Partnering in Student Success

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Presentation transcript:

Partnering in Student Success Division of Special Education Services and Supports, Division of Career, Technical and Agricultural Education, and Georgia Vocational Rehabilitation Agency January 2017 9/18/2018

9/18/2018

Student Success: Imagine the Possibilities State Systemic Improvement Plan Georgia’s brand: “Student Success: Imagine the Possibilities” Georgia’s plan has identified 50 intensive districts. 206 LEAs in Georgia with 209,106 students with disabilities All districts have SSIP plans. Many districts have included GVRA as a partner in their work. There are high expectations across the state because of the exciting opportunities with WIOA and E3/Transition Services. 9/18/2018

“Student Success: Imagine the Possibilities” State identified three main barriers to student success that ultimately impact school completion: Access to the General Curriculum Access to Positive School Climate Access to Specially Designed Instruction 9/18/2018

9/18/2018

Strategic Focus Our goal is to increase the graduation rate for students with disabilities. All students should have the opportunity to earn a regular diploma. The dropout rate must decrease. 9/18/2018

Transition Best Practices: Priorities for 2016-2017 Effective partnership within the Georgia Department of Education and across agencies Key partner: Georgia Vocational Rehabilitation Agency (GVRA) Increased knowledge and understanding of: Career Clusters and Pathways Move on When Ready Georgia’s Dual Enrollment Program Strategies to integrate the increased knowledge of MOWR and Career Pathways to impact every IEP meeting Building capacity to meet Workforce Innovation and Opportunity Act (WIOA) requirements 9/18/2018

Priorities for 2016-2017 Meaningful annual goals in transition plans to lead to intentional, incremental steps to reach the student’s post-secondary goal Transition plans should not be developed in isolation but as a part of the IEP meeting Increase student and parental involvement in the planning and meeting process Assistive technology must be considered and integrated to support students 9/18/2018

Priorities for 2016-2017 Transition planning must begin early Emphasis on middle school Essential partners are GVRA and school counselors Must be true partners in our work beginning in middle school and each step along the continuum Utilize the Individual Graduation Plan in the IEP meeting Collaborate rather than duplicate career assessments 9/18/2018

Transition Best Practice vs Compliance Transition Plan Compliance FY16 Indicator 13 98.41% 9/18/2018

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Are our results really 98.41%? 9/18/2018

FY16 data

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Transition Data 50 Targeted Intensive Districts 9/18/2018

Comparison of FY15 to FY16 Data 50 Intensive Districts 9/18/2018

Annual Event Graduation Rate Comparison FY15 FY16 9/18/2018

Dropout Rate FY15 FY16 9/18/2018

Results Driven Accountability 9/18/2018

Putting the pieces together 9/18/2018

CTAE concentrators have a 94 CTAE concentrators have a 94.9% graduation rate – almost 16 points higher than the state average! CTAE Graduation Rate 94.9% Let’s look at some of the CTAE data. FY 15 CTAE Annual Report 9/18/2018

Career Pathway, Increasing the Graduation Rate and Career Technical Instruction Academic integration reinforces the skills learned in academic classes Help students realize the application between academics and the world of work Hone in students’ interests, keep them engaged and in school Gives students opportunity to earn industry credentials Career Technical Student Organizations (CTSOs) provide leadership opportunities Cultivates a strong relationship between teacher & students 9/18/2018

Move on When Ready (MOWR) Georgia’s Dual Enrollment Program Partnered with Division of Career, Technical, and Agricultural Education (CTAE) to provide training and information to special education leaders across the state A guidance document has been developed for students with disabilities participating in MOWR Partnering with the Technical College System of Georgia, Office of Disabilities, to effectively support students, parents and educators 9/18/2018

A closer look – Assistive Technology According to the National Longitudinal Transition Study (NLTS2) - 2012: Comparing postsecondary outcomes of students with high incidence disabilities who reported receiving assistive technology (AT) in high school to those who reported not receiving AT (study included 305,000+ students) 9/18/2018

Look a little further According to NLTS2 99.8% of the students who received AT graduated while only 79.6% of those who did not receive AT graduated. 80.9% of students who received AT attended a postsecondary institution while only 40.1% of students who did not receive AT attended a postsecondary institution. 80% of those who received AT had a paying job after high school while only 50.8% of those who did not receive AT had a paying job. Only 7.8% of students with high-incidence disabilities reported receiving AT in high school. 9/18/2018

Assistive Technology What are the implications of the study? How can we better collectively support students based on this information? 9/18/2018

Key Points CTAE pathway completers graduate at higher rates Data reflects assistive technology has a significant impact on graduation rate as well as success after high school 9/18/2018

Partnerships and Initiatives 9/18/2018

Partnerships and Initiatives to Support Meaningful Transition Career, Technical, and Agricultural Education (CTAE) Professional Learning on Career Clusters and Pathways Career Technical Instruction (CTI) Move on When Ready (MOWR) Georgia’s Dual Enrollment Program Georgia Inclusive Post-Secondary Education Consortium (GAIPSEC) Project SEARCH 9/18/2018

Partnerships and Initiatives to Support Meaningful Transition ASPIRE - Active Student Participation Inspires Real Engagement Quality Indicators of Exemplary Transition Programs Needs Assessment Professional Learning 9/18/2018

9/18/2018

WIOA and Transition Services GVRA WIOA and Transition Services The Act as amended by WIOA (Act) places a heightened emphasis on the provision of services, including pre-employment transition services, to students and youth with disabilities to ensure they have meaningful opportunities to receive training and other services necessary to achieve employment outcomes in competitive integrated settings. 9/18/2018

GVRA Definition Student with a disability (361.5(c)(51) – has three components: Age requirement (14 -22). Educational program attendance. The requirement that the individual is eligible for and receiving special education or related services under the Individuals with Disabilities Education Act (IDEA), or is an individual with a disability, for the purpose of section 504 of the Act. 9/18/2018

EXPLORE, ENGAGE, EMPLOY 9/18/2018

Partnerships and Initiatives to Support Meaningful Transition EXPLORE, ENGAGE, EMPLOY Troup, Hall, Paulding, Decatur, Atlanta Area School for the Deaf, Georgia School for the Deaf and Georgia Academy for the Blind High School High Tech 9/18/2018

Exciting News: GVRA and SSIP Will assign a Service Area Manager/Career Pathways Specialist to each GLRS Participate in Collaborative Communities Serve on the SSIP Regional Team Meet with intensive districts Build relationships Work together – not separately 9/18/2018

Expectations Build relationships Listen and learn from each other Exchange information Increase awareness of services available Identify regional needs Leverage resources Understand opportunities and challenges from both perspectives 9/18/2018

Help build the bridge 9/18/2018

Partnering in Professional Learning CTAE College and Career Counseling Workshop: Transition, Advisement and Individual Graduation Planning Overview 9/18/2018

CTAE Partnership Career, Technical, and Agricultural Education (CTAE) Professional Learning on Career Clusters and Pathways Counseling for Careers, Career Development, Transition, and Workforce Development Southern Regional Education Board (SREB) to deliver professional learning Two day sessions January 26-27, 2017 and February 7-8, 2017 Will train more than 500 administrators and teachers as well as leaders from GaDOE, GLRS and GVRA 9/18/2018

CTAE Partnership Team from each intensive district CTAE Director, Special Education Director, High School/Middle School Principals, High School/Middle School Special Education and CTAE Teachers, High School/Middle School Counselor and GVRA Career Specialist - Maximum of 8 participants from each district Georgia Learning Resource System Directors, GaDOE District Liaisons and Georgia Network for Educational and Therapeutic Support will also be included GVRA will send 50 participants to embed with assigned districts Follow-up plan through SSIP next steps to be submitted July 2017 with the consolidated application Seamless alignment with SSIP across GaDOE divisions and in partnership with GVRA 9/18/2018

Participating School Districts Submit their district’s goals to the GaDOE through the next steps section of the system SSIP in July 2017. Metrics to collect and monitor data containing the percent of students completing an individual graduation plan and a career pathway must be included. Implementation will begin in the 2017-2018 school year. Participants will re-deliver workshop information and professional learning activities to school faculties to aid in the development of a school-wide advisement program. 9/18/2018

Georgia Career Information System Will replace GAcollege411 Career assessments are available in GCIS Collaborate rather than duplicate GVRA and GaDOE entered a Memorandum of Understanding for GVRA to provide GCIS for all middle and high schools throughout the state providing an integrated approach for Georgia’s students. 9/18/2018

Building Capacity 9/18/2018

Pre-Employment Transition Services 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. 9/18/2018

Building Capacity – Proposal Career Specialists to work directly with the 50 intensive districts Regional Career Specialists to provide universal support Emphasis on Governor’s High Demand Career Initiatives Career/clusters and pathways –roadmap for annual steps MOWR expert Support for entrance exam and securing accommodations Increase interaction with school counselors 9/18/2018

Fidelity of Implementation Responsibilities Funding In-kind support from LEA and GLRS/RESA Supervision Expectation of the LEA Professional Learning State, Region and District level to implement to fidelity 9/18/2018

Assistive Technology – Proposal Regional Assistive Technology Specialist located at each GLRS Leverage resources In-kind-support Provide technical assistance Lending center Direct services to districts 9/18/2018

Self-Advocacy Shared state level coordination Increase the use of student-led IEP process (ASPIRE) Implement the use of the ADA and Self-Advocacy for Students training developed by Burton Blatt Institute 9/18/2018

Aligning our Purpose: Finding a Common Language There are 66,463 students with disabilities ages 14-21 in Georgia (October 2016). CTAE, GVRA and Special Education are supporting the same students and their families. CTAE and GVRA are both career experts. Division of Special Education Services and Supports needs the support of CTAE and GVRA. GaDOE and GVRA have services that overlap such as assistive technology units. Must leverage resources and align. GVRA has 1400 employees working to support individuals with disabilities to find integrated employment with competitive pay – a career not just a job. We must understand each other and speak a common language. Barriers must be removed for our students and their families. We want to function collectively through a seamless and intentional approach. 9/18/2018

Strive for the best We must ensure effective and meaningful transition plans are developed and implemented for all students. Our students are counting on us! 9/18/2018

Questions 9/18/2018

Contact information Wina Low, Transition Program Specialist/SSIP State Team Lead GaDOE Special Education Services and Supports wlow@doe.k12.ga.us Tammy Caudell, Program Specialist, Special Populations GaDOE Career, Technical and Agricultural Education tcaudell@doe.k12.ga.us Dr. John Pritchett, Middle School Curriculum Coordinator Georgia Department of Education jpritchett@doe.k12.ga.us Dr. Myrel Seigler, Program Manager, School Counseling mseigler@doe.k12.ga.us Dale Arnold, Chief Client Management Officer Georgia Vocational Rehabilitation Agency dale.arnold@ablegeorgia.ga.gov Lauri Tuten, Assistant Director of Transition lauri.Tuten@ablegeorgia.ga.gov 9/18/2018