DVR & OSPI Partnering for Results · 2018. 6. 27.  · 6/25/2018 1 DVR & OSPI Partnering for Results CCTS Transition Forum June 27, 2018 Today’s Objectives • Participants will

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DVR & OSPIPartnering for Results

CCTS Transition ForumJune 27, 2018

Today’s Objectives• Participants will be provided with a DVR agency update on

topics such as Order of Selection, statewide transition planning, and Pre-ETS and have an opportunity for small group dialogue, planning, and questions.

• Participants will review state special education data, policies, and recent legislation in the areas of transition services under IDEA and post-secondary outcomes, and have an opportunity for small group dialogue, planning, and questions.

• Participants will engage in a facilitated group activity to solicit feedback on Pre-ETS changes and identify opportunities for improving collaboration between education and DVR.

Mentimeter Audience Poll on Roles• https://www.mentimeter.com/public/cf2b541ca83b47ba55de

24f3b9e9dd68

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Agency News• DVR Update

– DVR Vision and Values statements

– WAC 388-891A – effective June 30

– State Plan Update effective July 1

– Order of Selection

• Pre-employment Transition Services (Pre-ETS)

• Statewide Transition Planning

DSHS: Transforming Lives

DVR’s Vision Statement:

Dedicated professionals leading the field of vocational rehabilitation, delivering exceptional experiences to every customer, every time.

DVR’s Values:• Transparency through clear, honest communication with

customers, staff, and partners.

• Acting with Integrity, upholding the ethics and values of our profession.

• Promoting a culture of Empowerment for customers and staff.

• Advancing rehabilitation practices through Innovation.

• Collaboration with customers, staff, and partners that produces results.

• Committed to Diversity, Equity and Inclusion in all of its forms to achieve excellence.

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Revised DVR WAC

Chapter 388-891A: VOCATIONAL REHABILITATION SERVICES FOR INDIVIDUALS WITH DISABILITIES

• Most substantial DVR rule-making in over 10 years.

• Brought alignment with federal regulation.

• Required a full repeal of 388-891 and a new chapter, 388-891A.

• The Public Rules Hearing was held on May 8.

• The permanent CR-103 was filed on May 29.

• Effective June 30.

State Plan UpdateDVR is a core program in Washington’s Workforce Development System.

Washington’s Combined State Plan• Talent & Prosperity for All (TAP)

A State Plan is required every four years, per the Workforce Innovation and Opportunities Act (WIOA)

• Biennial updates (every two years)• Most recent biennial update for July 1, 2018-June 30, 2020

DVR’s Goals1) Improve Employment Outcomes for Individuals with

Disabilities

2) Improve the Quality of Customer Services

3) Promote DVR's role in advancing effective services for people with disabilities, as a leader in the Workforce Development System

4) Improve DVR’s Systems and Performance

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Order of Selection

• Per federal law, when a VR agency does not have enough resources to serve all eligible customers they must enter an Order of Selection.

• Order of Selection ensure services are prioritized for customers with the most significant disabilities.

• DSHS/DVR amended its State Plan in October 2017 so that we could enter into an Order of Selection on November 1, 2017.

Order of Selection Update Monthly Caseload Changes Post-OOS*

*October 2017 caseload data not included

Case StatusFFY 17

AveragePost-OOS Average

% Change

Caseload Movement

Applications 931 802 -14%

Eligibility Determinations

835 737 -12%

New Plans 498 298 -40%

Caseload Status

In Application 1,383 1,269 -8%

In Eligibility 3,157 2,067 -35%

In Plan 5,890 6,144 4%

919

298

244

205

289

306

OOS Wait List Numbers

Nov-17 Dec-17Jan-18 Feb-18Mar-18 Apr-18

2,261

Discussion: Order of SelectionWhat surprises you about the DVR Order of Selection process and/or changes?

How will you communicate this process during IEP meetings and discussions with families and students?

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Pre-Employment Transition Services• A new type of service in the continuum of VR Services that is

distinct from VR Transition Services.

• When the Rehab Act was amended under WIOA, it required VRagencies to set aside at least 15% of their federal funds to providepre-employment transition services (pre-ETS).

• Available to Students with Disabilities who are eligible or potentiallyeligible for VR services.

• Funds reserved for pre-employment transition services may beused for the required, authorized, and pre-employment transitioncoordination activities.

What is a Student with a Disability?• A Student with a disability is an individual with a disability in a secondary,

postsecondary, or other recognized education program who -

– is not younger than the earliest age for the provision of transition services under section 614(d)(1)(A)(i)(VIII) of the Individuals with Disabilities Education Act (IDEA) (20 U.S.C. 1414(d)(1)(A)(i)(VIII) unless the state elects a lower minimum age for receipt of pre-employment services and is not younger than that minimum age; and

– is not older than 21; unless the individual state law provides for a higher maximum age for receipt of services under the IDEA (20 U.S.C. 1400 et seq.); and is not older than that maximum age; and

– is eligible for, and receiving, special education or related services under Part B of the IDEA (20 U.S.C. 1411 et seq.); or

– is an individual with a disability, for purposes of section 504.

What are the Five RequiredPre-Employment Transition Services?

• Job exploration counseling;

• Work-based learning experiences;

• Counseling on opportunities for enrollment in comprehensive transition or postsecondary educational programs;

• Workplace readiness training to develop social skills and independent living; and

• Instruction in self-advocacy.

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What are the Nine Additional AuthorizedPre Employment Transition Services?

If funds remain, VR agencies may provide the following to improve the transition of students with disabilities from school to postsecondary education or an employment outcome:• Implement effective strategies that increase independent living and inclusion in their communities

and competitive integrated workplaces;• Develop and improve strategies for individuals with intellectual and significant disabilities to live

independently, participate in postsecondary education experiences, and obtain and retain competitive integrated employment;

• Provide training to vocational rehabilitation counselors, school transition staff, and others supporting students with disabilities;

• Disseminate information on innovative, effective, and efficient approaches to implement pre-employment transition services;

• Coordinate activities with transition services provided by local educational agencies under IDEA;• Apply evidence-based findings to improve policy, procedure, practice, and the preparation of

personnel;• Develop model transition demonstration projects;• Establish or support multistate or regional partnerships that involve States, local educational

agencies, designated State units, developmental disability agencies, private businesses, or others; and

• Disseminate information and strategies to improve the transition to postsecondary activities of those who are traditionally unserved.

What is Pre-Employment Transition Coordination?

Pre-employment transition coordination consists of:• Attending individualized education program meetings for students with

disabilities, when invited;• Working with the local workforce development boards, one-stop centers,

and employers to develop work opportunities for students with disabilities, including internships, summer employment and other employment opportunities available throughout the school year, and apprenticeships;

• Working with schools, including those carrying out activities under section 614(d) of the IDEA, to coordinate and ensure the provision of pre-employment transition services; and

• When invited, attending person-centered planning meetings for individuals receiving services under title XIX of the Social Security Act (42 U.S.C. 1396 et seq.).

Pre-ETS: Lessons Learned• Contracts should be clear and consistent.

• All federal reporting requirements should be collected for each individual student.

• Invoices for services should be accompanied by the DSHS/DVR Information and Consent form.

• Services cannot be duplicative; they should supplement not supplant any required activity under IDEA.

• Coordination should happen at the local level.

• Communication should be regular and accurate.

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Pre-ETS Reset • DVR leadership has evaluated the way contracts have been

written for services.

• Contracts will become standardized to improve statewide consistency, ease of billing for services, and ensure effective monitoring practices.

• A new template Pre-ETS Contract is in the final stages of development.

– It will include two of the five required services:

• Work-based Learning: Job site tours, informational interviews, paid work experiences, job shadows.

• Work Readiness Training: soft skills, job readiness skills.

Discussion: Pre-ETSHow will you communicate this process during IEP meetings and discussions with families and students?

What questions do you have?

What feedback do you have to DVR for improving this process?

Statewide Transition Planning

• Hiring a new Secondary School Transition Manager.

• Updating DVR Transition Services brochures.

• Collaborating with OSPI, CCTS, and the Developmental Disabilities Council to fulfill proviso from ESSB 6032.PL –Section 501 (57).

• Dedicated DVR Transition Consultants and High School Liaisons throughout the state.

• Updating website content to ensure accurate liaison information and resources.

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Division of Vocational Rehabilitation

Washington State Department of Social and Health Services

PO Box 45340 • Olympia, WA 98504-5340

1-800-637-5627 or (360) 725-3636

Washington Relay: 711

www.dshs.wa.gov/office-of-the-secretary/division-vocational-rehabilitation

Providing DVR Services Since 1933

Equal Access to Services Our policy is that no person shall be subjected to discrimination by DSHS or its contractors because of race, color, ethnicity, gender, sexual orientation, age, religion, creed, marital status, status as a disabled veteran or Vietnam Era veteran or based on the presence of any physical, mental or sensory disability. To request this publication in an alternative format, please call 1-800-637-5627 or visit our website.

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Students with Disabilities in Washington StateGLENNA GALLO, ASSISTANT SUPERINTENDENT

OFFICE OF SUPERINTENDENT OF PUBLIC EDUCATION

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Every Student Succeeds Act (ESSA)

Pursuing Equity through Closing Gaps

Continuous Improvement for All Schools

Obtain and Retain Effective Educators

Flexibility on Use of Resources

Starting with the Why…

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To ensure that all students with disabilities have available to them a FAPE that emphasizes special education

and related services designed to meet their unique needs and prepare them for further education, employment, and independent living.

The Purpose of IDEA

IEP & State/Alternate

Standards

Regular Diploma or Certificate of

Completion

Career, College, and Life Ready

Under IDEA, the provision of special education is to ensure access

and progress in the general education curriculum, to prepare studentsfor further education, employment, and independent living.

This aligns with ESSA’s purpose of closing achievement gaps and

offering a significant opportunity to receive a fair, equitable, and highquality education.

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Alignment of Purpose

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What is the WashingtonImprovement Framework (WSIF)?

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Washington School Improvement Framework Indicators

Academic Outcomes Opportunities to LearnProficiency

ELA & Math

Student Growth

English Learner Progress

Graduation RegularAttendance

9th graders

on track

Dual creditAdvanced

Course taking

Elem & Middle

High School

TIER III: COMPREHENSIVE

99 schools154 Comprehensive- Graduation Rate

TIER II: TARGETED 3+ STUDENT GROUPS & EL

120 schools Targeted 41 schools Targeted EL Progress

TIER I: TARGETED 1-2 STUDENT GROUPS

484 schools

FOUNDATIONAL SUPPORTS TIER

All Washington public schools

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10.5%13.3%

0.0% 0.2%

6.6%4.0%

20.8%

0.6%3.9%

2.2%0.3%

36.9%

0.2% 0.3%0%

5%

10%

15%

20%

25%

30%

35%

40%

2017 Percentage of Students Ages 3 – 21 with Disabilities by Eligibility

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2017 Percentage of School Age Students by Placement Category and Grade Level

WA State

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16.5% 16.3%17.0% 17.0%

15.1%

13.8%

14.7% 14.6%

18.9% 18.8%19.3% 19.5%

0%

2%

4%

6%

8%

10%

12%

14%

16%

18%

20%

2013 2014 2015 2016

Chronic Absenteeism - Statewide

Total State State Non-Special Education State Special Education

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Discussion: Statewide Data on Students with Disabilities

How does an IEP team impact these data?

How do your decisions, as a team member, impact these data?

Outcome Data for Students with Disabilities

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OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

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Indicator 1. Percent of youth with Individualized Education Programs (IEPs) graduating from high school with a regular high school diploma.

Indicator 2. Percent of youth with IEPs dropping out of high school.

IndicatorFFY 2013

State Data

FFY 2014

State Data

FFY 2015

State Data

FFY 2016

State Data

FFY 2016

State Target

4-Year Adjusted Cohort

Graduation Rates of SWD54.55% 55.84% 57.97% 58.74% 100%

Annual Drop Out Rates of SWD 8.18% 4.93% 6.34% 6.74% 5.55%

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Indicators 3B and 3C. Participation and proficiency of students with disabilities on statewide assessments

Participation

FFY 2015(% of students)

FFY 2016(% of students)

State SWD State SWD

REA

DIN

G Grades 3-5 93.1% 93.1%

Grades 6-8 91.9% 92.5%

High School 58.7% 53.7%

MA

TH

Grades 3-5 92.8% 92.8%

Grades 6-8 91.3% 91.9%

High School 51.7% 50.6%

Proficiency

FFY 2015(% of students)

FFY 2016(% of students)

State

ALL

State

SWD

State

ALL

State

SWD

REA

DIN

G Grades 3-5 56.1% 26.0% 54.5% 24.8%

Grades 6-8 58.3% 17.1% 58.1% 17.5%

High School 75.5% 52.4% 73.6% 37.7%M

AT

H

Grades 3-5 53.7% 26.2% 52.7% 25.4%

Grades 6-8 48.6% 14.0% 48.6% 14.4%

High School 21.8% 21.3% 25.9% 13.8%

2015-16 Post-School Outcomes

Higher Education21.8%

Competitive Employment

35.3%Other Education /

Training2.9%

Other Employment12.2%

Not Engaged27.8%

This graphic by Center for Change in Transition Services at Seattle University is licensed under CC BY 4.0.

StatewideRespondents

n=6081

SpecificLearningDisabilityn=2936

EmotionalDisturbance

n=292

IntellectualDisability

n=360

Other HealthImpairment

n=1627

Autismn=534

Other n=332

Not Engaged 27.8% 20.8% 39.7% 51.4% 26.0% 37.3% 47.3%

4: Some Other Employment 12.1% 10.5% 9.2% 25.8% 11.2% 15.2% 13.9%

3: Some Other Education 2.9% 2.0% 3.4% 3.9% 3.6% 3.9% 4.8%

2: Competitively Employed 35.3% 43.7% 33.9% 15.8% 35.0% 16.3% 15.7%

1: Higher Education 21.8% 23.0% 13.7% 3.1% 24.1% 27.3% 18.4%

21.8% 23.0%13.7%

24.1% 27.3%18.4%

35.3%43.7%

33.9%

15.8%

35.0%16.3%

15.7%

12.1%

10.5%

9.2%

25.8%

11.2%

15.2%

13.9%

27.8%20.8%

39.7%51.4%

26.0%37.3%

47.3%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

WA 2015-16 Post-School Outcomes by Disability Type

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This graphic by Center for Change in Transition Services at Seattle University is licensed under CC BY 4.0.

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Washington 2015-16 Exiters:Exited at age 21 versus younger

21 years old (n=724) Younger than 21 years old (n=5357)

Not Engaged 48.2% 25.0%

Other Employment 27.2% 10.1%

Other Education / Training 4.4% 2.7%

Competitive Employment 16.2% 37.9%

Higher Education 4.0% 24.2%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Except where otherwise noted, this presentation by Center for Change in Transition Services at Seattle University is licensed under CC BY 4.0.

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Discussion: Outcomes ofStudents with Disabilities

What do your school’s or team’s data reflect for the students you serve?

What have you learned that changes your perspective on IEP decisions regarding transition services for students with disabilities?

Evidence-Based Strategies & Resources for Improved Outcomes

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High School and Beyond Plan (HSBP)

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HSBP:

•Starts in 7th/8th grade (12-14 years old)

•Interest inventory

•Career and Education Goals

•Four year course plan

•State assessment information

•Interventions and academic supports

•Parent/Guardian involvement

•Activity log/Resume

IEP:

•IEP in effect when student turns 16 year old

•Age appropriate transition assessment

•Education/training, employment, and independent living goals

•Course of study

•State assessment information and participation decision

•Special education services, accommodations, modifications, and supplementary aides and services

•Parent/Guardian participation

•Summary of Academic Achievement and Functional Performance

•Coordination of services with adult agencies

Comparison of the HSBP and IEP

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13.1%10.7%

5.5%

0.0% 0.2%

4.7%

24.7%

0.6%

5.0%2.7%

0.3%

45.0%

0.3% 0.3%

5.5%8.8%

2.3%0.0% 0.2%

4.7%

26.7%

0.7%3.8%

1.6% 0.2%

50.5%

0.4% 0.3%

0%

10%

20%

30%

40%

50%

% of SWDs in Grades 7 -12 % of SWDs in Grades 7 - 12 in CTE

2017 Percentage of WA Students with Disabilities in CTE by Eligibility Category

2017 Percentage of WA Students with Disabilities in CTE by Grade Level

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12.6% 12.1% 11.8% 11.3% 11.0%

13.9%

11.2%12.1%

20.7%

18.0% 18.4% 18.0%

0%

5%

10%

15%

20%

7 8 9 10 11 12

SWDs SWDs in CTE

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High Leverage Practices for Special Education

Source: CEC & CEEDAR High Leverage Practices in Special Education (2017)

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Collaboration:• Collaborate with professionals to

increase student success

• Organize and facilitate effective meetings with professionals and families

• Collaborate with families to support student learning and secure needed services

Assessment:• Use multiple sources of information

to develop a comprehensive understanding of a student’s strengths and needs

• Interpret and communicate assessment information to stakeholders to collaboratively design and implement educational programs

• Use student assessment, analyze instructional practices, and make necessary adjustments that improve student outcomes

High Leverage Practices for Special Education (continued)

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SEL and Behavioral Support:• Establish a consistent, organized, and respectful learning environment

• Provide positive and constructive feedback to guide students’ learning and behavior

• Teach social behaviors

• Conduct functional behavioral assessments to develop individual student behavior support plans

High Leverage Practices for Special Education (continued)

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Instruction:• Identify and prioritize long- and short-term learning goals

• Systematically design instruction toward a specific goal

• Adapt curriculum tasks and material for specific learning goals

• Teach cognitive and metacognitive strategies to support learning and independence

• Provide scaffolded supports

• Use explicit instruction

• Use flexible grouping

• Use strategies to promote active student engagement

• Use assistive and instructional technologies

• Provide intensive instruction

• Teach students to maintain and generalize new learning across time and settings

• Provide positive and constructive feedback to guide students’ learning and behavior

High Leverage Practices for Special Education (continued)

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OSPI Special Education Priorities for Improving Outcomes for Students with Disabilities

Support students with disabilities (including increased collaboration and ownership

regarding students with disabilities of school administrators and staff) and coordinated

efforts with community organizations to improve results and reduce disproportionalityLeadership

Increased expectations of students with disabilities (e.g., standards,

instruction, graduation, attendance, assessments, and IEP-related decisions)Growth mindset

Instruction and interventions within an MTSS framework leading to

increased access and progress in Washington grade-level learning standardsEvidence-based

practices

Joint training for general educators, special educators, paraeducators,

administrators, and parents/families (e.g., IEP team members) addressing all of the above

Professional

development

Braided funding, consolidated application, reducing costs for administrative

tasks, increasing direct support to students, and data-based decision makingResource

allocation

Teacher preparation programs for administrators, general educators, special

educators, and related service providers focused around instruction and support

for students with disabilities, including all of the above

Recruitment and

retention

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National Deaf Center’s Engage for Change ProjectA WA-State partnership between the National Deaf Center, DVR, and OSPI, focused on improving post-school education and employment outcomes for deaf individuals.

Key theme identified by stakeholders: Need for additional qualified, experienced professionals

Related Policy and Program suggestions:

In-state teacher-of-the-deaf training programs

Expanded interpreter training options

Increased training and mentoring for professionals

Resources to build regional and school capacity

Expand individual and family supports, such as WA’s Guide by Your Side Program

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Audience Word Cloud on Support

https://www.mentimeter.com/public/cf2b541ca83b47ba55de24f3b9e9dd68

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Do you believe that each and every student can be ready for college and career?

Are your actions reflecting this belief?