Project 10 Regional Winter Institutes with Team Cadre Meetings
District transition contacts and teams: Be sure to register for the annual Project 10 Regional Institute! Join us to hear the latest transition updates and report progress made on transition goals your team set at the VISIONS/NSTTAC Planning Institute.
A Literature Map of Dropout Prevention Interventions for Students with Disabilities
This research synthesis, announced by the National Dropout Prevention Center for Students with Disabilities, represents the most up-to-date review of dropout interventions for students with disabilities. The authors conducted an extensive search of the literature to find articles that described school completion interventions that yielded positive outcomes for students with disabilities. Of 544 potential studies, 19 studies met the inclusion criteria: three experimental, one quasi-experimental, five qualitative, five mixed methods, four correlational, and one descriptive. The most commonly implemented interventions involved multiple components involving mentoring, family outreach, academic support, attendance monitoring, additional support services, and students' participation in school-related activities. Several studies also targeted students' specific disability-related needs, such as self-determination skills, social skills, and vocational skills. Overall, the interventions were aligned with recommendations made by the Institute of Education Sciences as effective interventions for general education students (Dynarski, et al., 2008).
Alert – New Legislation
Please be aware that there is new legislation impacting the education of students with disabilities. The Florida Department of Education, Bureau of Exceptional Education and Student Services, will be providing guidance as soon as possible. All Project 10 trainings and information will be reviewed and revised, as needed and with FDOE/BEESS guidance, to reflect the most current legislation.
Scope and Sequences for Employment Courses
Project 10 has developed scope and sequences to support teachers implementing the following employment courses:
The scope and sequences are available by clicking the links below each course title. They can also be found in the A-Z Library and Student Development webpages. Course descriptions can be found at the CPALMS website (http://www.cpalms.org).
Work-Based Learning Opportunities for High School Students (2013)
2014 Economic Security Report
The Economic Security Report provides students, parents, and others with employment, earnings, and other outcome information on graduates of Florida's public institutions of higher education, e.g., State University System (SUS), Florida College System (FCS), and District Technical Centers (DTC).
A new website with Key Facts About Education Outcomes In Florida Section 445.07, F.S., requires the Florida Department of Economic Opportunity to make available, to the public, an on-line tool that provides students, parents and others with outcome information on the employment and earnings of Florida graduates from public institutions of higher education - state universities, state college institutions, and district technical centers. The data source for this information is the Florida Department of Education's Florida Education and Training Placement Information Program (FETPIP) and Office of Student Financial Assistance. This information is intended to provide students, parents and others with a preliminary view of the type of information that is available on Florida's Economic Success Metrics website.
The National Secondary Transition Technical Assistance Center (NSTTAC) hosted two webinars targeted to those interested in learning about Florida's Orange County Public School (OCPS) Transition Services' program on continuum of placements that help students with disabilities transition successfully from school to careers.
Florida's OCPS presented on a continuum of placement options that help students with disabilities transition successfully from school to careers. Students have several diploma options that encompass college preparatory and career preparatory tracks. Transition Services provides the necessary supports to students on both tracks through community and business partnerships.
http://tadnet.adobeconnect.com/p6ljkgfz8sr/ (originally recorded on March 21, 2014)
A one-hour overview about the full continuum of services, including information on the diploma options. Transition supports include Community Based Instruction, Career Based Vocational Education, BRIDGES Transition Program, Post High School Programs, and Project SEARCH internships, and the Work Maturity Skills Data Collection and Assessment System 2.0.
http://tadnet.adobeconnect.com/p94n4thrvb4/ (originally recorded on May 28, 2014)
A one hour follow up to the first webinar focused on the logistics and technical details of the continuum, including community collaboration and business partners, course credit, documentation, transportation, liability, scheduling, etc.
April 2014 – New Research Synthesis
A Literature Map of Dropout Prevention Interventions for Students With Disabilities (2014) by Julia Wilkins and Sloan Huckabee.
This research synthesis represents the most up-to-date review of dropout interventions for students with disabilities. The authors conducted an extensive search of the literature to find articles that described school completion interventions that yielded positive outcomes for students with disabilities.
E-Summit on Chronic Absenteeism and Student Achievement
This summit, held on Wednesday, November 20, 2013, was hosted by New York City May Michael R. Bloomberg and the U.S. Council of Mayors to present new research on why reducing chronic absence matters and to outline the core steps that any community can take to improve school attendance. Materials from the Summit are available athttp://www.nyc.gov/html/truancy/html/resources/esummit.shtml.
Personal Attributes of Highly Successful Employment Specialists
The Center on Transition to Employment for Youth with Disabilities has released a new research brief, The Personnel Factor: Exploring the Personal Attributes of Highly Successful Employment Specialists Who Work with Transition-Age Youth. The brief identifies four attribute categories of successful employment specialists: principled optimism, cultural competence, business-oriented professionalism, and networking savvy.
EducationWeek Supplement on Diverse Learners and the Common Core
EducationWeek has published a supplement to its October 30 issue, Moving Beyond the Mainstream: Helping Diverse Learners Master the Common Core, that focuses on standards, testing, English learners, students with disabilities, and gifted learners. The free digital edition is available at http://ew.edweek.org/nxtbooks/epe/ew_sr_10302013/#/0. Click on the "Text View" button on the tool bar at the upper right of the screen to read a text only/no graphics version of the report.
Florida Executive Order on Employment of Persons with Disabilities
Governor Rick Scott issued Executive Order 13-284 on October 8, 2013, to affirm Florida's commitment to the employment of persons with disabilities, define employment as integrated paid employment, and develop and implement an interagency agreement among agencies. The cooperative agreement will formalize state efforts and maintain the focus on specific objectives for improving opportunities for persons with disabilities. Read the Executive Order at
University of Florida Certificate in Education and Health Care Transition
This 12 credit graduate program is designed for graduate students and professionals in education, medicine, nursing, social work, law, public health, public policy, and other education and health areas. Participants will learn new skills for integrating education and health care transition and will build expertise in this emerging discipline. The online course provides a flexible schedule, participation in a community of practice, and the opportunity to complete the program in one year. For more information, go to
http://education.ufl.edu/education-healthcare-transition or contact firstname.lastname@example.org
| The development of this website was funded by the University of South Florida St. Petersburg
through a grant by the Bureau of Exceptional Education and Student Services,
Florida Department of Education (2010 - 2011, 291-2621A-1C008).