Workforce Innovation and Opportunity Act (WIOA) Procedures
The Bureau of Exceptional Education and Student Services (BEESS), in partnership with the Divisions of Vocational Rehabilitation and Blind Services, has created a joint memo that includes information on WIOA eligibility, referral and services procedures.
Project 10 Regional Winter Institutes
Join us to hear the latest transition updates and report on transition progress and activities since the VISIONS/Transition Planning Institute.
Graduation Requirements Online Module
Graduation Options Chart: http://www.project10.info/files/CHART.pdf
This module on Florida’s high school graduation requirements describes the various high school completion options available to public school students in Florida. Specific emphasis is placed on options for students with disabilities. The module also provides additional resources for those who are interested in further information. It takes about three hours to complete.
National Technical Assistance Center on Transition (NTACT)
NTACT is a partnership between the University of North Carolina at Charlotte, the University of Oregon, Western Michigan University, the Transition Coalition at the University of Kansas and TransCen, Inc. NTACT serves as a transition resource for state and local educational agencies and vocational rehabilitation agencies and service providers. The link provided is NTACT's temporary website. The organization is in the process of building a new website. Announcements, resources, and webinars are available on the website.
This new online planning tool is called MyCareerShines and will be implemented in phases beginning in the 2015-2016 school year. With MyCareerShines, Floridians will be able to explore careers, identify personal preferences for future employment, and learn about the educational requirements for specific professions. The new planning tools will replace Florida CHOICES, which will not be offered after June 30, 2015.
Secondary Transition, Florida Department of Education
The Bureau of Exceptional Education and Student Services has created a webpage with state and national resources, state contacts, regulations and general information on secondary transition for parents, educators and professionals.
Employment First Initiative
Florida became an Employment First state by Executive Order in October, 2013. Employment First is both a philosophy and policy. It means that employment is the first option for all individuals, including those with significant disabilities.
Florida's Employment First Initiative has developed the Florida Abilities Work Web Portal and Help desk to help employers find qualified candidates with disabilities who are ready and able to work in their communities, and provide them with information that would help with their hiring decisions. The web portal offers employment information for both employers and job seekers.
Creating Access to Opportunities for Youth in Transition from Foster Care
http://www.aypf.org/wp-content/uploads/2014/12/FOSTER-CARE-BRIEF-12.10-2nd-Draft.pdf The brief identifies the challenges that youth in foster care encounter when they turn 18. This brief encourages educators, child welfare workers, court personnel and policy makers to shift the conversation from simply “transitioning out of foster care” to “transitioning to opportunities,” which acknowledges that youth in foster care should know and understand the possibilities for their future.
2014 National Study of Employers: Including the Talents of Employees with Disabilities
Families and Work Institute’s (FWI) 2014 National Study of Employers (NSE) is the most comprehensive and far-reaching study of the practices, policies, programs and benefits provided by U.S. employers to enhance organizational and employee success by addressing the changing realities of today’s economy, workforce and workplace. The NSE, conducted in partnership with the Society for Human Resource Management (SHRM), is based on the Institute’s landmark 1998 Business Work-Life Study (BWLS). Its scope was broadened to cover issues of importance in the changing economy and has been conducted four additional times since the BWLS survey was completed (2005, 2008, 2012 and 2014).
This 2014 NSE brief expands upon the core report by reviewing three workplace characteristics that make workplaces more inclusive of employees including those with disabilities: 1) workplace flexibility; 2) employee resource groups (ERGs); and 3) formal staffing plans.
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).
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 at http://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).