Examining Examining the the differences differences in transition in transition outcomes by outcomes by school exit. school exit. NYSED VESID NPSO, 5/12/09, DVJ Source: SPP, 2/09 Indicator 14 Data Set
Jan 13, 2016
Examining the Examining the differences in differences in transition transition outcomes by outcomes by school exit.school exit.
NYSED VESID NPSO, 5/12/09, DVJ Source: SPP, 2/09 Indicator 14 Data Set
Post School Outcomes of Students with Disabilities at Any Point Within One Year After Leaving High School
(2,453 NYS 2006-07 Exiters Transitioned at 91-92%)
Source: SPP, 2/09 Indicator 14 Data SetNYSED VESID NPSO, 5/12/09, DVJ
2007-08 Post-School Outcomes of Students with Disabilities at Any Point within 1 Year of Leaving High School in 2006-07
49%
29%20%25%
50% 61%29%
24%
16%15%
26%8%
81%84%
91%95%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
StatewideAll ExitTypes
(n=2,453)
Regular HSDiploma(n=1,672)
IEP Diploma(n=428)
DroppedOut (n=307)
Post Secondary SchoolOnly
Both Post SecondarySchool & CompetitivelyEmployed
Competitively EmployedOnly
perc
ent o
f stu
dents
with
dis
abili
ties
reportin
g o
utc
om
es
at
any
poin
t during th
e y
ear si
nce
HS
exi
t
Note: Exit subcategory of “Other” is too small to chart
NYSED VESID NPSO, 5/12/09, DVJ
Transition Gap: Never Connected Post-School
Source: SPP, 2/09 Indicator 14 Data Set
Post-School Outcomes of Students with Disabilities at Any Point Within 1 Year of Leaving High School
(outcomes exclude Military Service)
29% 26% 27%
16%
50%50%
39% 64%
11% 16%
20%
15%
30%29%36%
25%
50%
39%46% 42%
16% 15% 18%17%
89%92%
89% 89%92%
86%
95%91%
Statewide 06-07
(n=2,453)
Western 06-07
(n=166)
Mid West06-07
(n=302)
Mid State06-07
(n=203)
Eastern 06-07
(n=216)
H Valley 06-07
(n=452)
NYC 06-07
(n=412)
L Island 06-07
(n=702)
PostSecondarySchool Only
Both PostSecondarySchool &CompetitivelyEmployed
CompetitivelyEmployedOnly
perc
ent r
eportin
g o
utc
om
es
at a
ny
poin
t during th
e y
ear si
nce
HS
exi
t
NYSED VESID NPSO, 5/12/09, DVJSource: SPP, 2/09 Indicator 14 Data Set
2007-08 Post-School Outcomes of Students with Disabilities Interviewed Between 9-14 Months After Leaving School in 2006-07
How many made a positive connection at Any Point?
45%
28%19%24%
52% 62%31%
26%
16%14%
26%8%
80%85%
92%96%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
StatewideAll ExitTypes
(n=2,041)
Regular HSDiploma(n=1,418)
IEP Diploma(n=350)
DroppedOut (n=237)
Post Secondary SchoolOnly
Both Post SecondarySchool & CompetitivelyEmployed
Competitively EmployedOnly
perc
ent o
f stu
dents
with
dis
abili
ties
reportin
g o
utc
om
es
at
any
poin
t during th
e y
ear si
nce
HS
exi
t
Note: Exit subcategory of “Other” is too small to chart
NYSED VESID NPSO, 5/12/09, DVJ
Transition Gap: Never Connected Post-School
Source: SPP, 2/09 Indicator 14 Data Set
2007-08 Post-School Outcomes of Students with Disabilities Interviewed Between 9-14 Months After Leaving School in 2006-
07 How many were positively connected at 9-14 mos.?
27% 26% 25%40%
8%
10%
34%27%
8%30%
27%25%
87%79%
65%
57%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
StatewideAll ExitTypes
(n=2,041)
Regular HSDiploma(n=1,418)
IEP Diploma(n=350)
DroppedOut (n=237)
Post Secondary SchoolOnly
Both Post SecondarySchool & CompetitivelyEmployed
Competitively EmployedOnly
perc
ent o
f stu
dents
with
dis
abili
ties
reportin
g o
utc
om
es
at 9
-14 m
onth
s afte
r le
avi
ng H
S
Note: Exit subcategory of “Other” is too small to chart
NYSED VESID NPSO, 5/12/09, DVJ
Transition Gaps: •Never Connected or•Lost Connections
Source: SPP, 2/09 Indicator 14 Data Set
Post-School Outcomes of Students with Disabilities at Any Point Within 1 Year of Leaving High School
(outcomes exclude Military Service)
29% 25% 24%15%
51%52%
42%67%
10% 16%
20%
14%
28%29%35%
24%
52%40%
46% 43%
16% 15% 18%17%
89%92%
88%91% 93%
86%
96%92%
Statewide 06-07
(n=2041)
Western 06-07 (n=145)
Mid West 06-07 (n=259)
Mid State 06-07 (n=173)
Eastern 06-07 (n=185)
H Valley 06-07 (n=375)
NYC 06-07(n=316)
L Island 06-07 (n=588)
PostSecondarySchool Only
Both PostSecondarySchool &CompetitivelyEmployed
CompetitivelyEmployed Only
perc
ent r
eportin
g o
utc
om
es
at a
ny
poin
t during th
e y
ear si
nce
HS
exi
t
The 2006-07 total n is smaller than shown in the previous chart because to enable comparison with last year’s results on this issue, this chart excludes data from the 412 former students from the 2006-07 exiters interviewed sooner than 9-14 months after leaving high school.
Source 2009 APR Data; TCS Meeting, 2/24/09, DVJNYSED VESID NPSO, 5/12/09, DVJ
Source 2009 APR Data; TCS Meeting, 2/24/09, DVJ
The 2006-07 total n is smaller than shown in the previous chart because to enable comparison with last year’s results on this issue, this chart excludes data from the 412 former students from the 2006-07 exiters interviewed sooner than 9-14 months after leaving high school.
Post-School Outcomes of Students with Disabilities at 9-14 Months After Leaving High School
(outcomes exclude Military Service)
NYSED VESID NPSO, 5/12/09, DVJ
Finding, Getting & Keeping Post School Opportunities:Special Education Students Interviewed
9 - 14 months After School Exit
The 2006-07 total n is smaller than shown in the previous chart because to enable comparison with last year’s results on this issue, this chart excludes data from the 412 former students from the 2006-07 exiters interviewed sooner than 9-14 months after leaving high school.
Found & Connected Stayed Connected
Source 2009 APR DataNYSED VESID NPSO, 5/12/09, DVJ
Finding, Getting & Keeping Post School Opportunities:Special Education Students Interviewed
9 - 14 months After School Exit
The 2006-07 total n is smaller than shown in the previous chart because to enable comparison with last year’s results on this issue, this chart excludes data from the 412 former students from the 2006-07 exiters interviewed sooner than 9-14 months after leaving high school.
Found & Connected Stayed Connected
Source 2009 APR DataNYSED VESID NPSO, 5/12/09, DVJ
Student Development
Interagency and Interdisciplinary
CollaborationDistrict
Structure
Family Involvement
Student Involvement
NYSED VESID NPSO, 5/12/09, DVJ
What Makes a Difference in Successful Transitions?
• Transition Planning, K-12.
• Career Preparation, especially Paid or Unpaid Work Experiences in the Community.
• Safe, Supportive Educational Environment.
• Integrated Learning Environments.
• Attainment of a Standards Based Diploma.
• Collaboration among Student, Parents, School and Community.
NYSED PSI Data, Seniors 2001 Exit Survey, 3/15/02NYSED VESID NPSO, 5/12/09, DVJ
Student Development
Interagency and Interdisciplinary
CollaborationDistrict
Structure
Family Involvement
Student Involvement
NYSED VESID NPSO, 5/12/09, DVJ
TQI Component - Student InvolvementTQI Component - Student Involvement
Student Participation
• curricular activities prepare for participation in transition planning
• choice-making is facilitated during planning
• invited to participate in the process
• decisions driven by student and family
• career counseling provided to each student
NYSED VESID NPSO, 5/12/09, DVJ
National BenchmarkNational BenchmarkCASE Survey (1997), Student ParticipationCASE Survey (1997), Student Participation
• Students participate in their IEP meetings: 82% of the time
• School staff verbally invite students: 87% of the time
• Methods of enhancing participation and decision-making skills
– students interviewed about their future goals: 89%
– engaged in the dialogue at the IEP meeting: 85%
– self-determination and goal setting incorporated in curriculum and instruction: 64%
NYSED VESID NPSO, 5/12/09, DVJ
National BenchmarkNational BenchmarkMartin (2000), Self-Determination CurriculumMartin (2000), Self-Determination Curriculum
• Student skills for participating actively in IEP meetings– How to choose goals
– How to participate in and lead meetings
– How to develop and implement action plan
• Teacher strategies– Use the curriculum regularly
– Begin early
– Support students with sensitive issues
– Help students know and talk about their disabilities
– (for teachers) Feel comfortable with the process
NYSED VESID NPSO, 5/12/09, DVJ
When did you first receive information at school When did you first receive information at school about careers?about careers?
Per
cent
of S
tude
nts
Students with disabilities report receiving information at school about careers much later than their peers.
NYSED VESID NPSO, 5/12/09, DVJNYSED LPSI Data, Seniors 2001, Catalog 10, DJ 9/15/06
When did you first receive information at school When did you first receive information at school about postsecondary education?about postsecondary education?
Per
cent
of S
tude
nts
Students with disabilities report receiving information at school about postsecondary education much later than their peers.
NYSED VESID NPSO, 5/12/09, DVJ NYSED LPSI Data, Seniors 2001, Catalog 10, DJ 9/15/06
Students planning postsecondary education, Students planning postsecondary education, when did you decide?when did you decide?
Per
cent
of S
tude
nts
NYSED LPSI Data, Seniors 2001, Catalog 10, DJ 9/15/06
Among students planning postsecondary education, decisions are made much earlier by general education students than by special education students.
NYSED VESID NPSO, 5/12/09, DVJ
Student Development
Interagency and Interdisciplinary
CollaborationDistrict
Structure
Family Involvement
Student Involvement
NYSED VESID NPSO, 5/12/09, DVJ
TQI Component - Family InvolvementTQI Component - Family Involvement
Family Involvement• input into staff training• active in planning for
their child • responsible for specific
steps
Family Empowerment• Provide service guides • Pre-IEP planning• Informed choice-making
is encouraged
Family Training covers• effective advocacy techniques• transition process• community services and agencies
NYSED VESID NPSO, 5/12/09, DVJ
National ResearchNational ResearchCASE Survey: Family ParticipationCASE Survey: Family Participation
• Parents notified by form letter (82%) and/or phone call (60%)
• If no reply to notice, called day, evening, weekend: 80%
• When parents can’t attend, involve via
– phone conference: 55%
– mail draft IEP home for review and feedback: 54%
– meet individually with parent: 50%
• Parent preparation to participate accomplished by
– phone call or mail: 91%
– print information about the transition process: 64%
NYSED VESID NPSO, 5/12/09, DVJ
2%
9%
7%7%
13%
41%
23%
5%
14% 31%18%
30%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
ElementarySchool
Middle orJunior High
School
Grades 9-10 Grades 11-12
Never Did NoResponse
Statewide Students with Disabilities (n=2,386)
Statewide General Education (n=956)
Per
cent
of S
tude
nts
When did you first talk with your parents about When did you first talk with your parents about what to do after leaving school?what to do after leaving school?
Source: NYSED Longitudinal PSI Study, 2001 Seniors (Catalog 10, DJ 9/15/06)NYSED VESID NPSO, 5/12/09, DVJ
Students with disabilities most frequently discuss their future plans with parents in their later school years.
Student Development
Interagency and Interdisciplinary
CollaborationDistrict
Structure
Family Involvement
Student Involvement
NYSED VESID NPSO, 5/12/09, DVJ
Employment One Year Post High School
NYSED LPSI Data, Class of 2001, One Year Beyond High School, 7/03NYSED VESID NPSO, 5/12/09, DVJ
Impact of Work Experiences in High School
81%
47%
52%
67%
70%
30%
13%
47%
30%
75%
31%
80%0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Happy with Job
Worked All or Most of the Time Since LeavingHigh School
Fringe Benefits (e.g., Paid Leave)
Health Benefits
More than Minimum Wage
Full-time
Former Students with Disabilities without Work Experience (n=141)
Former Students with Disabilities with Work Experience (n=579)
NYSED PSI Data, PSI, 1996NYSED VESID NPSO, 5/12/09, DVJ
Student Development
Interagency and Interdisciplinary
CollaborationDistrict
Structure
Family Involvement
Student Involvement
NYSED VESID NPSO, 5/12/09, DVJ
TQI Component – District Program StructureTQI Component – District Program Structure
Program Philosophy• LRE• Transition infused in all
curriculum areas• Cultural sensitivity• Flexibility to meet individual
needs
Program Policy• Administrative support
• Clearly articulated transition mission & structure
• Transition incorporated within educational program structure
NYSED VESID NPSO, 5/12/09, DVJ
Strategic Planning• Builds on/with internal and
external groups
Program Evaluation• Data guides improvement
• Data examines student results
Human Resources• Professional development
• Transition staff are qualified
• Ongoing TA supports staff
Resource Allocation• Sufficient
• Creatively used
TRANSITION
The Next Generation
Evidence Based Practices
Professional Development
Data Collection
Follow-upInterventions
Strategic PlanDevelopment
NeedsAssessment
Deal And Steal
Transition Cycle of Change
Establishing the Infrastructure for Continuous ImprovementEstablishing the Infrastructure for Continuous Improvement
NYSED VESID NPSO, 5/12/09, TZ
Student Development
Interagency and Interdisciplinary
CollaborationDistrict
Structure
Family Involvement
Student Involvement
NYSED VESID NPSO, 5/12/09, DVJ
TQI Component - Interagency andTQI Component - Interagency and Interdisciplinary CollaborationInterdisciplinary Collaboration
Inter-organizational Framework
• Local agency roles articulated• Process for sharing student
Information
Human Resource Development
• Multidisciplinary • Employers involved• Addresses student and parent
empowerment
Organizational Planning
• Means to Project Future Service Needs• Ongoing Community Planning• Community Resource Directory
Individual Planning• Active participation of agencies,
families, students & schools• Agency contact & referral prior to
school exit
Collaborative Service Delivery• Collaborative funding of services evident• Collaboration across systems reduces service barriers• New services result from school-community collaborations
NYSED VESID NPSO, 5/12/09, DVJ
When Schools & VR System Work TogetherGood Things Happen for Transitioning Students
the MTP prototype - CLP Outcomes
• VR eligibility processing time cut by 1/3
• ½ the number of ineligibility determinations
• Service plan development cut by 30%
• Fewer unsuccessful closures
• Career preparation in-school contributed to higher levels of employment
• Systems capacity for work-based learning increased
NYSED VESID NPSO, 5/12/09, DVJ
““ResiliencyResiliency
…is founded on the belief that if one’s family, community, and school care
deeply about an individual, have high expectations, offer purposeful support, and value a person’s participation in the group, that person will maintain a faith in the future and can overcome almost any
adversity.”Student Resiliency: An Issue Summary Prepared by the Information Center at Brown University 2000.
NYSED VESID NPSO, 5/12/09, DVJ