Students Taking Control of Their Lives & Their Future Texas Transition Conference Austin, Texas February 16, 2010 Amy Woodul Leander ISD Special Education Dropout Prevention Specialist Nancy Young Leander ISD W.R.I.S.E. Writing and Reading Intervention for Special Education

Our Mission… To prepare high incidence Special Education students (LD, ED, OHI) with the knowledge and skills needed to successfully transition from high school to a meaningful life filled with achievable goals.

Population vs. Transition Planning Special Education Population Concentration of Transition Planning High-Incidence Population Learning Disabled Emotional Disorder Other Health Impaired Mid-Incidence Population Low-Functioning Learning Disabled Severe Emotional Disorders Mild Mental Retardation Minimal Transition Planning Priority given to graduation Few with Career Passports Historically low participation in COOL Week Least Restrictive Vocational Programs Skills for Employment and Lifelong Fulfillment (SELF) EMPOWER Site Based Campus Jobs Community Career Investigations Vocation & Self-Help Programs Life Skills Training Vocational Adjustment Class Supported Employment Community Based Vocational Instruction High Incidence Population Low-Incidence Population Moderate to severe Mental Retardation Visual Impaired Autistic Deaf

Our Journey Problem identified in 2001… … students with disabilities from Leander I.S.D. were enrolling in Austin Community College … they were dropping out within the first few months Students were:  Unprepared for post-secondary learning  Unable to self-advocate  Goals were unachievable

National Trends 41% general education students were enrolled in post-secondary programs –compared with only 24% of students with disabilities. (National Longitudinal Transition Longitudinal Study 2, 2009) Increased numbers of students with disabilities enrolling in post-secondary programs … –Unfortunately these students have limited success – Only 25% earned an associates degree after five years at a community college. (Burgstahler, Crawford & Acosta)

Our Journey ACC/LISD partnership Active dialogue between ACC Office for Students with Disabilities (OSD) and LISD Resource Eng IV teachers Transition English IV curriculum developed to help students set and attain achievable goals for post-secondary transition Indicator 14

Our Journey Transition Eng IV is the district approved curriculum for Resource English IV credit. –Utilize Resource English classroom time for transition planning –Local elective for SpEd students in general education English class –Address the fact that high incidence population was receiving the least amount of transition services –Students recognize their options for post-secondary learning –Increased the number of students with disabilities who were able to enroll in community college/technical schools and remain enrolled! How it works …

Transition Eng IV Curriculum Research –Careers –Post-secondary education options based on interests College research & field trips Apprenticeships Vocational Training Military –Financial Aid-FASFA –LISD Senior Research Project

Technical Reading & Summarization –Interpreting Disability Laws and Disclosure IDEA ADA –Course Catalog Degree/certificate requirements Course descriptions –Transcript Analysis –Diagnostic Analysis Understanding their diagnostics tests Transition Eng IV Curriculum

College Preparedness -College terminology and expectations -Application process -ASSET test prep in Reading and Writing -Administration of ASSET test w/ accommodations -Fill out FASFA forms -Understand/Access College Office for Students with Disabilities Transition Eng IV Curriculum

Self-Determination Set and track personal goals Track academic goals Articulate personal disabilities Understand rights as a student with a disability –Difference between high school and college accommodations –Register for OSD Services Ownership!

Impact and Results From Transition English I Impact and Results From Transition English IV Special Education students graduating with: –Greater sense of self-awareness –Achievable goals –An understanding of how to self-advocate –How to independently access post-secondary learning options Students are now enrolling in ACC and TSTC and staying in school ASSET score on file if students pursue post-secondary education in the future –Equipped to transfer and generalize learned skills to other life options Increased Options!

The bottom line… Transition English IV demystifies: The next step in education and Allows students to achieve post- secondary results that ultimately impact their: –employment –career goals –adult living

2007 Exit Survey Results Other district data provided by Central Texas Student Futures Project

ACC Cypress Creek Data January –70 LISD students accessed OSD services Spring 2009 –48 LISD students actively receiving OSD services

Challenges NCLB requirements mean more special education students in general education English classes –Reduces the number of “Resource” students who automatically take special education courses. “Selling” elective transition course to students taking English IV in the general education classroom setting –Study lab support for Senior English Research Project –ASSET test preparation to avoid college remedial classes

Challenges General Ed English curriculum does not address improvement in basic reading and writing skills Parents lack understanding of issues that affect their child’s transition from high school –Tired parents adopt a “just graduate” attitude

Other Concerns ACE (Academic and Career Excellence) 9 th grade-local credit is a good start but … nothing is in place other than Transition English IV to address transition for ALL students Low number of students who graduate under employability & self-help equipped to pass ASSET test

Questions or Comments Amy Woodul (512) Nancy Young (512)