Part B State Annual Performance Report (APR) FFY 2012 · APR Template – Part B (4) WASHINGTON...

APR Template – Part B (4) WASHINGTONState

Part B State Annual Performance Report for FFY 2012 Page 96(OMB NO: 1820-0624 / Expiration Date: 7/31/2015) Indicator 14

Part B State Annual Performance Report (APR) FFY 2012

Overview of the Annual Performance Report Development

In the FFY 2009 APR, Washington State developed (a) a new baseline using the language of the revised measurement table (May 2010), (b) three new measurable and rigorous targets (revised 2012), and (c) improvement activities for this newly defined Indicator 14 for IDEA Part B.

The APR was developed using state-level stakeholder input and collaboration across educational agencies, advocacy agencies, vocational rehabilitation and advisory councils to OSPI and the Center for Change in Transition Services (CCTS). Results of this indicator are shared annually with stakeholders in effort to monitor and support State progress towards these targets.

Results for Part B Indicator 14 APR are also posted to the OSPI website (located at http://www.k12.wa.us/SpecialEd/Data/default.aspx) and the CCTS website (located at http://www.seattleu.edu/ccts) to ensure broad dissemination of the information. Once data are published, stakeholders monitor the State’s regional and district-level progress towards meeting postsecondary engagement targets. In addition, each district’s data is posted on these websites; only district-level data that do not meet the minimum ‘n’ size (i.e., fewer than 10 leavers) remain confidential and archived in a secure, password-protected section of the CCTS website. This security measure is taken to protect the confidentiality of the leaver’s personal information while allowing the de-identified data to be accessed by authorized district-level staff, OSPI and CCTS. Together, teams from districts collaborate with OSPI and CCTS to support the ongoing systematic collection, analysis, monitoring and program improvement efforts to meet local and State targets for this indicator.

The current indicator analyzes data for secondary students leaving school during the 2011–12 school year. These data were collected by the State starting on June 1, 2013 from all 231 districts with high schools (228 districts, 2 state schools, and 1 ESA). Data from this APR will be posted to the OSPI and CCTS websites.

Monitoring Priority: Effective General Supervision Part B / Effective Transition

Indicator 14: Percent of youth who are no longer in secondary school, had IEPs in effect at the time they left school, and were:

A. Enrolled in higher education within one year of leaving high school.

B. Enrolled in higher education or competitively employed within one year of leaving high school.

C. Enrolled in higher education or in some other postsecondary education or training program; or competitively employed or in some other employment within one year of leaving high school. (20 U.S.C. 1416(a)(3)(B))

Measurement:

A. Percent enrolled in higher education = [(# of youth who are no longer in secondary school, had IEPs in effect at the time they left school and were enrolled in higher education within one year of leaving high school) divided by the (# of respondent youth who are no longer in secondary school and had IEPs in effect at the time they left school)] times 100.

B. Percent enrolled in higher education or competitively employed within one year of leaving high school = [(# of youth who are no longer in secondary school, had IEPs in effect at the time they left school and were enrolled in higher education or competitively employed within one year of leaving high school) divided by the (# of respondent youth who are no longer in secondary school and had IEPs in effect at the time they left school)] times 100.



C. Percent enrolled in higher education, or in some other postsecondary education or training program; or competitively employed or in some other employment = [(# of youth who are no longer in secondary school, had IEPs in effect at the time they left school and were enrolled in higher education, or in some other postsecondary education or training program; or competitively employed or in some other employment) divided by the (# of respondent youth who are no longer in secondary school and had IEPs in effect at the time they left school)] times 100.

Applied:

For 2011–12 Leavers in Washington state, there were 4,922 total respondents:

(1) = 1,229 respondent leavers were enrolled in “higher education”.(2) = 1,113 respondent leavers were engaged in “competitive employment” (and not counted

in 1 above).(3) = 238 of respondent leavers were enrolled in “some other postsecondary education or

training” (and not counted in 1 or 2 above).(4) = 656 of respondent leavers were engaged in “some other employment” (and not counted

in 1, 2, or 3 above).(5) = 1,686 respondents were not engaged.

Thus, A = 1,229 (#1) divided by 4,922 (total respondents) = 25.0%B = 1,229 (#1) + 1,113 (#2) divided by 4,922 (total respondents) = 47.6%C = 1,229 (#1) + 1,113 (#2) + 238 (#3) + 656 (#4) divided by 4,922 (total respondents) = 65.7%

FFY Measurable and Rigorous Targets

2012(2011–12leavers)

A = 25.5% enrolled in higher education B = 46.3% enrolled in higher education or competitively employed C = 66.2% enrolled in higher education or in some other postsecondary education or

training program; or competitively employed or in some other employment

Actual Target Data for FFY 2012

A. 25.0%B. 47.6%C. 65.7%

Summary Analysis

Washington’s performance under measurement A of Indicator 14 for FFY 2012 was at 25.0%, which demonstrates a 1.5% increase from FFY 2011 but misses the State target of 25.5%. Performance under measurement B of this indicator was at 47.6%, a 1.6% slippage from FFY 2011, but exceeds the State’s rigorous target of 46.3% by approximately one percent. Under measurement C of Indicator 14, the State performed at 65.7% and did not meet the state’s target for FFY 2012 (66.2%). Slippage was analyzed under parts B and C, and it primarily reflects a decrease in competitive employment. Analyses revealed that this slippage was experienced by both graduates and non-graduates. Both groups had a higher response rate this year than in FFY2010. Washington also increased their leaver’s graduation rate by 3.1% from 74.5% in FFY 2011 to 77.6% in FFY2012.

The performance of the State on this indicator is based on a 70.6% response rate, which is an increase from the 68.3% response rate for FFY 2011. This 2.3% increase in response rate appears to correlate with the State’s improved contact rate (from 70.9% in FFY 2011 to 73.5% in FFY 2012). The improvement activities described in the FFY 2011 APR were all completed—many of which were focused on increasing the State contact and response rate for Indicator 14. In addition, new and/or revised



activities have been completed or are currently in progress, as documented on the improvement activity table in the Statewide Technical Assistance and Guidance/Improvement Strategies section of this indicator.

Methodology for Data Collection

Definitions

The following definitions are specific to the State’s Part B Indicator 14:

Competitive employment means that youth have 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. This includes military employment.

Higher Education means youth have been 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.

Some Other Employment means youth have 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 (e.g., farm, store, fishing, ranching, catering services, etc.).

Other postsecondary education or training means youth 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 (e.g., Job Corps, adult education, workforce development program, or vocational technical school which is less than a 2-year program).

Respondents are youth or their designated family member who answer the survey or interview questions.

Leavers are youth who left school by graduating with a regular or modified diploma, aging out, leaving school early (i.e., dropping out), or who were expected to return and did not.

Sample Selection

Washington State conducted a census to collect post-school outcome survey data from all 2011–12school-year leavers one year after they exited high school. Districts utilized administrative records to generate a list of all 6,970 leavers (who had not re-enrolled in school and were alive at the time of data collection). District staff viewed online training modules and used resources from the CCTS to conduct and record results of the 2011–12 Leavers Post School Outcomes Phone Survey in the secure, online data collection system. The districts attempted to contact all 6,970 leavers using informal student exit survey information and student records. All districts recorded at least three attempts to contact each of their leavers and reported any reason for being unable to conduct the survey with each former student or their designated family member (i.e., parent or grandparent).

Response Rate

As seen in Table 14.1., Response Rate Calculation, 6,970 youth left the school during the 2011–12school year and had not re-enrolled in secondary school. Contact was made with 5,125 leavers or their designated family members and interviews were conducted with 4,922 individuals. The contact rate was 73.5% (5,125 divided by 6,939) and the response rate was 70.6% (4,922 divided by 6,970).

Table 14.1. Response Rate CalculationNumber of leavers in the state 6,970- subtract the number of youth ineligible (those who had returned to school or were deceased) -0



Number of youth contacted 5,125Number of completed surveys 4,922Response rate: (4,922/6,970)*100 70.6%

The overall response rate indicates that out of 6,970 students who left school last year, post-school outcome information for 29.4% (2,048) of former students was not obtained. Educators reported that invalid contact information was a problem for 37% of the youth who they were not able to reach. An analysis of the missing data was conducted to determine patterns of missing information (i.e., did missing data vary across districts and disability categories). Three of the largest districts, all located in the Puget Sound Region, demonstrated the lowest contact rates. Based on this analysis, all districts will be reminded to inform students of the follow-up survey prior to their anticipated exit and each year at their IEP meetings starting by at least the student’s first secondary transition IEP (before the student reaches age 16). In addition the State will continue to inform districts of the availability of downloadable follow-up contact forms for the student and their designated family members to use as a method of providing the district a way to reach them a year after the student exits schools. Finally, parent and student fliers, along with post-school survey reminder postcards, will continue to be provided for distribution along with free web-based educational training modules to inform educators, youth, and families of leavers about the Post-School Outcomes Survey. Additional training will continue be provided to ESD’s, LEA’s and districts to increase the likelihood of reliable contact information collection prior to students leaving secondary school.

Representativeness

After the census was conducted, the National Post-School Outcomes Center (NPSO) Response Calculator was used to measure the representativeness of the respondent group. Calculations were made on the characteristics of disability type, ethnicity, gender, and exit status in order to determine whether the exiters who responded to the interviews were similar, or different from, the total population of young adults with an IEP who exited school in 2011–12 (see Table 14.2.).

According to the NPSO Response Calculator, differences between the Respondent Group and the Target Leaver Group of ±3% are important. Negative differences indicate an under-representativeness of the group and positive differences indicate over-representativeness. In the Response Calculator, red is used to indicate a difference exceeding the ±3% interval.

As seen in Table 14.2., Washington State was able to gather data from a representative group meeting the recommendations provided by NPSO for all groups excluding exiters who dropped out of school. The State made a 3% gain since the FFY 2010 in connecting with leavers who identified as part of a minority ethic/racial group as well as in three of the four disability categories. Non-graduates continue to be slightly under-represented in the current response group. The lack of representativeness in the Dropout category of the respondents and the sample is addressed in the Statewide Technical Assistance and Guidance/ Improvement Strategies section of this indicator and continued to be a priority for the State regarding improvement efforts related to this indicator.

Table 14.2. NPSO Response Calculator



Notes: LD = Specific Learning Disability, ED = Emotional/Behavioral Disability; MR = Intellectual Disability; AO = All Other; ELL = English Language Learners.

Selection Bias

The post-school outcome data collection continues to show representativeness in areas of disability, gender, and ethnicity. The under-representativeness of youth in the category of Dropout may be attributed to the fact that this group of youth, in general, is a difficult population to reach. Reaching this student population is a continued need. Washington improved representation of this group of responders since FFY 2009 (with a 1.4% improvement in the current FFY). Strategies that proved effective will continue to be implemented in the FFY 2012 and future data collections to ensure representation of all groups of leavers. In addition, targeted on-site and online trainings have increased and are being held at the ESDs, concentrated in areas where there is a high dropout rate.

Results of the Calculations

As seen in Figure 14.1., Post-School Outcomes for 2011–12 Exiters, 1,229 (25.0%) of Washington leavers from FFY 2012 were enrolled in higher education for at least one full term, an increase of 1.5%. The state also shows a 3.2% increase in some other employment. The percent of leavers enrolled in other postsecondary education or training increased slightly (less than half of a percent) since FFY 2011.However, the competitive employment rate decreased by 3.1% from 25.7% in FFY 2011 to 22.6% in FFY 2012 and the some other education category remained within half a percentage point. The overall increase in higher education and some other employment offset the decrease in competitive employment resulting in an overall increase in engagement from 63.9% in FFY 2011 to 65.7% in FFY 2012. The State will continue to implement program improvement efforts to meet the rigorous targets set for measurements A, B, and C in FFY 2012.

Missing Data

The overall response rate was 70.6%. This means that of the 6,970 students who left school last year, 29.4% are missing post-school outcome information (n = 2,048). The staff contacting students reported that the contact information was not provided for 757 youth. Attempts were made to contact an additional 958 leavers whose numbers were either disconnected, incorrect, there was no answer, or a message was left but there was no return call to complete the survey. An additional 203 students or family members were contacted but declined to be interviewed.

An analysis of the data was conducted to determine patterns of missing information (i.e., did missing data vary across districts and disability categories, etc.). Of the 2,048 youth not responding to the survey, the majority were white (60%), males (65%), with a specific learning disability (50%) or other health impairment (24%). Most leavers who did not respond to the survey reside in the western or central part of the state. Further analyses are necessary to identify root causes and develop effective improvement strategies.

Discussion of 2011–12 FFY Data

As seen in Figure 14.1., Reporting Pie Chart for the 2011–12 State Data, baseline data for the three measures A, B, and C are as follows:

A = 25.0% of respondent leavers were enrolled in higher education within one year of leaving high school

B = 47.6% of respondent leavers were enrolled in higher education or competitively employed within one year of leaving high school.

C = 65.7% of respondent leavers were enrolled in higher education or in some other postsecondary education or training program; or competitively employed or in some other employment within one year of leaving high school.



To better understand the post-school outcomes of Washington’s youth, three additional analyses were conducted: an examination of the outcomes by (a) graduation status, (b) gender, and (c) disability category.

Not Engaged

As shown in Figure 14.1., Post-School Outcomes for 2011–12 Exiters, 1,686 (34.3%) of youth contacted were categorized as not engaged. The group NPSO Data Display Template Revised to Include Not Engaged was used to further examine the group of youth classified as ‘not engaged.’ This tool examines those students not engaged in two categories: (a) youth who never enrolled in further education or worked since leaving high school, and (b) youth who enrolled in further education or worked since leaving high school but did not meet the criteria to be counted in one of the OSEP engagement categories (i.e., higher education, competitive employment, other postsecondary education or training, some other employment). Of the 1,686 youth, 1,189 youth were not enrolled or working within 1 year of graduation and 497 youth were enrolled or working but did not meet the OSEP criteria to be counted as engaged.

The demographic characteristics of the two not engaged categories were analyzed by geographic regions, disability, gender, race/ethnicity, and method of exit. The demographic characteristics of these groups are reported in the discussion of each subgroup.

It was noted that 1,189 students answered no to both questions regarding ever been enrolled in school or ever worked indicating that they were truly not engaged. The majority, 375 youth, was from the Puget Sound area. Further analysis of this population is discussed under Disaggregated Outcomes by Subgroups.

1: Higher Education n = 1229

25.0%

2: Competitively Employed n = 1113

22.6%

3: Some Other Education

n = 238 4.8%

4: Some Other Employment

n = 656 13.3%

Not Engaged n = 1686

34.3%

Figure 14.1. Post-School Outcomes for 2011–12 Exiters

1: Higher Education2: Competitively Employed3: Some Other Education4: Some Other EmploymentNot Engaged

SPP #14 Measurement A: 25.0% Equals Segment 1 SPP #14 Measurement B: 47.6% Equals Segment 1 + 2 SPP #14 Measurement C: 65.7% Equals Segment 1 + 2 + 3 + 4



The other 497 youth, or 29% of the not engaged population, attempted engagement but did not meet the definitions defined by OSEP. Of these 497 youth classified as not engaged:

116 had enrolled in higher education or other postsecondary education and training but did not complete a term382 had gained employment but less than 90 days with a majority of the youth (n = 336) working less than 20 hours per week

In conclusion, many more leavers attempted competitive employment than are reported in category 2 (number of respondent leavers in competitive employment and not counted in higher education) and included in measure B (higher education plus competitive employment). However, these leavers either did not work for at least 90 days and either worked less than 20 hours or did not make minimum wage.

Disaggregated Outcomes by Subgroups

Figure 14.2., Post-School Outcomes by Graduation Status, illustrates the State’s postsecondary engagement of respondents by their exits status. In FFY 2012, Washington leavers reported an improvement in graduation rate by over 3%. (In FFY 2011, Washington reported an increase of 4% and in FFY 2010 an increase of 6%). Of the non-graduates, 55.3% reported that they were not engaged in measures A, B nor C. Although non-graduates have demonstrated the lowest level of postsecondary engagement of all exiting groups of leavers, efforts to continue to increase graduation rates and to reconnect with Dropouts will be a focus of concern for State improvement efforts.

Of the 1,686 youth classified as not engaged, 72.3% (n = 1,219) graduated with a diploma and 27.7%dropped out of high school (n = 467). Of these 1,686 youth, 402 graduated with a diploma and attempted engagement in either postsecondary education or employment, but did not meet the federal criteria for being engaged.

Statewide Respondentsn=4922 Graduates n=4077 Non-graduates n=845

Not Engaged 34.3% 29.9% 55.3%4: Some Other Employment 13.3% 13.4% 13.0%3: Some Other Education 4.8% 4.2% 8.0%2: Competitively Employed 22.6% 23.6% 17.9%1: Higher Education 25.0% 28.9% 5.8%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Figure 14.2. Post-School Outcomes by Graduation Status



Figure 14.3., Post-School Outcomes by Gender, illustrates that a majority (63.5%) of female leavers were engaged under measurement C, and 28.7% of these young women were enrolled for at least one full term in higher education (measurement A). While engaged at a greater rate than males in both higher education and some other education or training, females reported to be competitively employed at a much lower rate than males (17.5% compared to males at 25.4%). Females were also slightly less engaged (36.5% not engaged) than males (33.0% not engaged), mostly due to the difference in employment. Both genders showed an increase in education since FFY 2011. Females enrolling in higher education and some other education increased only slightly, while male enrollment increased by 2.4%. In contrast, more males (2.2%) are reporting higher rates of employment than females since FFY 2011. These results continue to indicate that male respondents are engaging inemployment over education and females are engaging in education over employment.

Of these, 1,686 youth classified as not engaged, 62.2% (n = 1048) were male and 37.8% (n = 638) were female. The subset of youth that attempted engagement but did not meet the federal definition, 66% were male and 34% were female. Overall, more males were engaged or attempted engagement then female leavers.

When post-school outcomes were examined by disability category, as seen in Figure 14.4., 52.6% of youth with emotional and/or behavior disabilities (EBD), also referred to as young adults with an Emotional Disturbance (ED), met the definition of not engaged. This is down 3.4% from FFY 2009 for this group of leavers; however, drilling these data down revealed that 42% of all leavers with EBD reported that they did not enroll in postsecondary education or employment within one year of exiting high school. A small percentage (6%) of all student leavers with EBD reported either obtaining employment but not able to sustain it for 90 days or enrolling in a postsecondary education or training program but unable to complete a term. Although respondents in this category show a slight increase

StatewideRespondents

n=4922Male n=3174 Female

n=1748

Not Engaged 34.3% 33.0% 36.5%4: Some Other Employment 13.3% 14.1% 12.0%3: Some Other Education 4.8% 4.6% 5.3%2: Competitively Employed 22.6% 25.4% 17.5%1: Higher Education 25.0% 22.9% 28.7%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Figure 14.3. Post-School Outcomes by Gender



in engagement, they continue to drop out of school and not re-engage at a higher rate than any other disability group, despite State improvement efforts.

Further investigation of outcomes by disability group revealed a second area of concern among young adults with Intellectual Disabilities. Leavers from this group reported a 59.4% not engaged rate. This rate is a 6.1% slippage from the FFY 2011 rate of 53.3% and is the highest not engaged rate of all the disabilities. Most of this drop (5.1%) can be attributed to the corresponding decrease in the category of some other employment. Based on these outcome results, the State will continue to provide districts with support to improve both the graduation rate and postsecondary engagement rates for these two at-risk groups.

Of the 1,686 youth classified as not engaged, 641 were youth with Specific Learning Disabilities (SLD), 111 youth with EBD, 174 youth with ID, and 760 youth with all other disabilities. Of these 1,686 youth, 497 youth were enrolled or worked, but did not meet the federal criteria for being engaged. The majority of the students who attempted engagement but did not meet the federal criteria were either students with a Specific Learning Disability (n = 250) or students classified as Other Health Impaired (n = 124).

Discussion of Improvement Activities Completed and Explanation of Progress or Slippage that occurred for FFY 2012

Comparison of Results to Target

Using the NPSO Trend Data Display +3, the State compared Actual Target Data achieved this year to the Rigorous Measurable Targets for FFY 2012 established in the FFY 2009 SPP and adjusted in FFY2011. The following figures from the Trend Data Displays +3 for measures A, B, and C, display columns for baseline and targets, and a ( ) square symbol denoting annual data achieved for each FFY. In each chart below, the black column on the left represents the baseline data, the three gray columns represent

StatewideRespondents

n=4922

Specific LearningDisabilityn=2473

EmotionalDisturbance

n=211

IntellectualDisability n=293

All OtherDisabilities

n=1945Not Engaged 34.3% 25.9% 52.6% 59.4% 39.1%4: Some Other Employment 13.3% 14.2% 8.5% 18.4% 12.0%3: Some Other Education 4.8% 3.9% 5.2% 6.5% 5.8%2: Competitively Employed 22.6% 28.6% 20.9% 12.3% 16.8%1: Higher Education 25.0% 27.4% 12.8% 3.4% 26.4%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Figure 14.4. Post-School Outcomes by Disability


Part B State Annual Performance Report for FFY 2012 5(OMB NO: 1820-0624 / Expiration Date: 7/31/2015) Indicator 14

the targets set for each federal fiscal year, and the ( ) square symbol represents the annual dataachieved for the corresponding fiscal year. The position of the ( ) symbol represents the achieved data in relation to the target. The line that connects the ( ) square symbols illustrates the positive or negative trend in the data. Progress or slippage for each measure A, B, and C was determined by comparing achieved data for FFY 2012 to achieved data from FFY 2011. The percentages for the three sub-components of this indicator compared to the State’s targets are shown below.

As seen in Figure 14.5., Trend Data Display for Measure A, the baseline for Measure A was 25.1%, the Rigorous and Measurable Target for FFY 2012 was set at 25.5% and the actual target data achieved was 25.0%. This is a 0.4% increase from the baseline and 0.5% below the target. An additional 37 students enrolled in higher education and did meet the federal criteria of completing a term.

As seen in Figure 14.6., Trend Data Display for Measure B, the baseline for measure B was 48.7%, the Rigorous and Measureable Target for FFY 2011 was 50.0% and the target for FFY 2012 was 46.3%. To determine progress or slippage, Actual Target Data achieved for FFY 2012 (47.6%) were compared to Actual Target Data for FFY 2011 (49.2%). Although there was a 1.6% slippage the target for FFY 2012 was exceeded by 1.3%.

Figure 14.5. Trend Data Display for Measure A

Figure 14.6. Trend Data Display for Measure B



As seen in Figure 14.7., Trend Data for Measure C, the baseline was 66.9%, the Rigorous and Measureable Target for FFY 2012 was set at 66.2%, and Actual Target Data of 65.7% was an increase of 1.9% from the FFY 2011 actual data of 63.8%, but was slightly under the target by 0.5%.

In summary, both measure A (the percent of youth enrolled in higher education) and measure C (the percent of youth enrolled in higher education, competitively employed, enrolled in some other postsecondary education or training program, and employed in some other employment) increased from the FFY 2011 actual numbers. Measure B, the percent of youth in enrolled in higher education or competitively employed, decreased from FFY 2011.

Explanation of Progress or Slippage

Washington made progress increasing the overall engagement of youth with disabilities. Three of the four engagement areas showed increases: (a) Higher Education, +1.5%; (b) Some Other Education, +0.24%; and (c) Some Other Employment, +3.2%. However, these increases were somewhat offset by a decrease of 3.1% of competitive employment. In addition, the state continues to make progress in the area of contact and response rate for all 2011–12 leavers. The contact rate was 73.5% and the response rate was 70.6% (a 2.3% increase over FFY 2011 and an increase of 6.5% from FFY2010). The State demonstrates that all categories of responders have increased or maintained representation in the census-style survey for Indicator 14, however the state is still struggling to represent all of the non-graduates (Dropout category under-represented by 2.2%). Although a greater percentage of leavers responded and were engaged, the State experienced a significant drop in postsecondary competitive employment rates resulting in a slippage in 14B of 1.6%.

Findings of noncompliance with requirements of IDEA related to this indicator, if applicable, are included under Indicator 15.

Statewide Technical Assistance and Guidance/Improvement Strategies

Indicator 14 is one of the priority performance indicators examined in Washington State’s outcome-based monitoring system, which was approved by OSEP on September 29, 2005. The outcome-based monitoring system focuses on four priority areas, which incorporate ten of the twenty state performance indicators. The four priority areas are:

1. Secondary Transition – Indicators 1, 2, 13, and 142. Disproportionality – Indicators 4, 9, and 103. Least Restrictive Environment – Indicators 5 and 64. Statewide Assessment – Indicator 3

Figure 14.7. Trend Data Display for Measure C



OSPI also provides technical assistance to districts that are identified as being at-risk in this performance indicator area, as determined through data reviews. See the improvement activity table for more information.

All (100%) of the improvement activities described in the SPP and FFY 2011 APR have been completed. Improvement activities for this indicator are documented in the tables labeled (1) General (applicable to all indicators and found in the overview section of this APR on pages 3-5) and (2) Cluster A (applicable to Indicators 1, 2, 13, and 14, included below).

Improvement Category/

Justification*Improvement Activity Timeline(s)

Person(s) Responsible

& Resource(s)Status

Providing training/ professional development

Providing technical assistance

and

Collaboration/ coordination

A.1 Continue to provide technical assistance and training to districts through a State Needs Project (currently CCTS).

Conduct quarterly meetings between State Needs Project staff and OSPI staff to discuss activities, analyze data, and evaluate progress.

Provide technical assistance and training to districts relating to secondary transition as determined necessary through quarterly meetings described above.

2007–08 program year through 2012–13

Quarterly, 2007–08 school year, through 2012–13

Ongoing, 2007–08through 2012–13

OSPI special education and CCTS staff

Resources: Washington State Needs Grant, OSPI and CCTS staff time, travel expenses

This is a continuing activity that was completed as indicated in FFY 2012.

Improving data collection & reporting


and


A.2 Provide statewide technical assistance through the implementation of a series of webinars related to secondary transition. Webinar topics include: post-school outcomes and data collection,transition IEPs and the Indicator 13 checklist, age appropriate transitionassessments, Quality Indicators for Secondary Transition (QuIST), postsecondary goals, course(s) of study,student-led IEPs, and more.

Monthly, September through June of each year through 2012–13

CCTS personnel

Resources: Staff time, webinar

resources

This is a continuing annual activity that was completed in FFY 2012 as indicated.


and

Clarifying/ developing policies and procedures

A.3 (Note: this activity is specific to Indicator 13).

A.4 Provide, and annually update, information regarding Washington’s graduation requirements and alternatives on OSPI’s website (Graduation Requirements Toolkit:http://www.k12.wa.us/graduationrequirements/GraduationToolkit.aspx)

September –October 2007, available to districts through 2012–13

OSPI Senior Policy Advisor

Resources: OSPI personnel time, OSPI website

This is a continuing activity completed in FFY 2012. The toolkit will be updated annually.

Improving data collection/ reporting

and


A.5 To inform and encourage youth to respond to the post-school interviews the State will encourage schools to play the “Be a Superstar” YouTube video through Channel 1 and to distribute flyers to inform parents and youth of the post school interviews. The State will modify the NPSO flyers to meet State needs and post the flyers on the State website.

Training will be intensified and provided

Video – August, November, April, & May; annually through FFY 2012

Flyers – at each junior & senior student’s IEP meeting

Targeted

CCTS staff

Resources:NPSO & Pacer YouTube video

Student and Parent flyers http://psocenter.org/

This is a continuing activity that was completed in FFY 2012. (Note: this activity is specific to Indicator 14).



through the Educational Service Districts with teachers and school personnel to assure complete and reliable information in order to contact the Leaver the year after graduating or dropping out of high school. Data will be analyzed to identify those districts that need technical assistance to increase their respondent rates with their former students.

Trainings at ESDs


and


A.6 Technical support and ongoing coaching will be provided to targeted districts where response and/or engagement rates are lower than the state average, to increase research-based activities correlated with increasing student school engagement and decreasing rates in student dropouts. Coaching will include support for conducting root cause analyses and/or a needs assessment to identify district-specific barriers and corresponding targeted improvement activities. ESDs in which the targeted districts are located will be invited to participate in the planning, analysis, development, and implementation processes.

Fall, Winter, & Spring annually through FFY 2012

CCTS staff

Resources:SEA budget reallocations

This is a continuing activity that completed as indicated for FFY 2012. (Note: this activity is specific to Indicator 14).

Improving coordination & collaboration

and


A.7 Develop and implement an intensive action research project in collaboration with the University of Washington –Bothell to identify and analyze potential correlations between IEP development, provision of special education and related services, and subsequent post-school outcomes of students served within three to five of the school districts located within Puget Sound ESD.

Summer 2012 through FFY 2012 CCTS staff

This is a new activity for FFY 2011 and was completed, as indicated for FFY 2012. (Note: this activity is specific to Indicators 13 and14).

*Improvement activities have been clustered as a result of stakeholder input and OSEP technical assistance resources (refer to APR overview for a more detailed justification).

Revisions, with Justification, to Proposed Targets / Improvement Activities / Timelines / Resources for FFY 2012

Revisions to baseline: NoRevisions to targets: NoRevisions to improvement activities/timelines/resources: No

Additional Information Required by the OSEP FFY 2011 APR Response Table for this Indicator

Statement from the Response Table State’s Response

The State revised the targets for FFY 2012 and improvement activities for FFY 2011 and FFY 2012 for this indicator and OSEP accepts those revisions.

Washington continues to implement improvement activities in order to achieve progress.

Part B State Annual Performance Report (APR) FFY 2012 · APR Template – Part B (4) WASHINGTON...

Documents

Transcript of Part B State Annual Performance Report (APR) FFY 2012 · APR Template – Part B (4) WASHINGTON...