Secondary Transition Data Collection 2007

1. Secondary TransitionData Collection 2007 Jackie Burr, Oregon Department of Education Pattie Johnson, Teaching Research Institute Cinda Johnson, Seattle University

2. Effective General Supervision Part B / Effective Transition Indicator 14: Percent of youth who had IEPs, are no longer in secondary school and who have been competitively employed, enrolled in some type of postsecondary school, or both, within one year of leaving high school. (20 U.S.C. 1416(a)(3)(B))

3. Who collects data? • ODE must ensure that data are collected from each district each year. • School districts are responsible for their data collection procedures, including staff assigned.

4. All exiting students will be given the opportunity to participate in exiting survey 2007 and follow-up interview in 2008. Districts will be provided with a list of additional students to be interviewed (including students who dropped out) to contact in 2008. Who Gets Interviewed?

5. Why do we need to collect these data: • Part of the State Performance Plan (SPP) as mandated by OSEP • Must be publicly reported Why do we want to collect these data: • Accountability • Program Development • Program Improvement

6. Exit Interview 2007 Demographics and contact information High School experiences Goals and plans for the future Agency supports Independent living expectations Follow-Up Survey 2008 Outcomes School Job Both Experiences Agency supports Independent living What data are collected?

7. Measurement: Set by Federal Process • Number of youth who had IEPs, • are no longer in secondary school, • who have been competitively employed, • enrolled in some type of postsecondary school, or both, • within one year of leaving high school.

8. Competitive Employment Competitive employment • work in the competitive labor market • full-time or part-time • integrated setting • at or above the minimum wage • not less than the customary wage • level of benefits paid by the employer • same or similar work performed by individuals who are not disabled.

9. Postsecondary Education: Postsecondary education • course work at any • college • university • community college • trade school • distance learning • vocational training school • in which enrollment is full-time or part-time basis.

10. Exit Interviews • Forest Grove interviewed exiting students in 2005 • 15 additional districts completed 2006 exit interviews in pilot 2 • ALL districts will complete 2007 exit interviews

11. Timelines

12. Exit Interview Agreement to Participate forms Letter explaining process for administrator Overview: interviews and submitting data Marketing material, student and parent Interview details Frequently Asked Questions Special Education student interview form General Education student interview form Follow-up Interview Post card to announce call Overview: collecting and submitting data Interview details Frequently Asked Questions Call logs with student information Special Education student interview form General Education student interview form Script for introducing the process, value, and considerations of participating in process Project Materials

13. Exit Interview Process: • Prior to Interviewing student— district answers questions on what the IEP contains relevant to the the student’s post school goals, academic achievement, and functional performance. • Students asked to participate, either signing or getting parent to sign Agreement to Participate form. • Multiple methods of contacting the student or others involved in student’s life are collected. • Student is interviewed.

14. Follow-up Interview • Materials for districts – Transition Community Network site (http://tr.wou.edu/transition) • Instructions and script for interviews • Practice materials and other training assistance • Post card districts can send ahead of calls • Materials for districts – secure site • List of students who left previous year • Call logs with contact information • Paper/pencil and online options for completing interviews • Calls to be made from February – June

15. District Results - Data Reports • Exit interview results will be available on the secure district site. • Results will present trend information when available. • Districts selecting to have general education students complete interviews will see comparison results.

16. Data Report Example • 70% of students who had a paid or unpaid work experience in high school were employed one year later. Only 53% of those not having such opportunities were employed one year later. (New York, 2001) • 78.1% of all their post-secondary respondents either graduated from high school or had a GED, while 15.9% did not complete high school. (Michigan) • The number of students in 2001 who went on to 2- or 4- year college programs was more than double the number from 6 years before (New York)

17. Post-school Data: Washington State • Cinda Johnson – Washington’s experience with districts gathering information on students.

18. Goal: Increase District Participation • Data collection tied to all funding for training and technical assistance. • Data presented to all LEA directors regionally on semi-annual basis. • Data shared at all conferences, training sessions, agencies and agency councils. • Data required in Biennial Performance Report, Part B, 2001.

19. Districts: 1998-2005

20. Goal: Increase Contact Rate • Involve teachers as research partners. • Assure teachers receive and understand data. • Assist teachers in using data for program and service improvement in classroom and building. • Involve teachers in collecting data. • Assure teachers have administrative support.

21. Contact Rate

22. Indicator 14 • Percent of youth who had IEPs, are no longer in secondary school and who have been competitively employed, enrolled in some type of postsecondary school, or both, within one year of leaving high school. (20 U.S.C. 1416(a)(3)(B))

23. Employment by Year

24. Post-Secondary Education by Year

25. Engagement by Year

26. Engagement by Disability (2005)

27. Engagement by Ethnicity

28. Reporting data: How much is too much? • Post-secondary education • 4-year, 2-year, vocational technical, name of institute • Training • Type and name, research 90 “other” • Employment • Hours worked, wages earned, type and name of employer • Agency Linkages • Name, research “other”

29. Reporting Data • Disaggregated by • Disability • Gender • Ethnicity • Post-secondary goals • Agency linkages • Employed when employment is a goal by ethnicity by gender plus hours and wage

30. Assuring Data Examination • Assist educators to dig into the data and find information important to their work • Youth with developmental disabilities fare less well than youth with LD. • Females make $1.25 per hour less than males. • Youth that are white are contacted at a higher rate than youth of color.

31. Contact Rate Contact rate in example district = 80.8% of graduates; surveys were completed for 105 of 130 graduates.

32. Indicator 13 • “ Percent of youth aged 16 and above with an individualized education program (IEP) that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the student to meet the post-secondary goals.” [20 U.S.C. 1416(a)(3)(B)]

33. Post-school Goal and Outcome

34. Postsecondary Goal and Outcome Just looking at those with a goal of postsecondary education (85 graduates interviewed), just 31.3% met that goal (were enrolled). Note that only 83 of 85 surveys had data for this question.

35. Agency Linkages Of just those with an agency recommendation on the IEP (81 of the graduates interviewed), less than half (43.2%) had contacted an agency.

36. Follow the Data • Gathering information for the surveys indicates areas of needed improvement. • Post-secondary goals are missing • Post-secondary goals are excessive • Agency linkages are missing • Agency linkages are inappropriate • Transition portion of IEP is weak • Process of identifying special education leavers provides valuable information.

37. Indicator 1 & 2 • Percent of youth with IEPs graduating from high school with a regular diploma compared to percent of all youth in the State graduating with a regular diploma. (20 U.S.C. 1416 (a)(3)(A)) • Percent of youth with IEPs dropping out of high school compared to the percent of all youth in the State dropping out of high school. (20 U.S.C. 1416 (a)(3)(A))

38. Collecting Data for All Leavers • Identify all special education leavers for 2006-2007 school year. • Assure that emergency contact information is current and correct. • Complete demographic form for each student to assure contact information. • Complete Summary of Performance Spring, 2007. • Conduct telephone surveys 12/1/06 – 1/20/07. • Return surveys to CCTS by 2/1/07

39. In 2005, 6% of all graduates were special education students Pilot Project • Special education is not always connected to general education data management at the “youth level.” • Data managers and principals are integral to follow up studies with all youth. • Teams include general ed, guidance & counseling, families & youth, special ed. • Other data includes academic, attendance, IEP goals, transition services, etc.