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Establishing Multi-tiered system of supports for College & Career Readiness among multiple systems

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Establishing Multi-tiered system of supports for College & Career Readiness among multiple systems

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-What are each agencies' roles with in this model to help establish both school-based and community-based services that will increase outcomes for all and help us be more intentional about service provision for targeted or at risk groups and youth accessing individualized/ intensive services.
-Setting up a system of support that can prevent the needs for more intensive supports so we are not overloading those support systems.

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Youth participation has been a challenge; would love ideas from other states who are doing this well.

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Strategies for streamlining collection of SSN for students receiving Pre-ETS 

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Strategies for streamlining collection of SSN for students receiving Pre-ETS 

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NC is using a resource mapping tool with CTE, EC, and VR teams to identify and leverage resources.
included in comments for this content session

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WI Beyond 18 Guidance has sections to show and help teams, collaborate and how to community map, braid services between all school, agencies and family.

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WI Beyond 18 Guidance has sections to show and help teams, collaborate and how to community map, braid services between all school, agencies and family.

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The Beyond Age 18 website is designed to help teams create meaningful, individualized special education services for students with IEPs who stay in high school after their peers graduate. For some students with IEPs this time may be used to finish credits towards graduation with a regular high school diploma while others may build skills as they transition to life after high school. This guidance is provided to help teams reflect on what supports are needed and where, as well as connecting with outside agencies and braiding services to improve post school outcomes for students with IEPs.

Think of Beyond Age 18 as the passing of a baton, from school to outside agencies and postsecondary options that will support the student as they leave school. The transition should be seamless, smooth and gradual as school supports begin to fade and other supports pick up. All transition stakeholders support the development of student postsecondary transition goals and preparing the student to meet those goals. It's extremely important that planning reflects the natural environment the student will be living, working, and attending school or training as the student grows into an active member of their community. Based on each student's unique disability-related needs, the following guidance provides key considerations in how to provide special education services to meet postsecondary IEP goals. These considerations range from services for transportation to recreation and leisure, as well as postsecondary education and employment opportunities.

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Considerations for Transition Programming for Students with Individualized Education Programs (IEP) Beyond Age 18 The Beyond Age 18 website is designed to help teams create meaningful, individualized special education services for students with IEPs who stay in high school after their peers

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Strategies for supporting and implementing local level agreements between VR and education 

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Strategies for supporting and implementing local level agreements between VR and education 

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options for in-school work experiences beyond the coffee cart

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options for in-school work experiences beyond the coffee cart

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Strategies for unifying the WIOA message provided to schools by local VR offices

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Strategies for unifying the WIOA message provided to schools by local VR offices

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Strategies to improve access and enrollment in CTE work based learning internships for SWD

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Strategies to improve access and enrollment in CTE work based learning internships for SWD

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Wisconsin created a Transition Programming Beyond Age 18 guidance that helps guide teams to collaborate together and create meaningful individualized transition planning.  

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Wisconsin created a Transition Programming Beyond Age 18 guidance that helps guide teams to collaborate together and create meaningful individualized transition planning.  

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The Beyond Age 18 website is designed to help teams create meaningful, individualized special education services for students with IEPs who stay in high school after their peers graduate. For some students with IEPs this time may be used to finish credits towards graduation with a regular high school diploma while others may build skills as they transition to life after high school. This guidance is provided to help teams reflect on what supports are needed and where, as well as connecting with outside agencies and braiding services to improve post school outcomes for students with IEPs.

Think of Beyond Age 18 as the passing of a baton, from school to outside agencies and postsecondary options that will support the student as they leave school. The transition should be seamless, smooth and gradual as school supports begin to fade and other supports pick up. All transition stakeholders support the development of student postsecondary transition goals and preparing the student to meet those goals. It's extremely important that planning reflects the natural environment the student will be living, working, and attending school or training as the student grows into an active member of their community. Based on each student's unique disability-related needs, the following guidance provides key considerations in how to provide special education services to meet postsecondary IEP goals. These considerations range from services for transportation to recreation and leisure, as well as postsecondary education and employment opportunities.

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Considerations for Transition Programming for Students with Individualized Education Programs (IEP) Beyond Age 18 The Beyond Age 18 website is designed to help teams create meaningful, individualized special education services for students with IEPs who stay in high school after their peers

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Would be good for AR.  We are in the planning stages for a Pilot with a test group of schools to collect data yearly instead of on a 6 year rotation.  What are other states doing?  Is it working? 

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Would be good for AR.  We are in the planning stages for a Pilot with a test group of schools to collect data yearly instead of on a 6 year rotation.  What are other states doing?  Is it working? 

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What about using/implementing an e-portfolio?

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What about using/implementing an e-portfolio?

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-Tracking & communicating outcomes from potentially eligible youth participating in Pre-ETS services across providers.
-Ensuring variety in Pre-ETS service providers- We experience a lot of resume writing, job application, interview prep workshops or WBLE that are limited to hospitality industries. Same two or three services from multiple venders. Same youth participating in the same two or three services many times but from different venders.

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Title 1 Funds can be utilized to fully pay wages for participants- it's an excellent foot in the door. In South Dakota you can work 25 hours per week at a rate set by labor market information- so not just minimum wage

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What about having CIRCLES as part of a stakeholder engagement?

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What about having CIRCLES as part of a stakeholder engagement?

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Defining High-wage, High Skill, In-Demand Career Pathways and how this impacts CTE options for students with complex support needs

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Defining High-wage, High Skill, In-Demand Career Pathways and how this impacts CTE options for students with complex support needs

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DIF (RSA) grants - several state could be highlighted (e.g., VT, MI, NE,.........)

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DIF (RSA) grants - several state could be highlighted (e.g., VT, MI, NE,.........)

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IN and VR and supporting students in CTE classrooms (Michelle Oja)

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IN and VR and supporting students in CTE classrooms (Michelle Oja)

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Charlotte & Missy are developing a VR and PSO data presentation we may use for CBVI

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Charlotte & Missy are developing a VR and PSO data presentation we may use for CBVI

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We had ETA present last year and it was very Fed. speak.  If we could find some local examples? DJ, know any?

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We had ETA present last year and it was very Fed. speak.  If we could find some local examples? DJ, know any?

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Using local data to enhance CLNA process - South Carolina - Chris Napier

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Using local data to enhance CLNA process - South Carolina - Chris Napier

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Arkansas is doing great work related to collaboration with ATS, ARS, and ACTE. They are diligently working to get students with disabilities more involved in CTE coursework. I think they would be good for this session.

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Arkansas is doing great work related to collaboration with ATS, ARS, and ACTE. They are diligently working to get students with disabilities more involved in CTE coursework. I think they would be good for this session.

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-keeping highly-qualified transition service practitioners in the field
-building capacity through staff micro-credentials around secondary transition topics

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With support of NTACT:C, there has been a multi-agency group of transition professionals in Ohio working together to develop a family engagement training titled “Establishing Families as Partners in the Secondary Transition Planning Process.”

included as suggestion for presenter in Continuum of Collaboration (would be good to include family engagement here)

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Supports for CTE teachers and programs to better serve students with disabilities.

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Supports for CTE teachers and programs to better serve students with disabilities.

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Learn about the data collected by the Dept. of Education regarding CTE programs throughout the state and data collected on students with disabilities in CTE programs including Special Ed. & 504. 

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Learn about the data collected by the Dept. of Education regarding CTE programs throughout the state and data collected on students with disabilities in CTE programs including Special Ed. & 504. 

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We just started a pilot to do resource mapping to better identify what the schools are doing, drilling down to the LEA or CBI program.  Using collaboration guide and mapping tools.  

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We just started a pilot to do resource mapping to better identify what the schools are doing, drilling down to the LEA or CBI program.  Using collaboration guide and mapping tools.  

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Engaging/supporting youth with complex support needs in summer youth employment program (SYEP) initiatives

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Engaging/supporting youth with complex support needs in summer youth employment program (SYEP) initiatives

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more inclusive work experiences on campuses...work experience that incorporates students with and without disabilities

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more inclusive work experiences on campuses...work experience that incorporates students with and without disabilities

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Aligning WBLE employer partnerships with local labor market needs (CLNA and using data for local labor market needs)

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Aligning WBLE employer partnerships with local labor market needs (CLNA and using data for local labor market needs)

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could have a CTE rep from a State talk about this

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leveraging title 1 funds for work experiences.  Employer engagement as well 

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leveraging title 1 funds for work experiences.  Employer engagement as well 

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What does it look like in the detention center, hospital school, homebound, etc.

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What does it look like in the detention center, hospital school, homebound, etc.

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APH had a great webinar on virtual delivery: "Can't Touch This" Virtual Transition Programming for Students with Visual Impairments  

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APH had a great webinar on virtual delivery: "Can't Touch This" Virtual Transition Programming for Students with Visual Impairments  

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Agree. Engagement is key. How do you get that started?! Oklahoma is looking into some assessments / surveys right now. Interested in this subject

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Agree. Engagement is key. How do you get that started?! Oklahoma is looking into some assessments / surveys right now. Interested in this subject

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Working with our new immigrant population

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Working with our new immigrant population

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Strategies for increasing family involvement in transition planning and service delivery

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What collaborative partnerships look like when delivering Pre-ETS.

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What collaborative partnerships look like when delivering Pre-ETS.

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Working with employers.  Helping families understand employment

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Working with employers.  Helping families understand employment

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Oklahoma is always willing to talk about the continued collaboration with the University of Oklahoma and DRS for Pre-ETS. Definitely challenging times, but we are making it work

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Oklahoma is always willing to talk about the continued collaboration with the University of Oklahoma and DRS for Pre-ETS. Definitely challenging times, but we are making it work

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Wisconsin is writing a course for increasing engagement in CTE of special populations. Will be hosted in a hybrid model Fall 2022. Would love to hear how other states are building capacity around increased engagement of students with IEPs in CTE. 

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Wisconsin is writing a course for increasing engagement in CTE of special populations. Will be hosted in a hybrid model Fall 2022. Would love to hear how other states are building capacity around increased engagement of students with IEPs in CTE. 

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included in content session comments

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Everything:)  Is that a 101 course in 45 min?

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Everything:)  Is that a 101 course in 45 min?

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WBL opportunities in collaboration with VR and education (AK -VR, SpEd, CTE;  OR programming)

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WBL opportunities in collaboration with VR and education (AK -VR, SpEd, CTE;  OR programming)

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Multiple exit points for CTE programming

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Oklahoma has a good collaboration effort with CTE and Pre-ETS. We would love to discuss

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Oklahoma has a good collaboration effort with CTE and Pre-ETS. We would love to discuss

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NY would love to see this.

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Sessions for parent advocates around inclusive higher education opportunities.

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Sessions for parent advocates around inclusive higher education opportunities.

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CTE program entrance criteria

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Inclusive practices in transition--strategies teachers can use within transition planning 

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Inclusive practices in transition--strategies teachers can use within transition planning 

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Understanding what is collected and how the data relate

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Understanding what is collected and how the data relate

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Indicator 14 data collection - possibly hearing from states who have changed their methods of data collection and those results.

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Indicator 14 data collection - possibly hearing from states who have changed their methods of data collection and those results.

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NY - We have a great presentation on Remote and Virtual WBLEs. 

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NY - We have a great presentation on Remote and Virtual WBLEs. 

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included as possible presenter for this content session

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Both within an agency and across state agencies