WELCOME! Agen genda a 6: 6:30p 30pm t to 7:30 30pm 1. 1. - - PowerPoint PPT Presentation

WELCOME!

Agen genda a 6: 6:30p 30pm t to 7:30 30pm 1. 1. Lau aura a Lorenz nzen, , Director of Student Support at Two Rivers Public Charter School

• Student Led IEPs

2. 2. Jeremian Islar ar & Elija jah Lee-”Who I

• I am” video
• Experience as DC students

3. 3. An Angel gela S a Spinella- Second ndary T Transition P PD D Sp Specialist a at OSSE SSE

• Transition Planning for Middle Schools – New Policy
• Technical Assistance visits at schools
• Community of Practice
• Data share re: Graduation Rates for Students with Disabilities
• 4. SAPSE Recom
• mme

mendation

• ns

Professional with over 20 years experience serving children, adolescents, and families in school and community-based settings.

• Student Led IEP
• ”The Best Me I Can Be”
• SLIEP Professional Learning Community
• Trainings to support implementation
• Educator and family-focused disability

awareness film modules

LAUREN LORENZEN

DEFINING THE STUDENT-LED IEP

Par arent ents c can: an:

Talk lk t to t

• the

heir c chi hild ld a abou

• ut

his/her r disa sabil ilit ity Sha hare t the heir o

• wn IE

IEP prepar parat atio ion experi riences Help s p stude dents u s underst stan and d an and d navi vigate t the he IE IEP p proc

• cess

FAMILY INVOLVEMENT

St Stude dent-led I d IEP a P activ ivit itie ies e s enhance c commu munic icat atio ion b between par parents an and d st stude dents ab about in indi dividualized g goal als

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The he Be Best st Me Me I I Can Be Be Get S Started N Now: T : Talk lking A About D Disabi bili lities Le Let’s T s Talk A Abou bout It It: : A Fami mily Perspec pecti tive http ttp:// ://dc dc- trans ansit itio ion_ n_guide ide.fram ameweld.co com/pag age/o sse_selfd lfdeterm rmination

• n_f

_film lm_s _seri ries VIDEO RESOURCES FOR STUDENT- LED IEPS

SECONDARY T TRANSITION ON WEBSI SITE

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This v vid ideo was as an an in initia iative of t the Of Offic ice of the Stat ate Superintendent of Educatio ion, Di Division of Elem ementary, Sec Secondary, and d Sp Spec ecialized Edu ducation in in par artnership wit ith the DC Voic ices of Chan ange Peer N Network. This s vid ideo was as a a youth-to-youth made de video

• eo. T

The y youth l leader ders made de this is video

• to rais

aise d dis isabil ility awar areness t through their own personal al stories. T The vid ideo was as driv iven b by y the youth le lead aders an and they developed the in intervie iew questions an and the overal all v vis ision for the vid

• ideo. As you wat

atch this is short vid ideo, think ab about h how it it mak akes you feel an and h how it it can an help rais aise awareness ss for disability ty a awarene ness. ss.

Student Perspectives f from

• m SchoolT

lTalk lk, I , Inc.

• Jeremiah Islar, youth leader
• Elijah Lee, youth leader

WHO I AM VIDEO

ANGE GELA S SPINELLA- SECO CONDAR ARY T Y TRAN ANSITI TION P PD SPECIAL ECIALIS IST

• Technic

ical al A Assist sistance v visit its a s at sc schools

• How is

is it it g goin ing?

• Commu

mmunit ity o

• f Prac

actic ice

• Wan

ant t to jo join in?

• Dat

ata sh shar are re: G Gradu duat atio ion R Rates f s for S Stude dents w s with Disab abil ilit itie ies s

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DC Co C Code § 38-2614. Specia ial e educat ation. On N Nov.

• v. 18, 2014, D

DC Counc ncil passe ssed th the En Enhanc nced Special l Ed Educ ucation Ser Services Ame mendment A Act of 2

• 2014. On

One of the components of this is Ac Act addresse sses s the ag age at at which secondar ary t tran ansition plan annin ing is is to be init itiat ated for stud student nts with disab abili litie ies recei eiving s g services es under der t the I e Indi dividu duals with Disa sabilities Ed Educ ucation A n Act t (IDEA) EA). Accordi ding g to D DC Code de, “begi eginning July 1, 2016, or upon fundi ding, g, w whichever er

• ccurs lat

later, t the f first IEP P in in effect af after a a chil ild wit ith a a disabil ilit ity reac aches 14 years of ag age s shal all in include t tran ansit ition as assessments an and services.”

TRANSITION PLANNING FOR MIDDLE SCHOOL STUDENTS

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OSSE fully y supports lowering ng t the age by which t trans nsition

• n planni

nning ng must b be ini nitiated to 14 14. OSSE w E wants to ensure tha hat thi his s significant c cha hange is f fully resourced, a and tha hat a all LEAs a are fully prepared befor

• re the r

requirement goe

• es into e
• effect c

city-wi wide. As such, t , the age by y which transition planning mu must b be initiated a at the District-wide le level l will ll re remain a at t 16 6 for th r the 20 2016-17 s school y year. Dur During s school y year ‘16-’17, OSSE wi will be e en engagi gaging wi with s stak akeh eholders in an an an anal alysis of the e additional resources n needed to

• suppor
• rt s

school

• ols, s

, students, and families in or

• rder to
• effectively

implement requirements of

• f the law beginning in the 2

2017-18 s school y year.

TRANSITION PLANNING FOR MIDDLE SCHOOL STUDENTS

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Du Due t e to t the c e changes f for the a e age o e of t transition pl planning, O OSSE is pr providing tec echnical assistance t to L

• Loca
• cal E

Education A Agencies (L (LEAs) w who ho are affected by t thi his cha change f for

• r

ne next s school y year. OSSE’s T Teaching and nd L Learni ning ng and nd A Accountability y Performance a and nd M Mana nagement nt teams h have c collaborated d to p provide de technical assistance t to m middl ddle s schools. OSSE SSE wil ill b be v vis isiting al all L LEAs As w wit ith tran ansitio ion ag age youth t to p provid ide technical as assistance and nd s sup upport for tr trans nsition p plann nning f for y youth uth ages 1 14+. This initiative w will beg egin this s spr pring a and continue t e through the en e end of this school y yea ear. OSSE SSE w wil ill al also be provid idin ing p professional al d development t train ainings for m mid iddle s school L LEAs As to a att ttend t to l learn n about secondary y tr trans nsition p plans ns.

TECHNICAL ASSISTANCE FOR MIDDLE SCHOOLS

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Mission: T : The DC Secon

• ndary T

Tran ansition C Community of Prac actice suppor

• rts D

DC youth w with d disab abili lities a as they transition i into a a self elf-directed life. We a are a a c city-wide, e, c cross s section o

• f stakeholder

ers w who c come t e toget ether to strengthen our i individual a al and c colle llective a abili lity for a action. Current w workgroups ps:

• Middle School Transition
• Goal: Develop resources for schools and parents around secondary transition planning for middle school

students

• Parent engagement
• Goal: Increasing parent engagement in the child’s IEP process and secondary transition process.
• Advocacy
• Goal: Ensure that there is a full array of special education services offered by alternative and adult

schools who serve over age and under credited students.

• Meaningful Community Integration
• Increase opportunities for youth to have paid work experiences year-round in the 5 high-demand

industries (Business and Information technology, Construction, Healthcare, Hospitality, Security and Law)

SECONDARY TRANSITION COMMUNITY OF PRACTICE

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• Under

der this is calc alculat ation, a ‘cohort’ of stud student nts entering ng sc school l as s first st-tim ime 9th gr graders in 2012-13 and who g gradu duated i d in 2016.

• Does not include students with disabilities who received a certificate of

IEP completion. Ov Overal all l grad aduation rat ate for al all l students is is 69.2%. The grad aduat ation rat ates for s students wit ith disab abili lities is 49.5%.

• Increase from previous year’s reported graduation rates (see below).

FFY 2 2015 graduat atio ion rate for students with d disab abilities was 4 42.94%. %.

DC 2016 FOUR-YEAR ADJUSTED COHORT GRADUATION RATES

SAPSE RECOMMENDATIONS – PROPOSED

• It is clear that students with disabilities who graduate with a diploma vs. certificate are better able to obtain

employment and secondary education; in addition to reaching productive and independent futures, and thus OSSE should develop a city-wide focus to improve the rates of students with disabilities graduating with a high school diploma.

• Because students have stronger secondary transition experiences when families are involved, OSSE should

increase efforts to get families involved early on the importance for effective and guided secondary transition plans, understanding the need for student self-advocacy, and understanding the process of transition, especially with the age of secondary transition moving to 14 (and beginning in middle school vs. high school) for DC.

• Because student-led IEPs are proven to be a successful first step to self-determination and self-advocacy for

students with disabilities, and the BEST ME I CAN BE resources have already been developed specifically for DC LEAs, OSSE should require all LEAs to incorporate this program for all students with disabilities.

• Because quality and available vocational and career readiness programs are pivotal for youth with

disabilities to access employment with living wages, OSSE should increase opportunities for supporting LEAs in designing real vocational training and career readiness courses for students with IEPs. (The current emphasis on college as the only successful path is prohibitive for students with disabilities receiving the support they need for productive and independent futures.)

• continued

SAPSE RECOMMENDATIONS – PROPOSED

In addition, we recommend that OSSE have specific focus on tracking the following data and be able to report to the SAP and the community in 2018 on the following:

• OSSE should report on the number of students with disabilities who are obtaining a high

school diploma vs. certificate of completion

• OSSE should track students with disabilities who obtain a diploma in five or six years.
• OSSE should develop means of tracking not just compliance with the development of

transition plans, but also some quality assessment of these plans.

• OSSE should track the number of students with disabilities who are able to enroll in the

career and vocational courses.

Angel ngela S a Spinel inella Angela.Spi Spinella la@d @dc. c.gov (202) 02) 74 741-7669 OSSE – SECONDARY TRANSITION CONTACT INFORMATION: