Transition Services and the Reauthorization of IDEA

1. Transition Services and the Reauthorization of IDEA All County Task Force Meeting February 16, 2006

2. Presentation Goals • Overview of Changes in Federal Law: Changes from IDEA 1997 to IDEA 04 • Kent State Longitudinal Study • Ohio Department of Education Transition Task Force: Goals and Updates • Summary of Performance (a regional model to consider) • Regional Dialogue and Planning

3. Today’s Presenters • Reena Fish, Transition Coordinator, Northwest Local School District • Robert Baer, Coordinator, Ohio Longitudinal Transition Study • Susie Rutkowski, Manager of Disabilities Education, Great Oaks Institute of Technology and Career Development • Rose Kahsar, Parent Mentor, Mt. Healthy City School District • Holly Boroff, Consultant, SWOSERRC

4. “If we don’t focus directly on changing the conditions that surround us--the culture of the school, how one school relates to another, the school district’s role, and so on--- we will not be able to pursue moral purpose on any scale.” - Michael Fullan, 2003

5. High Quality High Schools “Structure career and technical education programs around already-proven models that feature quality college and career readiness curricula and emphasize the need for learning beyond high school.” -Ohio State Board of Education Task Force on Quality High Schools for a Lifetime of Opportunities, November 2004

6. High Schools That Work Easing the Transition of CTE Students to Postsecondary Education, Advanced Training and Apprenticeships “Entering most high-demand, technical occupations that pay family-supporting wages now requires completion of some training or education beyond high school. Making pathways from high school to further education seamless and easily navigable is essential to preparing young people for the future.”

7. Behavioral System 1-5% Intensive Individualized Interventions 1-5% Intensive Individualized Interventions 5-10% Targeted Interventions 5-10% Targeted Interventions 80-90% School-Wide Interventions 80-90% School-Wide Interventions Adapted from OSEP Effective School-Wide Interventions Ohio Integrated Systems Model for Academic and Behavior Supports Academic System Decisions about tiers of support are data-based

8. Transition and IDEA 04 Definition Section: Transition Services… A.) A coordinated set of activities for a child with a disability that is designed to be within a results-oriented process,that is, focused on improving the academic and functional achievementof the child with a disability to facilitatethe child’s movement from school to post-school activities, including post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation; B.) Is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests; and C.) Includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, when appropriate, acquisition of daily living skills and functional vocational evaluation.

9. Transition Planning Beginning not later than the first IEP to be in effect when the child is 16, and updated annually thereafter- (aa) appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills; (bb) the transition services (including courses of study) needed to assist the child in reaching those goals…

10. Transition: Evaluations Before Change in Eligibility (ii) Summary of Performance--For a child whose eligibility under this part terminates under circumstances described in clause (i), a local educational agency shall provide the child with a summary of the child’s academic achievement and functional performance, which shall include recommendations on how to assist the child in meeting the child’s postsecondary goals.

11. THE OHIO LONGITUDINAL TRANSITION STUDYPHASE II – EXIT AND FOLLOWUPContact rbaer@kent.edu(330) 672-0722 Robert M. Baer, Principal Investigator. Al Daviso, Project Director, Kent State University Lawrence Dennis, Liaison, Office for Exceptional Children Robert Flexer, Consultant, Kent State University Margo Izzo, Consultant, The Ohio State University

12. Why is Ohio Conducting a Followup Study of IEP Graduates? • The No Child Left Behind Act (NCLB) of 2001 has emphasized the need for accountability for evidenced-based instruction that led to school-wide academic testing and evaluation. • However, the focus of the IDEA has always been twofold—progress in the general curriculum and preparation for productive adult roles and the IDEIA of 2005 now requires evaluation of postschool outcomes. • Consequently, the Office for Exceptional Children (OEC) developed a strategic goal that: “By June 2004 [OEC] will develop a longitudinal tracking system for students with disabilities after K-12 departure”

13. What are the Federal Requirements for Postschool Followup? • All schools should conduct followup of IEP graduates and dropouts at least once every six years (>50,000 yearly) • This evaluation should identify work and education outcomes for IEP students • Schools should identify factors that promote postschool success and address these in school improvement efforts

14. Ohio’s Response to Federal Requirements The OEC has submitted a plan that is based on the current OLTS model, which includes: • Recruitment of a cross-section of urban, rural, and suburban schools in each SERRC region • Training, support, data analysis, and materials development from Kent State University • SERRC sponsored regional transition teams that meet 3-4 times per year to recruit and train schools

15. What Kind of Information has been Collected, to Date? • 1,342 exit surveys have been coded and analyzed from two cohorts exiting 2004 and 2005 • 94% from student interviews • From 9 SERRC regions • 74% from high schools, 21% from JVS • Exit sample compared to Ohio in ethnicity and disability*. • 205 followup surveys are coded and analyzed for students who exited in 2004 and were followed up in 2005 • Only about ½ of schools who conducted exit surveys followed up after graduation because followup schedule conflicted with IEPs • Followup sample compared to Ohio but harder to followup urban and students with learning disabilities* *as compared to Ohio statistics reported for students who exited special education in 2000 as reported in the 24th Annual Report to Congress.

16. OLTS Findings – How Well Did Transition Plans Address Goals? • Postsecondary Education • 67% well or very well • Employment • 80% well or very well • Independent Living • 63% well or very well • Community/Leisure • 66% well or very well

17. OLTS Findings – Secondary Programs – Student Ratings Cohort I Cohort II

18. OLTS Findings – Anticipated Outcomes

19. OLTS Findings – Anticipated Fields of Work Cohort I Cohort II

20. OLTS Findings – Anticipated Independent Living/ Leisure

21. OLTS Findings (Cohort I) Planned vs. Current Fields of Employment

22. OLTS Findings (Cohort I) Postschool Work and VR Services

23. Work Outcomes by Cluster in %

24. Adult Service Utilization by Cluster (currently receiving services) in %

25. Reasons for Not Working of Unemployed Graduates (N=44)

26. Income Support by Cluster %

27. OLTS Findings (Cohort I) Planned vs. Current Postsecondary Ed.

28. Education Outcomes by Cluster in %

29. Education Supports of Graduates Who Were Attending College (N=69)

30. Reasons for Not Attending Postsecondary Education as Planned (N=67) Can’t find=can’t find job; Benefits=don’t want to lose benefits

31. Planned and Current Living Arrangements

32. Planned and Current Transportation and Voting Registration

33. Predictors of Postschool Engagement (Work or College) Significant Predictors with less than .05 likelihood of occurring by chance

34. Major Findings • Need to bolster supports for students entering postsecondary education • Need to assure students entering employment have job by graduation • Need to focus on in-school outcomes of proficiency and employment experience • Need to address issue of students needing remedial academics in college

35. Update on State Transition Initiatives

36. State Transition Work Group • OEC/CTAE • 20 Team-Member Organization • 4 Full-Day Meetings Fall 2004 • 12 Strategic Directions • 2005 – Transition Summit in Washington, D.C.

37. Task Force Members • Ohio Association of Supervisors and Coordinators for Exceptional Students • Buckeye Association of School Administrators • Ohio Association for Supervision and Curriculum • Ohio Association of Pupil Services Administrators • Ohio Middle School Association • Ohio School Board Association • Ohio School Psychologist Association • Ohio Association of Secondary School Administrators • Ohio Association of JVSD Superintendents • Ohio Coalition • Ohio Board of Regents • Ohio Association of Career Technical Education • Ohio Advisory Panel for Exceptional Children • Ohio Association of Community Colleges • Ohio Education Service Center Association • Ohio Youth Services Education Districts

38. ODE Representatives • Lawrence Dennis, OEC • Joyce Brouman, CTAE • Mike Armstrong, OEC • Vicki Melvin, CTAE Administration • Stephanie Metzger, OEC Program and Services • Kathy Shibley, CTAE-Pathways, Programs and Services

39. Purpose of Task Force • Set Direction for OEC • Implement Secondary Transition Services • Improve Post-Secondary Performance Outcomes

40. Vision It was the belief of this work group that the ultimate vision is a unified system of service delivery for all students designed to produce high school graduates with the knowledge and skills they need to succeed in college or the workplace and to be good, responsible citizens.

41. Transition Services WorkgroupStrategic Direction 12 point plan

42. Strategic Direction A To provide coordinated on-going professional development Outcome: A1. Establish a statewide trainer-of trainer model for professional development.

43. Strategic Direction B Infuse flexibility into educational structure Outcomes: B1. Redesign the continuum for career technical options that is integrated with all of transition B2. Develop new job description and training for role of “transition access coordinator" (old VOSE/WSC) B3. Connect the work of the High School Reform Task force with efforts of the Transition Work Group

44. Strategic Direction C Create flexible, multiple mastery based assessments Outcomes: C1. Develop alternative versions of assessments which align with diverse learning styles C2. Expand window of opportunity for when students are assessed. C3. Identify new ways to use various assessments of student learning.

45. Strategic Direction D Define student outcomes as an opportunity for work and further education. Outcomes: D1. Determine what other states are doing to include additional credentialing to a diploma. D2. Determine “where all of the students have gone” D3. Research what knowledge and skills employers need and determine how that can be credentialed.

46. Strategic Direction E Provide leadership to affect change. Outcomes: E1. Ensure that Ohio has instructional leaders who can motivate change. E2. Ensure our transition outcomes are tied to the High School Reform initiatives. E3. Clear guidance and directives are provided to the state around transition.

47. Strategic Direction F Influence pre-service to coincide with actual practice. Outcomes: F1. Connect High School reform to pre-service training that results in a plan for pre-service education that ensures that educators are risk takers, problem solvers, and critical thinkers.

48. Strategic Direction G Develop effective partnerships with agencies and families. Outcome: G1. Establish highly qualified (TTW) transition specialists to provide transition services in districts

49. Strategic Direction H Implement and support policies and standards. Outcome: H1. Ensure policies and standards are implemented.

50. Strategic Direction I Expand Public Relations. Outcome: I 1. Improve perceptions of transition services and educational practices in Ohio.