Examining the differences in transition outcomes by school exit.

Examining the Examining the differences in differences in transition transition outcomes by outcomes by school exit.school exit.

NYSED VESID NPSO, 5/12/09, DVJ Source: SPP, 2/09 Indicator 14 Data Set

Post School Outcomes of Students with Disabilities at Any Point Within One Year After Leaving High School

(2,453 NYS 2006-07 Exiters Transitioned at 91-92%)

Source: SPP, 2/09 Indicator 14 Data SetNYSED VESID NPSO, 5/12/09, DVJ

2007-08 Post-School Outcomes of Students with Disabilities at Any Point within 1 Year of Leaving High School in 2006-07

49%

29%20%25%

50% 61%29%

24%

16%15%

26%8%

81%84%

91%95%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

StatewideAll ExitTypes

(n=2,453)

Regular HSDiploma(n=1,672)

IEP Diploma(n=428)

DroppedOut (n=307)

Post Secondary SchoolOnly

Both Post SecondarySchool & CompetitivelyEmployed

Competitively EmployedOnly

perc

ent o

f stu

dents

with

dis

abili

ties

reportin

g o

utc

om

es

at

any

poin

t during th

e y

ear si

nce

HS

exi

t

Note: Exit subcategory of “Other” is too small to chart

NYSED VESID NPSO, 5/12/09, DVJ

Transition Gap: Never Connected Post-School

Source: SPP, 2/09 Indicator 14 Data Set

Post-School Outcomes of Students with Disabilities at Any Point Within 1 Year of Leaving High School

(outcomes exclude Military Service)

29% 26% 27%

16%

50%50%

39% 64%

11% 16%

20%

15%

30%29%36%

25%

50%

39%46% 42%

16% 15% 18%17%

89%92%

89% 89%92%

86%

95%91%

Statewide 06-07

(n=2,453)

Western 06-07

(n=166)

Mid West06-07

(n=302)

Mid State06-07

(n=203)

Eastern 06-07

(n=216)

H Valley 06-07

(n=452)

NYC 06-07

(n=412)

L Island 06-07

(n=702)

PostSecondarySchool Only

Both PostSecondarySchool &CompetitivelyEmployed

CompetitivelyEmployedOnly

perc

ent r

eportin

g o

utc

om

es

at a

ny

poin

t during th

e y

ear si

nce

HS

exi

t

NYSED VESID NPSO, 5/12/09, DVJSource: SPP, 2/09 Indicator 14 Data Set

2007-08 Post-School Outcomes of Students with Disabilities Interviewed Between 9-14 Months After Leaving School in 2006-07

How many made a positive connection at Any Point?

45%

28%19%24%

52% 62%31%

26%

16%14%

26%8%

80%85%

92%96%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


(n=2,041)


IEP Diploma(n=350)

DroppedOut (n=237)




perc

ent o

f stu

dents

with

dis

abili

ties

reportin

g o

utc

om

es

at

any

poin

t during th

e y

ear si

nce

HS

exi

t



Transition Gap: Never Connected Post-School


2007-08 Post-School Outcomes of Students with Disabilities Interviewed Between 9-14 Months After Leaving School in 2006-

07 How many were positively connected at 9-14 mos.?

27% 26% 25%40%

8%

10%

34%27%

8%30%

27%25%

87%79%

65%

57%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


(n=2,041)


IEP Diploma(n=350)

DroppedOut (n=237)




perc

ent o

f stu

dents

with

dis

abili

ties

reportin

g o

utc

om

es

at 9

-14 m

onth

s afte

r le

avi

ng H

S



Transition Gaps: •Never Connected or•Lost Connections


Post-School Outcomes of Students with Disabilities at Any Point Within 1 Year of Leaving High School


29% 25% 24%15%

51%52%

42%67%

10% 16%

20%

14%

28%29%35%

24%

52%40%

46% 43%

16% 15% 18%17%

89%92%

88%91% 93%

86%

96%92%

Statewide 06-07

(n=2041)

Western 06-07 (n=145)

Mid West 06-07 (n=259)

Mid State 06-07 (n=173)

Eastern 06-07 (n=185)

H Valley 06-07 (n=375)

NYC 06-07(n=316)

L Island 06-07 (n=588)

PostSecondarySchool Only

Both PostSecondarySchool &CompetitivelyEmployed

CompetitivelyEmployed Only

perc

ent r

eportin

g o

utc

om

es

at a

ny

poin

t during th

e y

ear si

nce

HS

exi

t

The 2006-07 total n is smaller than shown in the previous chart because to enable comparison with last year’s results on this issue, this chart excludes data from the 412 former students from the 2006-07 exiters interviewed sooner than 9-14 months after leaving high school.

Source 2009 APR Data; TCS Meeting, 2/24/09, DVJNYSED VESID NPSO, 5/12/09, DVJ

Source 2009 APR Data; TCS Meeting, 2/24/09, DVJ


Post-School Outcomes of Students with Disabilities at 9-14 Months After Leaving High School



Finding, Getting & Keeping Post School Opportunities:Special Education Students Interviewed

9 - 14 months After School Exit


Found & Connected Stayed Connected

Source 2009 APR DataNYSED VESID NPSO, 5/12/09, DVJ

Student Development

Interagency and Interdisciplinary

CollaborationDistrict

Structure

Family Involvement

Student Involvement


What Makes a Difference in Successful Transitions?

• Transition Planning, K-12.

• Career Preparation, especially Paid or Unpaid Work Experiences in the Community.

• Safe, Supportive Educational Environment.

• Integrated Learning Environments.

• Attainment of a Standards Based Diploma.

• Collaboration among Student, Parents, School and Community.

NYSED PSI Data, Seniors 2001 Exit Survey, 3/15/02NYSED VESID NPSO, 5/12/09, DVJ

Student Development



Structure

Family Involvement

Student Involvement


TQI Component - Student InvolvementTQI Component - Student Involvement

Student Participation

• curricular activities prepare for participation in transition planning

• choice-making is facilitated during planning

• invited to participate in the process

• decisions driven by student and family

• career counseling provided to each student


National BenchmarkNational BenchmarkCASE Survey (1997), Student ParticipationCASE Survey (1997), Student Participation

• Students participate in their IEP meetings: 82% of the time

• School staff verbally invite students: 87% of the time

• Methods of enhancing participation and decision-making skills

– students interviewed about their future goals: 89%

– engaged in the dialogue at the IEP meeting: 85%

– self-determination and goal setting incorporated in curriculum and instruction: 64%


National BenchmarkNational BenchmarkMartin (2000), Self-Determination CurriculumMartin (2000), Self-Determination Curriculum

• Student skills for participating actively in IEP meetings– How to choose goals

– How to participate in and lead meetings

– How to develop and implement action plan

• Teacher strategies– Use the curriculum regularly

– Begin early

– Support students with sensitive issues

– Help students know and talk about their disabilities

– (for teachers) Feel comfortable with the process


When did you first receive information at school When did you first receive information at school about careers?about careers?

Per

cent

of S

tude

nts

Students with disabilities report receiving information at school about careers much later than their peers.

NYSED VESID NPSO, 5/12/09, DVJNYSED LPSI Data, Seniors 2001, Catalog 10, DJ 9/15/06

When did you first receive information at school When did you first receive information at school about postsecondary education?about postsecondary education?

Per

cent

of S

tude

nts

Students with disabilities report receiving information at school about postsecondary education much later than their peers.

NYSED VESID NPSO, 5/12/09, DVJ NYSED LPSI Data, Seniors 2001, Catalog 10, DJ 9/15/06

Students planning postsecondary education, Students planning postsecondary education, when did you decide?when did you decide?

Per

cent

of S

tude

nts

NYSED LPSI Data, Seniors 2001, Catalog 10, DJ 9/15/06

Among students planning postsecondary education, decisions are made much earlier by general education students than by special education students.


Student Development



Structure

Family Involvement

Student Involvement


TQI Component - Family InvolvementTQI Component - Family Involvement

Family Involvement• input into staff training• active in planning for

their child • responsible for specific

steps

Family Empowerment• Provide service guides • Pre-IEP planning• Informed choice-making

is encouraged

Family Training covers• effective advocacy techniques• transition process• community services and agencies


National ResearchNational ResearchCASE Survey: Family ParticipationCASE Survey: Family Participation

• Parents notified by form letter (82%) and/or phone call (60%)

• If no reply to notice, called day, evening, weekend: 80%

• When parents can’t attend, involve via

– phone conference: 55%

– mail draft IEP home for review and feedback: 54%

– meet individually with parent: 50%

• Parent preparation to participate accomplished by

– phone call or mail: 91%

– print information about the transition process: 64%


2%

9%

7%7%

13%

41%

23%

5%

14% 31%18%

30%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

ElementarySchool

Middle orJunior High

School

Grades 9-10 Grades 11-12

Never Did NoResponse

Statewide Students with Disabilities (n=2,386)

Statewide General Education (n=956)

Per

cent

of S

tude

nts

When did you first talk with your parents about When did you first talk with your parents about what to do after leaving school?what to do after leaving school?

Source: NYSED Longitudinal PSI Study, 2001 Seniors (Catalog 10, DJ 9/15/06)NYSED VESID NPSO, 5/12/09, DVJ

Students with disabilities most frequently discuss their future plans with parents in their later school years.

Student Development



Structure

Family Involvement

Student Involvement


Employment One Year Post High School

NYSED LPSI Data, Class of 2001, One Year Beyond High School, 7/03NYSED VESID NPSO, 5/12/09, DVJ

Impact of Work Experiences in High School

81%

47%

52%

67%

70%

30%

13%

47%

30%

75%

31%

80%0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Happy with Job

Worked All or Most of the Time Since LeavingHigh School

Fringe Benefits (e.g., Paid Leave)

Health Benefits

More than Minimum Wage

Full-time

Former Students with Disabilities without Work Experience (n=141)

Former Students with Disabilities with Work Experience (n=579)

NYSED PSI Data, PSI, 1996NYSED VESID NPSO, 5/12/09, DVJ

Student Development



Structure

Family Involvement

Student Involvement


TQI Component – District Program StructureTQI Component – District Program Structure

Program Philosophy• LRE• Transition infused in all

curriculum areas• Cultural sensitivity• Flexibility to meet individual

needs

Program Policy• Administrative support

• Clearly articulated transition mission & structure

• Transition incorporated within educational program structure


Strategic Planning• Builds on/with internal and

external groups

Program Evaluation• Data guides improvement

• Data examines student results

Human Resources• Professional development

• Transition staff are qualified

• Ongoing TA supports staff

Resource Allocation• Sufficient

• Creatively used

TRANSITION

The Next Generation

Evidence Based Practices

Professional Development

Data Collection

Follow-upInterventions

Strategic PlanDevelopment

NeedsAssessment

Deal And Steal

Transition Cycle of Change

Establishing the Infrastructure for Continuous ImprovementEstablishing the Infrastructure for Continuous Improvement

NYSED VESID NPSO, 5/12/09, TZ

Student Development



Structure

Family Involvement

Student Involvement


TQI Component - Interagency andTQI Component - Interagency and Interdisciplinary CollaborationInterdisciplinary Collaboration

Inter-organizational Framework

• Local agency roles articulated• Process for sharing student

Information

Human Resource Development

• Multidisciplinary • Employers involved• Addresses student and parent

empowerment

Organizational Planning

• Means to Project Future Service Needs• Ongoing Community Planning• Community Resource Directory

Individual Planning• Active participation of agencies,

families, students & schools• Agency contact & referral prior to

school exit

Collaborative Service Delivery• Collaborative funding of services evident• Collaboration across systems reduces service barriers• New services result from school-community collaborations


When Schools & VR System Work TogetherGood Things Happen for Transitioning Students

the MTP prototype - CLP Outcomes

• VR eligibility processing time cut by 1/3

• ½ the number of ineligibility determinations

• Service plan development cut by 30%

• Fewer unsuccessful closures

• Career preparation in-school contributed to higher levels of employment

• Systems capacity for work-based learning increased


““ResiliencyResiliency

…is founded on the belief that if one’s family, community, and school care

deeply about an individual, have high expectations, offer purposeful support, and value a person’s participation in the group, that person will maintain a faith in the future and can overcome almost any

adversity.”Student Resiliency: An Issue Summary Prepared by the Information Center at Brown University 2000.


Examining the differences in transition outcomes by school exit.

Documents

Transcript of Examining the differences in transition outcomes by school exit.