RI STATEWIDE TAC RI STATEWIDE TAC MEETINGMEETING

NORTHERN RTCNORTHERN RTCSOUTHERN RTCSOUTHERN RTCWEST BAY RTCWEST BAY RTC

PROVIDENCE RTCPROVIDENCE RTCRIDE OFFICE OF STUDENT, COMMUNITY AND ACADEMIC RIDE OFFICE OF STUDENT, COMMUNITY AND ACADEMIC

SUPPORTSSUPPORTS

WELCOMEWELCOME

Why do we have TAC?Why do we have TAC? Role of RTCenter/CoordinatorRole of RTCenter/Coordinator Role of Regional Vocational Assessment Role of Regional Vocational Assessment

Center (RVAC)Center (RVAC) Distritct Technical Assistance PlansDistritct Technical Assistance Plans RTC IntroductionsRTC Introductions

TAC ROLES & TAC ROLES & RESPONSIBILITIESRESPONSIBILITIES

Attend monthly TAC meetingsAttend monthly TAC meetings Serve in the capacity as district representative Serve in the capacity as district representative

for transition, promoting best practices by;for transition, promoting best practices by;

*Participation in statewide events*Participation in statewide events

*Participation in regional events*Participation in regional events

*Provide in-service training at building level*Provide in-service training at building level

*Model best practices*Model best practices

TAC Roles& Responsibilities con’t.TAC Roles& Responsibilities con’t.

*Provide technical assistance to colleagues*Provide technical assistance to colleagues Distribute written information district wideDistribute written information district wide Maintain a list of current transition contact Maintain a list of current transition contact

people in your districtpeople in your district Serve as a liaison between your school/agency Serve as a liaison between your school/agency

and the RTC on transition issuesand the RTC on transition issues Take leadership role in the development of Take leadership role in the development of

transition policies and procedures in your transition policies and procedures in your districtdistrict

TAC Roles & Responsibilities con’tTAC Roles & Responsibilities con’t

Periodically survey the training needs of Periodically survey the training needs of district personneldistrict personnel

Participate in the identification of strengths Participate in the identification of strengths and concerns within the adult service delivery and concerns within the adult service delivery systems systems

Participate in the development of student & Participate in the development of student & parent events related to transition (one per parent events related to transition (one per year)year)

Summary of PerformanceSummary of Performance

DiscussionDiscussion Evaluation FormEvaluation Form

RI Statewide Transition EventsRI Statewide Transition Events2010-20112010-2011

Transition 101 For Parents- December 3, 2010Transition 101 For Parents- December 3, 2010 Advanced Transition Conference- February Advanced Transition Conference- February

16, 201116, 2011 Transition 101 For Teachers- March 17, 2011Transition 101 For Teachers- March 17, 2011 Teacher of Life skills (TLS) Full Day Event- Teacher of Life skills (TLS) Full Day Event-

April 7, 2011 (Tentative)April 7, 2011 (Tentative) College Forum- March 26, 2011College Forum- March 26, 2011 Dare to Dream- May 24, 2011Dare to Dream- May 24, 2011

RI Transition Needs SurveyRI Transition Needs Survey

Review of IndicatorsReview of Indicators Review of State and District level dataReview of State and District level data Overview of Needs Assessment- usage and Overview of Needs Assessment- usage and

completioncompletion

RI Department of EducationRI Department of Education

RI Regional Transition CentersRI Regional Transition Centers

INTRODUCTIONINTRODUCTION Office of Special Education Programs (OSEP) Office of Special Education Programs (OSEP)

oversees the implementation of IDEA. They oversees the implementation of IDEA. They consider 20 indicators of improvementconsider 20 indicators of improvement

Part B is the section of the IDEA which deals with Part B is the section of the IDEA which deals with children ages 3 through 21 years-old receiving children ages 3 through 21 years-old receiving special education and/or related servicesspecial education and/or related services

The Part B indicators relevant to secondary The Part B indicators relevant to secondary transition are 1,2,13,14 and 8 which measures transition are 1,2,13,14 and 8 which measures parent involvementparent involvement

INDICATOR 1 INDICATOR 1 GRADUATION RATESGRADUATION RATES

Percent of youth with individualized Percent of youth with individualized education programs (IEPs) graduating education programs (IEPs) graduating from high school (with a regular from high school (with a regular diploma compared to percent of all diploma compared to percent of all youth in the State graduating with a youth in the State graduating with a regular diploma – state measure). regular diploma – state measure).

INDICATOR 2INDICATOR 2DROP OUT RATESDROP OUT RATES

Percent of youth with IEPs dropping Percent of youth with IEPs dropping out of high school (compared to the out of high school (compared to the percent of all youth in the State percent of all youth in the State dropping out of high school – state dropping out of high school – state measure). measure).

Source: RIDE Infoworks & SPP

Graduation & Drop out Rates Graduation & Drop out Rates (DRAFT)(DRAFT)

Source: RIDE Infoworks

Now includes 5Now includes 5thth year cohort year cohort

INDICATOR 13INDICATOR 13

““Percent of youth aged 16 and above Percent of youth aged 16 and above with an IEP that includes with an IEP that includes coordinated, measurable, annual IEP coordinated, measurable, annual IEP goals and transition services that will goals and transition services that will reasonably enable the child to meet reasonably enable the child to meet the post-secondary goals.the post-secondary goals.

[20 U.S.C. 1416(a)(3)(B)][20 U.S.C. 1416(a)(3)(B)]

Indicator 13 Data CollectionIndicator 13 Data Collection

Through Special Education CensusThrough Special Education Census Fill out every section of the IEP!Fill out every section of the IEP!

Data Being Verified by RTC Coordinators at Data Being Verified by RTC Coordinators at time of the School Support Visittime of the School Support Visit

Qualitative MeasuresQualitative Measures Rolling out RubricRolling out Rubric Calibrating RubricCalibrating Rubric Collecting first year of dataCollecting first year of data

INDICATOR 14 INDICATOR 14 (AS OF FEB (AS OF FEB 2009)2009)

Percent of youth who are no longer in secondary Percent of youth who are no longer in secondary school, had Individualized Education Plans (IEPs) in school, had Individualized Education Plans (IEPs) in effect at the time they left school, and were: effect at the time they left school, and were: A. A. Enrolled in higher education within one year of leaving Enrolled in higher education within one year of leaving

high school. high school. B. B. Enrolled in higher education or competitively Enrolled in higher education or competitively employed within one year of leaving high school. employed within one year of leaving high school. C. C. Enrolled in higher education or in some other Enrolled in higher education or in some other postsecondary education or training program; or postsecondary education or training program; or competitively employed or in some other employment competitively employed or in some other employment within one year of leaving high school.within one year of leaving high school.

(20 U.S.C. 1416(a)(3)(B))(20 U.S.C. 1416(a)(3)(B))))

STATE RESPONSES FROM THE STATE RESPONSES FROM THE FY2011 CRPFY2011 CRP

Indicator 14 Response RateIndicator 14 Response RateState Response Rate 56.60%State Response Rate 56.60%

State percentage of school leavers who were State percentage of school leavers who were meaningfully engagedmeaningfully engaged

78.40%78.40%

INDICATOR 8INDICATOR 8 PARENTAL INVOLVEMENT PARENTAL INVOLVEMENT

Percent of parents with a child receiving Percent of parents with a child receiving special education services who report that special education services who report that schools facilitated parent involvement as a schools facilitated parent involvement as a means of improving services and results for means of improving services and results for children with disabilities.children with disabilities.

[20 U.S.C. 1416(a)(3)(A)][20 U.S.C. 1416(a)(3)(A)]

District DataDistrict Data

Data reported in annual Consolidated Data reported in annual Consolidated Resource Plan (CRP)Resource Plan (CRP)

Moving toward data based decision makingMoving toward data based decision making Utilizing Indicators 1, 2, 13 & 14 in you Utilizing Indicators 1, 2, 13 & 14 in you

planning for Technical Assistance.planning for Technical Assistance.