1. 1.Type your name and email address (along with all team members participating with you) in the ‘Chat Box’ on the left. 2.CCTS will conduct a sound check at 2:50 and 2:55. We’ll begin at 3:00 and end by 4:00. 3.Use the ‘Chat Box’ to type in questions and/or responses; we’ll address these mid-way through the webinar and during the last ten minutes. 4.After the webinar, you will receive a follow-up email requesting that you complete a quick survey. Thank you for joining us today!

2. Center for Change in Transition Services Seattle University OSPI State-Needs Project December 14, 2011 Presenters: Wendy Iwaszuk and Beth Charles Website: www.seattleu.edu/cctswww.seattleu.edu/ccts Email: CCTS@seattleu.eduCCTS@seattleu.edu Phone: 206.296.6494

3. History of Post-School Data Collection New Definitions for Post-School Leavers Brief review of Transition Systemic Framework Looking at the data Using data to make program improvements

4. CCTS has conducted the Washington State Post- School survey since 1999 for students with IEPs In 2005, this data collection was federally mandated under the Individuals with Disabilities Education Improvement Act (IDEA, 2004) OSPI is required to report outcomes to OSEP (Office of Special Education Programs) as part of Indicator 14 Part B of our State Performance Plan (SPP)

7. In 2009, Washington adopted OSEP’s new measurable categories of postsecondary engagement 1.Higher Education 2.Competitively Employed 3.Other Education or Training 4.Other Employment

8. 1. Higher Education Enrolled on a full- or part-time basis in a community college (2- year program), or college/university (4- or more year program) for at least one complete term, at any time in the year since leaving high school. 2. Competitive Employment Worked for pay at or above the minimum wage in a setting with others who are nondisabled for a period of 20 hours a week for at least 90 days at any time in the year since leaving high school (including military employment).

9. 3. Other Postsecondary Education or Training Enrolled on a full- or part-time basis for at least one complete term at any time in the year since leaving high school in an education or training program (e.g., Job Corps, adult education, workforce development program, or vocational technical school which is less than a 2-year program). 4. Some Other Employment Worked for pay or been self- employed for a period of at least 90 days at any time in the year since leaving high school. This includes working in a family business (e.g., farm, store, fishing, ranching, catering services, etc.).

13. http://webapps.seattleu.edu/CCTSSurvey/login.aspx?ReturnUrl=%2fCCTSSurvey%2fDefault.aspx

20. Now that we have the data for our 2010 Leavers, what do we do with it? Use evidence-based practices such as the ones listed below Connect with districts who have piloted research-based projects for the last few years Zarrow Center Zarrow Center Zarrow Center Zarrow Center TIP System TIP System TIP System TIP System Check & Connect Check & Connect Check & Connect Check & Connect South Kitsap WenatcheeWenatcheeHighlineHighline

21. Model of sustained intervention that helps schools identify students who are at a risk for dropping out of school, then pairs those students with mentors who address the student’s individual needs The Four Components of Check and Connect: 1.A mentor who keeps education salient for students 2.Systematic monitoring (the “check” component) 3.Timely and individualized intervention (“connect”) 4.Enhancing home-school communication and home support for learning

22. The TIP system prepares youth and young adults with EBD for their movement into adult roles through an individualized process, engaging them in their own futures planning process, as well as providing developmentally appropriate services and supports Students are encouraged to explore interests as related to transition domains: Employment and career Education Living situation Personal effectiveness/wellbeing Community-life functioning

24. The Zarrow Center facilitates student-directed educational, employment and adult living outcomes for individuals with disabilities, fosters innovative self- determination-oriented instruction and transition education practices, and prepares educational leaders. Free materials available include: ME! Lessons for Teaching Self-Awareness and Self-Advocacy Student-Directed Transition Planning Lesson Materials ChoiceMaker Self-Determination Materials IEP Team Education Module to Increase Student Involvement Whose Future is it Anyway? Links to self-determination assessments (Air, ARC, etc.)

25. The Comprehensive Transition Project was initiated by CCTS and implemented in three Washington state school districts (Highline, South Kitsap and Wenatchee). Using researched-based practices for transition-aged students, the three cohorts of students participating in the project demonstrated: Increases in attendance, Higher rates of participating and leading their IEPs, Higher rates of earned credits/ classes passed in general education

26. What are one or two first steps you will take to use local post-school outcomes to improve your building or district-level transition programming practices? List one or two barriers you may face in this new effort. How will you find and use supports to overcome these barriers?

27. 01/11/12: Writing IEPs for Transition-Age Students 02/08/12: Rural and Remote: Transition Services 03/14/12: Developing Transition Services: QuIST 04/11/12: Their Stories: Post-School Leavers 05/09/12: Transition: Connecting the Dots 06/13/12: How Did We Do? Following Our Students

28. Website: www.seattleu.edu/ccts Email: ccts@seattleu.edu Phone: (206) 296-6494