Facts About the Preparation and Transition of LD Students
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Transcript of Facts About the Preparation and Transition of LD Students
Facts About the Preparation and Transition of LD Students
A Snapshot from the National Longitudinal Transition
Study-2 (NLTS2)
Dr. Jose Blackorby SRI International October 4, 2006
ETS and National Center for Learning Disabilities Symposium
on Addressing Achievement Gaps
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Background
• NLTS2 is a reprise of the original National Longitudinal Transition Study
– Congressionally mandated, 1983; conducted by SRI,1984-1993.
– Comprehensive information on secondary school-age students nationally as they transitioned to early adulthood.
– Comparison of NLTS and NLTS2 important to the analysis agenda; facilitating valid comparisons has influenced the NLTS2 design.
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Primary Research Questions
• What are the characteristics of studentsreceiving special education in high school?
• What educational programs and servicesdo they receive as they age?
• What are their achievements in high school and early adulthood in terms of education, employment, social adjustment, and independent living?
• What services and experiences contribute to better results?
• How do programs, experiences, achievements, and other factors differ for youth with different characteristics?
• How have programs, experiences and achievements changed since the late 1980s for young people with disabilities?
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NLTS2 Generalizes to:
• Students receiving special education who were 13 to 16 when the study began in 2001, as they transition into young adulthood.
• Each of the 12 special education disability categories.
• Each single-year age cohort.
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• 501 LEAs and 38 special schools representing variation in
– Geographic region.
– District size (student enrollment).
– District wealth (student poverty).
• 11,272 eligible students
– Randomly selected by disability category.
– Sampling rates higher for 16-year-olds to increase the number of youth who will be out of school the longest at the end of the study.
NLTS2 Sample
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Data Collection Components
• Parents– Telephone interviews (CATI).
• Only respondent, wave 1.
• First respondent (preceding youth interview),
subsequent waves.
• Simultaneous respondent, last three waves.
• Youth– Telephone interviews (CATI) if able to answer by phone (2nd to 5th
waves).
– Mail surveys (multiple components tailored to youth’s status) if able to answer, but not by phone (2nd to 5th waves).
– Direct assessment/In-person interview • Assessment of reading, math, social studies, and science.
• Interview of self-concept and self-determination.
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Data Collection Components (continued)• Mail surveys of:
– One of each student’s general education teachers about access to general education curriculum and student performance in that classroom context.
– School staff best able to describe each student’s overall school program (often special education personnel) to describe program (e.g., placements), vocational education, special education, transition planning, and performance (e.g., days absent).
– School principals regarding school characteristics and policies and aggregate measures of school performance.
• High school transcripts of courses taken and grades.
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Data Collection TimelineNLTS2
Year 12001
Year 22002
Year 32003
Year 42004
Year 52005
Year 6 2006
Year 72007
Year 82008
Year 92009
Year 102010
Parent telephone interviews Youth telephone interviews Direct assessment/ student in-person interviews
Teacher survey School program survey School characteristics survey
Transcripts
Data Sources
Wave 1 (2001-02)• Parent interview (n=9,230) • Student’s School Program Survey
(n=6,038), completed by the school staff member most knowledgeable about the student’s overall program.
• Teacher Survey (n=2,822) completed by a general education academic teacher.
• Publicly available school data.Wave 2 (2003)• Parent/Youth interview (n=4,270)
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Today’s Agenda
During school:
• Transition planning
• School Programs
• Academic performance
• School completion
In the early years after school:
• Postsecondary education
• Employment
• Social engagement and adjustment
Parents’ Expectations
12
Parents’ Expectations for Youth with Learning Disabilities
6
7
8
39
35
39
30
29
29
8
39
60
28
15
13
11
67
63
92
53
60
48
10
50
33
32Get a regular diploma
Attend postsecondary school
Complete a vocational or technical program
Graduate from a 2-year college
Graduate from a 4-year college
Get a driver's license
Live away from home without supervision
Get a paid job
Earn enough to support self without financial help
Percentage
Definitely/Probably won't Probably will Definitely will
Source: NLTS2 Wave 1 Parent Interview.
Youth will:
<1
Transition Planning Experiences
- Themes - Initiation of transition planning - Participants - Decision making - Goals - Supports - Post-school services identified - Contacts made
13
14
Transition Planning Themes
• Mixed results in best practices being met for all students with disabilities and students with learning disabilities.
• Process develops over time as students progress through school.
15
Source: NLTS2 with student school program survey.
Student Has a Transition Plan, by Grade Level
97
93
80
75
89
11th - 12th
10th
9th
7th - 8th
Overall
Percentage
16
Transition Planning Best Practices
• Begin transition planning by age 14 or earlier.
• IEPs to include:
– Transition-related content focusing on student’s course of study no later than age 14.
– Statement of needed postschool transition services and interagency responsibilities, or linkages no later than age 16.
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Mean age 14.4 years
Source: NLTS2 Wave 1 Student’s School Program Survey.
Age Transition Planning Started for Students with Transition Plans
14
21
55
10
After 15
15
14
Before 14
Percentage
18
63
40
44
15
2
89
76
Percentage
Transition Planning for Youth withLearning Disabilities
Suitability of school program to achieving transition goals:
Source: NLTS2 Wave 1 Student’s School Program Survey.
Transition planning being done
Has received instruction intransition planning
Has course of study likely toachieve transition goals
Very well suited
Fairly well suited
Somewhat well suited
Not at all well suited
19
Most Frequently Identified Post-High School Service Needs of Youth with Learning
Disabilities
Source: NLTS2 Wave 1 Student's School Program Survey, 2002.
25
5536
3246
410
312
22None identified
Postsecondary education accommodations
Vocational services
Behavioral intervention
Social work services
Percentage with need identified in transition planning
Students with LD Students with other disabilities
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Transition Planning Best Practices
• Together with their parents, students with disabilities are expected to play a vital role.
• Students’ preferences and interests must be considered.
• Coordinated planning among special and general education personnel and community service agencies, as well as parents and students, best meet transition needs of youth.
21 Source: NLTS2 Wave 1 Student’s School Program Survey.
Active Participants in Transition Planning*84
90
97
63
62
12
54
14
13
33
Parents
Students
Special education teacher
General education academic teacher
General education vocational teachers
School counselor
Related service personnel
School administrator
Vocational rehabilitation counselor
Other
Percentage
School personnel
Family
*Involved in discussions about services and goals**SSA staff, employers, representatives of postsecondary schools, and advocates, etc.
Outside agencies & others**
22
Source: NLTS2 Wave 1 Student’s School Program Survey.
Decision-Making at IEP Meetings
43
23
33
Mostly by theschool
Mostly by parentand/or youth
By a combinationof all
Percentage
Parents report goals are determined
23
Student’s Role in Transition Planning, by Grade Level
4
16
6
1
2
21
31
26
21
16
60
45
60
65
63
15
9
8
14
20
All youth
7th or 8th grade
9th grade
10th grade
11th or 12th grade
Percentage Did not attendAttended but participated littleWas moderately active in discussions & meetingsTook leadership role
Source: NLTS2 Wave 1 Student’s School Program Survey.
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Transition Planning Best Practices
• A variety of supports can be necessary for students to make progress towards their goals including:
– A course of study specified in the transition plan
– Instruction focused on transition planning skills
– Identification of postschool service or program needs.
25
Transition Plan Specifies Course of Study to Achieve Transition Goals, by Grade Level
76
61
73
68
83
All youth
7th or 8th grade
9th grade
10th grade
11th or 12th grade
Percentage
Source: NLTS2 Wave 1 School Program Survey.
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Student Receives Instruction in Transition Planning, by Grade Level
63
40
57
51
76
All students
7th or 8th grade
9th grade
10th grade
11th or 12th grade
Percentage
Source: NLTS2 Wave 1 Student’s School Program Survey.
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Source: NLTS2 Wave 1 Student’s School Program Survey.
Postschool Services Identified in Students’ Transition Plans, by Grade Level
75
56
63
84
54
42
63
75
55
53
32
13
34
27
37
All students
7th or 8th grade
9th grade
10th grade
11th or 12th grade
PercentageAny type of service Postsecondary education accomodations Vocational
(all other needs <4%: social work, mental health, and behavioral interventions)
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Information about Postschool Services Provided to Parents, by Grade Level
54
31
25
49
73
All youth
7th or 8th grade
9th grade
10th grade
11th or 12th grade
Percentage with instruction
Source: NLTS2 Wave 1 Student’s School Program Survey.
29
Source: NLTS2 Wave 1 Student’s School Program Survey.
Contacts Made by Schools Regarding Post-High School Programs or Services
26
26
18
17
21
6
2
27
2- or 4-year colleges
Vocational schools
US military
Potential employers
Job placement programs
Supported employment programs
Sheltered workshops
Other vocational training programs
Percentage
30
Suitability of Students’ Programs to Achieve Transition Goals, by Grade Level
15
25
16
19
10
44
28
46
40
49
40
35
38
39
41
2
2
12
All youth
7th or 8th grade
9th grade
10th grade
11th or 12th grade
Percentage
Not at all suited Somewhat well suited Fairly well suited Very well suited
Source: NLTS2 Wave 1 School Program Survey.
*
*
* = none reported “Not at all suited.”
31
Source: NLTS2 Wave 1 Parent Interview.
Parents’ Satisfaction with Transition Planning and Goals
27
62
10
35
47
18
Strongly Agree
Agree
Disagree/strongly disagree
Very useful
Somewhat useful
Not very/not at all useful
Percentage
Goals are appropriate:
Transition planning was:
Secondary School Academic Experiences
- Academic course-taking and settings- General education classes- Taking college entrance exams
34
33
Academic Course-taking by
Youth with Learning Disabilities 95
93
85
90
24
Language arts
Math
Science
Social studies
Foreign language
Percentage enrolled in type of class
Source: NLTS2 Wave 1 Student’s School Program Survey.
34
Instructional Setting by Type of Academic Class
62
74
71
90
49
43
29
32
8
55Language arts
Math
Science
Social studies
Foreign language
Percentage of those receiving instruction in type of class
General education classroom Special education classroom
Source: NLTS2 Wave 1 Student’s School Program Survey.
35
Difference in Taking Academic Courses in General Education Setting: 1987 to 2001
Source: NLTS school record abstract and NLTS2 Wave 1 Student’s School Program Survey.
10
7
9
8
10
8
Any general education academic courses
Language arts
Mathematics
Science
Social studies
Foreign language
Percentage-point difference
36
General Education Academic Class Level
At grade level83%
Advanced placement or
honors1%
Below grade level16%
Source: NLTS2 Wave 1 Teacher Survey.
37
Extent of Curriculum Modification in General Education Academic Classes
Source: NLTS2 Wave 1 Teacher Survey.
35
52
13
No modifications
Some modification
Substantialmodification or
specializedcurriculum
Percentage
38
Accommodations and Modifications Provided to Students with LD in General
Education Classes
16
19
25
25
27
30
36
67
76
94
Alternate tests or assignments
Shorter or different assignments
Slower-paced instruction
Modified tests
Tests read to student
Modified grading standards
More frequent feedback
Additional time to complete assignments
More time in taking tests
Any type of accommodation or support
Source: NLTS2 Wave 1 General Education Teacher Survey.
39
Participation in Standardized Testing for Students with Learning Disabilities
Source: NLTS2 Wave 1 Student’s School Program Survey.
22
51
7
5
14
48
17
Participates without accommodations
Participates with accommodations
Alternate assessment
Does not take tests
No testing
Standardized test required forgraduation
Takes college entrance exams
Percentage
Students with LD
40
Accommodations for Standardized Testing for Students with Learning Disabilities
Source: NLTS2 Wave 1 Student’s School Program Survey.
43
32
57Additional time
Alternativesetting
Reader forinstructions
Percentage
Students with LD
41
Grades, Retention, Test Performance,School Completion
42
Grades and Retention Among LD Students
30
8
35
Grades - As & Bs
Grades - Cs & Ds
Ever retained
Percentage enrolled in type of class
Source: NLTS2 Wave 1 Student’s School Program Survey.
43
Language Arts Skills of LD Students
49
74
31
14
16
7
4
5
Synonyms/antonyms
PassageComprehension
Percentage receiving scores in percentile range
0-25 26-50 51-75 76+
Source: NLTS2 student assessments, 2002 and 2004.
20
31
Mean percentile
44
Mathematics Performance of LD Students
50
53
36
20
14
21 6
Problem solving
Calculation
Percentage receiving scores in percentile range
0-25 26-50 51-75 76+
28
28
Mean percentile
Source: NLTS2 student assessments, 2002 and 2004.
45
Content Knowledge of LD Students
65
57
16
23
10
14
9
6
Social studies
Science
Percentage receiving scores in percentile range
0-25 26-50 51-75 76+
Source: NLTS2 student assessments, 2002 and 2004.
28
26
Mean percentile
46
High School Completion
NLTS2
Dropout 25
Graduate75
NOTE: Includes only students who receive letter grades.Source: SEELS and NLTS2 Wave 1 parent interviews, 2000 and 2001, respectively.
Postsecondary Education
49
48
Postsecondary School Enrollment of Youth with Learning Disabilities
35
5
23
11
15
12
3
1
Any postsecondary school
Postsecondary vocational, business ortechnical school
2-year/community college
4-year college
Percentage
2003 1987
Sources: NLTS2 Wave 2 Parent/Youth Interviews and for General Population, NLSY 2000 data for 5- through 19-year-olds. Note: Includes youth enrolled in any postsecondary classes since leaving high school.
Vocational Preparation and Work Experience
- Vocational course-taking- Vocational services, job training and work experience- Work-related activities- Paid employment
52
50
Vocational Course-taking by Youth with Learning Disabilities
83
68
50
30
18
33
6
6
Occupationally specific vocationalcourse(s)
Prevocational course(s)
Occupational vocational course(s)
Prevocational course(s)
Percentage
General education Special education Other
Student takes:
Settings for:
Source: NLTS2 Wave 1 School Program Survey.
51
Difference in Vocational Education Course-taking: 1987 to 2001
Source: NLTS school record abstract and NLTS2 Wave 1 Student’s School Program Survey.
-4
-12
5
Percentage-point difference
All vocational classes
General education vocational classes
Special education vocational classes
52
Participation in Job Training and Work Experience
12
12
51
48
33
35
19
1
14
1
12
5
19
On-campus work experience
Off-campus work experience
Career skills assessment
Career counseling
Job readiness training
Job search instruction
Job shadowing
Internship
Tech prep program
Entrepreneurship program
Job skills training
Job coach
None of these
Percentage
Source: NLTS2 Wave 1 Student’s School Program Survey.
Percentage participating in 2001-02:
Percentage receiving during high school:
53
Postsecondary Employment of Youth with Learning Disabilities – 1987 to 2003
79
45
62
54
Ever worked
Currentlyworking
Percentage
2003 1987
Sources: NLTS2 Wave 2 Parent/Youth Interviews And For General Population, NLSY 2000 data for 5- through 19-year-olds. Note: Includes youth enrolled in any postsecondary classes since leaving high school
54
Postsecondary Employment of Youth with Learning Disabilities – 1987 to 2003 (cont’d.)
38
87
22
4
12
62
78
4
15
31
Worked full time
More than min. wage
Retail
Clerical
Maintenance
Percentage
2003 1987
Sources: NLTS2 Wave 2 Parent/Youth Interviews and for General Population, NLSY 2000 data for 5- through 19-year-olds. Note: Includes youth enrolled in any postsecondary classes since leaving high school
Social Adjustment Experiences and Outcomes
– Social adjustment supports– Youth behavior problems– Progress toward social adjustment goals
61
56
Receipt of Social Adjustment Supports by Youth with Learning Disabilities
8
7
15
23
39
Social work services
Behavioral intervention services
Mental health services
Conflict resolution/anger managementprogram
Substance abuse education or treatment
Percentage receiving services
Source: NLTS2 Wave 1 School Program Survey.
57
Youth Behavior Problems
25
16
13
15
33
Arrests
Youth getting alongpoorly with teachers
Youth getting alongpoorly with students
In-school suspensions
Disciplinary actions
Percentage
Source: NLTS2 Wave 1 School Program Survey.
School report of:
Parent report of:
58
Perceptions of Youths with LD of Their Own Self-Determination Abilities
95
75
92
89
93
72
I can make my own decisions
I tell others when I have new or differentideas or opinions
I can get what I want by working hard
I can make good choices
I will be able to make choices that areimportant to me
I know the services I need to deal with mydisability*
Percentage "a lot like me"
*Only 28% of youth with LD consider themselves to have a disability. Sources: NLTS2 Student Assessments, 2002 and 2004.
59
Perceptions of Youths with LD of Their Own Self-Determination Abilities (cont’d.)
68
56
61
64
64
Percentage "a lot like me"
Source: NLTS2 Wave 2 Youth Interview, 2003.
I know how to get Information I need
I can get school staff to listen to me
I feel useful and important
I can tell others my age how I feel if they upset me
I can handle pretty muchwhatever comes along
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What Have We Learned?• Schooling
– More than half of students with LD have a primary transition goal of postsecondary education.
– Like students in the general population, the course load of students with LD is heavily academic, having become increasingly so over time.
– General education participation is the norm; 88% of students with LD participate, spending an average of 60% of their classes there.
– Participation in general education academic classes has increased; most such classes are at grade level.
– Thus students with LD are increasingly better prepared for postsecondary education, 17% take college entrance exams.
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What Have We Learned?• Schooling (concluded):
– Students with LD continue to need support for general education academic participation.
– About two-thirds who participate in general education academic classes get at least some curricular modification there.
– Most also have other forms of modification or accommodation: most commonly, more time to take tests and complete assignments.
– Most modifications and accommodations can help a student “get by” but do not address fundamental problems of student performance.
– Tutoring is provided by the school to only about 1 in 10 students with LD. Parents provide tutoring to 1 in 10 and other lessons to 1 in 4.
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What Have We Learned?
• Career Preparation:– Employment is the most commonly cited primary transition goal
of students with disabilities (57%).– About one-third take prevocational education and half take
occupationally specific vocational education in a given semester.– Vocational course-taking has declined over time as academic
courses have become more prominent. – The large majority of students with LD get vocational
supports/services at some time in high school; 1 in 6 do not.– Career assessment and counseling are most common; more
direct services or programs (e.g., work study) are fairly rare.– Sixty percent of students with LD work for pay, more often during
summers than during the school year; about half earn more than $6 per hour.
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What Have We Learned?
• Transition Planning:– About two-thirds of students with LD receive instruction in
transition planning.– Most students with LD and parents go to transition planning
meetings. One in 5 students do not participate in the meetings;
1 in 6 have a leadership role.– About one-third of parents would like to be more involved and
one-fourth of students would like more choice in transition goal-setting.
– Three-fourths are reported by school staff to have a course of study likely to achieve their goals; 4 in 10 are reported to have a school program “very well suited” to their transition goals.
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What Have We Learned?
• Connecting Activities:– About 1 in 5 students with LD receive case management
services from or through their school.– Most students with LD have some form of postschool service
need identified in transition planning, mostly postsecondary education supports and vocational services.
– Needs related to independent living or self-management are rarely identified.
– Contacts on behalf of students as part of transition planning generally reflect students’ primary goals.
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What’s Available from NLTS2 on the Web• Reports
– Changes Over Time in the Secondary School Experiences of Students with Disabilities
– Services and Supports for Secondary School Students with Disabilities
– Transition Planning for Students with Disabilities– The Achievements of Youth with Disabilities During
Secondary School– Going to School: Instructional Contexts, Programs, and
Participation of Secondary School Students with Disabilities
– Youth with Disabilities: A Changing Population– Life Outside the Classroom for Youth with Disabilities– The Individual and Household Characteristics of Youth
with Disabilities
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What’s Available from NLTS2 on the Web(continued)
• Data Tables– Parent Interview Wave 1 and Wave 2– School Surveys Wave 1 and Wave 2 (soon)– Student Assessment (soon)
• Fact Sheets– Minorities Among Children and Youth with Disabilities– Use of Psychotropic Medications by Children and Youth
with Disabilities– Special Education: Serving Children Earlier, Providing
Expanded Services– Standardized Testing among Secondary School Students
with Disabilities – A Profile of Students with ADHD Who Receive Special
Education Services
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What’s Available from NLTS2 on the Web (concluded)
• NLTS2 Data Briefs (distributed by NCSET)– Introducing NLTS2– Who are Secondary Students in Special
Education Today– Youth Employment– Social Activities of Youth with Disabilities – The Characteristics, Experiences, and Outcomes of Youth
with Emotional Disturbances – Transition Planning for Youth with Disabilities (in press)
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For more information:
www.nlts2.org