Transcript Center for Change in Transition Services Website: http://www.seattleu.edu/ccts Email: [email protected] Phone: 206-296-6494 Focus: 2006-2007 Post-school outcome data research.  Technical assistance, training and resources.  Comprehensive Transition Project.  Agency collaboration and.

Center for Change in
Transition Services
Website:
http://www.seattleu.edu/ccts
Email:
[email protected]
Phone:
206-296-6494
Focus: 2006-2007
Post-school outcome data research.
 Technical assistance, training and
resources.
 Comprehensive Transition Project.
 Agency collaboration and linkages,
other state needs projects, families
and youth.
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Post-school Data Research
Post-school data collection began in
early 1980’s, moved to statewide
efforts in 1996, now census.
 Washington unique in requiring postschool data collection in 2000,
including teachers in the research and
building to census over ten years.
 Federal requirements for all states
beginning with 2007 special education
“leavers” (graduates & dropouts).
 Goal of program improvement.
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What Outcomes Are
Collected?
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Post-school Goals (measurable
postsecondary goals)
Postsecondary education
 Postsecondary training
 Employment
 Independent Living when appropriate
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Agency linkages & connections
 Medical/Health Insurance
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What Outcomes are
Correlated to IEP Goals?
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Postsecondary education
4-year
 2-year
 Vocational/technical colleges
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Training
 Employment (including supported
employment)
 Agency linkages
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What is Number of Youth and
Contact Rate for 2005 Cohort?
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239 districts reported (96%)
8 did not report
N = 4,070
Contact = 3,180 (78%)
School districts use the data for the LEA
application for special education funds.
Required for SPP/APR.
Transition Training
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Regional trainings with multiple district
participation and greater than 35
participants
ESD 105 (9 districts)
 ESD 113 (12 districts)
 ESD 112 (9 districts)
 NCESD (19 districts)
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Teleconferences
 K-20
 Website
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Transition Project: Purpose
A deeper understanding of the
connection between in-school
services and programs and postschool outcomes to inform training,
technical assistance, programs,
practice and policy.
Transition Data Model
Areas of Influence
 Early Determinants
 Ongoing Implementation
 Completion and Post-School
Outcomes
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System Variables
 Student Variables
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Transition Project
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Criteria for selected districts:
Participated in post-school outcome
research over the last seven years.
 Average contact rate 70% or higher.
 Quality participation in post-school
outcome research (few errors, met
timelines, etc).
 Review post-school data and use for
program improvement.
 Participated in transition cohort training
over the last two-three years.
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Districts Selected
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Bellevue
Burlington-Edison
Central Valley
Centralia/Chehalis
Colville
Highline
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Longview
Richland
South Kitsap
Walla Walla
Wenatchee
Yakima
Responsibilities & Activities
Project coordinator.
 Project team.
 Data collection (post-school
outcomes, data from IEPs, transcripts,
other).
 Pilot on-line post-school survey.
 Pilot data collection for dropouts.
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Questions: Do youth have
better post-school outcomes if:
They are involved in the IEP process?
 Parents or families involved?
 Consistent IEP case manager?
 Clear and consistent post-school
goals?
 Assessment to identify and support
post-school goals?
 Annual goals are related to the postschool goals?
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Do youth have better postschool outcomes if:
Course of study to support the postschool goal?
 Career exploration program
component?
 Work-based learning component when
appropriate?
 Language/Math for goal of college?
 Career tech courses for goal of
vocational/technical college and/or
employment?
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Information from the
Transition Project will:
Provide deeper understanding of
issues at the building and district level.
 Inform training, technical assistances
and resources for Washington.
 Assist in statewide data collection on
all special education leavers (including
dropouts) and use of on-line survey.
 Provide support, technical assistance
and plan of improvement for 12
districts.
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Challenges
District leadership, including principals
and superintendents.
 Teacher training, pre-service and inservice.
 Teacher perspective, “High academic
standards.”
 Access to career technical courses.
 Community based work experiences.
 Developing the IEP.
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Contact Information
Cinda Johnson, Ed.D.
[email protected]
206-296-5888