1) Type your name, email address, and zip code (along with all team members participating with you) in the ‘Chat Box’ on the left. 2) CCTS will conduct a sound check at 2:50 and 2:55. We’ll begin at 3:00 and end by 4:00. 3) Use the ‘Chat Box’ to type in questions and/or responses; we’ll address these mid- way through the webinar and during the last ten minutes. 4) After the webinar, you will receive a follow-up email requesting that you complete a quick survey. Thank you for joining us today! How did we do? EVALUATING OUR PROGRESS
1)Type your name, email address, and zip code (along with all team members participating with you) in the ‘Chat Box’ on the left. 2)CCTS will conduct a.
Jan 19, 2016
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1) Type your name, email address, and zip code (along with all team members participating with you) in the ‘Chat Box’ on the left.
2) CCTS will conduct a sound check at 2:50 and 2:55. We’ll begin at 3:00 and end by 4:00.
3) Use the ‘Chat Box’ to type in questions and/or responses; we’ll address these mid-way through the webinar and during the last ten minutes.
4) After the webinar, you will receive a follow-up email requesting that you complete a quick survey.
Thank you for joining us today!
How did we do?EVALUATING OUR PROGRESS
Raise your hand and wait to be called on by moderator
You may ask questions by typing in the chat box or by raising your hand (if you have a microphone).
If you have a microphone, please keep it turned off until called on.
The Center for Change in Transition Services
Dr. Cinda JohnsonPrincipal Investigator
Sue Ann BubeDirector
Beth CharlesProject Coordinator
Improving post-school outcomes for students with disabilities in Washington State
http://www.seattleu.edu/ccts
How did we do?EVALUATING OUR PROGRESS
AGENDA
Washington State Post-school data– 2010-2011 Leavers
The Center for Change in Transition Services
– Trainings (Webinar & On-site)
– Technical Support
District Level
– Indicators 1, 2, 13, and 14
HOW DID WE DO? EVALUATING OUR PROGRESS
We want your feedback!Be prepared to answer questions, interact with participants and win a few prizes.
INTERACTIVE?YES. TODAY WILL BE AN INTERACTIVE WEBINAR.
Complete the analogy
Transition is like__________________
because__________________.
Transition is NOT like__________________
because__________________.
OR
Washington State Post-School DataHOW DID WE DO?
What does the state data show?2010 – 2011 GRADUATES VS. NON-GRADUATES
How did we do?
Higher Education23.5%
Competitively Employed25.7%
Not Engaged36.1%
Other Education/Training4.6%
Other Employment10.1%W
ashi
ngto
n Po
st-S
choo
l Dat
a 20
10-2
011
Leav
ers
Washington State by Disability2010-2011 POST-SCHOOL OUTCOMES FOR STUDENTS WITH IEPS
What questionscould we ask
about thedata?
How did we do?
Who are the Not Engaged?Gender
Male 62% Female 38%
Graduation
Drop Out 24% Age Out 4%
70%
36.1%n=1,714
Who are the Not Engaged? 36.1%
Category Count % of NE Respondents
White Male SLD 255 15%
White Male OHI 225 13%
White Female SLD 185 11%
White Female OHI 88 5%
Education
Higher Education: A youth who has been enrolled in a full- or part-time basis in a community college (2 year) program, or college/university (4 year+) program, for at least one complete term at any time in the first year since leaving high school.
Some Other Education: A youth who has been enrolled on a full- or part-time basis for at least one complete term at any time in the year in the first year since leaving high school in an education or training program.
Educ
atio
n
StatusStatus
TypeType
TermTerm
Education
Status
Type
Term
Education
StatusStatus
TypeType
TermTerm
Education
EngagedNot
EngagedAttempted
Engagement
Employment
Competitive Employment: A youth who has worked for pay at or above minimum wage in a setting with others who are nondisabled for a period of 20 hours or more a week for at least 90 days at any time in the first year since leaving high school. This includes military employment.
Some Other Employment: A youth who has worked for pay or been self-employed for a period of at least 90 days at any time in the first year since leaving high school. This includes working in a family business. (e.g., farm, store, fishing, ranching, catering services, etc.)
Empl
oym
ent
CompetitiveEmployment Employment Employment
EngagedNot
EngagedAttempted
Engagement
Worked for PayWorked for Pay
≥ Min Wage*≥ Min Wage*
Non-Disabled Peers*
Non-Disabled Peers*
≥ 90 days≥ 90 days
≥20 hrs*≥20 hrs*
Worked for Pay
≥ Min Wage*
Non-Disabled Peers*
≥ 90 days
≥20 hrs*
Worked for PayWorked for Pay
≥ Min Wage*≥ Min Wage*
Non-Disabled Peers*
Non-Disabled Peers*
≥ 90 days≥ 90 days
≥20 hrs*≥20 hrs*
* Note that the minimum of 20 hours a week , minimum wage, & working with non-disabled peers is a requirement for Competitive Employment but not Some Other Employment
Who are the Not Engaged?
Group 1: Youth in this category NEVER enrolled or worked since leaving high school.
Group 2: (Attempted Engagement) Youth enrolled or worked since leaving high school, but did not meet the criteria for having worked or enrolled, as defined by OSEP.
36.1%
Who are the Not Engaged? 36.1%
• 1,218 (25.7% of respondents)– 490 Specific Learning Disorder (40%)– 296 Other Health Impairments (24%)– 114 Intellectual Disability (9%)– 99 Multiple Disabilities (8%)– 68% Earned a Diploma– 28% Dropped Out of School
Gro
up 1
: NEV
ER E
NGAG
ED
Who are the Not Engaged? 36.1%
Is there evidence of attempted engagement?
Did they contact agencies?
Gro
up 1
: NEV
ER E
NGAG
ED
Who are the Not Engaged?
• 1,218 Respondents in Group 1• 404 contacted 1 or more agencies (33%)
– 185 contacted DVR– 119 contacted DDD– 48 contacted Worksource
• Anecdotal Comments• Students halted activities to either
– Care for their own family– Care for siblings or elders– Waiting on DVR, DDD, ...– Homelessness
Gro
up 1
: NEV
ER E
NGAG
ED
Who are the Not Engaged? 36.1%
• 496 (10.5% of respondents; 29% NE)– 232 Specific Learning Disorder (47%)– 137 Other Health Impairments (28%)– 75% Earned a Diploma– 22% Dropped Out of School
Gro
up 2
: Atte
mpt
ed E
ngag
emen
t
Who are the Not Engaged? 36.1%
What is the evidence ofattempted engagement?
Did they contact agencies?
Gro
up 2
: Atte
mpt
ed E
ngag
emen
t
Who are the Not Engaged?G
roup
2: A
ttem
pted
Eng
agem
ent
Enrolled in PS EDWorked for PayEnrolled in PS EDWorked for Pay
≤ Min Wage≤ Min Wage
≤ 20hours≤ 20
hours
≤ 90 days≤ 90 days
TermTerm 28%
74%
19%
70%
The Center for Change in Transition ServicesHOW DID WE DO?
The Center for Change in Transition Services
TrainingsWebinar Series
– Transition 101– Data Webinar– Indicator 13
On-Site Trainings– Transition Travel
Guide– Train-the-Trainer
Improving post-school outcomes for students with disabilities in Washington state
Technical SupportWebsite
– ResourcesIndicator 13
– Flow Chart– Training Modules
Post-School Survey– Training Modules– Email and Telephone
Support
Remembering the Webinars
Transition 101
Five-part series that encompassed all five domains of CCTS’ Quality Indicators for Secondary Transition (QuIST).
School-Based Activities
Work-Based Activities
System Support
Family Involvement
Connecting Activities
Indicator 13 Explored our online IEP Review tool.Post-School Survey
Fall: Discussed 2012 data collectionWinter: Analyzed data with directorsSpring: Prepared for 2013 Collection
Post-School Data: Make it Count
Data Webinar for Directors
The 2013 Post-School Survey
Name one tool or resource that you learned about
through the webinar series and either used in the
classroom or shared with someone else.
How did we do?
What would you like the webinars to be like next year?
Time? Topics? Style?
Feedback
Did you use any of CCTS’ other services?
If so, which ones?
Feedback
The XYZ School DistrictHOW DID YOU DO?
Critical Interrelationship
Modified from NSTTAC
Quality IEPs
Stay in School
Graduate
Positive Post-School Outcomes
(Indicator 13)
(Indicator 2)
(Indicator 1)
(Indicator 14)
Critical Interrelationship
WeakIEPs
Graduate
Positive Post-school Outcomes
(Indicator 13)
(Indicator 2)
(Indicator 1)
(Indicator 14)
Don’t Stay in School
Post-School Outcomes (14)Postsecondary education/training, Employment,
& Independent Living
Post-School Outcomes (14)Postsecondary education/training, Employment,
& Independent Living
Not so good?Not so good? Good?Good?
Why? Why Not?
Dropping Out (2)Why?
Appropriate Programs?Address student & family needs?
Graduation (1)Expectations & Standards?
Various pathways? Linkage to post-school environments?
What’s the Quality of Our IEPs? (13)Measurable post-school & annual goals, transition-related
assessments, services & activities, coordination of services, and student & agency involvement
What’s the Quality of Our IEPs? (13)Measurable post-school & annual goals, transition-related
assessments, services & activities, coordination of services, and student & agency involvement
Adapted from NSTTAC (Kohler, 2009)
Usin
g Tr
ansit
ion
Indi
cato
rs to
Impr
ove
Wha
t We
Do
Question & Answer Time
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