Transcript Document

How did we do?
EVALUATING OUR PROGRESS
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The Center for Change in Transition Services
Improving post-school outcomes for students with disabilities in Washington State
Dr. Cinda Johnson
Principal Investigator
Sue Ann Bube
Director
Beth Charles
Project Coordinator
http://www.seattleu.edu/ccts
How did we do?
EVALUATING OUR PROGRESS
AGENDA
HOW DID WE DO? EVALUATING OUR PROGRESS
 Washington State Post-school data
– 2010-2011 Leavers
 The Center for Change in Transition Services
– Trainings (Webinar & On-site)
– Technical Support
 District Level
– Indicators 1, 2, 13, and 14
INTERACTIVE?
YES. TODAY WILL BE AN INTERACTIVE WEBINAR.
We want your feedback!
Be prepared to answer questions, interact with
participants and win a few prizes.
Complete the analogy
Transition is like
__________________
because
__________________.
OR
Transition is NOT like
__________________
because
__________________.
Washington State Post-School Data
HOW DID WE DO?
What does the state data show?
2010 – 2011
GRADUATES VS.
NON-GRADUATES
Washington Post-School Data 2010-2011 Leavers
How did we do?
Not Engaged
36.1%
Other Employment
10.1%
Higher Education
23.5%
Competitively Employed
25.7%
Other Education/Training
4.6%
Washington State by Disability
2010-2011 POST-SCHOOL OUTCOMES FOR STUDENTS WITH IEPS
How did we do?
What questions
could we ask
about the
data?
Who are the Not Engaged?
36.1%
n=1,714
Gender
Male 62% Female 38%
Graduation
70%
Drop Out 24% Age Out 4%
Who are the Not Engaged?
Category
36.1%
Count
% of NE
Respondents
White Male SLD
255
15%
White Male OHI
225
13%
White Female SLD
185
11%
White Female OHI
88
5%
Education
Higher Education: A youth who has been enrolled in a fullor part-time basis in a community college (2 year) program,
or college/university (4 year+) program, for at least one
complete term at any time in the first year since leaving high
school.
Some Other Education: A youth who has been enrolled on
a full- or part-time basis for at least one complete term at
any time in the year in the first year since leaving high school
in an education or training program.
Education
Engaged
Not
Engaged
Attempted
Engagement
Education
Education
Education
Status
Status
Status
Type
Type
Type
Term
Term
Term
Employment
Competitive Employment: A youth who has worked for pay at or
above minimum wage in a setting with others who are nondisabled for
a period of 20 hours or more a week for at least 90 days at any time in
the first year since leaving high school. This includes military
employment.
Some Other Employment: A youth who has worked for pay or been
self-employed for a period of at least 90 days at any time in the first
year since leaving high school. This includes working in a family
business. (e.g., farm, store, fishing, ranching, catering services, etc.)
Employment
Engaged
Not
Engaged
Attempted
Engagement
Competitive
Employment
Employment
Employment
Worked
for Pay
Worked
for Pay
Worked
for Pay
≥ 90
days
≥ 90
days
≥ 90
days
≥ Min
Wage*
≥ Min
Wage*
≥ Min
Wage*
≥20 hrs*
≥20 hrs*
≥20 hrs*
Non-
Non-
Non-
Disabled
Disabled
Disabled
Peers*
Peers*
Peers*
* Note that the minimum of 20 hours a week , minimum wage, & working with non-disabled peers is a requirement for Competitive Employment but not Some Other Employment
Who are the Not Engaged?
Group 1: Youth in this category NEVER
enrolled or worked since leaving high school.
Group 2: (Attempted Engagement) Youth
enrolled or worked since leaving high school,
but did not meet the criteria for having worked
or enrolled, as defined by OSEP.
36.1%
Group 1: NEVER ENGAGED
Who are the Not Engaged?
• 1,218 (25.7% of respondents)
– 490 Specific Learning Disorder (40%)
– 296 Other Health Impairments (24%)
– 114 Intellectual Disability (9%)
– 99 Multiple Disabilities (8%)
– 68% Earned a Diploma
– 28% Dropped Out of School
36.1%
Group 1: NEVER ENGAGED
Who are the Not Engaged?
Is there evidence of
attempted engagement?
Did they contact agencies?
36.1%
Group 1: NEVER ENGAGED
Who are the Not Engaged?
• 1,218 Respondents in Group 1
• 404 contacted 1 or more agencies (33%)
– 185 contacted DVR
– 119 contacted DDD
– 48 contacted Worksource
• Anecdotal Comments
• Students halted activities to either
–
–
–
–
Care for their own family
Care for siblings or elders
Waiting on DVR, DDD, ...
Homelessness
Group 2: Attempted Engagement
Who are the Not Engaged?
• 496 (10.5% of respondents; 29% NE)
– 232 Specific Learning Disorder (47%)
– 137 Other Health Impairments (28%)
– 75% Earned a Diploma
– 22% Dropped Out of School
36.1%
Group 2: Attempted Engagement
Who are the Not Engaged?
What is the evidence of
attempted engagement?
Did they contact agencies?
36.1%
Group 2: Attempted Engagement
Who are the Not Engaged?
28%
Term
≤ 90
days
≤ Min
Wage
≤ 20
hours
Enrolled in PS ED
Worked for Pay
74%
19%
70%
The Center for Change in Transition Services
HOW DID WE DO?
The Center for Change in Transition Services
Improving post-school outcomes for students with disabilities in Washington state
Trainings
 Webinar Series
– Transition 101
– Data Webinar
– Indicator 13
 On-Site Trainings
– Transition Travel
Guide
– Train-the-Trainer
Technical Support
 Website
– Resources
 Indicator 13
– Flow Chart
– Training Modules
 Post-School Survey
– Training Modules
– Email and Telephone
Support
Remembering the Webinars
Transition 101
School-Based Activities
Work-Based Activities
System Support
Family Involvement
Five-part series that encompassed all
five domains of CCTS’ Quality
Indicators for Secondary Transition
(QuIST).
Connecting Activities
Indicator 13
Explored our online IEP Review tool.
Post-School Survey
Post-School Data: Make it Count
Data Webinar for Directors
The 2013 Post-School Survey
Fall: Discussed 2012 data collection
Winter: Analyzed data with directors
Spring: Prepared for 2013 Collection
How did we do?
Name one tool or resource
that you learned about
through the webinar series
and either used in the
classroom or shared with
someone else.
Feedback
What would you like the
webinars to be like next year?
Time? Topics? Style?
Feedback
Did you use any of CCTS’
other services?
If so, which ones?
The XYZ School District
HOW DID YOU DO?
Critical Interrelationship
Quality
IEPs
(Indicator 13)
Graduate
(Indicator 1)
Stay
in School
(Indicator 2)
Positive
Post-School
Outcomes
(Indicator 14)
Modified from NSTTAC
Critical Interrelationship
Weak
Graduate
IEPs
(Indicator 13)
(Indicator 1)
Don’t Stay
in School
(Indicator 2)
Positive
Post-school
Outcomes
(Indicator 14)
Using Transition Indicators to Improve What We Do
Post-School Outcomes (14)
Postsecondary education/training, Employment,
& Independent Living
Not so good?
Good?
Why? Why Not?
Dropping Out (2)
Graduation (1)
Why?
Appropriate Programs?
Address student & family needs?
Expectations & Standards?
Various pathways?
Linkage to post-school environments?
What’s the Quality of Our IEPs? (13)
Measurable post-school & annual goals, transition-related
assessments, services & activities, coordination of services,
and student & agency involvement
Adapted from NSTTAC (Kohler, 2009)
Question & Answer Time
www.seattleu.edu/ccts
Email: [email protected]
Phone: (206) 296-6494