Increasing the Likelihood of Obtaining a Degree and
Transitioning from Postsecondary Education to
Employment or Further Education
Jim Martin, Ph.D.University of OklahomaZarrow Center for Learning [email protected]://education.ou.edu/zarrow/
http://education.ou.edu/zarrow/
What We Still Need to Do To Finish the Job
Alternative Title
3
The Reason Why - 1
4
The Reason Why -2
5
6
7
8
Agenda
Quiz Time What We Know Transition Success Anchors
Self-Determination Goal Attainment Disability Awareness
Preparing To Move From College to Adult Life
Quiz Time
Test Your Knowledge
10
Seven Question Student Outcome Quiz
What percent of workers who had IEPs in high school like their jobs?
What percent of students with IEPs dropped out of HS?
Which domain is the biggest area of concern for former high school students with IEPs? Reading Math Social Skills Health
Care What percent of former students
with IEPs receive gov’t benefit payments?
11
More Questions
Which former group of HS students with IEPs are more likely to be single? male or female
What disability group is most likely to be enrolled in 4-year colleges? LD EBD MR Hearing/Vision
What percent of students with IEPs in high school self-identify in postsecondary ed?
What We Know
General Outcomes
13
Characteristics of Out-of-School Youth (NLTS2)
Social skills are the most problematic for all categories of youth About 6 in 10 have moderate social skill
scores 28% left school without a diploma About 70% worked since leaving HS
40% working a couple years after leaving HS
Much lower than the 63% of same age youth without IEP
14
Job Site Accommodations (NLTS2 – 2005)
About 4% of those who left HS receive job site accommodations Most employers are unaware of disability
Of employers who are aware of disability 25% receive workplace accommodations
40% of employed youth like their jobs 55% of general ed workers like their jobs
(Conference Board, 2007)
15
Emerging Independence 2 years after leaving, 75% living with
parents Similar rate to general ed students
66% of those living with roommate or spouse report annual income of less than $5,000
About 10% participate in gov’t benefit program
8% has had a child About same rate as general population
Rate of being arrested and on probation equals rate of same age peers in general ed population
16
Cost of Dropping Out
DO significantly less likely to be engaged in school or work
DO more likely to support independent household and children 4 times higher than those who
completed HS Less likely to have driver’s license or
checking account, and be a voter More than 33% spent one night in jail
5 times higher than those who completed HS
17
Differences by Disability
LD or Health Impairments 75% completed high school 75% worked, with 45% working 2 years
after HS Large reduction in passive leisure and
large increases in seeing friends often Large declines in organized groups and
volunteer activities
18
Differences by Disability
Emotional Disturbance Highest dropout rate 35% no longer live with parents
▪ Greatest increase in living in criminal justice. mental health facilities, or on the street
33% have not been engaged with leaving HS
75% have been stopped by police (other than traffic violation)
19
Difference by Disability
Mental Retardation or Multiple Disabilities Most likely to stay in school until 21 Least likely to have obtained regular
diploma Lowest overall rate of engagement Least likely to see friends Least likely to take part in organized
groups
20
Difference by Disability
Hearing or Visual Impairment More than 90% obtained regular HS
diploma Twice as likely to enroll in postsecondary
ed▪ 66% had done so▪ 40% enrolled in 4-year schools – highest of all
groups Most likely to be engaged in community
groups Low criminal justice contact Those with hearing impairment less
likely to see friends
21
Other Differences
African-American youth at 16% disadvantage compared to white youth in rate of employment
Those from higher income parental home more likely to be engaged in school or work
Females are 6 percentage points more likely to have enrolled in higher ed than males
Females less likely to be single than males
22
Transition from High School to IHEs
53% of students with disabilities plan on attending an education program after leaving high school compared to 95% of their non-disabled peers (Wagner, Newman, Cameto, Garza, & Levine, 2005).
Yet only 19% of youth with disabilities follow through compared to 40% of their non-disabled peers (Wagner et al., 2005).
The rate of current enrollment of youth with disabilities in 2-year/ community colleges is not significantly different from that of their peers in the general population (10% vs. 12%).
Similar-age youth without disabilities are more than four and one-half times as likely as youth with disabilities to be currently taking courses at a 4-year college (28% vs. 6%, p<.001).
23
What’s Going On?
What can be done to prevent such a high drop out rate?
What can be done to improve the marginalized outcomes for minority groups of students?
Why so few former students with IEPs going on into higher ed? What can be done to increase expectations? Why more females than males going into higher
ed? Why do so few of those who do enroll in
higher ed self-identify for disability support?
24
Future Transition Ed Efforts
Increased focus on teaching students disability awareness
Increased focus on teaching in-school and job site self-advocacy skills
Increased focus on building students’ expectations for adult life after high school to include going into higher ed to attain degree and better job
Increased focus on disability specific transition education practices Autism, emotional/behavior disorders, etc
What We Know
Postsecondary Education
26
The Numbers In Higher Education
College freshman with a disabilities increased from 2.6% in 1978 to 9% in 1996 (Cameto, Newman & Wagner, 2006).
Surveys of freshman at 4-year colleges report the percent of students with disabilities has gone from 3%, up to 9%, then down to 6% (Henderson, 1998, 2001)
27
Transition from High School to IHEs
53% of students with disabilities plan on attending an education program after leaving high school compared to 95% of their non-disabled peers (Wagner, Newman, Cameto, Garza, & Levine, 2005).
28
Types of Higher Ed Programs Former students with IEPs
5% attended vocational or technical schools within two years of graduating.
20% enrolled in community college, with 10% doing so two years later
9% enrolled in 4-year college with 6% doing so two years later.
30% of youth with disabilities enrolled in some type of postsecondary ed compared to 41% of their non-disabled peers (Wagner et al., 2005). Dropped down to 20% taking classes a two years later
29
Rate of Enrollment
The rate of current enrollment of youth with disabilities in 2-year/ community colleges is not significantly different from that of their peers in the general population (10% vs. 12%).
Similar-age youth without disabilities are more than four and one-half times as likely as youth with disabilities to be currently taking courses at a 4-year college (28% vs. 6%, p<.001).
30
Disclosure & IHE Disability Support
Of youth with a high school IEP in IHE (Wagner et al., 2005). 52% do not believe they have a disability 7% believe they have a disability but did not
disclose 40% identified having a disability
88% of students who identified received services 12% rejected or refused services once offered
Put all of this together, about a third of former students with IEPs who attend postsecondary ed receive disability support
31
Retention and Graduation
One percent of the students with disabilities enrolled in 4-year schools graduated in a four-year period (Cameto et al., 2006).
20% of students with LD who began IHE graduate 5 years after high school compared to 44% for students without LD (Murray, Goldstein, Nourse, & Edgar, 2000).
10 years after high school, 44% of students with LD graduated compared to 78% without disabilities (Murray, et al., 2000).
Assume 100 students with IEPs in high school 72 will graduate 22 will enroll in higher education 4 will graduate from higher education five years after
starting
32
After Graduation from IHE
Graduates with LD employed at comparable rates as former students with LD (Madaus, Foley, McGuire, & Ruban, 2001).
Earning a degree from an IHE benefits the employment outcome of adults with learning disabilities (Madaus, 2006).
Students with disabilities other than LD graduating from IHEs appear to have less positive results (Roessler, Hennessey, & Rumrill (2007).
Some students with disabilities at IHEs lack the skills and confidence to seek employment (Corrigan, Jones, & McWhirter, 2001).
Questions and Future Trends
Postsecondary Education
34
What’s Going On?
Why do so few students with disabilities enter higher ed? What happens to the dreams? Why do so few seek disability support?
Why the poor long-term graduation rate? Why do fewer students with disabilities who
graduate from college continue to graduate school?
Why do some students with disabilities (maybe as many as 33%) experience trouble transitioning from IHE into employment?
35
Future Trends in Postsecondary Ed
Transition education for students with disabilities enrolled in postsecondary educational programs (Sitlington, 2003)
Higher Ed needs to strongly consider adopting transition education practices to finish the job (Roessler, Hennessey, & Rumrill, 2007).
More specialty programs for students with disabilities in higher education
Focus on self-determination instruction
36
The Other Transition: Is There Another Task to Do?
Transition education for students with disabilities (Sitlington, 2003):
Enrolled in higher education programs Preparing to move from higher education into
full-time careers Higher Ed needs to strongly consider
adopting transition education practices to finish the job (Roessler, Hennessey, & Rumrill, 2007).
Where and Who? Disability Resource Centers? Career Development Offices?
Answers to Quiz
Self-Score Quiz Answers
38
Seven Question Student Outcome Quiz - Answers
What percent of workers who had IEPs in high school like their jobs? 40%
What percent of students with IEPs dropped out of HS? 28%
Which domain biggest area of concern for former high school students with IEPs? Reading Math Social Skills Health
Care What percent of former students
with IEPs receive gov’t benefit payments? 10%
39
More Questions
Which former group of HS students with IEPs are more likely to be single? male or female
What disability group most likely to be enrolled in 4-year colleges? LD EBD MR Hearing/Vision
What percent of student with IEPs in high school self-identify in postsecondary ed? A third (appx 33%)
Transition Success Anchors
Components of a Transition Education Program
41
Transition Education Anchors
Transition Success Behaviors Self-Determination Skills Teaching Goal Attainment Disability Awareness
Preparing for Move From College to Adult Life Adaptive Behavior Identification Career Exploration
Self-Determination: The Meaningful Outcome
Self-Determination
What is SD?What are the traits of a SD Person?
Why is SD Important?
Macro-Level SD
Right of people to determine their own destiny.
Empowers groups of people to take control of their own affairs and direct their own futures.
What are some groups who have learned to take control of their own affairs?
UN General Assembly (1991)
All people have the right to
self-determination. By virtue of that right they must be free to pursue their economic, social, and cultural
development.
Question
What was the first act of national and democratic self-determination in
the world?
Answer
The American Revolution
Micro-Level SD
Concerns the Individual
Make choices and set goals based upon an understanding of their interests, skills, and limits
Express their goals to help build support
Establish a plan to attain their goal
Evaluate their plan Adjust their goal or plan
Self-Determined Individuals Will
Martin & Huber Marshall, 1993
Self-Determined Learning Theory
Adaptation is at the heart of Self-Determination
Field & Hoffman’s
Goal Setting Model• Know Yourself
• Value Yourself
• Plan
• Act
• Experience Outcomes & Learn
Goal Attainment
From an awareness of personal needs individuals will choose goals, then doggedly pursue them (Martin & Huber Marshall, 1993)
SD is a person’s ability to define and achieve goals from a base of knowing and valuing oneself (Field & Hoffman, 1994, 1995)
SD is the repeated use of skills necessary to act on the environment in order to attain goals that satisfy self-defined needs and interests (Mithaug, 1996)
Self-Determination Constructs
• Self-awareness• Self-advocacy• Self-efficacy• Decision-making• Independent performance• Self-evaluation• Adjustment
Self-Determination Bits
SD is all important for individuals with disabilities
Attainment of SD is the crucial goal for people with disabilities
SD is an inherent right Choices initiate SD
SD Is a By Product of Skills and Opportunities
Skills
opportunity
56
AIR Self-Determination Assessment
Educator Version Parent Version Student Version
Dennis Mithaug – Columbia Univ – New York City
57
AIR SD Assessment Components
AIR SD Assessment Capacity
▪ Knowledge▪ Ability▪ Perception
Opportunity▪ At school▪ At home
Graph Results
58
Complete the AIR Educator SD Assessment on a Student You Know.
59
Page 2 of OK IEP Examples – top box, page 3 top box
Page 2, top box and Page 3 top box for example of OK IEP Examples
60
Transition Success Behaviors
We know postschool success behaviors
Assess students to determine what they know and what they still need to learn
Teach skills Provide opportunity to
master skills
61
Missing Link In Transition
We need an assessment tool based on actual postschool success behaviors.
We need a tool to assess students’ current behavior linked to identified transition success predictors.
No tool like this exists (that we could find).
62
Postschool Success Predictors
Reviewed the literature to identify student behaviors that predicted postschool success. About 50 quantitative and
qualitative studies Several different search
engines Journal reference lists Hand searched major
journals Asked colleagues around the
country
63
14 Concept Clusters
• Desires • Goals
• Strengths • Limits
• Disability Awareness • Persistence
• Use of Support Systems • Coping Skills
• Social Skills • Proactive Involvement
• Making Positive Choices • Job Experience
• Transition Education
64
Transition Success Assessment
Transition Success Assessment: A Transition Behavior Profile Professional, Family, and Student TSA
Versions TSA Graphic Profile TSA Goal Identification Matrix
Takes about 10 minutes to answer the items and score
65
Wording of TSA Items
Fine tuned wording internally at ZC
Conducted six social validity groups 4 expert panels (27
participants) 1 parent panel (8 participants) 2 student panel (12
participants) First round produced changes to
36 of 50 Professional TSA items Subsequent panels made fewer
and fewer changes
66
Issues Expressed by Social Validity Groups
Family group focused on wording associated with friends, asking for support, coping skills, and independent living.
Students did not like the word “used.” Professional group more sensitive regarding
words such as limitation and disability awareness.
Very positive feedback from all the groups Easy to understand and use Makes sense Beneficial to planning students’ future “Now I understand what to teach” Found the TSA practical
67
Remaining Tasks
Complete internal reliability study with at least 100 professionals, 100 students, and 50 parents
Test-retest reliability (four weeks apart)
Factor analysis of items to determine final clusters
Complete user manual Disseminate final TSA
68
IES Grant Submitted
Submitted grant to IES to conduct large scale studies Structural equation modeling to
build construct validation Test parallel versions (student,
professional, and family) Similar factor structure across
tools Reliability studies across country Undertake predictor studies
69
Benefits of Using TSA for IHEs
Defines behaviors students need to learn to increase likelihood of transition from IHE to employment or further education.
Provides goals and objectives to begin self-improvement efforts or to target instructional programs to improve specific behaviors
70
Transition Success Assessment – Draft 50
Let’s Look At the TSA
Transition Success Behaviors
Teaching Goal Attainment
Dream
Its fun to dream, but how do dreams become reality?
GOAL ATTAINMENT
Goal Attainment Is The Most
Important Self-Determination
Component
(Wehmeyer, 1994).
Goal Attainment Facts
Students ability to problem solve, which includes goal attainment, predicts students enrollment into postsecondary education (Halpern, Yavanoff, Doren, & Benz, 1995)
Students with learning and other disabilities lack goal attainment skills (Fuchs, Fuchs, Karns, Hamlett, Katzaroff, & Dutka, 1997)
Students with high incidence disabilities differ significantly from nondisabled peers in their ability to choose and attain goals (Mithaug, Campeau, & Wolman, 2003)
Autonomy & Competence The more autonomous (self-determined) a
person believes their behavior to be the greater the personal satisfaction and enjoyment from engaging in that behavior (Deci & Ryan, 2000)
Feelings of competence (self-efficacy) shape a person’s willingness to actively engage and persist in different behaviors (Bandura, 1997)
Diminished perception of competence leads to lower motivation and a decrease in willingness to pursue goals and persist in their attainment. This limits overall educational growth (Bandura, 1997).
Take ActionTeaching Goal Attainment
Choosing Employment GoalsSopris West Publishers(www.sopriswest.com)
Take Action Major Steps: Plan
Break goals down into doable steps Establish standards Determine how to get feedback Determine motivation to attain goal Determine strategies Determine support Schedule Express belief that goal can be attained
Take Action Major Steps: Action
Record or report performance Perform to standard Obtain feedback on performance Motivate self to complete tasks Use strategies Obtain support as needed Follow schedule
Take Action Major Steps: Evaluate
Determine if goal attained Compare performance to standard Evaluate usefulness of feedback Evaluate if motivation helped prompt my
achievement Evaluate effectiveness of strategies Evaluate usefulness of support Evaluate usefulness of schedule Evaluate my belief
Take Action Major Steps: Adjust Adjust goal if needed Adjust or repeat standards Adjust or repeat feedback method Adjust or repeat motivation Adjust or repeat strategies Adjust or repeat support Adjust or repeat schedule Adjust belief statement
Introduction
Introduces the Take Action processPlanActEvaluateAdjust
Goals: long and short-term Break long-term goals into short-term goals
Write The Steps in the Correct Order from 1 to 4.
Introducing Plan Parts
Watch a 10-minute video that introduces the Take Action Process and overviews the six important steps to make a planLesson 2 Teaches
- Standard - Strategy- Motivation - Schedule
Each Plan Part Answers a Question
Standard: what you will be satisfied with
Motivation: why you want to meet your standard and accomplish your goal
Strategy: how I accomplish my standard to meet my goal
Schedule: when will I do my strategy or work on my goal
Each Plan Part has an Associated Question
What are they?
Same Goal - Different Standards
What are the standards for the runner, weight lifter, and dog walker?
More Plan Parts
Review first four plan parts Teach Support Teach Feedback Case Study Review Quiz
Support
Support is help provided by other people or things
The support question is “What Help Do I Need?”
What support did the car driver need in the video?
What support does the runner or weight lifter need?
Feedback
Feedback: information you get on your performance
What feedback did the driver get in the video?
Trace exercise Sources of feedback
Critiquing Plans
• Review long & short term goals
• Puzzle Quiz
• Take Action Critique Tool
• Sample Plans
Match word to question
Sample Plan
Writing a Plan
Students develop a plan to accomplish a goal
Complete cumulative quiz Critique Michelle’s Plan Breakdown “get good grades in
class” goal Complete plan for “get good grades
in class” goal Complete plan aloud in class
Critique Michelle Pass’ Plan
Evaluating & Adjusting Plans
Review and complete 3 example case studies from plan through evaluate and adjust
Apply evaluation and adjustment concepts to own plan
First Review Michelle Pass’ Plan to Get Good Grade
Use Take Action Process
Apply Take Action Process to Personal Goals Employment Goals School Goals
Disability AwarenessTeaching How Disability Impacts “My Life”
105
My Perceptions of My Disability
STUDENTS NEED TO LEARN TO ANSWERSS THESE TYPES OF QUESTIONS
106
Self-Determination Cycle
SDTP Lessons
The 1st SD-TP LessonAwareness of Self, Family, Community, and Disability
Input Circle
Vision for Adult Living
You and your family will consider:
where you will live.
how you will take care of yourself.
how you will participate in your community.
Pre/Post Test Mean Scores
While the difference in the scores on the pre-test was not statistically significant, this gap may indicate a difference in the groups despite the random assignment.
There was a noticeable statistically significant effect on the Post-Test, with a corresponding moderate to large effect size.
Student Self-Efficacy
Post-test comparison shows significant increase for students in the intervention group with moderate effect size
Significant increases for students in the intervention group on 7 of 10 self-efficacy statements
Student Intervention group mean scores increased on all statements
Mean scores for students in the Control group stayed about the same pre to post
Group Pair Mean SD t df Sig. (2 tailed)
Effect Size d
Pre 16.79 4.379 -3.157 18 .005** Intervention Post 20.63 5.559 .63 Pre 17.69 5.225 .070 15 .945 Control Post 17.63 3.739
* p < .05 ** p < .01
Statement Pair Mean SD t df Sig. (1 tailed)
Pre 2.00 .745 -2.041 18 .028* 1. At my next IEP meeting I know I can talk about my disability.
Post 2.26 .562
Pre 1.79 .713 -1.242 18 .115 2. I know the employment, further education, and adult living goals that I will talk about at my next IEP meeting.
Post 2.11 .737
Pre 1.26 .733 -3.314 18 .002** 3. I know the meaning of IEP transition words like Summary of Performance, Plan of Study, and Present Level of Educational Performance.
Post 1.89 .809
Pre 1.79 .855 -2.379 18 .014* 4. I know I can tell my IEP team about the job I want after graduation.
Post 2.32 .582
Pre 1.74 .733 -2.970 18 .004** 5. I know I can tell my IEP team about getting more education when I graduate from high school.
Post 2.26 .562
Pre 1.68 1.003 -2.141 18 .023* 6. I know I can tell my IEP team about where and how I want to live after graduation.
Post 2.16 .765
Pre 1.79 .855 -1.157 18 .131 7. I know I can tell my IEP team about the course of study that will help me reach my transition goals.
Post 2.05 .780
Pre 1.35 .806 -5.840 16 .000** 8. I know I can tell my IEP team about the adult supports and services I might need after graduating from high school.
Post 2.41 .496
Pre 2.06 .966 .489 16 .316 9. I know what my family thinks I should do after I graduate from high school.
Post 1.94 .827
Pre 1.24 .664 -2.524 16 .012* 10. I know how to use the Summary of Performance to help me discuss transition issues at my next IEP meeting.
Post 1.88 .857
Total Self-Efficacy
Intervention Group Self-Efficacy Results
Preparing for Move From College to Adult Life
Teaching “What Am I Going To Do?”
Student Transition Questions
What are my interests, aptitudes, and capabilities in school, work, and community living?
Where do I want to live, work, or go to school after leaving college?
What courses do I want to take to graduate and prepare for my future?
What do I need to learn to do what I want?
What do I do after I leave school? What are my strengths? What do I need to improve to be
successful?Greene, G., & Kochhar-Bryant, C. A. (2003). Pathways to successful transition for youth with disabilities. New Jersey: Merrill Prentice Hall.
118
Goals After Graduation
Students Need To Answers These Questions Prior to Graduation
119
Career Development Stages. Where Are Your Students? Career Awareness
Believes self as worker in different jobs
Career Exploration Explore interests in relation to jobs
Career Preparation Skill acquisition that matches interest
and skills Career Assimilation
Movement into job
120
Transition Education Assessment
1. Adaptive Behavior Assessment
2. Vocational Interest and Skills Assessment
121
Casey Life Skills - Why Look Anywhere Else?
Web based and FREE!!! Spanish or English, with numerous
supplemental assessments Youth and caregiver formats Automatically scored and sent to you Can obtain class summaries Provides different levels of questions for
students across functioning levels Level 1 basic skills Level 4 complex skills
www.caseylifeskills.org
122
123
Page 4 of OK IEP Examples – top box, page 5 top box
124
Self-Directed Search - Form E
Students with limited reading skills Spanish version manual, assessment booklets,&
occupations finder Reports interests across
occupations Available: www.parinc.com Cost: $150
125
Self Directed Search - Form R
Students with advanced reading skills
Spanish version manual, assessment booklets,&
occupations finder Reports interests across
occupations, educational opportunities, and leisure
Available: www.parinc.com Cost: $150
126
On-Line Free Interest Inventories
On-Line Individual Interest Inventories My Future
▪ http://www.myfuture.com/toolbox/workinterest.html I Oscar
▪ www.ioscar.org Career Clusters
▪ www.careerclusters.org (download in pdf format)
127
Exploration of Interest Results
Occupational Outlook Handbook www.bls.gov/oco/home.htm www.bls.gov/k12/index.htm
Job videos (English or Spanish) Individuals & Job clusters http://acinet.org/acinet/videos.as
p?id=27,&nodeid=27 www.careervoyages.com
▪ Uses the above videos in an interactive format
128
YES! (Your Employment Selections)
Reading free, video based job preference program
Videos for 120 jobs Accessed by characteristics or job choices Matched to training and qualifications
Can access from CD ($395) or web ($20 per person for 3 months)
www.yesjobsearch.com
129
COPS-PIC
Non-Verbal Assessment of Occupational Interest
EDITS / P.O. Box 7234 / San Diego, CA 92167
800-416-1666 / 619-222-1666 / Fax 619-226-1666
25 copies for $50.90
130
Designed for Students Who Find the Interest
Inventories Not Useful
Functional Vocational Assessment
131
Vocational Interests via Career Exploration - For
Those Who Can Read
Choosing Employment GoalsSopris West Publishers(www.sopriswest.com)
132
Coverage
Intensive lessons in teaching Choosing Goals process (lessons 1 - 5)
Community-based assessment and problem solving (lessons 6 - 15)
Classroom-based career exploration (lessons 16 - 19)
133
Key: Determine Match Between What I Like and What’s at This Site
134
Each time student chooses a characteristic one more cell on the graph is marked
135
Job Duties - How I Did
Job duties identified and written onto form Student evaluates speed, independent
performance, and accuracy Supervisor evaluates speed, independent
performance, and accuracy Match made between student and supervisor
136
Uses self-evaluation methodology to teach job performance skills and to assess job duty skills
137
Where Does Transition Education Fit?
Who Is Going To Do This?
138
Where Does Transition Education Fit?
Disability Resource Center staff need to advocate for adopting transition education practices.
Use local and national follow-up studies to support efforts.
Work with campus support systems. May become a job of DRC, Career
Development Offices, or an Enhanced Learning Skills Center
139
Jim Martin, Ph.D.
University of Oklahoma
Zarrow Center for Learning Enrichment
Norman, OK 73019
Phone: 405-325-8951
E-mail: [email protected]
Web: http://education.ou.edu/zarrow/
For More Information Contact:
Top Related