Transcript Ohio Efforts to Improve the Post School Outcomes of Youth

Presented by Lawrence Dennis
Education Consultant for the Office for Exceptional Children
October 23, 2014
OCTA Fall Conference
Results-Driven Accountability
Office for Special Education Program
 The Educational Outcomes of America’s Children and
Youth with Disabilities have not improved as much as
expected, despite significant federal efforts to close
achievement gaps.
 Children with disabilities are part of, not separate from,
the general education population.
 Special Education accountability should strengthen
and compliment other ED reform initiatives, including
ESEA Flexibility.
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Results-Driven Accountability
Office for Special Education Program
 An emphasis on compliance over results in special
education fails to acknowledge those States where
children are achieving and being prepared for a range of
college and career options appropriate to their
individual needs and preferences.
 The accountability system under IDEA should provide
meaningful information to the public regarding the
effectiveness of State and local educational agencies in
educating children with disabilities.
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OLTS – OHIO’S
LONGITUDINAL
TRANSITION STUDY
Impact of Career Technical
Education on the Post School
Engagement of Student’s with
Disabilities
TRENDS
 General trend:
 Students with disabilities are increasing
enrolling in postsecondary education
 Post school employment rates have dropped due
the recession
PREDICTORS FOR POSTSECONDARY
EDUCATION
 Generally students who participate in mainstream
classes for more than 80% were much more likely
to enroll in two or four year colleges
 Those who passed the majority of their graduation
test were more likely to enroll in two and four year
colleges.
PREDICTORS OF EMPLOYMENT
 In general Students with Disabilities are more likely
to enter full time employment if they had three or
more semesters of career-tech.
 Students with Multiple Disabilities in Job Training
Programs(JTC) who are provided school supervised
work-based learning experience are more likely to
be employed.
 Students who start job searching before graduation
are more likely to be employment.
OHIO EFFORTS TO IMPROVE
AND SUPPORT DISTRICT’S
PROVISION OF TRANSITION
SERVICES
Ohio’s Initiatives
 Revise Transition Components of the Operating
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Standards Supporting Secondary Transition
Partner with the Employment First Initiative
Expand SST Staff and Resources to Support Career
Technical Planning Districts
Continue Supporting Implementation of Ohio’s
Longitudinal Transition Study(OLTS)
Partner with OOD to Expand Services
Work with Post Secondary Institutions to Expand
Opportunities
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REVISED TRANSITION
COMPONENTS OF THE
OPERATING STANDARDS
Transition Services Changes in
Operating Standards
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Expands the definition of Transition
Services in 3301-51-01(65)(a-f) and starts
services at age 14.
Provides new clarification of the skills and
knowledge of individuals who will meet the
individual student’s transition services
needs.(3301-51-01(65)(b).
Aligns Transition Services in 3301-51-07
(IEP) with SB 316 and Employment First
Initiatives
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EXPAND SST STAFF AND
RESOURCES TO SUPPORT
CAREER TECHNICAL
PLANNING DISTRICTS
Expansion of SST Support for
CTPD’s
 Partnership Between Office For Exceptional Children
And The Office Of Career Technical Education
 Funded 5 New State Support Team Staff Members To
Support Improved/Increased Access To Career
Technical Education For Student With Disabilities
 Currently Working In Partnership To OEC/CTE And
The SST’s In Identifying Issues Related To Serving
Students With Disabilities In Career Tech Education
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State Support Team Support for
Secondary Transition
 Currently there Secondary Transition Contacts at the
16 Regional State Support Teams
 Provide on-going Technical Assistance and Support to
all district in the provision of Secondary Transition
Services
 Work with agencies, career centers and families in
providing secondary transition services
 Continue to Support Partnerships with SST/CTE
Project Staff with Kent State University
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EXPANSION OF
POST SECONDARY
OPPORTUNITIES
Expansion of Post Secondary
Programs
The Model Comprehensive Transition and Postsecondary
Programs for Students with Intellectual Disabilities
(TPSID) focuses on the following:
 Academics And Instruction,
 Social Activities,
 Employment Experiences Through Work-based Learning
And Internships,
 And Independent Living
 Grants Are Targeted To Institution Of Higher Education.
 Ohio’s Recipients
 The Ohio State University and Partners
 Kent State University
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EMERGING ISSUES IN
IMPLEMENTING SECONDARY
TRANSITION SERVICES TO
IMPROVE STUDENT
OUTCOMES
Issues in Providing Secondary Transition Services
 Aligning Curriculum Pathways of Students with Post
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Secondary Goals
Focusing Transition Services Early so Students are Prepared
to Graduate with their Peers
Providing Secondary Transition Services Beginning at Age
14, including Early Agency Involvement
Improving Access and Sustainability of Students with
Disabilities in Career Tech Programs
Rethinking how Transition Services are Delivered
New Roles of Post Secondary Institutions
Increased Focus on Self Determination and Parent Support
in the Secondary Transition Process
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THANKS
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