in effect or who are older than 16, the IEP includes transition services needed to assist the student in reaching the post-secondary goals. 34 CFR §300.320 §300.43

For students who turn 16 when the most recent IEP is in effect or who are older than 16, the IEP includes courses of studyneeded to assist the student in reaching the postsecondary goals. 34 CFR §300.320

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PAST

req

uire

men

tsPR

ESEN

T

17 individual activities 8 indicators with 194+ prompts Activities designed by ODE Activities required annually Extensions were given to complete

activities 1 Plan – 4 sections 10 indicators with 25

prompts Plan created in

collaboration with district stakeholders

3 year plan with annual updates

No extensions were given

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Improve collaboration across agencies at the SEA and LEA level to support students and families,

Need to incorporate evidence based predictors and practices into district practice statewide,

Improve graduation rates, lower dropout rates, improve compliance on transition standards in the procedural review process

Incorporate Post School Outcome results in the data-based decision making process for districts.

Learn more about this in Session 3

Outcome 3:

Understand the work around Interagency Coordination

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To ensure that all children with disabilities have

available to them a free appropriate public education

that emphasizes special education and related services

designed to meet their unique needs and prepare

them for further education, employment, and

independent living.

IDEA Regulations §300.1(a)

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To increase, for individuals in the United States, particularly those

individuals with barriers to employment, access to and

opportunities for the employment, education, training, and support services they need to succeed in

the labor market.P. L. 113-128

Our goal is to improve transition outcomes for youth with disabilities by creating an

equitable, sustainable, simplified system, aligned

across agencies that reduces redundancy.

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15% allotment for Pre-E.T.S. Collaboration with LEAs Enhanced outreach and I&R to students Local VR Office Transition Coordination

WIOA requires all states to use at least 15% of section 110 state allotments for provision of pre-employment transition services. The 15% cannot be used to pay for administrative costs of providing the pre-employment transition services

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Job exploration counseling; Work-based learning experiences, which may include

in-school or after school opportunities, or experience outside the traditional school setting (including internships), that is provided in an integrated environment to the maximum extent possible;

Counseling on opportunities for enrollment in comprehensive transition or postsecondary educational programs at institutions of higher education;

Workplace readiness training to develop social skills and independent living;

Instruction in self-advocacy, which may include peer mentoring.

In collaboration with the local educational agencies involved, [VR] shall provide, or arrange for the provision of, pre-employment transition services for all students with disabilities in need of such services who are eligible or potentially eligible for services under this title.

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“Nothing within WIOA is to be construed as reducing the responsibility of the local educational agencies or any other agencies under the Individuals with Disabilities Education Act to provide or pay for transition services that are also considered to be special education or related services necessary for the provision of a free appropriate public education to children with disabilities.”

Attend IEP meetings for students with disabilities when invited,

Work with local workforce development boards, One-Stop centers, and employers to develop work opportunities for students with disabilities,

Work with schools, to coordinate and guarantee the provision of pre-employment transitions services

Attend person-centered planning meetings for individuals receiving services under Title 19 of Social Security Act, when invited.

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Outcome 4:

Discover what the work of Transition Technical Assistance

Network for 2016-17

1st year- August 2014 (Part time)

2nd year- July 2015 (Full Time) with the support of VR

3rd year- July 2016-plans to support WIOA, Settlement Agreement, and Executive Order 15-01

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Regional Educator Institutes PATH trainings and facilitations Employment First Expansion Bi-Annual Team meeting with TNF/ODDS

Employment Specialist/ VR-IDD Counselors Teacher trainings on transition Increase communication with communities PETS survey for non-YTP sites Support local school districts to provide

resource fairs Increase in Family Engagement Trainings

22 Educator Institutes 2 VR/IDD counselor, TNF, and ODDS

Employment Specialist team meetings 8 Employer Engagement Trainings 21 Family Engagement trainings 20+ new Transition Resource Fairs 11 completed PATHS with an action plan

to support communities

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Supported the development of 12 new local Employment First teams.

Over 20 trainings held for teachers regarding topics of interest.

- Social Security Benefits

- Guardianship - Transition IEPs - Adult Agency

Coordination - etc.

4 new websites regarding regional transition

2 local newsletters Added Twitter

account specifically focusing on transition

Assessment and curriculum resources available on websites

Completed (PETS) survey with Non YTP school districts

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Signed in July, 2016 Includes roles and responsibilities for Pre-

E.T.S. VR and ODE consulted with the nine

Tribes in Oregon to enhance tribal equity

Oregon Department of Education:› Partner with VR to implement Pre-Employment

Transition Services to Local Education Agencies› Post school outcomes survey, increasing the

number of surveys for students› Continue to share Evidence Based Practices

and Predictors to improve transition outcomes for students with disabilities

› Continue to strengthen support for communities from the Transition Technical Assistance Network

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ODE and VR› Transition Network Facilitators › NTACT Intensive TA (four more years)› Summer Work Experiences › Shared communication regarding policy

transmittals from each agency› More collaborative regional trainings

between schools and agencies

Outcome 5:

Oregon Statewide Transition Conference for 2016-17

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http://www.ode.state.or.us/search/results/?id=266

http://triwou.org/projects/tcn/ttanabout

http://www.wintac.org/topic-areas/pre-employment-transition-services

http://transitionta.org/postschool

Mitch KruskaOregon Department of Education, Director of Education Programs,

Secondary Transition & Alternate Assessment

Mitch.Kruska@state.or.us

Sally SimichOregon Department of Education

Secondary Transition

Sally.Simich@state.or.us