of the child under the applicable components of the child’s IEP that focus on the child’s course of study.” The transition services plan resulting from this IEP and ILP alignment must be reviewed and updated annually. Rhode Island provides that the ILP must coordinate with IEPs, 504s, PLPs, and, ELL programs. The ILP supports changes in instructional placements and key transitions including middle level to high school, high school to post-secondary placement, and transfer across schools and districts.”
Coordinated, Person-Centered Career Readiness Approaches In 2005, the South Carolina General Assembly passed the Education and Economic Development Act, requiring all public school districts to develop a curriculum that is organized around personal pathways to success for all students. The state developed the law to provide students with strong academic and realworld problem-solving skills. Schools are required to organize curricula around a minimum of three career clusters and establish individual graduation plans for all students. Career readiness efforts are built into every phase of the student’s education, with career awareness and exploration activities in grades one through five, career cluster selection and graduation plan development in grades six through eight, and career counseling and declaration of academic focus in high school. Oregon focuses on a person-centered planning model that is embedded throughout their public education, workforce and social services systems. Oregon, as part of its Secondary Transition planning manual, includes person-centered planning guidance and resources to teachers. Several states have developed “toolkits” and/or comprehensive guidance for career development, including Colorado, Connecticut, and Minnesota. Kentucky has developed a Unified Strategy for College and Career Readiness to implement Senate Bill 1 (2009).
Earning Meaningful Credentials
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states only offer the standard diploma to all high school students, with and without disabilities.
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states and the District of Columbia offer multiple diploma options to their high school students.
The rate at which students with disabilities earn standard diplomas is related to the number of diploma options that are available in their state.
FOR EXAMPLE In the 2010–11 school year Nevada offers 7 diploma options and only about 1/4 of students with disabilities earned a standard diploma.
BUT Pennsylvania offers 2 diploma options and 90% of students with disabilities earned a standard diploma. Graduation Requirements for Students with Disabilities: Ensuring Meaningful Diplomas for All Students, National Center on Educational Outcomes, University of Minnesota & Achieve (2013) .
National Task Force on Workforce Development for People with Disabilities
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