transition contacts meeting part 1 - project...
TRANSCRIPT
www.FLDOE.org2
Agenda:
• §CFR 300.43 Transition – A Coordinated Set of Activities
• Guests:
• Vocational Rehabilitation
• College and Career Transition Clubs
• Deferral and Career Technical Education
• Florida Developmental Disabilities Council with University of Central Florida Center for Autism and Related Disabilities
• Florida Consortium on Inclusive Higher Education
• Parent Survey
• BEESS Way of Work
• Predictors
• Reminders
• Transition Resources
www.FLDOE.org3
Transition Services
§CFR 300.43 states
• (a) Transition services means a coordinated set of activities for a child with a disability that—
• (1) Is designed to be within a results- oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;
• (2) Is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests; and includes—
www.FLDOE.org4
Transition Services
• (i) Instruction;
• (ii) Related services;
• (iii) Community experiences;
• (iv) The development of employment and other post-school adult living objectives; and
• (v) If appropriate, acquisition of daily living skills and provision of a functional vocational evaluation.
• (b) Transition services for children with disabilities may be special education, if provided as specially designed instruction, or a related service, if required to assist a child with a disability to benefit from special education.
www.FLDOE.org5
Transition - A Coordinated Set of Activities
Source: NTACT Website
www.FLDOE.org
© 2014, Florida Department of Education. All Rights Reserved.
Vocational Rehabilitation
VR Pre-ETS Update
2019 Visions Conference
Vocational Rehabilitation
Pre-Employment Transition Services (Pre-ETS)
for Students with Disabilities
Presenters:
Marivett Gerena-Marrapodi, VR Area 4– Area Supervisor
Milton Moss, VR Area 4– Area Supervisor
Objectives
Participants will learn about:
VR Pre-ETS requirements under WIOA
How students access VR Pre-ETS
Details of VR Pre-ETS offered to students
VR delivery of Pre-ETS
Pre-Employment Transition Services
Contracted Work Based Learning Experiences (WBLE)
Workforce Innovation and Opportunity Act (WIOA) Transition & other updates
How to become a VR Vendor
Workforce Innovation and
Opportunity Act (WIOA)
VR agencies must make Pre-
Employment Transition Services
(Pre-ETS)available to all students
with disabilities.
VR will not require students to
make application or be found
eligible in order to receive Pre-ETS.
State Education Agencies Memorandum
of Agreement
Required under the Rehab Act of 1973,
as amended by WIOA, July 2014
Requires state educational agencies to
plan and coordinate transition services
The agreement includes the Division of
Public Schools (BEESS), VR and DBS
WIOA Pre-ETS Criteria–Student with a Disability
Student Aged 14-21
Secondary education or
Postsecondary training or education
With a Disability
Student served under IDEA (e.g., Individual Educational Plan)
Student served under the Rehab Act (e.g., 504 Plan)
Documentation that the student is regarded as such a person (e.g., school letter)
Pre-ETS Referral and Access
Anyone can refer a student for Pre-ETS
Students and families may self-refer starting at 14
Schools may refer electronically or with a paper
referral
Students needing additional VR services or supports
may apply and continue to receive Pre-ETS
Best option for student requiring additional supports
and intensive services
Eligibility and Order of Selection
with Pre-ETS
Eligibility Determination
Students determined to be ineligible for VR services are no longer eligible for Pre-ETS
Order of Selection (OOS)
Students who receive Pre-ETS prior to eligibility will continue to be able to receive Pre-ETS if placed on an OOS wait list
Students who do not receive Pre-ETS prior to being placed on an OOS wait list will not be able to receive Pre-ETS until they are accepted for service
Pre-ETS Service Delivery
Youth is referred to
VR
Youth selects service and
provider
VR refers youth to Provider
V R m u s t e n s u r e I n f o r m e d C h o i c e
Provider delivers services
Provider submits
deliverables and invoice
VR pays provider
for services
Pre-Employment Transition Services
Job Exploration Counseling
Work Readiness Training
Work-Based Learning Experiences (WBLE)
Self-Advocacy Training and Youth Peer
Mentoring
Postsecondary Educational Counseling
Job Exploration Counseling
Assessments or guidance on postsecondary
options
Aptitude and Interest Assessments (e.g.
Career Ability Placement Survey, Career
Orientation Placement and Evaluation
Survey, etc.)
Comprehensive Vocational Evaluation
Discovery
Work Readiness Training
Emphasizes employability and social skills acquisition
Examples of curriculum topics:
Resume Writing
Interviewing Skills
Searching and applying for jobs online
Finding and completing job applications
Managing employer initial contacts
Handling conflict
Work-Based Learning
Experiences
Work in a community-based setting among individuals
without disabilities
Job Shadowing
Paid and non-paid internships and Work Experiences
Informational Interviews
Self-Advocacy Training
Two courses help students learn about their rights and how to
advocate for their needs in school and their career. Course 1 is
instructional and Course 2 is practical application.
Curriculum Content:
Americans with Disabilities Act
Learning one’s rights and responsibilities
Self Awareness and Self-Determination
Goal Setting
Action Planning
Youth Peer Mentoring
An intensive, time-limited service which leverages like-
aged peers to engage youth by connecting them to long-
term community resources
Disability-related community services
Social networks for personal support
Career-related and professional networks
Postsecondary Educational Counseling
Guidance and counseling on training and educational
options available for youth after high school. This may
include instruction on:
Services available at the Disability Services Office
Student financial aid options
Postsecondary school options found in the local
community or other parts of Florida
Work Based Learning Experience
Contract with School Districts
New contract allows schools to provide new or enhance
existing Work Based Learning Experiences
Services may be conducted during school hours
Contract now includes access for all students with disabilities
Provides up to four experiences each year
Work Based Learning Experience
Contract with School Districts
Payments are tiered based on the level of support
needed for each student
34 districts applied for the WBLE Contract, 31 have
executed contracts
Training was delivered to all participating school and VR
staff
WIOA Transition and Other Updates
• Pre-ETS– As of December, 64 school districts have representatives with the
capacity to make referrals through VR’s STAR portal, and 6 districts are using
alternate methods. Program materials and resources are under revision, and
will include information required under the Stevens Amendment.
• Youth Peer Mentoring– As of December, 103 provider agencies have received
training to be Youth Peer Mentor Providers. Of those, 30 agencies have
completed registration and 21 have at least one Mentor on staff.
• Work-Based Learning Experiences (WBLE; formerly TPCA) Expansion– As of
December, 34 districts have applied to be WBLE providers and 31 of those have
executed contracts.
• Discovery– Currently, 69 provider staff in training course
• Self-Advocacy– Training will be updated under the Pre-ETS Project to establish
an hourly rate for this service and simplify student access. The updated
service will be available to students during the 2019-2020 school year.
December 2018 Youth & Student
Snapshot
Area
Age
14-21(Students & Non-
students)
Total Caseload
% of Caseload
Current
Potentially
Eligible Pre-ETS
Cumulative Pre-ETS
Students
1 2,021 4,981 40.57% 532 758
2 2,964 6,526 45.42% 820 1,687
3 3,410 7,734 44.09% 1,060 1,696
4 2,391 5,585 42.81% 373 950
5 1,457 2,682 54.33% 425 1,063
6 4,540 7,608 59.67% 435 621
7 2,793 5,295 52.75% 397 643
State 19,576 40,411 48.44% 4,042 7,418
Schools can become a provider
Requirements:
your organization must be either a public school,
including charter schools;
a public college, or university;
a career or technical school;
a private college or university; or
a private school, as defined in § 1002.01(2), Florida
Statutes.
Pre-ETS Services Schools Can Deliver
Work Readiness Training
Work Based Learning Experience
Self-Advocacy Training
Peer Mentoring
Additional Provider Training
Providers delivering Self-Advocacy Training
must complete mandatory training and pass a
post-assessment test prior to providing
services.
Providers delivering Peer Mentoring must
complete additional mandatory training
through an outside provider, at a small cost to
the Provider.
We just want to say…
www.FLDOE.org
© 2014, Florida Department of Education. All Rights Reserved.
College and Career Transition Clubs (CCTs)
Hernando County School’s
College and Career
Transition Clubs(HCCTC)
Five Approved High schools:
Central CCTC, Weeki Wachee CCTC,
Hernando High CCTC & Nature Coast
Technical CCTC Application Components:
Learning Outcomes
School Population
Recruitment Strategies
Club Structure
Club Governance
Proposed Activities
Budget Description and Narrative
Learning outcomes (1-3)
1. Identify three careers or career fields in which your students are
interested and the competencies needed to pursue those careers.
2. Identify a pathway(s) to each career through secondary and
postsecondary education, training, and/or other experiences.
3. Identify postsecondary education institutions that offer programs aligned
with the specified careers and compare the characteristics of each.
Learning outcomes (4-5)
4. Identify the individual supports, if any, needed to access and succeed in:
a. Each career b. postsecondary education associated with each career.
5. Identify the three most important characteristics to them in choosing:
a. A career such as work environment, availability of jobs, salary of
wages, ability to advance in the field, etc.
b. Postsecondary education associated with each career.
Learning Outcomes (6-7)
6. Demonstrate the following:
a. Accurate completions of a postsecondary education application
b. Preparation of a resume and/or summary of performance relevant to
college and career applications
c. effective interviewing skills.
7. Development and application of employability and leadership skills,
aligned with their academic and other curricula, such as but not limited to
the following: teamwork, timeliness, goal-setting, organization, planning,
task completion, decision-making, self-advocacy, and communication.
School Population
Hernando High School (HHS) home of the Leopards is the only high school
within the city limits of Brooksville, Florida. It is steeped in a rich tradition
that evokes a great deal of pride within the community. Their campus is a
warm and friendly environment that embraces all types of diversity and is
constantly seeking to improve academically and behaviorally. HHS has led
the district in making unprecedented gains in their high school graduation
rate.
Currently HHS has 1,111 students enrolled in grades 9-12. They have 185
students with disabilities.
Recruitment Strategies
Recruitment strategies will be varied and wide-spread including providing presentations to
students, parents, teachers and administrators. Informational literature will be available at
School Advisory Meetings, guidance counselor’s office and posters describing the CCAT Club will
be displayed around the school campus. Videos and descriptive vignettes will be developed by
students for recruitment purposes.
CCAT Club Structure
The Leopard CCAT Club with strive to maintain a student membership from
grades 9-12 with an equal number of students with intellectual disabilities,
varying exceptionalities and non-disabled students. The meetings will be
held on “Club Connect” days that occur 6 times per year as well as a brief
meeting weekly on a “Mentoring Day” on either a Tuesday or Thursday. All
business and activities will be conducted at these meetings with approved
activities occurring outside of the meetings as identified on the school
calendar.
CCAT Club Governance
The CCAT will be governed under the oversight of the school principal with
all operations being conducted by a school advisor selected by the principal
following Union contractual guidelines.
There will also be a student advisory board to assist in conducting business
comprised of four (4) officers: president, vice-president, secretary and
activities’ chairman. The advisory board should also follow the protocol of
equal students with disabilities to non-disabled peers.
Proposed Activities
The Leopard College, Career and Transition (CCAT) club will focus on the 7
student learning outcomes identified by the Florida Postsecondary
Comprehensive Transition Program (FPCTP). Students will identify three or
more career fields and identify specific pathways to these careers by
interviewing guest speakers, visiting the Hernando County Chamber of
Commerce and completing simulations and activities using evidence-based
transition curriculum software.
They will identify various postsecondary institutions of interest through
participating in actual campus visits as well as virtual visits and tours. They
will participate in attending “Concept College” at Pasco Hernando State
College where they will have the unique opportunity to explore a variety of
career pathways and have a campus tour and light lunch. During that visit
they can gain insight into the Florida College System and all of the programs
open to them at PHSC. They will also visit at least one Florida Postsecondary
Comprehensive Transition Program (FPCTP) per year.
Proposed Activities continued
Guest speaker(s) from various postsecondary institutions will meet and
present to the students at their club meeting and discuss individual supports
available and necessary readiness skills. They will also be able to obtain
information on financial aid and campus life. Potential employers will also
be invited speakers where they can discuss the most valuable information
needed to be successful in a workplace.
The Leopard CCT Club will take a leadership role on the Hernando High
campus by participating in campus activities like homecoming skits and their
parade to showcase college and career opportunities.
Lastly, it is hoped through peer mentorship and job shadowing opportunities,
the students will not only benefit from hands-on experiences and the
discovery process but also experience how to access natural supports through
peers and ultimately colleagues in the work place.
Budget Description
Function Object Amt.
CCT Club advisor stipend per school board rules and Union contract for additional
duty.
5200 130 2148.00
Materials & supplies including poster board, markers, portfolio covers, dividers,
markers,
construction paper and copy paper.
5100 510 1352.00
Transportation to “Concept College” at Pasco Hernando State College and at least
one
vocational technical school such as Withlacoochee
Technical School or Pinellas Technical College and attend one Chamber of Commerce
meeting.
780 160 1000.00
Speaker’s Fees up to $100.00 per speaker to address relevant topics on college,
career and post-secondary readiness.
5100 310 500.00
Educational Materials to purchase software on career assessment, workplace
readiness and life skills from the Conover Company.
5100 692 1000.00
Total $6000.00
Critical Issues to Consider
1. Choose a Facilitator/Club Leader who really understands transition,
students with disabilities and has some knowledge of post-secondary goals
and programs.
2. Make sure stipends for these positions are approved by your finance
department and the Union. The positions may have to be part of the
collective bargaining process.
3. Work with your administration and colleagues on how to make this work
in the Master Schedule for Students with Disabilities and general education
students (regular schedules, modified block schedules and block schedules
have to be looked at differently).
4. Coordinate this program with other initiatives to enhance both of the
programs.
More Issues to Consider
5. Know the difference between internal accounts and external accounts
(this funding goes into internal accounts generally).
6. Get your guest speakers and field trips planned early and placed on the
school’s master calendar so that if external approval is needed, it can be
obtained in a timely manner.
7. Meet with your facilitators quarterly to ensure that the meetings are
occurring and that the ratios are being maintained. Keep the administrators
in the loop.
Transition Fair
Brought to you by Project Connect and Exceptional
Student Support Services. Questions? Call
Judy Everett @ 352-797-7022 ext. 488
You’re off to great places... so get on your way! ~Dr. Seuss
Transition Fair
Where are you going?
What will you do?
Come meet the people prepared to help you!
Join us to take a look toward the future! Learn about programs and
services available to you during and after High School.
Meet representatives from Career Source, Vocational Rehabilitation, Pasco Hernando
State College, NAMI Hernando,
The Center for Independent Living, FL Dept. of Children and Families,
The Agency for Persons with Disabilities, Project Looking Ahead,
ARC, Project 10, St. Vincent De Paul,
Social Security information from Service Source, and more!
FREE FOOD AND PRIZES!!!!
Thursday, April 25, 2019
6 PM to 8 PM
Pasco-Hernando State
College
450 Beverly Ct.
Spring Hill, FL
Plan Now!!
MECCA
Contact Information
Judy Everett, Supervisor
Exceptional Student Support Services
1036 Varsity Drive
Brooksville, FL 34601
www.FLDOE.org
© 2014, Florida Department of Education. All Rights Reserved.
Florida Developmental Disabilities Council (FDDC)
Improving Post-Secondary Education Outcomes for Hispanic/Latino Students with ASD
• FDDC funded project• Identify barriers/supports for success in post-secondary education—focus on
state colleges• Focus groups, surveys, interviews• Outcomes: Generate solutions, improve access and completion of PSE programs
• Target Participants:• High school students• Parents of high school students• Adults• Parents of adults who have left high school
• HELP US• Disseminate Survey—see flyer• Provide input today• Email: [email protected]
www.FLDOE.org
© 2014, Florida Department of Education. All Rights Reserved.
Deferral and Career Technical Education
Linda Andrews, ESE Transition Program Facilitator
Veronica Berry, ESE Employment Specialist
Nina Voelker, LTC ESE Instructor
Deferred Options
Milton
Skill & SITE NAS Whiting Field
Locklin Technical College
Navarre
Skill & SITE Navarre High
Gulf BreezeProject SEARCH -
Gulf Breeze Hospital
Common Among Deferment Programs
Ages 18-22, It’s not High School any longer!
Met Graduation Requirements, Defer Standard Diploma
IEP Driven: review prior to High School exit
District Calendar & Bus Transportation
Independent (Self-Care)
Community Based Vocational Education
Employment
Agency Connections
Transition Services Information Fair
“Life After High School”
Friday, March 9:00 A.M. to 12:00 P.M.
• Transition Planning
Information For Students
With Disabilities And
Parents
• Helpful Tips On
Obtaining And
Maintaining
Employment
• Separate Student And
Parent Presentations
• Available Resources In
The Community
• Answers Regarding
Services
• Mock Interviews
High School to Transition Program Annual Process Checklist
CBI
Learn
about work
Learn
about
life
Learn about
community
A Glimpse in the Day of a SITE/SKILL Intern
SKILL/SITE ProgramsProgram Based Enterprises
• WayPoint• Practical Assessment Exploration System Lab• Talent Assessment Program• Pictorial Inventory of Careers • Vocational Implications of Personality
Transition Assessments
https://weartv.com/features/pay-it-forward/special-needs-students-learn-confidence-gain-employment-through-training-program
Hill-Kelly Dodge Chrysler Jeep Ram, are "Paying it Forward" to education.
Project | SEARCH
Expectations for Interns:
A formal interview with managers
To arrive on time and work efficiently in their selected department
To maintain:-appropriate dress (uniform) -hygiene-behavior -professionalism
Project SEARCH Internships
Food Services
Endoscopy Center
Front Desk ReceptionMaterials Management
Environmental Services
Andrews PT
Nina Voelker
LTC ESE Instructor/ Department Coordinator
ThirteenCTE Programs
Six Programs that can be modified for ACCESS students
Please contact Linda Andrews, Transition Program Facilitator, for additional information at(850)983-5168 or [email protected] .
CTE AND SWDWHAT IS HAPPENING IN SANTA ROSA COUNTY
NINA VOELKER
ESE INSTRUCTOR/DEPARTMENT
COORDINATORADULT 504 ADVISOR
LOCKLIN TECHNICAL COLLEGE
SUPPORT
DISTRICT, ADMINISTRATION, AND
CTE INSTRUCTORS
PERSONNEL
ESE INSTRUCTORS
PARAPROFESSIONAL/TEACHER ASSISTANT
ACADEMIC CREDITS
COURSE SUBSTITUTION
MOCPMODIFIED OCCUPATIONAL
COMPLETION POINT
MODIFIED STUDENT PERFORMANCE STANDARDS
AUTOMOTIVE MAINTENANCE AND LIGHT REPAIR CTE CURRICULUM
INDUSTRY TITLE – LUBE AND TIRE TECHNICIAN
MOCP B
CURRICULUM DESCRIPTION:
This curriculum emphases beginning transportation service skills and workplace success skills. Students study safety, equipment, shop operations, basic and technician
skills. This modified occupational completion point (MOCP) is for students with disabilities who are working on a modified curriculum developed by a MOCP Team
comprised of CTE instructor, Business leaders, and ESE instructor.
CTE STANDARDS (See State Curriculum for Benchmarks)
Automotive Maintenance and Light Repair 1
01.0 PROFICIENTLY EXPLAIN AND APPLY REQUIRED SHOP AND PERSONAL SAFETY TASKS RELATING TO THE AUTOMOTIVE INDUSTRY--The student will be able to:
01.01 Identify and apply general shop safety rules and procedures, EPA and OSHA standards.
01.05 Identify and use appropriate emergency first aid procedures.
01.06 Utilize and demonstrate safe procedures for handling of tools and equipment.
01.07 Identify and use proper placement of floor jacks and jack stands.
01.08 Identify and use proper procedures for safe lift operation.
01.09 Utilize proper ventilation procedures for working within the lab/shop area.
01.11 Identify marked safety areas.
01.12 Identify the location and the types of fire extinguishers and other fire safety equipment.
01.13 Demonstrate knowledge of the procedures for using fire extinguishers and other safety
equipment.
01.14 Identify the location and use of eye wash stations.
01.15 Identify the location of the posted evacuation routes.
CTAPCAREER & TECHNICAL
ACCESSIBILITY PROGRAM
WFE ADULT 504
ADULTS WHO SELF-IDENTIFY
MAY QUALIFY FOR
ASSISTANCE UNDER ADA AND
WORKFORCE EDUCATION 504
MY GOALS FOR CTEPROVIDE MORE INCLUSIONARY SERVICES WITHIN CTE PROGRAMS AT LOCKLIN AND IN THE HIGH SCHOOLS
MORE CTE OPTIONS FOR ESE STUDENTS
MORE PARAPROFESSIONALS IN THE CTE CLASSES
QUESTIONS
www.FLDOE.org
© 2014, Florida Department of Education. All Rights Reserved.
Florida Consortium on Inclusive Higher Education (FCIHE)
www.FLDOE.org
85
New Transition Section:
•New Transition Items (3)
•Associations from Parent Survey Results?
•Results
www.FLDOE.org86
2017-18 Transition Items
• For the 2017-18 Survey, three transition questions were added
• With the purpose of gathering data on parent’s perception of transition information and services that are offered
• To begin to address any gaps
www.FLDOE.org87
Transition Item #1
• School personnel provide me with information on agencies that can assist my child in the transition from school.* 71.3%
• The purpose of this question is to see if families of transition aged youth are being connected with agencies that can assist with life after high-school.
www.FLDOE.org88
K-12 Interesting Data
The school provides information on agencies that can assist my child in the transition from school.
www.FLDOE.org89
Transition Item #2
• School personnel provide me with information about the type of supports my child will need after graduation. 67.5%
• The purpose of this question was to see if post school planning is taking place and realistic to each individual student’s needs.
www.FLDOE.org90
Transition Item #3
• School personnel have discussed with me what options my child has for work or further education or training after graduation. 67.3%
• Is a transition plan in place that truly addresses success after high school graduation?
www.FLDOE.org91
Who Responded to the Transition Items
Grade Number Percentage
8th 1,914 19.8%
9th 1,849 19.1%
10th 1,808 18.7%
11th 1,732 17.9%
12th 2,362 24.4%
Total 9,665 100.0%
www.FLDOE.org92
Transition Item Data
Is there an association between responses to the 2018 Transition Items and district performance on selected state performance plan indicators?
www.FLDOE.org93
Transition Item Data
• Districts with higher scores on the transition items outperformed districts with lower scores on the transition items on several indicators, including:
• graduation rate (68% vs. 57%)
• dropout rate (11% vs. 16%)
• students proficient in reading (28% vs. 23%)
• students proficient in math (36% vs. 28%)
• parent involvement (87% vs. 79%)
• transition IEP compliance (98% vs. 92%)
www.FLDOE.org94
Districts with lower
performance on transition items
Districts with higher
performance on transition items
Transition Item Min Max Mean Min Max Mean
Item 24 3.5 4.0 3.9
4.6 5.2 4.8
Item 25 3.5 3.9 3.8
4.4 5.2 4.8
Item 26 3.7 3.9 3.8
4.5 5.2 4.8
SPP (State Performance Plan) Indicator
Min (%)
Max (%)
Mean (%)
Min (%)
Max (%)
Mean (%)
SEA Target (%)
1. Graduation rate 35.6 83.7 57.0 47.0 100.0 68.0 58.3
2. Dropout rate 1.0 35.0 16.0 0.0 34.0 11.0 13.4
3. Participation and performance of children with disabilities on statewide assessments
93.0 98.0 95.0 93.0 98.0 96.0 99.0
94.0 98.0 96.0
96.0 99.0 97.0
99.0
17.0 38.0 23.0 20.0 37.0 28.0 51.0
19.0 44.0 28.0 0.2 43.0 36.0 51.0
5. Least Restrictive Environment aged 6-21
61.0 85.0 77.0
0.6 88.9 80.0
82.0
8. Parent Involvement 75.0 87.0 79.0 0.8 95.5 86.9 85.0
13. Transition to IEP compliance
50.0 100.0 92.0 0.8 100.0 98.0 100.0
14. Postschool outcomes 43.0 69.0 58.0 0.4 69.0 58.0 63.0
www.FLDOE.org95
Current Parent Survey
• Encourage families to complete
• Thank you to those who have notices on websites
www.FLDOE.org97
The Emphasis of IDEA 2004
“Improving educational results for children with disabilities is an essential element of our national policy of ensuring equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities” (20 U.S.C. section 1400(c)(1))
www.FLDOE.org98
Moving from Access to Attainment: Statewide Equity and Attainment
Increase Number of Students Graduating College and Career Ready
• Improve Graduation Rate
• Decrease Dropout Rate
• Improve Post-School Outcomes Results
www.FLDOE.org99
Best Practices for Inclusive Education
According to section 1003.57(1), Florida Statutes (F.S.)
“Once every 3 years, each school district and school shall complete a Best Practices for Inclusive Education (BPIE) assessment with a Florida Inclusion Network facilitator and include the results of the BPIE assessment and all planned short-term and long-term improvement efforts in the school district’s exceptional student education policies and procedures.”
www.FLDOE.org100
Definition of Least Restrictive Environment (LRE)
• Students with disabilities (SWD) are educated with their nondisabled peers to the maximum extent possible
• Removal of students from the regular education environment occurs only when the nature or severity of the disability is such that education in the regular classes with the use of supplementary aids and services cannot be achieved satisfactorily
www.FLDOE.org101
Best Practices for Inclusive Education
According to Florida Statute 1003.57(1)(a):
“The school district shall use the term ‘inclusion’ to mean that a student is receiving education in a general education regular class setting, reflecting natural proportions and age-appropriate heterogeneous groups in core academic and elective or special areas within the school community; a student with a disability is a valued member of the classroom and school community; the teachers and administrators support universal education and have knowledge and support available to enable them to effectively teach all children; and a teacher is provided access to technical assistance in best practices, instructional methods, and supports tailored to the student’s needs based on current research.”
www.FLDOE.org102
69.370.7 71.28
74.4473.02 73.9
52.3 52.6
56.38
53.38 54.07 54.9253.2 53.5 53.8 53 52.65 52.51
58.7
62 62.81 63.9265.13 65.81
59.657.5 58.16 57.8 57.98 58.26
62.2 62.1 62.43 61.96 61.84 62.37
67 66 66.1767.53 68.13 68.42
0
10
20
30
40
50
60
70
80
2011 2012 2013 2014 2015 2016
Florida California Illinois Ohio New York Pennsylvannia Texas
Least Restrictive Environment
Source: GRADS360
www.FLDOE.org
© 2014, Florida Department of Education. All Rights Reserved.
Moving Your Numbers
Purpose: To help school districts nationwide better learn how to identify and help struggling learners
www.FLDOE.org104
Summary of State Systemic Improvement Plan (SSIP)
• Florida’s theory of action is based on the evidenced-based practices (EBPs) identified in Moving Your Numbers: What Matters Most and Key Practices (NCEO, 2011).
• The following six key practices are critical to facilitate improved learning and achievement for all students, including students with disabilities:• Use data well
• Focus your goals
• Select and implement shared instructional practices
• Implement deeply
• Monitor and provide feedback
• Inquire and learn
www.FLDOE.org
© 2014, Florida Department of Education. All Rights Reserved.
movingyournumbers.org
www.FLDOE.org
107
Intensive Supports(Tier 3)
Supplemental Supports (Tier 2)
Universal Supports (Tier 1)
General, statewide support designed to inform, assist, and improve results for all districts.
More focused, targeted, frequent support in addition to and aligned with universal supports that are provided to
subgroups of districts in response to identified needs.
Most focused, targeted, frequent support in addition to and aligned with universal supports that are provided to
individual districts in response to identified needs.
Multi-tiered System of Support (MTSS) for Districts.
www.FLDOE.org
© 2014, Florida Department of Education. All Rights Reserved.
The Office of Special Education Programs (OSEP’s) Accountability Framework - Results Driven
Accountability
www.FLDOE.org
© 2014, Florida Department of Education. All Rights Reserved.
OSEP Accountability
OSEP’s accountability system includes a shift from a system focused primarily on compliance to one that puts more emphasis on results. Therefore, it is critical that resources be aligned to support improved educational results and functional outcomes for students with disabilities.
www.FLDOE.org
© 2014, Florida Department of Education. All Rights Reserved.
Part B State Performance Plan (SPP)
•Federal Requirement•Evaluate the state’s implementation of Part B•Describe how the state will improve implementation•Reports annually to OSEP on:•Performance of LEA’s according to set targets•Its performance according to set targets
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SPP Continued
• There are 17 indicators to report on annually
• We report LEA and state performance on all 17
• Four indicators related to secondary transition
• Indicator 1 – Graduation
• Indicator 2 – Dropout
• Indicator 13 – Secondary Transition with IEP goals – compliance
• Indicator 14 – Post-school Outcomes
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Graduation Target
• Each year BEESS submits an Annual Performance Report to the federal Office of Special Education Programs
• States must choose a focus for improvement - State Identified Measurable Result (SIMR)
• Florida’s is to graduate students with disabilities college, career and life ready and decrease the gap between SWD and all students
• Target is 70% for 2018-19
www.FLDOE.org
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Supporting Outcomes
•Predictor Outcome Areas:•Education•Employment•Independent Living
•New Tool for Schools•Individual Reports•Summary Reports
www.FLDOE.org
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NTACT NEW TOOL• The Transition Gradebook
• School-level tool for recording transition-related activities, including pre-employment transition services (Pre-ETS)
• locally served database application that records transition-related activities from five major areas from NTACT’s Predictors of Post-school Success—specifically:• Career Awareness• Work Experience• Inclusion• Student Supports• Collaboration
• Generates individual student and summary reports
www.FLDOE.org
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https://s3.amazonaws.com/yti-media/Transition+Gradebook+walkthrough+2019-3-04.mp4
www.FLDOE.org
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Deferral
• Free and Appropriate Public Education (FAPE) ends upon receipt of a standard diploma or age 22
• Deferral of diploma allowed
• Process described in Rule 6A-1.09963, Florida Administrative Code
• https://info.fldoe.org/docushare/dsweb/Get/Document-7322/dps-2015-34.pdf
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Questions • Are you able to predict your district’s graduation rate?
• for each cohort (9th -12th)
• Do you have an Early Warning System in place?
• What structures are in place in your district to support transition?
• Do you review your LEA profile and use to make data based decisions in your district?
• Are you aware of timeframes for various survey data?
• Survey 2
• Survey 5
• To what extent do students participate in IEP meetings? (attendance vs. self-directed IEPs)
• To what extent are families included in the process? (provided information to be equal partners throughout the process)
• To what extent are linkages with agencies in place to support movement from secondary to postsecondary settings?
www.FLDOE.org
© 2014, Florida Department of Education. All Rights Reserved.
Secondary Transition Resources
www.FLDOE.org
© 2014, Florida Department of Education. All Rights Reserved.
Online Resources
•Please visit the BEESS Portal at: http://www.fl-pda.org/ to access Online Independent Study Courses which include:•Graduation Requirements•Using an Early Warning System to Increase
Graduation Success• Job Development•Secondary Transition
•For more information on Facilitated Courses, contact your local FDLRS Center.
www.FLDOE.org
© 2014, Florida Department of Education. All Rights Reserved.
Project 10
• The only discretionary project focused solely on supporting transition indicators
• Priorities include:
• Improving graduation (EWS)
• Improving dropout – new dropout training this year
• Improving development of Transition IEPs
• Collaboration
• National Technical Assistance Center on Transition
• State Secondary Transition Interagency Committee
• Family Involvement
• Post-school Outcomes
• Student Success
• Information and Instructional Products
• Topical Briefs
• Webinars
• http://project10.info/
www.FLDOE.org
© 2014, Florida Department of Education. All Rights Reserved.
Resources Continued
•Additional Discretionary Projects •http://www.fldoe.org/core/fileparse.php/7567/u
rlt/projectslisting.pdf
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CTE Substitutions
Secondary Transition SpecialistBureau of Exceptional Education and Student Services
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Objectives
• Graduation Options
• CTE Course Substitutions • For all students
• Options only available for students with disabilities
• Modified Occupational Completion Points (MOCPs)
• Course Coding
www.FLDOE.org138
Standard Diploma Options
• 24 Credit Standard Diploma
• Academic and Employment
• Access Courses
• 18 Credit ACCEL Option
• Performance-Based Exit Option (formerly the High School Equivalency Diploma)
• International Baccalaureate (IB) Diploma Program
• Advanced International Certificate of Education (AICE) Diploma Program
• Graduation Course is available at: http://pdportal.florida-ese.org
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Special Diploma Section 1003.438, Florida Statutes (F.S.)
• Repealed as of July 1, 2015
• Students who began 9th grade in 2013-14 or earlier and whose IEPs already documented special diploma may continue to work toward a special diploma
• Remember, students who began 9th grade in 2014-15 or later may not work toward a special diploma
www.FLDOE.org141
Standard Diploma via Access Courses
• Must meet the same 24 course requirements as all students, but will use access courses
• For example, Access Algebra 1 instead of Algebra 1
• Other ESE courses and core courses may be used in certain circumstances
• May substitute a Career and Technical Education (CTE) course with content related for one access English IV, one access math, one access science and one access social studies
• Not access Algebra I, Geometry, Biology I or US History
• CTE courses may be modified (MOCPs)
• Process for determining “content related”
www.FLDOE.org142
Standard Diploma via Academic and Employment
• Must meet the same 24 course requirements as all students
• Must earn at least one-half credit in an employment-based course
• Must be paid employment at or above a minimum wage
• Documented achievement of components on employment transition plan
• Includes the work schedule and minimum hours per week, academic and employment competencies the student will develop and the criteria for evaluating, industry certifications, if any, and the supervision the school district will provide
www.FLDOE.org143
Standard Diploma via Academic and Employment
• May substitute a CTE course with content related for English IV, one math, one science and one social studies•Not Algebra 1, Geometry, Biology 1 or US History•There is a process for determining “content related”
• May obtain a waiver of statewide standardized test results if requirements met
• May not be modified
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CTE Course Substitutions
• There are 13 CTE courses that fulfill the equally rigorous science requirement can be used by all students to meet science requirements
• Principles of Agribusiness (8009120) and Agricultural Sales and Services (8116010) can fulfill the Economics requirement for all students
• Approximately 70% of CTE courses have been examined for alignment to math, science and English Language Arts standards- alignment tables can be reached from http://www.fldoe.org/academics/career-adult-edu/career-tech-edu
• *Students do not earn 2 credits for one course
www.FLDOE.org145
CTE Substitutions
Jane SilveriaState Supervisor, Special Populations
Non-Traditional and AssessmentCareer and Technical Education
www.FLDOE.org146
Equally Rigorous Science Credit
• Agriscience Foundations 1
• Biotechnology 1 & 2
• Agricultural Biotechnology 3
• Aquaculture 2 & 3
• Principles of Biomedical Science
• Human Body Systems
• Medical Interventions
• Introduction to Alternative Energy
• Aerospace Technologies I, II, & III
www.FLDOE.org147
Economic Credit
• Principles of Agribusiness
• Agriculture Sales and Service
www.FLDOE.org148
http://www.fldoe.org/academics/career-adult-edu/
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High School Graduation Options for Students With Disabilities
https://info.fldoe.org/docushare/dsweb/Get/Document-7322/dps-2015-34.pdf
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Modified Occupational Completion Points (MOCPs)
• What are MOCPs?
• Are you currently using in your district?
• Do you know there is a special reporting code?
• Are they for all students?
• Secondary courses only
www.FLDOE.org158
TAP on MOCPs
• May be found at: http://www.fldoe.org/core/fileparse.php/7574/urlt/mocps.pdf
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Course Coding Information
• Additional information pertaining to course substitution may be found in the narrative section of
the course code directory (page 22) at:http://www.fldoe.org/core/fileparse.php/7746/urlt/CCDNarrative1819.pdf• Please see section 4 of the Course Code Directory to locate the course codes to use for the substitutions: http://www.fldoe.org/policy/articulation/ccd/2018-2019-course-directory.stml
