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Special Education: What a New Career
Technical Administrator Needs to Know Olivia Schmidt and Amy Szymanski ∙ October 13, 2015
Anticipated Outcomes
Ohio’s results driven determinations
Special Education Comprehensive Monitoring
Evidence-based predictors of post-school success
for students with disabilities
Anticipated Outcomes
Key federal and state special education
legislation and initiatives
Special education contacts and resources
Individuals with Disabilities Education Act
IDEA of 2004
Ensure all children with disabilities have a
free appropriate public education (FAPE) that
emphasizes special education and related
services designed to meet their unique needs
and prepare them for further education,
employment and independent living.
Results-Driven Accountability
Office of Special Education Programs
Revised accountability system
Emphasis on results
Ohio’s 2015 Special Education
Determination
Needs
Assistance
Needs Assistance
High rates of Students with Disabilities:
• Graduating by meeting modified
requirements;
• Dropping out of high school; and
• Taking alternate assessments
Graduation
Graduate by IEP Team
Exempt from OGT and Proficient
Graduation
Rate
69% graduation rate
State Report Card
47.4% meeting
requirements for
graduation
Which Graduation Rate?
Federal: NCLB/ESEA
Legacy Ohio Data
Federal: IDEA
Legacy Graduation Rate
All students with disabilities
who received a diploma
in a given year.
All: Graduates
+
Dropouts
+
Returned Dropouts
NCLB: 4 Year Graduation Rate
All students who entered 9th grade
four years ago, and
received a diploma this year.
All students who entered
9th grade four years ago.
IDEA: High School Diploma
Students with disabilities
who earned a diploma
meeting the same criteria as
non-special education students.
All students with
disabilities age
14 or older.
IDEA: Defines Certificate
Earned diploma meeting
criteria not available
to all other students.
All students with
disabilities age
14 or older.
Graduation
Rate
69% graduation rate
State Report Card
47.4% meeting
requirements for
graduation
Dropout
Reading Assessment
2015 District
Special Education Ratings
Rating Actual Rating
(Compliance)
Projected Rating
(Results and
Compliance)
Meets
Requirements 923 393
Needs Assistance 109 535
Needs Intervention 4 105
Needs Substantial
Intervention 0 3
Critical Decisions
Curriculum and Instruction
Where services are provided
Assessment Participation
Career Awareness, Transition Workforce
Development
Critical Decisions
Students Prepared for Further Employment, Education and
Independent Living!
Where Services are
Provided
Assessment Participation
Transition & Workforce
Development
Curriculum and
Instruction
Reflection
What are the implications of results-driven
determination for career technical education?
What can career technical administrators do
to impact post-school outcomes for students
with disabilities?
Comprehensive Monitoring
Selective Reviews
2014-2015 School Year
Butler Tech
2015-2016 School Year
Penta County Career Center
Miami Valley Career Center
Selective Reviews
Targeted to include the following specific
areas:
• Child Find
• Delivery of Services
• Least Restrictive Environment
• Parent Input
• Teacher and Administrator Interviews
Career Tech Considerations
Recruitment, Application, Selection Process
Student Transition from Member Schools
Delivery of Special Education Services
Program and Staffing Structures
Career Tech Considerations
Collaboration and Communication with
Member Districts, Parents/Families
Equal Access
No Predetermination
Individuals with Disabilities Education Act
IDEA of 2004
Ensure all children with disabilities have a
free appropriate public education (FAPE) that
emphasizes special education and related
services designed to meet their unique needs
and prepare them for further education,
employment and independent living.
Ohio Longitudinal Transition Study
Outcome Study of
Ohio Youth served
through IEPs
education.ohio.gov/Topics/Special-Education
Predictors of Student Success
Ohio Longitudinal Transition Study
Spring 2015 Report
Postsecondary Employment
Career & Technical Education
Work Study
Programs
Applying to Work
before Graduation
Job Training
Programs
Postsecondary Education
Participation in Inclusive Classes –
80% or more
Passing the Ohio
Graduation Test
Predictors of Student Success
Ohio Longitudinal Transition Study
Spring 2015 Report
In-School Predictors by Outcome Area
Predictor Education Employment
Career Awareness X X
Community Experiences X
Exit Exams/High School Diploma Status X X
Inclusion in General Education X X
Interagency Collaboration X X
Occupational Courses X X
Paid Employment/Work Experience X X
Parental Expectations X X
Parental Involvement X
Program of Study X X
Self-Advocacy/Self-Determination X X
Self-Care/Independent Living X X
Social Skills X X
Student Support X X
Transition Program X X
Vocational Education X X
Work Study X X
Coming Soon
Innovative Strategies to Improve Post-school
Outcomes for Students with Disabilities
Request for Proposals that include evidence
based predictors and practices
March 19, 2012
Gov. Kasich Signed
Ohio Employment First
Executive Order
“Community Employment is the First and
Preferred Option for All People with
Developmental Disabilities”
Workforce Innovation and
Opportunity Act
Increase access to employment, education, training and support services
Assist individuals with disabilities to succeed in the competitive labor market
Ohio Transition Support
Partnership (OTSP)
• ODE and Opportunities for Ohioans with
Disabilities (OOD)
• $2.5 million (state) + federal match = $11.2
million annually
• Funds 26 transition vocational rehabilitation
counselors and 13 caseload assistants
OTSP Eligibility
Includes 3,300 students
o Ages 14-21
o Served on an IEP
o Attend a local education agency
o Meet OOD eligibility criteria
Role of the OTSP Counselor
• Work with youth at a younger age to introduce the
concept of work and begin to explore career
options
• Active participant in IEP planning
• Backward planning for youth to ensure
consistency between IEP and IPE
Role of the OTSP Counselor
• Person-centered vocational guidance and
planning
• VR services are coordinated with and
supplemental to school services
• Collaborate with SST Transition Contacts and
CTPD Consultants
Role of the School Team
Collaborate with OOD Counselors and SST
Consultants
Disseminate partnership information to school
personnel, families, students
Meet with OOD counselors to identify referral and
service provision processes
Role of the School Team
Provide OOD counselor access (with parent
consent) to materials needed for student eligibility
determination
Consider OOD counselor as a resource for IEP
Transition Planning
Partner with OOD counselor and families to
establish comprehensive, streamlined services for
transition-aged students.
Improving Outcomes
Job training partnership:
• Jergens, Inc.,
• Mayfield City Schools
• Cuyahoga East Vocational Education
Consortium
Office for Exceptional Children
Questions
General: [email protected]
IDEA Monitoring: [email protected]
Office for Exceptional Children
Questions
Complaints, Due Process, IEP Facilitation
and Mediation: [email protected]
Gifted Education: [email protected]
Office for Exceptional Children
Federal and State Requirements
• Whose IDEA Is This?
• Ohio’s Operating Standards for the Education of
Children with Disabilities
• Procedures and Guidance Document
State System
of Support State Support
Teams
State System of Support State Support Teams
Professional Development LiveBinders • Essential Individual Education Program
• Essential Evaluation Team Report
• Essential Postsecondary Transition
http://tinyurl.com/EssentialResources
Eight Predictor Categories
Description
Findings from Research
Implications for Practice
Notes
National Technical Assistance
Center on Transition
www.transitionta.org
Questions?
Thank You
Olivia Schmidt
Amy Szymanski
education.ohio.gov
Social Media
@OHEducation
@suptrichardross
ohio-department-of-education
Ohio Families and Education
Ohio Teachers’ Homeroom
OhioEdDept
storify.com/ohioEdDept
