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Our Services OSPI Special Education funds six state-needs projects with IDEA state- level discretionary dollars. These projects collectively provide: ▪ Professional development at little to no cost to districts, schools, parents and families (clock hours/credit hours available). ▪ Technical assistance with IEP development, compliance, evaluation, planning, learning interventions, assistive technology, and assessment for students with disabilities. ▪ Consultation and training for parents, families, and educators. Image: Blue raised hands on Pixabay| CC0 1.0 Creative Commons 2
The Six Projects ▪ Center for Change in Transition Services (CCTS) ▪ eLearning for Educators ▪ Special Education Support Center (SESC) ▪ Enhancing Capacity for Special Education Leadership (ECSEL) ▪ Special Education Technology Center (SETC) ▪ Washington Sensory Disabilities Services (WSDS) Image: Blue raised hands on Pixabay| CC0 1.0 Creative Commons 3
OSPI Priorities 4
Washington Sensory Disabilities Services (WSDS) Supports individuals aged birth to 21 who are deaf or hard of hearing, blind or visually impaired, or deaf-blind, by providing training, technical assistance and other resources to service providers and families. 5
Who We Are ● Center for Deafness and Hard of Hearing Youth (CDHY) ● Washington State School for the Deaf (WSD) ● Washington State School for the Blind (WSSB) ● Ogden Resource Center (ORC) ● Washington State Services for Children with Deaf-Blindness (Deaf-Blind Project) 6
Services ▪ Training for service providers, administrators, and family members on issues related to students who are deaf/hard of hearing, blind/visually impaired or deaf-blind. ▪ Consultation and technical assistance (including support at a distance). ▪ Program review and evaluation. ▪ Web-based resources and “anytime, anywhere” training. ▪ Parent networking. Visit our website: www.wsdsonline.org 7
Deaf or Hard of Hearing For children or youth who are deaf or hard of hearing, WSDS collaborates with the Center for Deaf and Hard of Hearing Youth (CDHY) and school districts to provide services to deaf and hard of hearing students from birth to age 21 via the Statewide Outreach Team. For services or information, contact: Carol Carrothers | 509.963.1131| carol.carrothers@cdhy.wa.gov Kris Ching| 360.418.4292 | kris.ching@cdhy.wa.gov Visit our website: cdhy.wa.gov 8
CDHY Responsibilities ▪ Provide services statewide to deaf/hard of hearing children, their families and their school teams in the full range of communication modalities. ▪ Provide statewide leadership through collaborating with appropriate public and private partners. ▪ Provide training and professional development opportunities for professionals serving children who are deaf or hard of hearing. 9
Blind or Visually Impaired WSDS collaborates with Washington State School for the Blind (WSSB) and school districts to provide services to blind and visually impaired students from birth to age 21. For services or information, contact: Pam Parker | 360.947.3304 | Pam.Parker@wssb.wa.gov DeEtte Snyder| 360.696.6321 | DeEtte.Snyder@wssb.wa.gov 10
Combined Vision and Hearing Loss WSDS includes the Deaf-Blind Project that supports the developmental and educational needs of birth-to-21 year olds who have a combined vision and hearing loss (deaf-blindness). Services include web-based resources, training and technical assistance/consultation. For services or information, contact: Katie Humes| 1.800.572.7000| katie.humes@wssb.wa.gov 11
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DTL 14
Center for Change in Transition Services (CCTS) Empowering educators to improve transition services for youth ● with disabilities through partnerships, research, and training Provides reports and analysis of post-school outcomes for all ● former high school students in Washington who had an IEP Located at Seattle University ● 15
Critical Interrelationship of Indicators Four IDEA performance indicators relate to secondary transition. These indicators also correlate with one another. Quality IEPs (Indicator B13) ● Staying in school (Indicator B2) ● Graduating (Indicator B1) ● Positive post-school outcomes (Indicator B14) ● ○ Post-School Survey (Kohler, Gothberg, & Hill, "NSTTAC Evaluation Toolkit", 2009) 16
Annual Post-School Survey Logistics Survey is open from June 1-November 1 ● Phone surveys are conducted by school/school district ● representatives Surveys are completed by former special education students ● (“leavers”) one year after exiting high school ○ 2018: survey year ○ 2016-17: leaver year Survey data are reviewed, analyzed, and reported by CCTS ● 17
Post-School Outcomes Statewide data tables, 2016-17 Total number of leavers Total respondents Survey response rate 6475 8,250 78.5% Sample Higher Competitive Other Other No Size Education Employment Education Employment Engagement 6475 21.3% 34.8% 3.0% 13.1% 27.8% (CCTS 2019, Indicator 14 Post-School Outcome Mini-Report, Washington state, 2016-17 ) 18
Post-School Outcomes for Students with IEPs Washington State, 2016-17 (CCTS 2019, Indicator 14 Post-School Outcome Mini-Report, Washington state, 2016-17 ) 19
Transition Services Sequence 1. Conduct Age-Appropriate Assessments 2. Write Measurable Postsecondary Goals 3. Identify Transition Services 4. Write the Course of Study 5. Write the Annual IEP Goals 6. Coordinate Services with Adult Agencies 20
CCTS Transition Services Flowchart (Johnson, 2012) 21
Professional Development Asynchronous Online Training Materials ● ○ Writing Effective Transition Plans ○ Student-Led IEPs ○ Developing Job Shadow Experiences (available in April 2020) Webinars ● ○ February 19, 2020; 3-4 p.m. | Student-Led IEPs ○ May 20, 2020; 3-4 p.m. | Developing Job-Shadow Experiences For more information, visit the Professional Development and ● Training page on the CCTS website 22
T-Folio ● Free online transition portfolio tool ● Student-centered curriculum, guided by facilitator ● Interactive exercises result in products for student portfolio ● Aligns with IEP planning, CCTS Flowchart, High School and Beyond Plan, and DVR Pre-Employment Transition Services ● Addresses self-determination skills ● Visit the T-Folio website at www.cctsTFolio.com 23
Informational Materials View, download, and/or request free informational materials from the CCTS website. ● CCTS Transition Services Flowchart ● Post-School Survey Postcard (English and Spanish) ● Student and Family Transition Resources trifold brochure 24
CCTS Transition Network on Basecamp Join the CCTS Transition Network on Basecamp ● Statewide communication platform ● 25
References Center for Change in Transition Services, Seattle University (January, ● 2019). Indicator 14 Post-School Outcome Mini-Report, Washington state, 2016-2017. Johnson, C. E. (2012). Transition Services Flowchart. Center for Change ● in Transition Services, Seattle University. Seattle, WA Kohler, P. D., Gothberg, J., & Hill, J. (2009, November 12). NSTTAC ● Evaluation Toolkit [PDF]. Kalamazoo: Western Michigan University. http://comm.eval.org/HigherLogic/System/DownloadDocumentFile.ash x?DocumentFileKey=8d43c53a-e804-4647-856c- f783fceccff2&forceDialog=0 26
Contact CCTS General Information ● ○ Email: ccts@seattleu.edu ○ Phone: 206-296-6494 ○ Website: www.seattleu.edu/ccts Additional Support ● ○ Kris Hirschmann, Director of Transition Services ○ Email: hirschmk@seattleu.edu ○ Phone: 206-296-2245 27
eLearning for Educators Provides statewide access to affordable online courses and mini-training modules designed to support K-12 educators in serving students with disabilities. ▪ Access course offerings anytime, anywhere; ▪ Focus on relevant topics in special education; and ▪ Enhance professional development and earn clock hours. 28
Our Services Online courses and mini-training modules that can be accessed throughout the state: ▪ Available to all educators through The Evergreen State College. ▪ Available continuously—register and start at any time. ▪ Access course offerings anytime, anywhere. ▪ Self-paced, online user-friendly format. ▪ Reasonable cost. Mini-training modules are free (no clock hours). ▪ Clock hours are accepted by OSPI for certificate maintenance. 29
Content ▪ Trainings developed by OSPI or other state-needs projects. ▪ IRIS Center modules and resources. ▪ Other already vetted, evidence-based modules. 30
Delivery Format ▪ Fully online via Canvas. ▪ Participants work through content in a variety of formats. ▪ Written information ▪ Video clips and demonstrations ▪ Audio interviews ▪ Interactive activities ▪ Other formats are recorded webinars or online modules with narration. 31
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