Transcript No Slide Title
A National Leadership Summit on Improving Results for Youth
Policy and Practice Implications for Secondary and Postsecondary Education and Employment for Youth With Disabilities
September 18 and 19, 2003
Washington, DC
Supporting Post-School Success:
The New York State Post School Indicators Longitudinal Study Using Data to Inform Policy and Practices in Transition
New York State Education Department, Office of Vocational and Educational Services for Individuals with Disabilities, Sept. 2003 LPSI Data, Seniors 2001
Historical Overview
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1995 PSI in 6 Northern NY schools to fill a technical assistance request
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1996 PSI statewide survey
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1997 PSI survey of Big Five cities
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1998 & 1999 Senior Survey pilot & volunteers
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LPSI initiated with class of 2000 & 2001
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Will do a trend sample in 2005, per the Continuous Improvement Plan
New York State Education Department, Office of Vocational and Educational Services for Individuals with Disabilities, Sept. 2003
Transition Data Aligns Accountability with Responsibility
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Informs Policymaking
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Leverages Resource Decisions
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Separates Belief from Fact
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Measures Progress
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Clarifies Needs to Change/Sustain Strategies
New York State Education Department, Office of Vocational and Educational Services for Individuals with Disabilities, Sept. 2003 LPSI Data, Seniors 2001
Findings are Widely Reported
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Publications: VESID Data Pocketbook
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Board of Regents and SED Senior Leadership
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National, State, and Regional Conferences
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Statewide Technical Assistance Networks
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Families and Stakeholder Groups
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Participating Schools
New York State Education Department, Office of Vocational and Educational Services for Individuals with Disabilities, Sept. 2003
Transition Resources/Strategies
Transition Coordination TA Sites
Getting the Word Out (Web Page, Brochures)
Transition Quality Indicator Checklist
Key Performance Indicators
Special Education Quality Assurance
Vocational Rehabilitation Quality Assurance
Career Link Projects
Longitudinal Post-School Indicators Research
New York State Education Department, Office of Vocational and Educational Services for Individuals with Disabilities, Sept. 2003
Benefits of Participation to Districts
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Provides critical information on students
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Affirms commitment to student success
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Reveals areas to celebrate and rejuvenate
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Helps staff refocus on student success
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Connects schools to a valuable technical assistance network
New York State Education Department, Office of Vocational and Educational Services for Individuals with Disabilities, Sept. 2003
• •
1996 Statewide PSI Findings:
One year after exiting school, students with disabilities
70% working, in postsecondary education or day program alternatives “Helpful” transition planning related to higher frequency of school completion and successful post-school transitions
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Better post-school employment outcomes related to work experiences and occupational education
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Former students wished they had more core academics, including math and computer classes
New York State Education Department, Office of Vocational and Educational Services for Individuals with Disabilities, Sept. 2003
6 Year Change in Post-School Status Reported by Former Students One Year Beyond High School
100% 90% 80% 70% 60% 50% 40% 30% 20% 10%
75% 91%
0%
Class of 1995 Former Special Education Students 83% 96% Class of 2001 Former General Education Students
New York State Education Department, Office of Vocational and Educational Services for Individuals with Disabilities, Sept. 2003 LPSI Data, Seniors 2001
100.0% 90.0% 80.0% 70.0% 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% 0.0%
NYS Class of 2001 Transition Gap
95.7% 82.6% 30.4% 33.9% 3.8% Special Ed Only n=2,062 12.1% 78.0% 2.6% General Ed n=1252
Working, Not In Life Long Learning Other Supported Employment Day Habilitation or OMRDD Pre vocational services Day Treatment or Sheltered Workshop Military: beyond Basic, classroom Apprenticeship classroom based Full-time 2 or 4 yr College Part-time 2 or 4 yr College Vocational or Tech 2 year Diploma Vocational or Tech 1 year Certificate Vocational or Tech < 1 yr, Certificate Vocational or Tech (non-Degree Job Corps - classroom based WIA classroom based GED or EDP Adult Basic Ed (ABE) Returned to/stayed in High School New York State Education Department, Office of Vocational and Educational Services for Individuals with Disabilities, Sept. 2003 LPSI Data, Seniors 2001
50% 40%
Transitions by Special Education Graduates from the Class of 2000, One Year Out of School 89% of graduates who reported their schools helped them plan and prepare for post-school life, successfully transitioned* versus 41% 59% of graduates who did not receive assistance from their schools.
37%
30%
26% 25% 20%
20%
14%
10%
8% 8% 1%
0% College, 2 or 4 Year, Full or Part Time Other Postsecondary Education Working Day Program Transition Planning Helpful (n=414) Transition Planning Not Helpful or Did Not Occur (n=148) New York State Education Department, Office of Vocational and Educational Services for Individuals with Disabilities, Sept. 2003
4% 5%
Other
11%
Unsuccessful Transitions *”Success” means the individuals is involved in learning, working or similar daily activity as opposed to staying home.
LPSI Data, Seniors 2000
Informing Transition Policy and Practice
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If students are successful, how did schools help?
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If not, what can we do to better prepare students?
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What supports success in the years that follow high school?
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Do Students with Disabilities have similar outcomes as their General Education Peers?
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What structural changes are needed to better support students, families, schools and agencies?
New York State Education Department, Office of Vocational and Educational Services for Individuals with Disabilities, Sept. 2003 LPSI Data, Seniors 2001
NYS Longitudinal Post-School Indicators (PSI) Study
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Representative sampling of schools and students Special and General Education Graduates
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Student demographic and transcript information District Characteristics (Resources, Community) Students are the primary source of information
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Senior Surveys - spring 2000 and 2001
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Interviews - 1, 3, 5 years post school
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Analyze data and report findings
New York State Education Department, Office of Vocational and Educational Services for Individuals with Disabilities, Sept. 2003 LPSI Data, Seniors 2001
What Makes a Difference in Successful Transitions?
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Transition Planning, K-12.
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Career Preparation, especially Paid or Unpaid Work Experiences in the Community.
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Safe, Supportive Educational Environment.
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Integrated Learning Environments.
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Attainment of a Standards Based Diploma.
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Collaboration among Student, Parents, School and Community.
New York State Education Department, Office of Vocational and Educational Services for Individuals with Disabilities, Sept. 2003 LPSI Data, Seniors 2001
Decision to Continue Education 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 45%
General Education Seniors (n=814) Statewide Seniors with Disabilities (n=1,358)
25% 37% 20% 23% 20% 17%
Elementary School Middle or Junior High School Grades 9-10
13%
Grades 11-12
1%
No Response New York State Education Department, Office of Vocational and Educational Services for Individuals with Disabilities, Sept. 2003 LPSI Data, Seniors 2001
First Discussion With Parents About Post School Choices 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 14% 7%
Statewide Students with Disabilities (n=2,386) Statewide General Education (n=956)
18% 13% 30% 23% 41% 31%
Elementary School Middle or Junior High School Grades 9-10 Grades 11 12
7% 2%
Never Did
9% 5%
No Response New York State Education Department, Office of Vocational and Educational Services for Individuals with Disabilities, Sept. 2003 LPSI Data, Seniors 2001
Information at School About Post Secondary Education 100% 90% 80%
Statewide Students with Disabilities (n=2,386) Statewide General Education (n=956)
70% 60% 50% 42% 39% 40% 30% 14% 33% 20% 23% 12% 10% 3% 2% 11% 0%
Elementary School Middle or Junior High School Grades 9-10 Grades 11 New York State Education Department, Office of Vocational and Educational Services for Individuals with Disabilities, Sept. 2003 12
7%
Never Did
11% 6%
No Response LPSI Data, Seniors 2001
Information at School About Careers
100% 90% Statewide Students with Disabilities (n=2,386) Statewide General Education (n=956) 80% 70% 60% 50% 40%
30% 34% 31%
30%
31%
20% 10%
6% 19% 22% 5%
0% Elementary School Middle or Junior High School Grades 9-10 Grades 11 12 New York State Education Department, Office of Vocational and Educational Services for Individuals with Disabilities, Sept. 2003
5% 4%
Never Did
9% 5%
No Response LPSI Data, Seniors 2001
Measuring “Success” at School Exit
• Students report feeling prepared for activities of living, learning and earning.
• Students state specific post-school goals. • Students have specific plans for either living or earning, post-high school.
New York State Education Department, Office of Vocational and Educational Services for Individuals with Disabilities, Sept. 2003 LPSI Data, Seniors 2001
The Top Three Predictors of Success from the Senior Survey (significant at the .000 level) :
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School Environment
(2001 Special Ed beta up to .435)
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Diploma Type
(2001 Special Ed beta up to .296)
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Commencement Planning
(2001 Special Ed beta up to .426)
New York State Education Department, Office of Vocational and Educational Services for Individuals with Disabilities, Sept. 2003 LPSI Data, Seniors 2001
Commencement Planning
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Q43: Did someone at YOUR SCHOOL TALK TO YOU about what you planned to do when you graduated or left from high school?
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Q49: WHEN did you begin to talk with your parents about what to do after high school?
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Q50: WHEN did you first receive information at school about Careers?
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Q51: If you received information about careers from your high school, HOW USEFUL was it?
New York State Education Department, Office of Vocational and Educational Services for Individuals with Disabilities, Sept. 2003 LPSI Data, Seniors 2001
Commencement Planning
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Q52: WHEN did you first receive information at school about Post Secondary Education?
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Q53: If you received information about post secondary education from your high school, HOW USEFUL was it?
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Q55: How SUPPORTIVE are your teachers or administration of your plans?
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Q56: How SUPPORTIVE are your parents or family of your plans?
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Q65: WHEN did you first decide to continue your education after high school?
New York State Education Department, Office of Vocational and Educational Services for Individuals with Disabilities, Sept. 2003 LPSI Data, Seniors 2001
Measuring “Success” at School Exit
• Students report feeling prepared for activities of living, learning and earning.
• Students state specific post-school goals. • Students have specific plans for either living or earning, post-high school.
New York State Education Department, Office of Vocational and Educational Services for Individuals with Disabilities, Sept. 2003 LPSI Data, Seniors 2001
Successful Outcome Measures from the PSI-1 Interviews:
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Community Participation
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Employment Participation
Postsecondary Participation
New York State Education Department, Office of Vocational and Educational Services for Individuals with Disabilities, Sept. 2003 LPSI Data, Seniors 2001
Predictors of Postsecondary Participation Success - One Year Out
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Diploma Type
(2001 Special Ed Beta =.239) •
District Wealth
(2001 Special Ed Beta = .130) •
Postsecondary Preparation from the Senior Survey
(2001 Special Ed Beta =.128) •
Commencement Planning
(2001 Special Ed Beta =.119) New York State Education Department, Office of Vocational and Educational Services for Individuals with Disabilities, Sept. 2003 LPSI Data, Seniors 2001
NYSED Response to the PSI Data: Decisions on Next Steps - 1996 & 97
Key Performance Indicators (KPI) set shared responsibility for special education and vocational rehabilitation for students with disabilities
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School - Vocational Rehabilitation Career Link projects
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Enhance Quality Assurance re: transition
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Continued Technical Assistance Network and targeted technical assistance individually to districts
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Longitudinal Post School Indicators Study
New York State Education Department, Office of Vocational and Educational Services for Individuals with Disabilities, Sept. 2003
New York State’s Key Performance Indicators: KPI
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All schools will be able to report the exit plans of all special education completers.
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Students with disabilities will transition to postsecondary education and employment at the same rate as their nondisabled peers.
New York State Education Department, Office of Vocational and Educational Services for Individuals with Disabilities, Sept. 2003 LPSI Data, Seniors 2001
Post-School Plans of NYS Special Education Completers as Reported by Their Schools
50% 45% 40% 35% 30% 25% 20% 15% 10%
38% 44% 22% 26%
5%
2% 2%
0%
Postsecondary Education Employment
New York State Education Department, Office of Vocational and Educational Services for Individuals with Disabilities, Sept. 2003
Military
1997-98 (N=14,973) 2000-01 (N=15,515)
7% 10% Adult Services 4% 4% Other 27% 14% Plans Unknown
NYSED VESID PD-5 Data, 2000-2001, May 2002
Percent of Post-School Plans Known to School Districts for Students Completing Secondary Education in June 2000 289 districts knew the post-secondary plans of 100% of their exiting students with disabilities.
73 Districts - 0 - 33% Plans Known 69 Districts - 34-66% Plans Known 493 Districts - 67-100% Plans Known
14 Districts did not have any students with disabilities completing in 1999-2000.
Percent of Post-School Plans Known to School Districts for Students Completing Secondary Education in June 2001 382 districts knew the post-secondary plans of 100% of their exiting students with disabilities.
32 Districts - 0-33% Plans Known 26 Districts - 34-66% Plans Known 521 Districts - 67-100% Plans Known
* 61 Districts had no Students with Disabilities exiting (other than drop-outs) in 2000-01 - this includes 43 non K-12 districts whose high school students are the responsibility of a neighboring district CAP, 3/6/03
Exemplary Changes in Transition System
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Rate of Student Participation in Career Preparation in HS increased from 37% to 80%.
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Rate of 2 and 4 year college transitions increased from 17% to 38%.
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Career Link Projects increased vocational rehabilitation referrals and outcomes.
New York State Education Department, Office of Vocational and Educational Services for Individuals with Disabilities, Sept. 2003 LPSI Data, Seniors 2001
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NYSED Responses to the PSI Data
: Decisions for Next Steps - 2001
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Established Vocational Rehabilitation Counselor positions to serve in-school youth.
Focused Quality Assurance Review.
Set State requirements for content of IEP to contain Transition Needs Assessments.
Survey of IEP meetings re: 14 year olds.
Creating Career and Technical Education enhancement to Individualized Education Program Diploma.
New York State Education Department, Office of Vocational and Educational Services for Individuals with Disabilities, Sept. 2003 LPSI Data, Seniors 2001
Lessons Learned
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If you can quantify it, you can describe it to key people whose support is needed.
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Start small and simple.
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Replicate a good one first, tweak later.
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Personalize the data collection.
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Use a contractor who knows the transition process, can manage the design and can use numbers to tell the story.
New York State Education Department, Office of Vocational and Educational Services for Individuals with Disabilities, Sept. 2003 LPSI Data, Seniors 2001
Bob Shepherd Statewide Coordinator St. Lawrence Lewis BOCES Phone:315-267-2718 Email: [email protected]
Doris Jamison Manager, Research and Planning NYSED VESID Phone:: 518-474-7566 Email: [email protected]
J. Pat Turbett Principal Investigator SUNY at Potsdam Phone:315-267-2567 Email: [email protected]
New York State Education Department, Office of Vocational and Educational Services for Individuals with Disabilities, Sept. 2003