Transcript Post-School Data: Make it Count

Post-School Data: Make it Count
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Post-school Data: Make it Count
Center for Change in Transition
Services
Improving post-school outcomes for students with
disabilities in Washington state
Seattle University
OSPI State Needs Project
October 10, 2012
Presenters: Sue Ann Bube
and Beth Charles
Website: www.seattleu.edu/ccts
Email: [email protected]
Phone: 206.296.6494
Center for Change In Transition Services
improving post-school outcomes for students with disabilities in Washington state
Seattle University
OSPI State Needs Project
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Center for Change In Transition Services
improving post-school outcomes for students with disabilities in Washington state
Seattle University
OSPI State Needs Project
Website: www.seattleu.edu/ccts
Email: [email protected]
Phone: 206.296.6494
Webinar Norms
Raise your hand and wait to be called on by moderator
If you have a microphone, please keep it turned off
until called on.
You may ask questions by typing in the chat box or by
raising your hand (if you have a microphone).
Agenda
History of Post-school Data Collection
Looking at the Data
Transition Systemic Framework
Progress on the 2010-2011 Leavers
Make it Count!
CCTS – Our Mission
Improving post-school outcomes
for students with disabilities in Washington State
Definitions
In 2009, Washington adopted OSEP’s new
measurable categories of postsecondary
engagement
1.
2.
3.
4.
Higher Education
Competitively Employed
Other Education or Training
Other Employment
Definitions
1. Higher Education
Enrolled on a full- or part-time basis in a community college (2-year program), or
college/university (4- or more year program) for at least one complete term, at any
time in the year since leaving high school.
2. Competitive Employment
Worked for pay at or above the minimum wage in a setting with others who are
nondisabled for a period of 20 hours a week for at least 90 days at any time in the
year since leaving high school (including military employment).
Definitions
3. Other Postsecondary Education or Training
Enrolled on a full- or part-time basis for at least one
complete term at any time in the year since leaving
high school in an education or training program.
4. Some Other Employment
Worked for pay or been self-employed for a period of at least 90
days at any time in the year since leaving high school. This
includes working in a family business.
What does the data say?
n = 1102
n = 932
n = 235
n = 593
n = 1465
Post-School Outcomes
Post-school Outcomes for students with IEP’s
2009-2010 School Year Leavers
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Total
Respondents
Not Engaged
4. Some Other Employment
3. Some Other Education
2. Competitively Employed
1. Higher Education
33.80%
14.30%
5.50%
20.90%
25.50%
Specific
Learning
Disability
27.20%
14.00%
4.00%
27.10%
27.70%
Emotional/
Behavioral
Disorder
53.80%
13.20%
6.10%
15.20%
11.70%
Intellectual
Disability
Autism
Health
Impairment
55.20%
20.60%
6.40%
11.70%
6.10%
36.20%
16.20%
7.60%
6.20%
33.80%
34.10%
13.80%
6.60%
18.90%
26.50%
ESD-Level Report
TSF Review: Login
TSF Review: Reset Password
Transition Systemic Framework
Post-School Data Reports
Accessing 2010 Reports
Graduates vs. Non-Graduates
Reports by Disability Category
Make it Count!
…because our
kids count
Progress on the 2010-2011 Leavers
Timeline
Top 5 Contact Rate Tips
1. Have someone who personally knows the
students make the phone call
2. Explain the survey before the student leaves
school
3. Collect student information before they leave high
school
4. Use online resources
5. Use your community
Make it Count?
Who could you share your data with?





Special Education Teachers?
General Education Teachers?
Principals?
School Board?
Community Organizations?
Make it Count!
What are one or two first steps you will take to
use local post-school outcomes to improve
your building or district-level transition
programming practices?
List one or two barriers you may face in this
new effort.
How will you find and use supports to
overcome these barriers?
What’s next?
You have looked at
the data, so NOW
WHAT?
Future Webinars
Tune in on Wednesdays from 3 to 4 pm.
November
Transition 101:
School-Based
Activities
Topics include transition planning and career
development, curriculum and instruction,
graduation, student involvement, and dropout
prevention.
December
Transition 101:
Work-based
Activities
Topics include internship opportunities, job
shadowing, job readiness skill development,
integrated employment, and employment with
supports.
January
Transition 101:
System Support
Topics include administration participation, staff
development, support staff participation, resource
allocation, and state and federal reporting.
February
Transition 101:
Family
Involvement
Topics include family and school collaboration,
family and school communication, and parent and
family training.
March
Transition 101:
Connecting
Activities
Topics include agency resource information, agency
participation and parental consent, and the
Memorandum of Understanding (MOU).
Time for Feedback
1) Using the Chat Box, type in at least one tool or support CCTS
provided that you found helpful and would like to use again.
2) Let us know at least one way CCTS can better support your
team this year.
3) After the webinar, please fill out the five minute survey that is
emailed to you. We need this data for continued program
improvement. Thank you!
Thank you for joining us today!
www.seattleu.edu/ccts
Email: [email protected]
Phone: (206) 296-6494