Postsecondary Education & Training Webinar 1 Access Overview PRESENTED BY: The Center for Change in Transition Services
Postsecondary Education & Training Webinar 1 Access Overview PRESENTED BY: The Center for Change in Transition Services.
Dec 21, 2015
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Postsecondary Education & Training
Webinar 1Access Overview
PRESENTED BY:The Center for Change in Transition Services
CCTS Webinar Series
Welcome to the 2014-2015 Webinar series on postsecondary education and training.
Presented by the Center for Change in Transition Services (CCTS), a Washington Special Education State Needs Project housed at Seattle University and funded through the Office of the Superintendent of Public Instruction (OSPI).
CCTS has been serving special need students, their families and schools since 1990.
CCTS Introductions
Cinda JohnsonEd.D., Principal
Investigator
Sue Ann BubeEd.D., Director
Julia SchechterM.Ed., Doctoral
Research Assistant
2014-2015 Webinars
October 8thAccess Overview
Join us to learn how to utilize CCTS resources in your district to improve post-school outcomesand for an overview of major topics facing students with disabilities transitioning to postsecondary education.
November 12thStrategies for Success
Self-determination and self-advocacy are key attributes students should possess for success beyond graduation. Learn how these skills can be acquired in high school and applied in higher education environments.
December 10th
Identifying OptionsWhat are the education opportunities for students with disabilities post-high school? Options including on-line education,
vocational education, and 2- & 4-year colleges and universities will be reviewed.
January 14thApplying for Admissions
Navigating admissions is challenging for everyone. This webinar will explore admissions issues specific to students with disabilities.
February 11thIDEA vs. ADA and 504
Join us to explore how students with disabilities are impacted by the differences in law when transition between k-12 schools and higher education.
March 11thAccommodations
Students with disabilities must seek their own accommodations after leaving high school. This webinar will explore what to expect and how this process works at different types of postsecondary institutions.
April 8thAffordable?
Exploring financial aid resources and opportunities to finance postsecondary education will be the subject of this webinar.
May 13th
Transition PlanningThe focus of our final webinar will be preparing for a successful transition by learning how to
write postsecondary education goals into the IEP and how to use the Summary of Performance (SOP)document as a passport to education.
Registration
1) Everyone participating in the webinar needs to type the following in the chat box
– Name
– Email Address
2) You will be sent a link following the webinar to register for Clock Hours. You must complete the registration process to apply for clock hours!
Thank you for joining us today!
This webinar is closed-captioned. To view the captioning click on the CC icon just above the video.
Closed Captioned (CC)
Raise your hand and wait to be called on by moderator
You may ask questions by typing in the chat box or by raising your hand (if you have a microphone).
If you have a microphone, please keep it turned off until called on.
Agenda
Access Overview
Data and Issues
Postsecondary Education
Postsecondary Education
Median Annual Income
2012 Bureau of Labor Statistics
Average Unemployment Rate
Postsecondary Education
2012 Bureau of Labor Statistics
Postsecondary Education
Students with disabilities . . .– are not prepared by senior
year. (Hitchings et al., 2005)
– do not enroll in higher education at the same rate as their non-disabled peers. (Wagner et al., 2005)
– take 6 years to equal the college going rate of non-disabled peers (NLST2)
– 25% of WA students with disabilities enroll in higher education within 1 year
Postsecondary Education
Critical Interrelationship
Roadmap
Measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and where appropriate, independent living skills.
Beginning when the student turns 16, or before if appropriate (and updated annually), the IEP must include:
The transition services (including courses of study) needed to assist the child in reaching those goals.
U. S.C. §300.320(b)
•
Transition Services Flowchart
Postsecondary Education
Assess & Research . . .
The ARC SD Scale
Self-Determination– research-based– assess SD strengths
and weaknesses– facilitate student
involvement– develop SD goals and
objectives
Develop & Determine . . .
Big Future: College Board Washington Career Bridge
Transition Skills
Transition Services
Encourage students to:
– take appropriate coursework.
– use assessments to understand strengths, needs, interests, and preferences.
– develop realistic academic and career options.
– review disability- specific financial aid opportunities.
– utilize accommodations during standardized testing (ACT, PSAT, SAT, etc.).
– Understand college majors, admission requirements, entrance exams, and training opportunities.
Transition Services
Encourage students to:
– start planning early.
– develop a comprehensive transition portfolio.
– access vocational rehabilitation services (DVR)
– participate in ALL college related activities, such as college & career fairs and college tours.
– be a self-advocate.
From the GWU Heath Resource Center’s
Guidance and Career Counselor’s Toolkit (2006)
Plan . . .
IDEA ADA
Success Access
Guarantee of services to those that qualify
Prohibits discrimination
Ages 3 - 21 All ages
FAPE Equivalent access
IEP No formal plan
IEP Team Responsible Student/Employee Responsible
Summary of Performance
• Can be used as a passport to higher education.
• Summarizes a student’s academic and functional performance and includes recommendations to help the student meet postsecondary goals.
• Required as part of IDEA.
Improving Outcomes
Access and utilize CCTS data
Access & Utilize Data
Washington’s special education students who graduated or left high school between the ages of 16 to 21 are surveyed by school districts within 1 year of
leaving high school.
Data is reported to CCTS (funded by the Office of the State Superintendent) and then used to improve the
transition services and post-school outcomes of students with disabilities.
WA Post-School OutcomesSpecial Education 2011-2012
Key Findings
FINDING #1
34.3% of students who
exited high school with an IEP in are not engaged
in any postsecondary activity.
Key Finding
Key Finding #2
51% of students
who are enrolled in a
school or training
program a year after
exiting high school are
attending a
community college.
Key Finding
Key Finding #3
The disabilities with the highest postsecondary education attendance:
SLD (53%)
Health Impairment (27%)
Autism (6%)
Your Findings?
• How many students were interviewed/surveyed?• What types of postsecondary institutions are students
attending, are they in geographic proximity?• Does the district have linkages in place to regional higher
education institutions?• How many youth had postsecondary education as a goal
and how many reached this goal?• Which youth reached this goal, was there a difference by
disability, exit status, gender, ethnicity?• Where is there room for improvement?
Resources
Postsecondary education/training
POSTSECONDARY EDUCATION RESOURCES
Affordable Colleges Online: College Guide for Students with Disabilities
http://www.affordablecollegesonline.org
A complete guide to college financing for students with disabilities. Find expert advice on loans, grants and scholarships specifically for disabled students, as well as resources to help with the job search after graduation.
Association on Higher Education and Disability (AHEAD)
http://www.ahead.org/
AHEAD is a professional association committed to full participation of persons with disabilities in postsecondary education. Resources are provided for educators, parents and students.
College Scholarships, Colleges, and Online Degrees
http://www.college-scholarships.com
The College Scholarships, Colleges and Online Degrees page offers college, career or graduate school-bound, students of all ages easy access information about a wide variety of subjects which include: Free college scholarship and financial aid searches; SAT and ACT test preparation tips; information on colleges and universities throughout the U.S.; and information relating to online degree programs and distance education.
Resources
George Washington University HEATH Resource Center
http://heath.gwu.edu/
The GWU HEATH Resource Center Clearinghouse provides information on transition to higher education including information about disability support services, policies, procedures, accommodations, and financial assistance. The Heath Guidance and Career Counselor Toolkit provides extensive resources.
Online College Database - Directory of U.S. Colleges
A complete guide to distance learning for students with disabilities. Learn how to work with disability services, employ assistive technology, evaluate online programs, and succeed in the virtual classroom.
PEPNet, the Postsecondary Education Programs Network
PEPNet, the Postsecondary Education Programs Network, is the national collaboration of the four Regional Postsecondary Education Centers for Individuals who are Deaf and hard of Hearing. The goal of PEPNet is to assist postsecondary institutions across the nation to attract and effectively serve individuals who are Deaf and
Hard of Hearing. One publication is: Students with Disabilities Preparing for Postsecondary Education: Know
Your Rights and Responsibilities.
The College Board https://bigfuture.collegeboard.org/
The College Board’s Big Future page offers tools to help with planning for college, finding a campus and paying for college. Includes scholarship lists.
Resources
The College Navigator
The National Center for Education Statistics (NCES) offers the college navigator tool, an easy-to-use feature designed to help students and parents learn about colleges and universities. The site has information on nearly 7,000 postsecondary institutions in the United States.
http://nces.ed.gov/collegenavigator/
ThinkCollege! http://www.thinkcollege.net/index.php
This website provides resources for students, families, and professionals supporting youth with intellectual disabilities exploring postsecondary education options
University of Washington DO-IT (Disabilities, Opportunities, Internetworking and Technology)
http://www.washington.edu/doit/
DO IT serves to increase the success of people with disabilities in challenging academic programs and careers. The website provides extensive college planning resources including a list of scholarships by disability. DO-IT produces: Preparing for College: An Online Tutorial: http://www.washington.edu/doit/Brochures/Academics/cprep.html
United States Department of Education, Office of Civil Rights
http://www2.ed.gov/about/offices/list/ocr/transition.html
The USDE Office of Civil Rights has many resources and publications to support students, families and professionals explore options for transitioning to postsecondary education. One such publication is: Students with Disabilities Preparing for Postsecondary Education: Know Your Rights and Responsibilities.
Questions & Answers
Thank you for participating!
References
Individuals with Disabilities Education Act, PL. 94-142 as amended, 20 U.S.C. § 1400 et seq. (2007).
College Board (2006). Education Pays: Second Update. Retrieved September 1, 2009. Retrieved from www.collegeboard.com/prod_downloads/press/cost06/education_pays_06.pdf
Field, S., Martin, J., Miller, R., Ward, M., & Wehmeyer, M. (1999). A practical guide to teaching self-determination. Reston, VA: Council for Exceptional Children.
HEATH Resource Center. (2006). Guidance and career counselor's toolkit. Advising high school students with disabilities on postsecondary options. Washington, DC: The George Washington University National Clearinghouse on Postsecondary Education for Individuals with Disabilities.
Hitchings, W. E., Retish, P., & Horvath, M. (2005). Academic preparation of adolescents with disabilities for postsecondary education. Career Development for Exceptional Individuals, 28(1), 26-35.
Lalor, A. R., & Madaus, J. W. (2013). Helping students with learning disabilities search for colleges: Tips for professionals. Insights on Learning Disabilities, 10(1), 53-72. Retrieved from http://search.ebscohost.com.proxy.seattleu.edu/login.aspx?direct=true&db=ehh&AN=89040695&site=ehost-live
References
Madaus, J. W., & Shaw, S. F. (2004). Section 504: The differences in the regulations regarding secondary and postsecondary education. Intervention in School and Clinic, 81-87.
National Center for Education Statistics. (2000, June). Postsecondary students with disabilities: Enrollment, services, and persistence. Stats in Brief. Washington, DC: U.S. Department of Education.
National Secondary Transition Technical Assistance Center. (2012). Indicator 13 Checklist: Form A & Form B. [Pdf]. Retrieved from www.nsttac.org/content/nsttac-i-13-checklist
Shaw, S. F. (2009). Transition to postsecondary education. Focus on Exceptional Children, 42(2), 1-16.
Shaw, S. F., Dukes III, L. L., & Madaus, J. W. (2012). Beyond compliance: using the summary of performance to enhance transition planning. Teaching Exceptional Children, 44, 6-12.
Thomas, S. (2000). College Students and disability law. The Journal of Special Education, 30(4) 248-257.
Newman, L., Wagner, M., Cameto, R., & Knokey, A.-M.(2009). The Post-High School Outcomes of Youth with Disabilities up to 4 Years After High School. A Report of Findings from the National Longitudinal Transition Study-2 (NLTS2) (NCSER 2009-3017). Menlo Park, CA: SRI International.
References
United States Department of Education, The Secretary of Education’s Commission on the Future of Higher Education. (2006). A test of leadership: Charting the future of U.S. higher education (ED-06—CO-0013). Retrieved from www2.ed.gov/about/bdscomm/list/hiedfuture/reports/final-report.pdf
U. S. Department of Education, Office for Civil Rights. (2004). Students with disabilities preparing for postsecondary education: Know your rights and responsibilities. Retrieved March 1, 2005, Retrieved from www.ed.gov/about/offices/list/ocr/transition.html
Wagner, M., Newman, L., Cameto. R., Levine, P., & Marder, C. (2007). Perceptions and expectations of youth with disabilities. A special topic report of findings from the National Longitudinal Transition Studey-2 (NLTS2) (NCSER 2007-3006). Menlo Park, CA: SRI International.
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