Aligning High School And Beyond Plans and Individual Education Plans Janice Tornow, OSPI Linda Drake, SBE June 2018

Introduction

High School and Beyond Plans and Transition Planning A student’s smooth transition to adult life State Graduation Requirement: High School and Beyond Plan Federal Requirement: Individualized Education Program transition planning

High School and Beyond Plans and Transition Planning All students are required to have a High School and Beyond Plan (HSBP). IEP transition planning should align with and support – rather than replace - the student’s HSBP. Some aspects of transition planning are elements of a high quality HSBP that all students would benefit from.

Washington High School Diploma RCW 28A.230.090 The purpose of a high school diploma is to declare that a student is ready for success in postsecondary education, gainful employment, and citizenship, and is equipped with the skills to be a lifelong learner.

Washington High School Diploma Three requirements for graduation: Credit graduation requirements Assessment graduation requirements High School and Beyond Plan Washington High School Diploma Credit Requirements Assessment Requirements High School and Beyond Plan

Credit Graduation Requirements

Credit Graduation Requirements

Flexibility within the 24-Credit Graduation Requirement Framework Personalized Pathway Requirements (PPR) Locally determined coursework identified in the HSBP that is needed for meaningful postsecondary career or education goals chosen by the student based on interest and career goals. Individual for each student, intentionally chosen by the student to meet graduation requirements and help prepare for specific postsecondary or educational goals. Chosen in collaboration with parents/guardians, counselor, advisor, or teacher. Students specify 3 credits—an additional art and 2 world language or chose up to 3 other courses, which along with 4 electives and 17 core courses, completes the 24-credit diploma.

Flexibility within the 24-Credit Graduation Requirement Framework, Continued Districts may waive up to two credits for “individual students based on unusual circumstances.” Washington School Directors Association was directed to create a model policy for unusual circumstance, Policy 2418 Waiver for fitness/physical education does not change under the new requirements. Districts may provide additional flexibility in meeting the requirement through: High school credit offered in middle school Career and Technical Education course equivalency Competency-based credit and flexibility in the definition of a credit

Flexibility in Meeting Credit Graduation Requirements for Students in an Individualized Education Program WAC 180-51-115—Procedures for Granting High School Graduation Credits for Student with Special Educational Needs (1) No student shall be denied the opportunity to earn a high school diploma solely because of limitations on the student's ability. The board of directors of districts granting high school diplomas shall adopt written policies, including procedures, for meeting the unique limitations of each student. Such procedures may provide for: (a) The extension of time the student remains in school up to and including the school year in which such student reaches twenty-one years of age; (b) A special education program in accordance with chapter 28A.155 RCW if the student is eligible; and (c) Special accommodations for individual students, or in lieu thereof, exemption from any requirement in this chapter, if such requirement impedes the student's progress toward graduation and there is a direct relationship between the failure to meet the requirement and the student's limitation. (2) Unless otherwise prohibited by federal or state special education laws, such procedures may not provide for exemption from the certificate of academic achievement graduation requirement under RCW 28A.655.060 (3)(c).

Assessment Graduation Requirements

Assessment Graduation Requirements OSPI’s State Testing Webpage: http://www.k12.wa.us/assessment/StateTesting/default.aspx

Assessment Graduation Alternatives OSPI Graduation Pathways Matrix: Use the link at the bottom of the Graduation Alternatives webpage: http://www.k12.wa.us/assessment/GraduationAlternatives/default.aspx

High School and Beyond Plan

High School and Beyond Plan Who am I? What problems would I like to solve? What can I become? How do I get there? Students work with school counselors and advisors to create their individual plan, their “personalized pathway,” and revise it annually to accommodate changing interests or postsecondary goals. Postsecondary pathways may include 4-year colleges or universities, 2-year community or technical colleges, apprenticeship programs, industry certificate programs, military training or going directly to a job for on-the-job training.

Required Elements of the High School and Beyond Plan Initiation in the 7th or 8th Grade. Identification of career goals, aided by a skills and career interest inventory assessment. Identification of educational goals. Four-year plan for course-taking plan that fulfills state and local graduation requirements and aligns with the student's career and educational goals and individualized Personalized Pathway for student in Class of 2019 and beyond. Resume or activity log by end of 12th grade. For students who have not met standard on a state assessment, interventions and academic support, courses, or both, that enable students to meet the high school graduation requirements, must be a part of this plan.

Required Elements of the High School and Beyond Plan, Continued The plan must be updated to reflect assessment results, student progress, changing student interest, goals, or needs. Must include information about: Dual credit programs (AP,IB, Cambridge, Running Start, College in the High School, CTE Dual Credit [Tech Prep]). College Bound Scholarship Program. Districts are encouraged to involve parents and guardians in developing and updating the plan, and the plan must be provided to the parents and guardians in their native language if the language is one of the two most common non- English languages spoken in the district. Must include Certificates of Completion for students who complete CTE courses that have core academic course equivalencies.

The Importance of the HSBP for All Students

Starting with the Whys… Every Student Succeeds Act (ESSA) Pursuing Equity through Closing Gaps Continuous Improvement for All Schools Obtain and Retain Effective Educators Flexibility on Use of Resources

Career, College, and Life Ready The Purpose of IDEA IEP & State Standards Regular Diploma Career, College, and Life Ready To ensure that all students with disabilities have available to them a FAPE that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living.

Alignment of Purpose Under IDEA, the provision of special education is to ensure access and progress in the general education curriculum, to prepare students for further education, employment, and independent living. This aligns with ESSA’s purpose of closing achievement gaps and offering a significant opportunity to receive a fair, equitable, and high quality education. The ESSA Opportunity: a light is being shined on this population, the services they receive, and how we allocate resources to improve outcomes.

What is the Washington School Improvement Framework (WSIF)?

Opportunities to Learn English Learner Progress Advanced Course taking Washington School Improvement Framework Indicators Academic Outcomes Opportunities to Learn Proficiency ELA & Math Student Growth English Learner Progress Graduation Regular Attendance 9th graders on track Dual credit Advanced Course taking Elem & Middle  High School

154 Comprehensive- Graduation Rate TIER III: COMPREHENSIVE 99 schools 154 Comprehensive- Graduation Rate TIER II: TARGETED 3+ STUDENT GROUPS & EL 120 schools Targeted 41 schools Targeted EL Progress TIER I: TARGETED 1-2 STUDENT GROUPS 484 schools FOUNDATIONAL SUPPORTS TIER All Washington public schools

Overview: Outcome Data for Students with Disabilities

2017 Percentage of Students Ages 3 – 21 with Disabilities by Eligibility

2017 Percentage of School Age Students by Placement Category and Grade Level WA State This table breaks down where students with disabilities are spending their days. The blue section is 80-100% in general education, orange is 40-79%, and pink is 0-39%. We show this to look at the trends across grade levels, particularly as students transition from Kinder to 1st grade, from elementary to middle, and up to high school.

Glenna/Tania/Scott Students who miss 10% or more of their school days, for any reason, are considered chronically absent. Year-over-year, the gap between absences of total students and students with disabilities has remained steady. (Of note, the same pattern holds in every ESD, within a few tenths of a percentage)

All Students Statewide Indicator 1. Percent of youth with Individualized Education Programs (IEPs) graduating from high school with a regular high school diploma. Indicator 2. Percent of youth with IEPs dropping out of high school. Indicators 1 & 2 for SWD FFY 2013 State Data FFY 2014 State Data FFY 2015 State Data FFY 2016 State Data FFY 2017 State Data 4-Year Adjusted Cohort Graduation Rates of SWD 54.5% 55.7% 57.9% 58.1% 59.4% 4-Year Adjusted Drop Out Rates of SWD 18.4% 18.2% 17.9% 17.5% 16.8% All Students Statewide FFY 2013 State Data FFY 2014 State Data FFY 2015 State Data FFY 2016 State Data FFY 2017 State Data 4-Year Adjusted Cohort Graduation Rates 76.0% 77.2% 78.1% 79.1% 79.3% 4-Year Adjusted Drop Out Rates 13.0% 12.3% 11.9% 11.7% 11.5% 10/15/2019 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

Indicators 3B. Participation of students with disabilities on statewide assessments FFY 2015 (% of students) FFY 2016 FFY 2017 State All State SWD READING Grades 3-5 >95% 98.1% 95.6% 98.2% 95.3% Grades 6-8 97.5% 95.1% 97.8% High School 53.5% 58.7% 88.1% 65.9% 86.8% 60.3% MATH 98% 95.5% 95.2% 97.3% 94.6% 97.6% 94.8% 49.5% 52.6% 61.7% 58.8% 62.2% 57.1% 2018-19: Level 2 and off-grade level testing only available as an Assessment Graduation Alternative; all 10th graders must attempt the grade level SBA ELA or Mathematics or WA-AIM

Indicators 3C. Proficiency of students with disabilities on statewide assessments FFY 2015 (% of students) FFY 2016 State ALL State SWD READING Grades 3-5 56.1% 26.0% 54.5% 24.8% Grades 6-8 58.3% 17.1% 58.1% 17.5% High School 75.5% 52.4% 73.6% 37.7% MATH 53.7% 26.2% 52.7% 25.4% 48.6% 14.0% 14.4% 21.8% 21.3% 25.9% 13.8%

2017 Percentage of WA Students with Disabilities in CTE by Grade Level Tania

2017 Percentage of WA Students with Disabilities in CTE by Eligibility Category Tania

2015-16 Post-School Outcomes Glenna/Tania This graphic by Center for Change in Transition Services at Seattle University is licensed under CC BY 4.0.

WA 2015-16 Post-School Outcomes by Disability Type This graphic by Center for Change in Transition Services at Seattle University is licensed under CC BY 4.0.

Washington 2015-16 Exiters: Graduates versus Non-Graduates Glenna/Tania Except where otherwise noted, this presentation by Center for Change in Transition Services at Seattle University is licensed under CC BY 4.0.

Washington 2015-16 Exiters: Exited at age 21 versus younger Glenna/Tania Except where otherwise noted, this presentation by Center for Change in Transition Services at Seattle University is licensed under CC BY 4.0.

Discussion: Statewide Overview Data on Students with Disabilities How does an IEP team impact these data? How do your decisions, as a team member, impact these data?

Evidence-Based Strategies & Resources for Improved Outcomes

High School and Beyond Plan (HSBP)

Comparison of the HSBP and IEP Starts in 7th/8th grade (12-14 years old) Interest inventory Career and Education Goals Four year course plan State assessment information Interventions and academic supports Parent/Guardian involvement Activity log/Resume IEP: IEP in effect when student turns 16 year old Age appropriate transition assessment Education/training, employment, and independent living goals Course of study State assessment information and participation decision Special education services, accommodations, modifications, and supplementary aides and services Parent/Guardian participation Summary of Academic Achievement and Functional Performance Coordination of services with adult agencies

Outline of the Document - Guidelines for Developing and Aligning HSBPs and IEPs Background and Rational Graduation and Diplomas Effective Research-based Transition Practices (20 RBPs) Aligning the IEP to Support the HSBP (in-depth summary of similarities and differences) Individual and Team Roles Sample HSBP and IEPs Secondary Education and Training Opportunities Postsecondary Employment Options Data-Informed Postsecondary Outcomes Transition Planning Checklists for Educators and Students Resources Glossary

Twenty Evidence based Transition Practices Career Awareness Community Experience Exit Exam Reqmts./High School Diploma Goal Setting Inclusion in General Education Interagency Collaboration Occupational Courses Paid Employment/Work Experience Parent Expectations Parent Involvement Program of Study Self-Advocacy/Self-Determination Self-Care/Self-Sufficiency/Independent Lvg. Social Skills Student Support Network Transition Programming Travel Skills Vocational Education (e.g., CTE) Work Study Youth Autonomy/Decision Making

High Leverage Instructional Practices for Special Education Source: CEC & CEEDAR High Leverage Practices in Special Education (2017)

High Leverage Practices for Special Education (continued) Collaboration: Collaborate with professionals to increase student success Organize and facilitate effective meetings with professionals and families Collaborate with families to support student learning and secure needed services Assessment: Use multiple sources of information to develop a comprehensive understanding of a student’s strengths and needs Interpret and communicate assessment information to stakeholders to collaboratively design and implement educational programs Use student assessment, analyze instructional practices, and make necessary adjustments that improve student outcomes

High Leverage Practices for Special Education (continued) SEL and Behavioral Support: Establish a consistent, organized, and respectful learning environment Provide positive and constructive feedback to guide students’ learning and behavior Teach social behaviors Conduct functional behavioral assessments to develop individual student behavior support plans Instruction: Identify and prioritize long- and short-term learning goals Systematically design instruction toward a specific goal Adapt curriculum tasks and material for specific learning goals Teach cognitive and metacognitive strategies to support learning and independence

High Leverage Practices for Special Education (continued) Instruction (continued): Provide scaffolded supports Use explicit instruction Use flexible grouping Use strategies to promote active student engagement Use assistive and instructional technologies Provide intensive instruction Teach students to maintain and generalize new learning across time and settings Provide positive and constructive feedback to guide students’ learning and behavior

Roles: Individuals & IEP Team TOPICS Secondary Education and Training Options Sample HSBP and IEPs Research –Based Practices Teacher and Student Checklists Data Informed Decisions Postsecondary Employment Options

Appendix with Sample HBPs and IEPs Sample HSBP and IEP for one student in each of the following grades: 8, 9, 10, 11, 12, and 12+ Students represent various disabilities (mild, moderate and significant disabilities) and include both males and females IEPs use the model state IEP form and have been vetted for compliance

Teacher and Student Checklists Transition Planning Checklist for Educators: 7-8th Grade All Students Introduce and discuss postsecondary services with parents and student. Work with student to complete career interest inventory(s). (HSBP requirement) Work with student to develop career and education/training goals that support career interests (i.e., two-year or four-year college, technical college, apprenticeship program, certificate program, the workforce or military training). (HSBP requirement) Eighth grade students who have not earned at least a Level 3 on math and/or ELA state assessments must complete a student learning plan before entering 9th grade......... Students With Disabilities Notify parents that transition services must be incorporated into the IEP that is in effect when the student turns 16, or younger if the IEP team determines it is appropriate. Student learns about why creating an HSBP and an IEP are important. Provide students with active roles in HSBP and IEP development. (HSBP requirement) Transition Planning Checklist for Students My teachers have introduced and discussed postsecondary and transition services with me and my family. School staff told my parents and me that transition services will be part of the IEP that is in effect when I turn 16 (or younger if the IEP team determines it is appropriate). School staff have taught me why creating an HSBP and IEP are important. I am an active member in the development of my HSBP and IEP. If my HSBP or IEP team and I have determined I need to have transition services included in my IEP while I am in middle school (before the year I turn 16), and I have completed other age-appropriate transition assessments in addition to my career interest inventory before my IEP meeting. I have taken a career interest inventory before my HSBP and IEP meeting.

Appendices for Resources & Glossary Scholarship Corner College websites specific for students with disabilities Secondary to Postsecondary Transition websites Adult and Community Agency Supports Postsecondary Education Soft Skills Glossary

OSPI Special Education Priorities for Improving Outcomes for Students with Disabilities Support students with disabilities (including increased collaboration and ownership regarding students with disabilities of school administrators and staff) and coordinated efforts with community organizations to improve results and reduce disproportionality Leadership Increased expectations of students with disabilities (e.g., standards, instruction, graduation, attendance, assessments, and IEP-related decisions) Growth mindset Instruction and interventions within an MTSS framework leading to increased access and progress in Washington grade-level learning standards Evidence-based practices Joint training for general educators, special educators, paraeducators, administrators, and parents/families (e.g., IEP team members) addressing all of the above Professional development Braided funding, consolidated application, reducing costs for administrative tasks, increasing direct support to students, and data-based decision making Resource allocation Teacher preparation programs for administrators, general educators, special educators, and related service providers focused around instruction and support for students with disabilities, including all of the above Recruitment and retention Glenna/Tania

Discussion: Outcomes of Students with Disabilities What do you think your school’s or team’s data reflect for the students you serve? What have you learned that changes your perspective on IEP decisions regarding transition services for students with disabilities?

Do you believe that each and every student can be ready for college and career? Are your actions reflecting this belief?

Contact Information Janice Tornow Janice.Tornow@k12.wa.us 360-725-6093 Linda Drake Linda.Drake@k12.wa.us 360-725-6028