1. Andy SchraderEEX6065

2. Focus on High School Completers vs Post Secondary Education Completers in the areas of:1. Salary2. Independent Living3. Social Interactions 3. 60% of students with disabilities attended postsecondaryeducation Within 8 years of leaving high school, 59 percent of young adultswith disabilities had lived independently Results are specific to disability category helping determineinformation by disability (emotional disturbance disabilities aremore likely to not report disability to schools, workplace, and aremore involved in the criminal justice system) Young adults who had received a postsecondary educationdegree or certificate were more likely to be employed at the timeof the interview than those with lower levels of educationalattainment (83 percent vs. 38 percent to 58 percent). Average hourly wages were significantly higher for young adultswith disabilities who had completed a postsecondary educationprogram than for those who had completed high school or whohad some postsecondary education ($12.50 vs. $9.80 per hourand $9.80 per hour). 4. IEP team can discuss importance of student reportingdisability to postsecondary institute to receive neededsupport and accommodations for success Goals can be more specific by disability to help withthe transition process 5. Collaborative Program Development Group of cross-departmental faculty agreed to meet ona voluntary basis over a period of twelve months todevelop a proposal for a merged secondary program Created the Secondary Dual Educator Program (SDEP) 6. Teach from a strong content knowledge foundationutilizing specialized methods for teaching the content area Differentiate units, lessons and assessments for a diverserange of learners. Accommodate the needs of diverse students withininclusive classrooms. Adapt unit and lesson plans for students with diverseneeds, and for students with varying cultural, social, andlinguistic backgrounds Implement co-planning and co-teaching methods tostrengthen content acquisition of individuals with learningchallenges Understand assessment and instruction for individualswith significant disabilities 7. From the very first day new teachers walk into theirclassrooms, be it in high-performing or low-performing schools, in urban, rural, or suburbansettings, SDEP enables educators to deliver high-quality education to every single student in the room SDEP is one model for preparing candidates to meetthe challenges of secondary teaching in a rapidlychanging world An evaluation of SDEP found that graduatesdeveloped competency in differentiation andcollaboration 8. This brief explores the challenges to documenting drop out rates and ways to support students with disabilities so that they meet academic standards and graduate 9. Dropout rate is twice that for students with disabilitiescompared to general education students Increased demands for higher achievement on statestandardized testing Students with disabilities are included in theseassessments and have been identified as being amongthe lowest performing More than 80% of persons incarcerated are highschool dropouts 10. Although dropout rates have decreased new highstakes testing can lead to an increase in studentdropout Models of tracking dropout rates vary What grade levels should be included Inaccurate data sources Financial restraints 11. Supplemental services for at risk students Different forms of alternative education School wide restructuring Continue to demonstrate and validate new dropoutprevention and intervention strategies Encourage dropout reentry 12. Fullerton, Ann; Ruben, Barbara J., & McBride, S. (2011)Development and Design of a Merged Secondaryand Special Education Teacher PreparationProgram. Teacher Education Quarterly, v38 n2 p27-44. Newman, L., Wagner, M., & Knokey, A. M. (2011). ThePost- High School Outcomes of Young Adults withDisabilities up to 8 Years after High School.National Center for Special Education Research,218. Thurlow, M.L., Sinclair, M.F., & Johnson, D.R. (2002).Students with Disabilities who Drop Out ofSchool-Implications for Policy and Practice. National Center on Secondary Education andTransition, Vol. 1 Issue 2.