Transition Resource Handbook 2018-19
Oregon's Transition Resource Handbook
Hot Topics 2018-19
2018 legislative session final ruling on Senate Bill (SB) 1522 passed, and returns language in ORS 339.115 to status prior to passage of SB 20 (2017), allowing districts to admit students who have already received a modified diploma to be eligible to return for education and transition services.
The bill also makes modified diploma recipients in Youth Corrections Education Programs eligible for transition services and allows modified diploma recipients to be eligible for the Expanded Options Program. See Senate Bill 20 (2017) and Senate Bill 1522 (2018) for more information. Questions: email@example.com
Online Version of the Transition Resource Handbook Coming Soon
Beginning this year, Oregon’s Transition Resource Handbook will be made available online through a mobile friendly website at http://tcntransition.org/handbook/2018
Several exciting features will come with this change including the ability to browse, search, bookmark, share, and print single or multiple pages of the handbook. In years past, the handbook has been made available as downloadable PDF documents. However, this method never really allowed more advanced and useful features like navigating through a menu or searching.
By providing the Transition Resource Handbook in a completely online format, our hope is that its usefulness, accessibility, and reach will be substantially improved. We anticipate the online handbook going live soon.
ODE Guidance: Avoiding Mock Sheltered Workshop (MSW) activities in schools-
This guidance document and flow chart is provided for special education directors, secondary special education teachers, administrators and transition specialists. The Settlement Agreement for the Lane vs. Brown case was approved in December 2015, and relates to persons with intellectual and developmental disabilities (I/DD) who worked in or were referred to sheltered workshops.
There has been some confusion regarding the definition of Mock Sheltered Workshop (MSW) activities contained in the Settlement Agreement and their prohibition within public schools. Clarification is needed around pre-vocational activities, similar to those that might occur in a sheltered workshop.
ODE Guidance- https://is.gd/Ri2Wl1
MSW Flow Chart- https://is.gd/mAHb3s
MSW Self-Assessment- https://is.gd/Kuz6Ng
First Person Language
Language is very important, and using person first language emphasizes the person, not their disability.
Words to avoid: disabled, deaf person, handicapped
Words to use: person experiencing a disability, a person who is deaf.
Diplomas are for Everyone
ODE and FACT Oregon are making it a priority to raise the number of diplomas earned by students experiencing disability and lowering the number of certificates issued. All students should be on track for a diploma. Oregon’s diploma options are available throughout the state, in every district, and make earning a diploma possible for all. Starting in grade 5 the IEP team, including the student and their parent, should discuss the extended, modified and standard diploma requirements and track for the most rigorous. We must create a culture that earning a diploma is possible! Earning a diploma is a huge rite of passage that should be experienced by everyone.
ODE and CTE
The ODE transition team has been fortunate to add ODE Career Technical Education (CTE) members to our state planning group for Transition with National Transition Technical Assistance Center (NTACT). As a group we have analyzed statewide data for CTE and Post school Outcomes to understand if students with disabilities are accessing Career and Technical Education (CTE) programs and the post school outcome results. CTE provide an unparalleled opportunity to explore the place where learning, career opportunity, and interest meet. CTE programs are offered in harmony with standard academic programs in local high schools and provide students with the opportunity to explore high-wage/high demand career areas.
CTE encompasses a wide range of activities intended to simultaneously provide students with skills demanded in the labor market while preparing them for post-secondary degrees in technical fields. It is defined as “[a] sequence of organized educational activities that provides individuals with coherent and rigorous content aligned with challenging academic standards and relevant technical knowledge and skills needed to prepare for further education and careers…” (Source: Oregon Administrative Rule 581-022-0102 )
Inclusive education happens when children with and without disabilities participate and learn together in the same classes. A comprehensive review of the research shows that when students with disabilities attend classes alongside peers who do not have disabilities, good things happen:
· Students with disability are more likely to develop stronger skills in reading and math, have higher rates of attendance, are less likely to have behavioral problems, and are more likely to complete secondary school then students who have not been included.
· Students without disability benefit from less fear of human difference and increased comfort and awareness, growth in social cognition, increased self-esteem and a sense of belonging, development of personal moral and ethical principles, and warm and caring friendships.Read a comprehensive review of the literature at https://bit.ly/2PKYAHM.