Examining the differences in transition outcomes by school exit'

1
Examining the differences in transition outcomes
by school exit.
Source SPP, 2/09 Indicator 14 Data Set
NYSED VESID NPSO, 5/12/09, DVJ
2
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 Set
NYSED VESID NPSO, 5/12/09, DVJ
3
2007-08 Post-School Outcomes of Students with
Disabilities at Any Point within 1 Year of
Leaving High School in 2006-07
Transition Gap Never Connected Post-School
Note Exit subcategory of Other is too small to
chart
Source SPP, 2/09 Indicator 14 Data Set
NYSED VESID NPSO, 5/12/09, DVJ
4
Post-School Outcomes of Students with
Disabilities at Any Point Within 1 Year of
Leaving High School(outcomes exclude Military
Service)
Source SPP, 2/09 Indicator 14 Data Set
NYSED VESID NPSO, 5/12/09, DVJ
5
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?
Transition Gap Never Connected Post-School
Note Exit subcategory of Other is too small to
chart
Source SPP, 2/09 Indicator 14 Data Set
NYSED VESID NPSO, 5/12/09, DVJ
6
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.?

• Transition Gaps
• Never Connected or
• Lost Connections

Note Exit subcategory of Other is too small to
chart
Source SPP, 2/09 Indicator 14 Data Set
NYSED VESID NPSO, 5/12/09, DVJ
7
Post-School Outcomes of Students with
Disabilities at Any Point Within 1 Year of
Leaving High School(outcomes exclude Military
Service)
The 2006-07 total n is smaller than shown in the
previous chart because to enable comparison with
last years 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, DVJ
NYSED VESID NPSO, 5/12/09, DVJ
8
Post-School Outcomes of Students with
Disabilities at 9-14 Months After Leaving High
School (outcomes exclude Military Service)
The 2006-07 total n is smaller than shown in the
previous chart because to enable comparison with
last years 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, DVJ
NYSED VESID NPSO, 5/12/09, DVJ
9
Finding, Getting Keeping Post School
OpportunitiesSpecial Education Students
Interviewed 9 - 14 months After School Exit
Found Connected
Stayed Connected
The 2006-07 total n is smaller than shown in the
previous chart because to enable comparison with
last years 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
NYSED VESID NPSO, 5/12/09, DVJ
10
Finding, Getting Keeping Post School
OpportunitiesSpecial Education Students
Interviewed 9 - 14 months After School Exit
Found Connected
Stayed Connected
The 2006-07 total n is smaller than shown in the
previous chart because to enable comparison with
last years 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
NYSED VESID NPSO, 5/12/09, DVJ
11
Interagency and Interdisciplinary Collaboration
District Structure
Student Development
Family Involvement
Student Involvement
NYSED VESID NPSO, 5/12/09, DVJ
12
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, 3/15/02
NYSED VESID NPSO, 5/12/09, DVJ
13
Interagency and Interdisciplinary Collaboration
District Structure
Student Development
Family Involvement
Student Involvement
NYSED VESID NPSO, 5/12/09, DVJ
14
TQI 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
15
National BenchmarkCASE 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
16
National BenchmarkMartin (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
17
When did you first receive information at school
about careers?
Students with disabilities report receiving
information at school about careers much later
than their peers.
Percent of Students
NYSED LPSI Data, Seniors 2001, Catalog 10, DJ
9/15/06
NYSED VESID NPSO, 5/12/09, DVJ
18
When did you first receive information at school
about postsecondary education?
Students with disabilities report receiving
information at school about postsecondary
education much later than their peers.
Percent of Students
NYSED VESID NPSO, 5/12/09, DVJ
NYSED LPSI Data, Seniors 2001, Catalog 10, DJ
9/15/06
19
Students planning postsecondary education, when
did you decide?
Among students planning postsecondary education,
decisions are made much earlier by general
education students than by special education
students.
Percent of Students
NYSED LPSI Data, Seniors 2001, Catalog 10, DJ
9/15/06
NYSED VESID NPSO, 5/12/09, DVJ
20
Interagency and Interdisciplinary Collaboration
District Structure
Student Development
Family Involvement
Student Involvement
NYSED VESID NPSO, 5/12/09, DVJ
21
TQI 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
22
National ResearchCASE 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 cant 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
23
When did you first talk with your parents about
what to do after leaving school?
Students with disabilities most frequently
discuss their future plans with parents in their
later school years.
Percent of Students
Source NYSED Longitudinal PSI Study, 2001
Seniors (Catalog 10, DJ 9/15/06)
NYSED VESID NPSO, 5/12/09, DVJ
24
Interagency and Interdisciplinary Collaboration
District Structure
Student Development
Family Involvement
Student Involvement
NYSED VESID NPSO, 5/12/09, DVJ
25
Employment One Year Post High School
NYSED LPSI Data, Class of 2001, One Year Beyond
High School, 7/03
NYSED VESID NPSO, 5/12/09, DVJ
26
Impact of Work Experiences in High School
NYSED PSI Data, PSI, 1996
NYSED VESID NPSO, 5/12/09, DVJ
27
Interagency and Interdisciplinary Collaboration
District Structure
Student Development
Family Involvement
Student Involvement
NYSED VESID NPSO, 5/12/09, DVJ
28
TQI 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

• 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

NYSED VESID NPSO, 5/12/09, DVJ
29
Establishing the Infrastructure for Continuous
Improvement
TRANSITION The Next Generation
Evidence Based Practices
Professional Development
Transition Cycle of Change
NYSED VESID NPSO, 5/12/09, TZ
30
Interagency and Interdisciplinary Collaboration
District Structure
Student Development
Family Involvement
Student Involvement
NYSED VESID NPSO, 5/12/09, DVJ
31
TQI Component - Interagency and Interdisciplinary
Collaboration

• Human Resource Development
• Multidisciplinary
• Employers involved
• Addresses student and parent empowerment

• Inter-organizational Framework
• Local agency roles articulated
• Process for sharing student Information

• 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
32
When Schools VR System Work TogetherGood
Things Happen for Transitioning Studentsthe 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
33
Resiliency

• is founded on the belief that if ones family,
  community, and school care deeply about an
  individual, have high expectations, offer
  purposeful support, and value a persons
  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