Presented by Lawrence Dennis Education Consultant for the Office for Exceptional Children October 23, 2014 OCTA Fall Conference

Results-Driven Accountability Office for Special Education Program The Educational Outcomes of America’s Children and Youth with Disabilities have not improved as much as expected, despite significant federal efforts to close achievement gaps. Children with disabilities are part of, not separate from, the general education population. Special Education accountability should strengthen and compliment other ED reform initiatives, including ESEA Flexibility. 2

Results-Driven Accountability Office for Special Education Program An emphasis on compliance over results in special education fails to acknowledge those States where children are achieving and being prepared for a range of college and career options appropriate to their individual needs and preferences. The accountability system under IDEA should provide meaningful information to the public regarding the effectiveness of State and local educational agencies in educating children with disabilities. 3

OLTS – OHIO’S LONGITUDINAL TRANSITION STUDY Impact of Career Technical Education on the Post School Engagement of Student’s with Disabilities

TRENDS General trend: Students with disabilities are increasing enrolling in postsecondary education Post school employment rates have dropped due the recession

PREDICTORS FOR POSTSECONDARY EDUCATION Generally students who participate in mainstream classes for more than 80% were much more likely to enroll in two or four year colleges Those who passed the majority of their graduation test were more likely to enroll in two and four year colleges.

PREDICTORS OF EMPLOYMENT In general Students with Disabilities are more likely to enter full time employment if they had three or more semesters of career-tech. Students with Multiple Disabilities in Job Training Programs(JTC) who are provided school supervised work-based learning experience are more likely to be employed. Students who start job searching before graduation are more likely to be employment.

OHIO EFFORTS TO IMPROVE AND SUPPORT DISTRICT’S PROVISION OF TRANSITION SERVICES

Ohio’s Initiatives Revise Transition Components of the Operating Standards Supporting Secondary Transition Partner with the Employment First Initiative Expand SST Staff and Resources to Support Career Technical Planning Districts Continue Supporting Implementation of Ohio’s Longitudinal Transition Study(OLTS) Partner with OOD to Expand Services Work with Post Secondary Institutions to Expand Opportunities 9

REVISED TRANSITION COMPONENTS OF THE OPERATING STANDARDS

Transition Services Changes in Operating Standards Expands the definition of Transition Services in (65)(a-f) and starts services at age 14. Provides new clarification of the skills and knowledge of individuals who will meet the individual student’s transition services needs.( (65)(b). Aligns Transition Services in (IEP) with SB 316 and Employment First Initiatives 11

EXPAND SST STAFF AND RESOURCES TO SUPPORT CAREER TECHNICAL PLANNING DIS EXPAND SST STAFF AND RESOURCES TO SUPPORT CAREER TECHNICAL PLANNING DISTRICTS

Expansion of SST Support for CTPD’s Partnership Between Office For Exceptional Children And The Office Of Career Technical Education Funded 5 New State Support Team Staff Members To Support Improved/Increased Access To Career Technical Education For Student With Disabilities Currently Working In Partnership To OEC/CTE And The SST’s In Identifying Issues Related To Serving Students With Disabilities In Career Tech Education 13

State Support Team Support for Secondary Transition Currently there Secondary Transition Contacts at the 16 Regional State Support Teams Provide on-going Technical Assistance and Support to all district in the provision of Secondary Transition Services Work with agencies, career centers and families in providing secondary transition services Continue to Support Partnerships with SST/CTE Project Staff with Kent State University 14

EXPANSION OF POST SECONDARY OPPORTUNITIES

Expansion of Post Secondary Programs The Model Comprehensive Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSID) focuses on the following: Academics And Instruction, Social Activities, Employment Experiences Through Work-based Learning And Internships, And Independent Living Grants Are Targeted To Institution Of Higher Education. Ohio’s Recipients The Ohio State University and Partners Kent State University 16

EMERGING ISSUES IN IMPLEMENTING SECONDARY TRANSITION SERVICES TO IMPROVE STUDENT OUTCOMES

Issues in Providing Secondary Transition Services Aligning Curriculum Pathways of Students with Post Secondary Goals Focusing Transition Services Early so Students are Prepared to Graduate with their Peers Providing Secondary Transition Services Beginning at Age 14, including Early Agency Involvement Improving Access and Sustainability of Students with Disabilities in Career Tech Programs Rethinking how Transition Services are Delivered New Roles of Post Secondary Institutions Increased Focus on Self Determination and Parent Support in the Secondary Transition Process 18

THANKS 19