TRANSITION FOR ALL: PA 339 Implications for Administrators August 2017 PA Transition Conference Hillary A. Mangis, Ph.D. Pennsylvania Training and Technical Assistance Network PaTTAN s Mission The mission of the Pennsylvania Training and Technical Assistance Network (PaTTAN) is to support the efforts and initiatives of the Bureau of Special Education, and to build the capacity of local educational agencies to serve students who receive special education services. 1
PDE s Commitment to Least Restrictive Environment (LRE) Our goal for each child is to ensure Individualized Education Program (IEP) teams begin with the general education setting with the use of Supplementary Aids and Services before considering a more restrictive environment. Objectives The participant will: Recognize the importance of PA Career Standards for secondary transition Identify and distinguish between legislation and policy related to secondary transition Summarize the implications of PA 339 for secondary transition related to IDEA Connect to resources to improve secondary transition planning 2
Agenda Overview/Review Career Education Work Standards IDEA and Transition Requirements Legislation Impacting Secondary Transition Overview of Chapter 339 Review of Implications for Special Education Resources But First: Think Pair Share How do you define a successful student? What universal skills/competencies make an employee successful? Where/how are those skills taught in your school? 3
Beginning with the end in mind We strive to ensure that each student: Is proficient in core subjects Graduates from high school, ready for post-secondary education & career Achieves equitable outcomes, regardless of background, condition or circumstances 7 College and Career Readiness Same and Different College Ready: A student is prepared to succeed in college level courses without remediation Career Ready: A student possesses key academic skills needed to qualify for and succeed in the post-secondary job and/or education necessary for his/her chosen career, along with employability skills (SCANS) and technical, job specific skills (Career Clusters). 8 4
Did You Know. About 40% of students entering college must take at least one remedial course before enrolling in credit-bearing coursework, and rates are much higher for students of color. (USDOE, 2011) In 2011, 25% OF students who took the ACT test met the benchmark scores in all four subjects: English, mathematics, reading, and science (ACT, 2011) 9 Did you know. 63% of all jobs in the United States and 90 percent of new jobs in growing industries with high wages will require some form of postsecondary education (Alliance for Excellent Education, 2009; Carnevale, Smith, & Strohl, 2010; U.S. Department of Labor, 2008). By 2018, the nation will need to increase the number of postsecondary degrees conferred by about 10% annually in order to meet workforce demands (A. Carnevale, N. Smith, and J. Strohl, 2010). 5
Why Career Education Work (CEW) Standards What are we preparing students to do upon graduation? Success In the New Economy https://www.youtub e.com/watch?v=zs6 nqpvi164 PA CEW Standards Career Awareness and Preparation Career Acquisition Career Retention and Advancement Entrepreneurship 6
CEW Through A Continuum Grades K-6 Grades 7-10 Grades 11-12 Career Awareness Career Exploration Career Preparation Learning Through Work Career Training Learning For Work Learning About Work Increasing Individualization as students connect their interests, skills, and goals with career possibilities. (English, Cushing, Therriault, & Rasmussen, 2017) Thirteen Effective Practices for Implementing Pennsylvania Career Education and Work (CEW) Standards Engage Stakeholders Facilitate Integration with variety of existing K-12 courses Link career development with character ed programs Provide opportunity for linkages to postsecondary education and work place Integrate computerized career development software & web based resources Teach and emphasize importance of ongoing learning and workplace skills Build entrepreneurship curriculum Implement Career Portfolio Develop career based graduation project Develop stand alone courses PADOE, 2015 7
Thirteen Effective Practices for Implementing Pennsylvania Career Education and Work (CEW) Standards Continued Establish advisory and career oriented mentoring programs Institute career clusters, career pathways model or career academies Establish a process for students to utilize strategies 1-12 to facilitate successful transition into postsecondary training and/or the workplace PADOE, 2015 8
IDEA Transition for Students with Disabilities Pennsylvania Training and Technical Assistance Network Individuals with Disabilities Education Act IDEA 2004 Primary Purpose To ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living H.R.1350 (IDEA 2004) 18 9
What is Secondary Transition? a coordinated set of activities for a child with a disability that is designed within a resultoriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child s movement from school to post-school activities, including post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation. (IDEA 2004) 19 Every student by name regardless of background, condition or circumstance Proficient in core subjects Graduates from high school, ready for post-secondary education and career Achieves high outcomes Indicator 14: Students achieving their post-secondary goals Indicators 1 and 2: Students actively engaged, staying in school and graduating Indicator 13 High quality IEPs designed to help students achieve their postsecondary goals The foundation: High quality, rigorous, standards-aligned secondary school programs for all students 20 10
Elements of Effective Transition Programs Student Involvement Systems Level Infrastructure Appropriate Assessment Interagency Collaboration and Community Involvement Individualized/ Student Focused Transition Focused Curriculum & Instruction Family Involvement (Morningstar, Erickson, Lattin, & Lee, 2012) 21 Transition within a Tiered Model - College & Career Readiness for ALL Students In Collaboration with PA Secondary RtII Framework Tier 3: Targeted Programming for FEW Students Tier 2: Targeted Programming for SOME Students Tier 1: Programming for ALL Students 11
Tier I Programming for ALL Students Rigor, relevance, engaging instruction with literacy strategies taught across the curriculum Clear behavioral expectations taught and reinforced Strong guidance program for all students (PA 339) Dropout prevention, e.g., 9 th grade academies, Early Warning Systems Screening and ongoing assessment across domains Data-driven decision-making at individual and school levels Early and ongoing assessment for developing career and graduation plans Curricular connections to career and educational goals & emphasizing choice; infusion of CEW standards across curriculum Connections with community employers and post-secondary education, e.g., job shadowing, volunteering, work-based learning Families informed & engaged Tier 2: Targeted Programming for Some Students Additional assessment and progress monitoring across domains as needed to meet individual need (e.g., diagnostics for academic skills, FBA) Explicit, supplemental smaller group instruction and supports for academic, social and interpersonal, transition, self-determination skills. Targeted guidance intervention Targeted dropout prevention: Check & Connect, mentoring, possible Student Assistance Program Supplemental assessment & planning for post-secondary outcomes and career (including transition planning for students with disabilities); work-based assessment and learning Targeted supervision and follow-up with community learning opportunities Additional outreach to ensure family engagement 24 12
Tier 3: Intensified Programming for a Few Students Intensive, explicit, individualized or small group instruction and supports for academic, social and interpersonal, self-determination skills. Intensified assessment & planning (e.g., RENEW, Person- Centered Planning) Individualized interventions for dropout prevention Intensified instructional programming for secondary transition, with emphasis on self-determination, social, independent living, recreation & leisure skills Intensified partnerships including parent, interagency and community Adapted from the work of Morningstar (2011) and National Secondary Transition Technical Assistance Center (2011) 25 Other Important Legislation/Policy Workforce Innovation And Opportunity Act (WIOA) Every Student Succeeds Act (ESSA) Employment First Act 26 Work Experience for High School Students with Disabilities Act 13
WORK FORCE INNOVATION AND OPPORTUNITY ACT (WIOA) Public Law 113-128 of July 22, 2014 Allow access to employment, education, training, and support services needed to succeed in labor market, particularly to those with barriers to access Job exploration counseling Work-based learning experience Counseling re post secondary enrollment Workplace readiness training Instruction in selfadvocacy (can include peer mentoring) Every Student Succeeds Act 2015 (ESSA) States using as an opportunity to set broader goals aligned with skills critical to multiple pathways to postsecondary success Positions schools to integrate efforts with college and career readiness into curricula, improve conditions for learning, and other educational experiences that contribute to wellrounded education 14
Employment First - PA Executive Order 2016-03 (03/10/2016) Goal - increased community-based, integrated employment opportunities for individuals with significant disabilities Belief - all citizens, including individuals with significant disabilities, are capable of full participation in integrated employment and community life Act 26: The Work Experience for High School Students with Disabilities Act OVR must provide preemployment transition services (Pre-ETS) and facilitate process of job/career development between schools and public/private employers Job Skill Training Arrange Work Based Learning Experiences (WBLES) Guidance related to job coach services Counseling on enrollment in training or education post HS http://www.pattan.net/videos/browse/single/?code_name=wioa_and_ pets_-_discussion_and_planning 15
PA 339 Transition for All Pennsylvania Training and Technical Assistance Network What is Chapter 339 Vocational Education Standards Pennsylvania requirement for comprehensive K-12 school counseling plan To prepare every student for college and/or career readiness Related to Chapter 12 requirement for comprehensive program of student services Career Education and Work Standards (CEW) 16
PA 339 Outlines requirements for services and accommodations for diverse learners enrolled in CTCs Outlines requirements for adequate supports under Ch 4 and through IEP Calls for equal access to CTCs Counseling available to help students with informed decisions on CTCs Participation of CTC rep on IEP teams Work based learning experiences 339.21.3 guidance personnel shall help students to make informed decisions when selecting a program.5 CTC rep will participate in IEP meetings.6 district will give adequate notification when scheduling a meeting IMPORTANT 17
339.22.9 ii b (1) A plan designed to meet the vocational ed requirements of special needs students in accordance with LRE and IEP 339.23.4.5 barrier-free, accessible, and safe workstations in accordance with Section 504 Provisions will be made to ensure safe practices 18
339.4.7 outlines requirements for services and accommodations.8 CTC must provide supports to meet academic standards consistent with IEP.12 joint planning between CTC and district of residence 339.21(5) A representative from CTC is necessary if student is Enrolled or is thinking of Enrolling in CTC Each CTC program has a Task List that can be used in discussion of student s progress towards achieving CTC competencies 19
339 Consultants through PDE Michael Thompson - mdt7450@gmail.com Betty Holmboe - betty.holmboe@gmail.com Marie Montecalvo - montecalvom@prexie.us Professional Development for Counseling Plan Component of 339 Define Counselors by assignment Mission Goals Stakeholder roles School Counselor role Advisory Council Program Calendar Program Delivery Curriculum Action Plan Organization of postsecondary resources Individualized Academic Career Plan CTC strategy Copies of counselor job descriptions http://www.education.pa.gov/k- 12/PACareerStandards/Resources/Pages/339CounselingPlan.aspx#tab-1 20
Tying it together Transition through 2 Lenses PA 339 College and Career Ready for All Students IDEA College and Career Ready related to Special Education Students All Students Individual Student K-12 Comprehensive Plan Involvement at age 14 Career Education Workforce Standards CEW Career Awareness and Preparation Career Acquisition Career Retention and Advancement Entrepreneurship SPECIFIC INDIVIDUAL GOALS Postsecondary Education/Training Employment Independent Living Advisory Counsel with Interagency and Community Representation Comprehensive curriculum, information collected, ability to organize resources Interagency Involvement Individualized to meet the unique strengths and needs 21
Emphasis Areas To Ensure Success IDEA ADA Section 504 ESSA Knowledge of Disability Legislation Importance of Promoting Student Self- Advocacy Educate students and parents about disability Specifically addressed through guidance curriculum Knowledge of disability services Knowledge of entrance requirements, minimum competencies Websites, institutions, workshops Use of Community and National Resources and Programs Collaboration with Parents, Peers, and Professionals Bring appropriate stakeholders to the table Adapted From: Naugle, Campbell, & Gray, 2010 Competencies for Transition Personnel PA 339 IDEA Agencies and Community Partners Helps to promote student self-advocacy Strong collaboration skills 22
Transition Staff and 339 Help student in selection of area of study Encourage college/program visits that align with area of interest Assist with college/training program application process Understand course sequence implications Assist in applying for accommodations for entrance exams Transition Staff and 339 Work with guidance staff for College Awareness Activities Help to coordinate internships and job shadows Academic readiness supports Be aware of dual enrollment options Be aware of CTC SOAR articulation agreements Assistance with resume development Interview practice Access CTC program competencies 23
Counseling Plan 8/3/2017 Services and Activities in General Curriculum Make use of transition activities that take place as part of: General education courses (resume writing, food preparation, career research, career portfolios) Guidance services Other school activities Be sure to list in the transition grid, as appropriate Many districts map out activities by grade Secondary Transition Mapping Guide 47 Putting it together IDEA Transition Career Education Work Standards 24
Meaningful Transition Data In IEPS Assessment/ Surveys Student/Parent Data collected By Guidance Integrate Input Input from CTC Agency Input Career Education Work Standards Pennsylvania Training and Technical Assistance Network 25
What s already happening per CEW College and Career Readiness Core Academic Skills Cross-Cutting Capabilities College and Career Readiness Behavioral Skills Navigation Skills http://www.act.org/research/policymakers/reports/unpackingreadiness.html 26
8 Keys to Employability Personal Values Problem Solving/Decision Making Skills Relations with Other People Communication Skills Task-Related Skills Maturity Health and Safety Habits Commitment to Job College and Career Readiness Linked to social and emotional development (SED) 2013 CASEL survey of teachers found: 87% of teachers believe a larger focus on SED would improve workforce readiness 78% believed it would improve college prep Yet, only 44% reported that SED was being taught schoolwide 27
Social and Emotional Development (Jones & Bouffard, 2012) Emotional Self-awareness: emotional knowledge and expression Self-management: emotional and behavioral regulation Social Cognitive Character Mindset Navigating Social Situations Social awareness: understanding social cues Empathy Attention Control Cognitive Flexibility Planning, organizing, and setting goals Grit Curiosity Optimism Ethics Growth Mindset Purpose Belonging Resource For Planning 28
What should learners know and be able to do to achieve college and career readiness? How do we know when learners are meeting expectations for college and career readiness and success? 29
What should institutions provide to enable learners to achieve college and career success? What do institutions need to enable learner readiness for college and careers? 30
Think and Share What steps might you take to improve transitioning program given the information presented? Resources for Transition Programming PA Secondary Transition Guide AHEAD Transition Resources A-Z Transition Toolkit Transition Live Binder OCR Transition Guide http://secondarytransition.org/ https://www.ahead.org/studentsparents/transitions https://dredf.org/special_education/training_ materials/transition-toolkit.pdf http://www.livebinders.com/play/play/176690 https://www.heath.gwu.edu/files/downloads/t oolkit.pdf https://www2.ed.gov/about/offices/list/oc r/transitionguide.html#reproduction 31
BIG PICTURE DATA IS ALREADY BEING COLLECTED! There is no need to reinvent the wheel. Know what data exists and where. Work to increase collaboration between school counselors, transition counselors, and other agency stakeholders Provide TC access to student portfolios/individualized academic career plan Other Potential Connections Incorporate transition coordinator into district s comprehensive guidance planning/auditing Work with curriculum director to embed CEW standards across curriculum Empower staff to align IEP goals to CEW standards Student specific IDEA vs ADA (entitlement vs eligibility 32
Program Evaluation Test Scores Enrollment Graduation Rate Attendance Discipline GPA/Class Rank Retention Rates Special Education Dropout Rate Post School Outcomes Thought What s good for special education students is good for all students 33
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Contact Information www.pattan.net Hillary A. Mangis, Ph.D. hmangis@pattanpgh.net 412-826-6878 Commonwealth of Pennsylvania Tom Wolf, Governor 35