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Dropout Prevention (INDICATOR 2)
and Students with Individual
Education Plans
Focus: Special Diploma Option 2
Presenter: Brian McKenzie
Critical Issue
Drop out prevention is a critical issue of national concern and is being aggressively addressed by every school district across the nation.
Background About one third of all students with
disabilities do not receive a regular (standard) High School diploma. Even with availability of alternative paths to graduation, dropout numbers are significant. 22% of all 18-24 year-olds have not earned a High School diploma of any kind. 15% of that age group was not pursuing post secondary education or training and are unemployed.
Statistical data gathered from “The Silent Epidemic,” a report written by John M. Bridgeland, John J. Dilulio, Jr., and Karen Burke Morison, (March, 2006)
Trends
Common indicators that can identify students as potential dropouts:
• Multiple Retentions
• Over Age
• Attendance Issues
• Behavioral Issues
Early Educational Alternative Programs
Early intervention is a key component to dropout prevention
Elementary
• S.T.A.R. Programs serve students that do not meet progression requirements for 2 consecutive years in the 3rd grade.
Middle School
• Standards based promotion
• SOS Academy
• Renaissance Academy
Educational Alternative Programs
Transition Planning
• Students aged 14 and above receive Transition Services.
• Selection of Diploma Track
• Transition Assessment
• Transition Service Areas
• Post-Secondary Goals
• Agency Linkages
Multiple Pathways
• Accelerated Learning Centers
• Renaissance Academies
• Compass Odyssey Learning Recovery
• Academies of Technology
• Virtual School
• Pre-GI and GI programs embedded in local public high schools with GED exit option
• Community Education GED prep classes
Other Programs
• 18 – 22 year old programs focusing on workforce ready pre-employment and workplace ready skills and/or adult independent living skills if appropriate at comprehensive high schools, center schools and academies of technology including school based enterprises.
Programs in the Community
• Drop Back-In – ESE students may participate in Drop Back In Academies without forfeiting eligibility for FAPE through age 21.
• Community Education – GED preparation evening classes for adults.
• Local post-secondary institutions offer GED and vocational/technical programs of study Dual enrollment opportunities.
Agency Linkage
• IEP and Transition Services identify student needs and discuss agencies that may offer services or resources
• Release of information and referral to appropriate agencies based on student need
• Transitional Services Directory
Failing to plan is planning to fail
Early identification of risk factors for drop-out and development of diverse transition strategies that incorporate student needs, strengths and desired post secondary goals improve opportunities for graduation and successful transition to adult life.
Special Diploma Option 1
• Modified Curriculum
• Support Facilitation
• Resource Classrooms
• Community based instruction
* Availability of services vary by district
Special Diploma Option 2
Legal Basis
• Currently, school districts are required to offer Special Diplomas (Option 1 & 2)
• Special Diploma Option 2 is based on mastery of a set of employment and community competencies identified in the graduation training plan developed for each student by the IEP team.
Legal Basis (cont.)
• F.A.C. 6A-1.09961 states that employment and community competencies shall ensure:
a) The student has achieved all the annual goals and short term objectives which were specified on the IEP related to employment and community competencies.
b) The student is employed in a community based job for the number of hours specified in the student’s training plan for the equivalent
Legal Basis (cont.)
of one semester, and paid at least minimum wage in compliance with the requirements of the Fair Labor Standards Act.
• The student has mastered the employment and community competencies specified in a training plan. The training plan shall be developed and signed by the student, parent, teacher and employer prior to placement in employment and shall identify the following:
Legal Basis (cont.)
1. The expected employment competencies
2. The criteria for determining and certifying mastery of competencies.
3. The work schedule and the minimum number of hours to be worked per week.
4. A description of the supervision to be provided by the school district staff.
Benefits of Special Diploma Option 2
• Students experience real world successes in the community.
• Assignment to 12th Grade (graduation based on successful completion of competencies in the individually designed training plan).
• Job Coaching
• Assistance accomplishing post-secondary goals, transition services and agency linkages.
Benefits of Special Diploma Option 2 (cont.)
• Student experiences, increased independence, inclusion, productivity and self determination.
• Establishing and building relationships with employers.
• Increased opportunities for employment, graduation and achievement.
Limitations of Special Diploma Option 2
• At graduation, Special Diploma Option 2 students receive a Special Diploma. NOTE: A Standard Diploma or GED is required for admission into a state college, university or the military.
• If a student fails to complete Special Diploma Option 2 requirements, no credits are earned during the semester(s) the student was in the Special Diploma Option 2 program.
2012 – 2013 Requirements for Special Diploma Option 2.
• Student must be at least 16 years old
• Minimum 2.0 GPA
• Minimum of 8 credits earned in the following areas: 4 credits in core academics to include:
-2 language arts credits & 2 mathematics credits
-4 credits in ESE or general career and technical education or ESE courses that include emphasis on community competencies
2012 – 2013 Requirements for Special Diploma Option 2 (cont.)
• Student has mastered all annual goals and objectives (if applicable) specified in the IEP related to employment and community competencies.
• Student has mastered academic, employment, community and technology competencies specified in their Training Plan (the Training Plan is developed and signed by the student, parent(s) or guardian(s), teacher(s) and
2012 – 2013 Requirements for Special Diploma Option 2 (cont.)
employer prior to placement in employment.
• Student is employed in a community-based job for the number of hours specified in the student’s Training Plan for the equivalent of 1 semester or 18 weeks of successful employment, earning at or above minimum wage in compliance with requirements of the Fair Labor Standards Act.
Special Diploma Option 2 Processes &Procedures (dcps)
A. Referrals (December 15th deadline annually) - Transition Staff confirms ESE status, verifies employment and hours
B. Screening meeting – Transition staff meets with student and parent(s) or guardian(s) to discuss program requirements, next steps in the process and to distribute applicable forms (1. parent agreement , 2. employer agreement, 3. responsibility agreement)
SDO2 Processes & Procedures (dcps) (cont.)
C. Applicable forms are completed and collected by Transition staff
D. Transition staff reviews all forms & informs appropriate party(s) if further information/documentation is needed.
E. If approved for participation by Transition staff, the IEP case manager for the student is notified and schedules an IEP meeting with all IEP members
SDO2 Processes & Procedures (dcps) (cont.)
F. Placement Meeting – New IEP is completed and the student’s Training Plan is developed that includes appropriate competencies. All parties agree and sign IEP and Training Plan. Time sheets and details regarding student reporting (to responsible ESE teacher) and employer evaluations are shared. The student’s program of study and diploma
SDO2 Processes & Procedures (dcps) (cont.)
F. (cont.) – option changed by school based staff. The students schedule is changed by school based staff to reflect “Career Placement”. Transition staff then informs Student Information Management Systems to change the student to 12th grade level in anticipation of graduation that same school year…provided the student masters all expectations in their IEP and Training Plan.
Special Diploma Option 2 Outcomes
A. Unsuccessful completion of SDO2 for any reason requires that a notice of failure be provided via mail or in person to the student and their parent(s) or guardian(s). A Special Diploma Option 2 Notification to return to school is issued and the student will resume a regular schedule at their district assigned school.
Special Diploma Option 2 Outcomes (cont.)
B. Criteria for Graduation
- Successful completion of the student’s Training Plan
- Mastery of IEP Goals & Objectives
- Cumulative 2.0 GPA
- Minimum 8 credit requirement (2 language arts, 2 mathematics, 4 career & technical)
Special Diploma Option 2
Outcomes C. Exit Conference
- ESE case manager completes a Summary of Performance
- ESE responsible teacher and job coach complete a Special Diploma Option 2 verification form and school based personnel enter the date minimum standards were met
-Student is coded for graduation is allowed to participate in graduation ceremonies
Additional Information Forms / Procedures
• For additional information and/or for examples of forms that support the Special Diploma Option 2 process please contact Duval County Transition Coordinator, Dr. Drew Andrews via e-mail at: [email protected]
Presenter Contact Information
Brian McKenzie
Transition Specialist
(904)858-6294
Web Links
• www.dcps.org (Multiple Pathways)
• www.project10.info (Transition Network)
• www.fldoe.org (Florida Dept. of Education)
• www.dropoutprevention.org (National Website)
• www.duvalschools.org/static/wearedcps/.../hs
• .../Section_23.pdf (Safety Nets)
• Brian McKenzie: (904)858-6294
• b
Questions & Answers
