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Type your name and email address (along with all team members participating with you) in the ‘ Chat Box ’ on the left.

CCTS will conduct a sound check at 2:50 and 2:55 . We ’ ll begin at 3:00 and end by 4:00.

Use the ‘ Chat Box ’ to type in questions and/or responses; we will address these mid-way through the webinar and during the last ten minutes.

After the webinar you will receive an email from UW Tacoma on behalf OSPI and CCTS requesting feedback on this training. Please respond to help our state improve professional development for educators.

Thank you for joining us today!

Center for Change in Transition Services April 11, 2012

Center for Change in Transition Services April 11, 2012

    Overview of Indicator 14 Important dates Why do we conduct the Post-School Survey?

Hearing stories from our leavers  What they’re doing now  Advice for other students   Advice for teachers Questions

   One year after students with IEPs exit high school, Washington’s Office of the Superintendent of Public Instruction (OSPI) collects and reports information on postsecondary education, training and employment levels of engagement for these young adults. The Center for Change in Transition Services (CCTS), a Special Education State Needs Project for the state, coordinates this census-style survey to gather and report post-school outcomes to the public and federal government. These reports are made available in an effort to monitor and improve transition programming outcomes for young adults who access special education services in the state.

 Higher Education means Leavers have been enrolled on a full- or part-time basis in a community college (2 yearprogram), or college/ university (4- or more year program) for at least one complete term, at any time in the year since leaving high school.  Some Other Education means Leavers 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).

 Leavers are youth with IEPs who left school by graduating with a diploma, aging out, leaving school early (i.e., dropping out), or who were expected to return and did not.  Respondents are young adults Leavers or their designated family member who answer the survey interview questions.

 Competitive Employment means Leavers have 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. This includes military employment.

 Some Other Employment means Leavers have 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.).

   Before June 1, 2012: Enter demographic information for all 2011 Leavers Starting June 1, the telephone survey will be open and available for completion All Leaver interviews must be completed NO LATER THAN November 1, 2012

Engagement of Respondents by Disability Type Washington State IDEA Part B SPP/APR Indicator #14: Post-School Outcomes for 2009 2010 School-Year Exiters

100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Not Engaged 4. Some Other Employment 3. Some Other Education 2. Competitively Employed 1. Higher Education Total Respondents 33.8% 14.3% 5.5% 20.9% 25.5% Specific Learning Disability 27.2% 14.0% 4.0% 27.1% 27.7% Emotional Disturbance 53.8% 13.2% 6.1% 15.2% 11.7% Intellectual Disability 55.2% 20.6% 6.4% 11.7% 6.1% Autism 36.2% 16.2% 7.6% 6.2% 33.8%

   The purpose of sharing these stories is to illustrate the power of teaching students self determination and to remind us to utilize post-school outcomes data to inform transition programming improvements. These students were interviewed once last spring and again in mid-March Three of the four graduated from high school last spring, and the fourth is on track to do so this year.

The Voices

Angela graduated last spring. She was heavily involved in the swim team and is pursuing training to become a physical therapist. She now works at the YMCA as a swim instructor, lifeguard, and water aerobics instructor.

Angela Michael graduated last spring. He is currently working for his mother, volunteering at the YMCA, and looking for paid work with the assistance of WorkSource. Michael

The Voices

Cody graduated last spring. He was an active member of the football team, and is training to become a firefighter. He currently works at a golf course and is seeking further education in the fall.

Todd is scheduled to graduate this spring. He is actively involved in the Special Olympics and has worked as a football manager in the past. Todd is employed at Aloha Kitchen, and is currently seeking independent housing opportunities.

Cody Todd

IN THE NEWS:

Reporter: Mike James [email protected]

The Daily Independent Sun Apr 08, 2012, 11:55 PM EDT

“Some Morehead State University students with disabilities want to spare younger students some of the anxiety they felt when they came to campus for the first time. They have launched a new organization called Students Empowering Exceptional Individuals, which will pair successful upper-class students who are disabled with middle- and high-school students who share the same disability….” “The organization is sending out notices to school districts in MSU’s eastern Kentucky service area to refer students who may benefit from a mentor…”

FINAL TWO FREE & PUBLIC CCTS WEBINARS:

05/16/12: Transition: Connecting the Dots 06/13/12: How Did We Do? Following Our Students