Effective Practices for Successful Post-Secondary Outcomes: The - PDF document

7/25/2013 Effective Practices for Successful Post-Secondary Outcomes: The Pennsylvania State Model Thursday, July 25, 2013 State College, PA Michael Stoehr Pennsylvania Training and Technical Assistance Network PaTTAN’s Mission The mission of the Pennsylvania Training and Technical Assistance Network (PaTTAN) is to support the efforts and initiatives of the Bureau of Special Education, and to build the capacity of local educational agencies to serve students who receive special education services. 1

7/25/2013 PDE’s Commitment to Least Restrictive Environment (LRE) Our goal for each child is to ensure Individualized Education Program (IEP) teams begin with the general education setting with the use of Supplementary Aids and Services before considering a more restrictive environment. Outline of Today’s Session • Pennsylvania Department of Education Secondary Transition Training and Technical Assistance Model for Secondary Transition – Overview, purpose and legal requirements – Effective Practices for Secondary Transition Cohort Training Models – past and future – Resources for Secondary Transition in PA – Plan for 2013-14 in PA 4 2

7/25/2013 What is the purpose of transition planning? 5 Beginning with the end in mind… We strive to ensure that each student: • Is proficient in core subjects • Graduates from high school, ready for post-secondary education & career • Achieves equitable outcomes, regardless of background, condition or circumstances 6 3

7/25/2013 Transition within a Tiered Model - College & Career Readiness for ALL Students In Collaboration with PA Secondary RtII Framework Tier 3: Intensified Programming for a Few Students  Intensive, individualized supports for academic, social &interpersonal, self-determination skills.  Intensified assessment & planning (e.g., RENEW, Person-Centered Planning) Individualized interventions for dropout prevention   Intensified programming for secondary transition  Intensified partnerships including parent, interagency and community Tier 2: Targeted Programming for Some Students Additional assessment and progress monitoring across domains to meet individual need   Supplemental supports for academic, social /interpersonal,, self-determination skills.  Targeted guidance for dropout prevention: Check & Connect, mentoring, SAP Supplemental assessment & planning for post-secondary outcomes (including transition  planning for IEP students); work-based assessment and learning Additional assessment across domains as needed to meet individual need   Targeted supervision and follow-up with community learning opportunities  Additional outreach to ensure family engagement Tier I Programming for ALL Students Rigor, relevance, engaging instruction with literacy strategies across curriculum   Clear behavioral expectations taught and reinforced  Strong guidance program for all students Dropout prevention, e.g., 9 th grade academies, Early Warning Systems   Screening and ongoing assessment across domains Data-driven decision-making at individual and school levels   Early and ongoing assessment for developing career and graduation plans  Curricular connections to career and educational goals; infusion of CEW standards Adapted from the work of Morningstar (2011) and  Connection with employers and post-secondary education, e.g., job shadowing, volunteering, National Secondary  Families informed & engaged 7 Transition Technical Assistance Center (2011) Tier I Programming for ALL Students • Rigor, relevance, engaging instruction with literacy strategies taught across the curriculum • Clear behavioral expectations taught and reinforced • Strong guidance program for all students • Dropout prevention, e.g., 9 th grade academies, Early Warning Systems • Screening and ongoing assessment across domains • Data-driven decision-making at individual and school levels • Early and ongoing assessment for developing career and graduation plans • Curricular connections to career and educational goals & emphasizing choice; infusion of CEW standards across curriculum • Connections with community employers and post-secondary education, e.g., job shadowing, volunteering, work-based learning • Families informed & engaged 8 4

7/25/2013 Tier 2: Targeted Programming for Some Students • Additional assessment and progress monitoring across domains as needed to meet individual need (e.g., diagnostics for academic skills, FBA) • Explicit, supplemental smaller group instruction and supports for academic, social and interpersonal, transition, self-determination skills. • Targeted guidance intervention • Targeted dropout prevention: Check & Connect, mentoring, possible Student Assistance Program • Supplemental assessment & planning for post-secondary outcomes and career (including transition planning for students with disabilities); work-based assessment and learning • Targeted supervision and follow-up with community learning opportunities • Additional outreach to ensure family engagement 9 Tier 3: Intensified Programming for a Few Students • Intensive, explicit, individualized or small group instruction and supports for academic, social and interpersonal, self-determination skills. • Intensified assessment & planning (e.g., RENEW, Person- Centered Planning) • Individualized interventions for dropout prevention • Intensified instructional programming for secondary transition, with empahsis on self-determination, social, independent living, recreation & leisure skills • Intensified partnerships including parent, interagency and community Adapted from the work of Morningstar (2011) and National Secondary 10 Transition Technical Assistance Center (2011) 5

7/25/2013 What are the Secondary Transition Regulatory Requirement for Students with Disabilities? 11 Individuals with Disabilities Education Act IDEA 2004 Primary Purpose • To ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living H.R.1350 (IDEA 2004 ) 12 6

7/25/2013 What is Secondary Transition? • “ a coordinated set of activities for a child with a disability that is designed within a result- oriented process , that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities , including post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation.” (IDEA 2004) 13 Age Requirement in PA • Transition services must be addressed in the IEP of the student in the year in which the student turns 14 years of age • The IEP team does not have to wait until the student’s approaching 14 th birthday year to consider the student’s transition needs Pennsylvania Chapter 14 Regulations July, 2008 14 7

7/25/2013 State Performance Plan (SPP) • Required for each State • Evaluates the State’s efforts to implement the requirements and purposes of IDEA • Describe how the State will improve IDEA implementation – 6-Year Plan – 20 Indicators related to the 3 priorities – Annual Performance Report (APR) for State and each LEA 15 State Performance Plan (SPP) – 20 Indicators 1. Graduation 11. Evaluation timelines 2. Drop-Out 12. Transition from birth - 3 3. Participation and to early intervention performance on statewide (ages 3-5) program assessments 13.Transition services for 4. Suspension and Expulsion students age 16 – 21 5. LRE school age students 14.Post-school outcomes (age 6-21) 15-20 General Supervision 6. LRE early intervention (3- Monitoring, state agency 5) complaints, due process, 7. Early intervention mediation, resolution improvement goals sessions, data reporting 8. Parent involvement 9. (and 10) Disproportionality 16 8

7/25/2013 Every student by name regardless of background, condition or circumstance… Proficient in core subjects Graduates from high school, ready for post-secondary education and career Achieves high outcomes • Indicator 14: • Students achieving their post-secondary goals • Indicators 1 and 2: • Students actively engaged, staying in school and graduating • Indicator 13 • High quality IEPs designed to help students achieve their post- secondary goals • The foundation: • High quality, rigorous, standards-aligned secondary school programs for all students PA’s Plan for Indictor 13? • In response to the accountability requirements under the Individuals with Disabilities Education Act of 2004 (IDEA), Part B State Performance Plan, • PA Dept. of Education through the PaTTAN and IU Transition Consultants provide our state’s local education agencies (LEAs) [500 School Districts and 150 Charter Schools] and approved private schools (APS) with: – targeted, sustained training and technical assistance in developing and implementing effective secondary transition plans that include coordinated, measurable, annual IEP goals that will reasonably enable students to meet post-secondary outcomes (Indicator 13). 18 9