Transcript Document

Transition to Postsecondary Education,
Training, Employment, & Independent Living
The Center for Change in Transition Services
improving post-school outcomes for students with disabilities in Washington state
CCTS provides secondary transition training and
technical support to Educational Service Districts
and districts that serve students who have an IEP
and are in need of transition services.
CCTS has responsibility for analyzing the districtreported post-school outcome data, using the data to
make informed decisions related to training and
technical assistance development needs, and
submitting the results of the data analysis to OSPI to
be included in the state’s Annual Performance
Report.
OSPI State Needs Projects
There are six state needs projects that are
funded with IDEA state discretionary dollars.
These projects collectively provide:
• Professional development at little to no cost to districts or
participants (clock hours/credit hours available)
• Technical Assistance with IEP development, compliance,
evaluation, planning, learning interventions, and
assessment for students with disabilities
• Consultation and training for parents & families
State Needs Projects
Autism Outreach Project
A statewide system which coordinates staff development and parent/community
training to support services for children and youth with autism spectrum disorders.
eLearning for Educators
Provides statewide access to appropriate, accessible and affordable training
designed to support educators in serving students with disabilities.
Center for Change in Transition Services (CCTS)
CCTS provides secondary transition training and technical support to Educational
Service Districts, Local Educational Agencies, and public schools that serve high
school-age students who have an Individual Education Program.
State Needs Projects
Special Education Technology Center (SETC)
The SETC provides training, consultation, technology loans and resource
information to help school districts and families effectively implement assistive
technology interventions in addressing the special learning needs of children with
disabilities.
Washington Sensory Disabilities Services (WSDS)
WSDS supports individuals aged birth to 21 who are deaf, hard of hearing, blind,
visually impaired, or deaf-blind, by providing training and other resources to service
providers and families.
WEA Special Education Support Center
Provides quality in-service training to parents, families, and to general education and
special education educators who work with students with disabilities.
Why is Transition to Postsecondary
Education, Training, Employment, and
Independent Living so Important?
Washington State Post-School Special Education Data 20122013 Leavers
Not Engaged
35%
Other
Employment
10%
Other Education
or Training
3%
Higher Education
24%
Competitively
Employed
28%
State Special Education Graduates vs. Non-Graduates
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Not Engaged
Other Employment
Other Education or Training
Competitively Employed
Higher Education
State Graduates
29.8%
9.5%
2.8%
30.2%
27.8%
State Non-Graduates
55.9%
11.0%
5.1%
20.9%
7.1%
State Special Education Post-School Data by Gender
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Not Engaged
Other Employment
Other Education or Training
Competitively Employed
Higher Education
State Males
33.1%
10.1%
2.9%
32.8%
21.2%
State Females
37.8%
9.2%
4.0%
20.6%
28.4%
State Special Education Post-School Data by Disability
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
State EBD
Not Engaged
57.1%
Other Employment
9.4%
Other Education or Training
3.9%
Competitively Employed
18.0%
Higher Education
11.6%
State SLD
27.8%
8.0%
2.7%
36.0%
25.7%
State ID
57.1%
21.0%
4.9%
11.5%
5.6%
State Others
47.4%
14.9%
3.9%
9.2%
24.6%
The More You Learn…
Median Annual Income
Graduate or Professional degree
$86,580
Bachelors degree
Associates degree
Some College (no degree)
High School Graduate
Less than High school
$55,016
$39,936
$37,388
$33,176
$23,452
2012 Bureau of Labor Statistics
…The More You Earn
The More You Learn…
Average Unemployment Rate
Graduate or Professional degree
Bachelors degree
Associates degree
3.5%
4.5%
6.2%
Some College (no degree)
High School Graduate
Less than High school
7.7%
8.3%
12.4%
2012 Bureau of Labor Statistics
…the greater your chances of employment
Critical Interrelationship
Quality
IEPs
Graduate
Staying
in School
Postschool
Outcomes
Modified from NSTTAC
What skills do employers and
colleges expect youth to know
and be able to do independently?
What Does the Research Say?
Predictors of Post-School Success
• Inclusion in General
Education
• Career Awareness
• Community Experiences
• Exit Exam Requirements/
High School Diploma Status
• Program of Study
• Self-Advocacy/SelfDetermination
• Self-Care/Independent
Living Skills
• Social Skills
• Interagency Collaboration
• Student Support
• Occupational Courses
• Transition Program
• Paid Work Experience
• Vocational Education
• Parental Involvement
• Work Study
NSTTAC, 2008
Self-Advocacy
“the enablement of individuals with
disabilities to make decisions, speak for
themselves and stand up for their
rights.”
Szymanski, C. (2006). A model for self-advocacy for students with disabilities. Emerald
Group Publishing, 17, 155-179.
Questions to Consider
What limitations does the student/employee with a disability experience?
How do these limitations affect student/employee performance?
What specific tasks are problematic as a result of these limitations?
What accommodations are available to reduce or eliminate these
problems?
Can the student/employee provide information on possible
accommodation solutions?
Once accommodations are in place, can meetings take place to evaluate
the effectiveness of the accommodations?
Can meetings take place to determine whether additional accommodations are
needed?
AskJan.org
• Free, Expert, and Confidential guidance on
workplace accommodations and disability
employment issues
• Comprehensive job accommodation resource
• Sponsored by the U.S. Department of Labor’s
Office of Disability Employment Policy
Self-Determination
“the ability to identify and achieve goals based
on a foundation of knowing and valuing oneself”
•
•
•
•
•
Know yourself
Value yourself
Plan
Act and experience outcomes
Learn
Self-Determination & Self-Advocacy
Social Skills
1) Communication
2) Enthusiasm & Attitude
3) Teamwork
4) Networking
5) Problem Solving & Critical
Thinking
6) Professionalism
1) Explore Careers
2) View Job Trends
3) Find Education
4) Performance Results
5) Pay for School
6) Store information on
Dashboard
My Next Move
Careers in Student Friendly Language
How to I give students in rural and
remote areas access to career
experiences?
Skype in the Classroom
Google Connected Classrooms
DonorsChoose
CCTS Resources
CCTS Resources
Dr. Sue Ann Bube
www.seattleu.edu/ccts
[email protected]
Phone: (206) 296-2245
Thank you for your participation!