Latest News

New Post-School Outcome (PSO) Data

Data from the 2024 Post-School Survey (2022-23 leaver year) are now available

Post-School Outcome (PSO) data provide insights into education and employment activities for students who received special education services while in high school.

To gather PSO data from all former students who were receiving special education services at the time they exited high school, school districts conduct the annual Post-School Survey. Based on their survey responses, former students are categorized as Engaged or Not Engaged in Higher Education, Competitive Employment, Other Education, or Other Employment.

The 2024 Post-School Survey was conducted with former students one year after they permanently exited high school and who were receiving special education services at the time of exit. From June 1–November 1, 2024, survey responses were recorded for 76.72% of the 9,347 eligible former students from the 2022–23 academic year.

Access PSO data reports and presentations

• To access Washington state, ESD, and county-level data, visit the Post-School Outcome Data page on the CCTS website.
• To access district-level data:
  • You must have an active user account in the TSF2, CCTS’s secure online data collection and reporting platform.
  • If you do not have an account, contact your district’s data manager or email CCTS@seattleu.edu.

Initial Takeaways from the 2024 Post-School Survey (2022–23 leaver year)

Results from the census survey show the following changes from students who left in 2021–22:

CCTS. (2025, January). Indicator B14 Post-School Outcome Report, Washington state, 2022-23.

Summary:

• The Overall Engagement rate decreased by 3.86 percentage points, or 5.30%.
  • The Higher Education category increased by 0.71 percentage points, or 4.08%.
  • The Competitive Employment category decreased by 9.13 percentage points, or 22.30%.
  • The Other Education category increased by 0.37 percentage points, or 9.54%.
  • The Other Employment category increased by 4.18 percentage points, or 39.32%.
• The No Engagement rate increased by 3.86 percentage points, or 14.22%.

To learn more about post-school outcomes by county, ESD, or demographic categories (exit status, gender, disability, race/ethnicity, language proficiency), visit the Post-School Outcome Data page on the CCTS website.

Guidance on Building and Sustaining Inclusive Educational Practices

New Resource from the U.S. Department of Education

Earlier this month, the U.S. Department of Education released guidance to help state educational agencies, local educational agencies, and school staff foster inclusive and effective learning environments. The new report explains how deliberate and coordinated inclusive practices benefit students with and without disabilities.

The Guidance on Inclusive Educational Practices (PDF) details requirements from both the Elementary and Secondary Education Act of 1965 (ESEA) and Part B of the Individuals with Disabilities Education Act (IDEA) that promote inclusion, such as placing students with disabilities in general education classrooms to the maximum extent appropriate. The document also offers guiding principles for creating a supportive and inclusive school environment for all students. It emphasizes strategies for collaboration between general and special education teachers, leveraging funding, and building partnerships with families and communities. Various technical assistance resources are also listed to aid in implementing inclusive practices effectively.

• Dear Colleague Letter on Inclusive Educational Practices Guidance (PDF) from OSERS Assistant Secretary Glenna Wright-Gallo and OESE Principal Deputy Assistant Secretary Adam Schott
• Guidance on Inclusive Educational Practices (PDF) aligned with the ESEA and Part B of IDEA

A detailed press release with links to these resources is available on the IDEA website.

Guide to Comprehensive Inclusive Education in Washington

New Resource from OSPI and the TIES Center

The new guide to Comprehensive Inclusive Education in Washington (PDF) includes a step-by-step process for developing inclusive IEPs for students receiving special education services. These steps include:

1. Collaborate with the family and school team for a solid foundation to start the school year.
2. Develop an IEP that honors student and family voices and intentionally aligns supports to the general education settings, curriculum, routines, activities, and social opportunities that are available for all students in the school.
3. Efficiently implement the IEP by linking goals and supports with the student’s daily schedule.
4. Continually collaborate to implement the IEP and ensure all students are learning.

Details and additional resources are available on OSPI's Comprehensive Inclusive Education page.

Washington State Transition Partnership Map

New Resource from the Washington State Rehabilitation Council

The Washington State Rehabilitation Council (WSRC) website now features a Transition Partnership Map page, designed to help individuals and families learn about, compare, and connect to key job transition services that students may be eligible for as they prepare to leave high school.

The Transition Partnership Map includes summaries of transition programs provided by the Division of Vocational Rehabilitation (DVR), Developmental Disabilities Administration (DDA), Office of Superintendent of Public Instruction (OSPI), and Department of Services for the Blind (DSB). The following information are included for each agency:

• Program eligibility
• Services included
• How it will help individuals to get or maintain employment and continued education/training
• How to apply

The Washington State Transition Partnership Map is available on the WSRC website as a downloadable PDF in 12 languages. 

For questions, contact WSRC staff at wsrc@dshs.wa.gov or 866-252-2939.

CCTS Presentations and Training

Presentation Library – NEW!

Slide decks, summaries, and recordings are available for selected CCTS presentations on our newly added Presentation Library page. Topics center on secondary transition planning strategies and tools for students with IEPs.

Free Transition Training Materials

Each of CCTS’s self-paced training courses can be accessed free of charge from the CCTS website. Courses include modules and activity workbooks that can be completed individually or with a group.

• Writing Effective Transition Plans (10 modules)
• Student-Led IEPs (7 modules)
• Developing Job Shadow Experiences (4 modules)
• Partnerships for Inclusion: Special Education and Career Technical Education (6 modules)

Visit CCTS’s Secondary Transition Training page for details.