Cumberland County Schools Transition

Indicator 1 Graduation Percent of youth with IEPs graduating from high school with a regular diploma is 54.6% STATE TARGET % % % % State Average 57.6% / 64.9% N/A57.20%59.9% CCS Data 55.0%52.3% 53.3%

Indicator 2 Drop Out Percent of youth with IEPs dropping out of high school is 3.02% STATE TARGET <=6.0% <=6.0% <=4.7% <=4.7% State Average 5.2%N/A6.0%5.0% CCS Data 3.7%6.6%6.4%5.4%

Indicator 8 Parent Involvement Percent of parents with a school age child receiving special education services who report that schools facilitated parent involvement as a means of improving service and results for children with disabilities is 39% STATE TARGET % % >=50% State Average 43.3%44%44.0% CCS Data 35%46%40.0%

Indicator 14a Post-School Outcomes Percent of youth who are no longer in secondary school, had IEPs in effect at the time they left school and were enrolled higher education within one year of leaving high school is 38% * Current Data from the December 2014 Post-Secondary Outcome Report for School Leavers State Target 39.00%>=39.50% State Average 29.00%30.0% CCS Data 27.00%38.0%

Indicator 14b Post-School Outcomes Percent of youth who are no longer in secondary school, had IEPs in effect at the time they left school and were enrolled higher education or competitively employed within one year of leaving high school is 46% * Data from the December 2014 Post-Secondary Outcome Report for School Leavers 2011 – State Target >=62.00%>=62.5% State Average 57.00%54.0% CCS Data 62.00%46.0%

Indicator 14c Post-School Outcomes Percent of youth who are no longer in secondary school, had IEPs in effect at the time they left school and were enrolled higher education or in some other postsecondary education or training or competitively employed or in some other employment within one year of leaving high school is 54%. * Data from the December 2014 Post-Secondary Outcome Report for School Leavers 2011 – State Target >=73.0%>=73.5% State Average 66.0%69.0% CCS Data 77.0%54.0%

Indicator 14 Post-School Outcomes Percent of youth who are no longer in secondary school, had IEPs in effect at the time they left school and are not engaged in post-secondary education or training or employed. (2012 – 2013 school leavers) State Average: 31.0% CCS: 46.0% * Data from the December 2014 Post-Secondary Outcome Report for School Leavers

High School Experiences Leavers Who Reported Being Able to Accomplish Selected Activities Survey Item Total Responders Somewhat to Very Well Prepared - # Somewhat to Very Well Prepared - % Reading for daily living (e.g. newspaper, menu, contracts % Doing math for daily living (at home, bank account, etc.) % Read textbook at college / school or technical manuals and reports at work % Research and write reports at college/school or work % Do the math that is required at college/school or work % Making friends241979% Taking care of your mental health241875% Taking care of your physical health241875%

High School Experiences continued Survey Item Total Responders Somewhat to Very Well Prepared - # Somewhat to Very Well Prepared - % Having skills to live on your own241354% Voting in elections201365% Handling money241563% Interviewing for a job231774% Getting and keeping a job221777% Applying for postsecondary education231461% Attending postsecondary education or training231565% Participating in community recreation activities241875%

High School Experiences Leavers Who Reported Satisfied or Very Satisfied with Opportunities Survey Item Total Responders Somewhat to Very Well Prepared - # Somewhat to Very Well Prepared - % How satisfied are you with your opportunities to continue your education since high school? % How satisfied are you with your opportunities to work since high school? % How satisfied are you with your opportunities to live and participate in your community since high school? %

High School Experiences High School Activities in Planning Post-school Goals Survey Item Total Responders Somewhat to Very Well Prepared - # Somewhat to Very Well Prepared - % When you were in high school, did anyone talk to you about what you planned to do when you left school? % Did they help you set goals for continuing your education after high school (such as going to college or another typed of school)? % Did they help you set goals for a job and career after high school? % Did they help you set goals for living in and participating in your community %

High School Experiences High School Activities in Planning Post-school Goals continued Survey Item Total Responders Somewhat to Very Well Prepared - # Somewhat to Very Well Prepared - % When you left high school, did you have a detailed plan about where and how you would continue your education after high school? % When you left high school, did you have a detailed plan about how your would accomplish your employment goals (far a job and career after high school)? % When you left high school, did you have a detailed plan about where and how you would accomplish your community living goals (living in, participating, and contributing)? %

Monitored visit All had Transition Plan but lacked depth Not enough community involvement Needed to include more on discipline and 4 year plan with transcripts Teachers wanted input on needs to transition with more success

Other Data: Parent complaints, concerns Community interests in being involved in the plan with a Transition Interagency Focus Group Ongoing auditing of folders Transition Coordinator

District Wide Plans Every student in Cumberland County Schools graduates from high school prepared for work and further education to be successful in an increasingly interconnected world. Decrease in drop out rate and increase in graduation rate!

Priorities for Improvement More community involvement with Transition fairs and events with Prek to K1, middle to high and high to life after high school Teachers needed a variety of assessments to identify student interests and career exploration. Tool kits and Transition Planning Guides were developed

Preparation classes for OCS and Extensions have pacing guides to include instruction and are aligned with planning guide for individualized students Developed a Rubric for Student Involvement in the IEP process from 3 RD grade and up so prepared to be part of the transition plan.

Explored more in school jobs and community based instruction to align with student interests Continue to work to include the individual vocational, self-advocacy, communication, community connections and technology skills for all students with disabilities

Utilized more interest surveys and coordination with CTE to identify student interest OCS Job Coaches and Teachers collaborating and talking more to develop student centered goals

Next Steps Utilizing STEP with LD and SED students Student input in transition process with student survey Family focus groups and survey to identify needs of parents and students in high school