What Weve Done & Where Were Going May 14, 2018 You were asked - PowerPoint PPT Presentation

What We’ve Done & Where We’re Going – May 14, 2018

You were asked to work with your team to report progress on the following… 1. Gathering state level data ( Indicator 1, 2, 13, & 14 data, PreETS services, VR performance measures, professional development data, family engagement data ) 2. Analyzing state level data to determine areas of need across Districts/Schools, VR and other community 3. Prioritizing state level needs 4. Developing State Capacity Building Plan ( measurable goals, activities, persons responsible) 5. Implementing State Capacity Building Plan according to proposed timeline 6. Reviewing or analyzing data on an ongoing basis and make adjustments to State Capacity Building Plan 7. Communicating findings with school staff, VR staff students, families, and other stakeholders at regular intervals 0 1 2 not implemented partially implemented fully implemented

Let’s hear from states!!!! • State slides are in no particular order • States received a number when Dawn received them via email • Used a random number generator to determine slot in slide deck ☺

District of Columbia: A Year Later • Goal: Increase LEA access and implementation of transition services across all educational levels. • Challenge: Our ST compliance rate is not where we want it. • Resolutions: – Lowered ST planning age to 14 – Secondary Transition training blitz – Special Education Enhancement Fund (formula and competitive) • Gain from CBI: – Assistance with developing a streamlined, interagency push for student/people centered programming from existing efforts (e.g., Student-led IEPs, Voices of Change Conference, DC Youth Leadership Networks, and the PIE Grant People Planning Together for Employment curriculum) • Value of CBI: – Learn what other states are doing – Access to national experts and valuable resources 4

North Dakota ❖ NTACT Intensive Technical Assistance State • Tied to our State Systemic Improvement Plan • Development & Scale-up of EBPPs • 6 districts and 3 VR regions ❖ Active Transition Communities of Practice • Education, VR, Parents, Private/Community Providers, Social Service/Health/Medical Agencies ❖ State Systemic Improvement Plan- Increasing the 6-Year Graduation Rate of Students with Emotional Disabilities Emphasis on improving instruction and supports that increase Student Engagement 9.8% Increase over our baseline ❖ State with Highest Percentage of People with Disabilities in Employment- 54% (2017 Disability Statistics Annual Report- U.S. Dept. of Labor) ❖ Amongst the States with the Highest Earnings (2017 Disability Statistics Annual Report- U.S. Dept. of Labor)

OHIO PROGRAM STRUCTURES WE WILL ALIGN POLICIES AND PROCEDURES ACROSS AGENCIES TO: • ENGAGE FAMILIES; AND • BETTER ADDRESS GAPS AND REDUCE DUPLICATION OF TRANSITION SERVICES

AZ Department Division of Vocational Other AZCoPT of Education Developmental Rehabilitation Support Secondary Disabilities Transition Collaborative Training on Sharing and Comparing Data Across Transition Planning for Individuals with Agencies Intellectual Disabilities

Maine – the way life should be • Goal: more student involvement with their transition planning • Completed 43 face to face PD trainings with local districts on appropriate transition planning • Provided transition assessment resources to each district to support student involvement and planning for better post-secondary outcomes • Improvement on Indicator 13 has moved from 63 % to 97% in the past three years • Moving forward: Increasing enrollment in to CTE programs - employment and job skills • Translating Evidence for Successful Transition (TEST)

Utah’s 2017 Plan • Goal: Increase our capacity to provide Pre-ETS services to potentially eligible students state wide from 459 students to 918 by August 2018. • Outcome: By May 2018 Pre-ETS services were provided to ___ potentially eligible students through Pre-ETS contacts. • Challenges: • Providing Pre-ETS to rural areas • Developing contracts with LEAs and IHEs • Transportation in rural areas • Resolution: • Provide LEAs/IHEs with examples of Pre-ETS programs • Assist LEAs/IHEs in developing scope of work and contract • Allow more time to meet and plan Pre-ETS pilots • CBI Topic: • Pre-ETS ideas for rural areas • CBI Value: • We have a bigger and more diverse team this year and hope to develop more goals for our state • Networking with other states on Pre-ETS, School-To-Work, and Indicator 13

Goal: Establish a baseline of the number of students across the state of Alabama who participate in the IEP meetings. Challenges/Barriers: Our challenge was the task of identifying the actual number of students who attended their IEP Team meeting. Alabama has 137 local education agencies (LEAs). In order to access this data, each LEA would need to be queried separately. With reassignment of some staff after the CBI plan was written and other responsibilities of the Transition Team, this was a barrier that we were not able to overcome. However, we were able to get a sampling of data on types of participation through completion of educator, parent, and student surveys. Resolution: We will continue working on this goal, but adjust our tasks to continue to gather sample data through the developed surveys. Topics/Answers/Resources We Hope to Gain: We hope to continue to receive the wonderful professional development and technical assistance that the Capacity Building Institute always provides. Why We Are Back: We have returned for the following reasons: dedicated time to plan, professional development opportunities, technical assistance, interactions with other states.

Mary ryland Goal : Determine shared message/vision related to secondary transition services across state agencies by August 30, 2018 to improve the state-level coordination of transition services, improving outcomes for students and youth with disabilities in Maryland. Challenge/Barrier/Issue : State agencies traditionally working in silos Topic/Resource to gain from CBI: TA/facilitators support and focus to move the work forward Value of CBI: Networking with other states and valuable time to work together as a team

One of Our Goals as an Intensive State: • By June 2018, we will increase, above baseline, the number of teachers, VR, and adult service providers with knowledge of effective collaboration and the CIRCLES process by using the following resources and material: CIRCLES training, including related resources and materials, and TA support. • Arkansas began CIRCLES implementation with one of our District Leadership teams – bring on the CLTs, SLTs and more districts! • Barriers encountered – TIME (of course)! • Successes – jobs for students – one offered full time job at Farm Supply and another offered a job at a daycare and they will pay for Child Development Associate Credential; student in poor health is able to obtain Waiver services to help him and his parents, interviews with Project Search and last, but not least… a student at risk of DROPPING OUT…GRADUATED! • The opportunity for our team to discuss CIRCLES further and learn from the teams who have already implemented AND To help other states become interested in implementing CIRCLES!

Hawaii Department of Education • Implementation Plan 2017-2020: School Design – High Leverage Action Item • Define/deliver quality college and career pathway counseling/transition advisory supports. • Progress – tentative determination is 8 of 14 on the rubric. • Single SEA/LEA = single capacity building plan • Pockets of implementation vs. uniform implementation • Hope to gain • Lessons learned by other states about • Cross-agency collaboration and coordination of supports • School-level communications of results to families and other stakeholders

Nevada ITAP Goal #1: Increase the number of students with disabilities participating in BVR programs that provide Pre-ETS to 2,000 by 7/1/18. Barrier: Providing Pre-ETS to students who are primarily in general education classes Progress toward Goal #1 ( strategies ): 1. Innovative Pre-ETS delivery (Saturday & summer camp pilots) 2. BVR/CTE flyers in use at every middle & high school IEP meeting 3. Interagency & cross-disciplinary trainings Progress toward Goal #1 ( numbers ): 1. 1,662/38/68 2. 32,831 3. 316

Iowa’s Goal: Integrate Secondary Transition into Iowa’s Differentiated Accountability (Results Based Accountability) More connections to make More time it takes Changed B13 & B14 data ● collection processes Aligned district support levels ● with ESSA Connecting self-assessments ● and district supports with DA Goal for CBI- Identify all the moving parts and solidify plan for DE work

Goal: E Goal: Enhance Y nhance Youth V outh Voice oice - Cr Crea eate A Y te A Youth outh Adv Adviso isory y Boar Board COP CORE Transition Team Retreat Symposium Youth Participation Student Panels Member of Planning Team Youth Presenters Leadership COP Practice Forum Group YLF delegates annually connected Youth Advisory to Youth Advisory Board Group Board

We will increase districts’ knowledge of transition practices to engage middle school educators PRE & POST PRE AND POST INDICATOR 13 QUALITY RUBRIC RHODE ISLAND