A recent release of data from the Center for Change in Transition Services at Seattle University, indicates that students with disabilities from the PSESD region are experiencing an improved rate of success when transitioning to employment or post-secondary education after leaving high school. For those students leaving school during the 2015-2016 year with a diploma, 32.8% of these graduates were enrolled for at least one term at a two-year or four-year college, compared to the Washington State 25.9% enrollment rate. This report indicated a decreasing trend for those students reported as “not engaged,” which means they are not involved in any type of training or employment within one year after leaving high school. The rates of being “not engaged” has decreased from 25% for those graduating in 2013-2014, to 19.4% for those graduating in 2015-2016. Similarly, the rates of being “not engaged” has decreased from 49.9% for those leaving high school without a diploma in 2013-2014, to 38.4% for those leaving high school without a diploma in 2015-2016.
(from OSPI State-Need Project: Center for Change in Transition Services, December 2017)
As required by federal and state special education laws, school districts provide students with disabilities an array of transition services through their Individualized Education Program, which are designed to increase their ability to achieve the individual post-secondary goals. In recent years, districts have increased their focus on using evidence based strategies for designing and implementing effective transition services. Additionally, many districts have increased collaborative relationships with community agencies, service providers and advocacy groups with the focus on increasing connections for students and their families, once they have left school.