Presentation on theme: "4/25/2015 What is Indicator 14 and why is it important? Dawn A. Rowe, NPSO Coordinator Rhode Island Advanced Transition Training Providence, RI January."— Presentation transcript:
4/25/2015 What is Indicator 14 and why is it important? Dawn A. Rowe, NPSO Coordinator Rhode Island Advanced Transition Training Providence, RI January 26, 2011 National Post-School Outcomes Center
4/25/2015 Session Objectives To learn what I-14 is and it’s utility To learn about federal data collection and reporting efforts for post-school outcomes To learn about Rhode Island’s data collection and reporting efforts for post-school outcomes To introduce strategies that have evidence to support positive outcomes for youth with disabilities
3 4/25/2015 A national technical assistance & dissemination center funded by the U.S. Department of Education Office of Special Education Programs. We help State Education Agencies develop practical, yet rigorous data collection systems to describe the further education and competitive employment experiences of youth with disabilities as they transition from high school to adult life. The National Post-school Outcomes Center [NPSO]
4/25/2015 Purpose of IDEA To ensure that all children with disabilities have available to them a free and appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living. IDEA Regulations § 300.1(a)
Under IDEA, States are required to submit: State Performance Plan (SPP) Annual Performance Report (APR) Federal Reporting Requirements
4/25/2015 Federal Requirements State’s performance plan and annual report are based on 20 Part B indicators 4 specific to secondary transition: 6 1Percent (%) of youth who graduate from high school 2Percent (%) of youth who drop out of high school 13Percent (%) of youth with IEPs age 16 or above with an IEP that includes specified transition components (e.g., postsecondary goals) 14Percent (%) of youth who achieve post-school outcomes
4/25/2015 Critical Interrelationships for Achieving PSO Quality IEPs (Indicator 13) Staying in school (Indicator 2) Graduating (Indicator 1) Positive post- school outcomes (Indicator 14) Kohler (NSTTAC), 2007
4/25/2015 Percent of youth who are no longer in secondary school, had IEPs in effect at the time they left school, and were: 1. Enrolled in “higher education” 2. In “competitive employment” 3. Enrolled in “some other postsecondary education or training” 4. In “some other employment” 8 Part B SPP/APR Requirements for Indicator 14
4/25/2015 PSO Definitions full- or part-time community college (2-year program) college/university (4- or more year program) one complete term Higher Education pay at or above the minimum wage setting with others who are nondisabled 20 hours a week for at least 90 days (includes military) Competitive Employment full- or part-time at least 1 complete term education or training program (e.g., Job Corps, adult education, workforce development program, vocational technical school which is less than a 2-year program) Other Postsecondary Education or Training pay or been self-employed at least 90 days. This includes working in a family business (e.g., farm, store, fishing, ranching, catering services, etc.) Other Employment
10 4/25/2015 Indicator 14 for Federal Reporting Click to edit Master text styles
Post-school Outcomes 4/25/2015 The National Post-School Outcomes Center Report at the national, state, and local levels Guide and improve transition programs for transition age youth with disabilities Continue improvement in data collection focusing on improving representativeness Develop capacity to improve outcomes for specific populations of youth who are not engaged at the same rate as others after high school (e.g., youth with ED, AA, Hispanic). (FFY 2010 SPP) NationallyRhode Island Findings from state data collection efforts are used to:
4/25/2015 Collecting Post-school Outcomes Data Who are the data collected on? What data are collected? How are the data collected? When are the data collected? Who collects the data?
Post-school Outcomes 4/25/2015 The National Post-School Outcomes Center Those with IEPs who leave high school: With a diploma – regular or modified With a certificate By aging out By leaving early /dropping out Youth with IEPs who leave high school by: Graduating with a regular diploma Age out Left school early (i.e., dropped out) NationallyRhode Island Who are data collected on? Challenge: Finding leavers one year out of school
Post-school Outcomes 4/25/2015 The National Post-School Outcomes Center In school: Demographic data Disability Gender Race/ethnicity Age Method of exit One year out: Higher education Competitive employment Other postsecondary education or training Other employment In school: Demographic data Disability Gender Race/ethnicity Age Method of exit Student Contacts One year out: Higher education Competitive employment Other postsecondary education or training Other employment NationallyRhode Island What data are collected?
Post-school Outcomes 4/25/2015 The National Post-School Outcomes Center Every district over the life of the SPP ADM > 50K Representative sample Disability Gender Race/ethnicity Age Survey Phone Mailed Face-to-face Web- or Internet-based Extant database Census v. SampleMethod of Collecting How are data collected nationally? Challenge: Finding leavers one year out of school
Post-school Outcomes 4/25/2015 The National Post-School Outcomes Center Attempt to contact every leaver in every district over the life of the SPP Use unique identifiers Survey Combination of Phone and Online survey (district personnel complete) CensusMethod of Collecting How are data collected in Rhode Island? Challenge: Finding leavers one year out of school
Post-school Outcomes 4/25/2015 The National Post-School Outcomes Center April through September When youth have been out of school for at least one year Same NationallyRhode Island When are data collected? Challenge: Finding leavers one year out of school
Post-school Outcomes 4/25/2015 The National Post-School Outcomes Center SEA or LEA staff Teachers and support staff Administrators Outside contractor University Survey Center Student’s last known case manager (certified special education teacher) LEA Census Clerks Special Education Administrators (Regional training provided via WebEx) NationallyRhode Island Who collects these data? Challenge: Finding leavers one year out of school
4/25/2015 Results of State’s Efforts: Outcomes for Students with Disabilities as measured by Indicator 14 United States Department of Education, Office of Special Education Programs (2011). Part B State Performance Plan/ Annual Performance Report 2011 Indicator Analyses.
4/25/2015 Rhode Island’s Post-school Outcomes Data
4/25/2015 Rhode Island’s PSO Data These data represent youth who left school during the school year. Of the 1579 leavers 1101 (70%) responded to the PSO survey. The responders were found to represent youth across the state based on disability category, gender, and minority status. Dropouts were slightly underrepresented. Of those who responded, 62% reported being enrolled in higher education, competitively employed, enrolled in some other postsecondary education or training program, or other employment since leaving high school.
4/25/2015 How well do those who responded represent all leavers in ? Overall Response Rate: 70% Differences greater than ± 3% are important
4/25/2015 Challenges Finding leavers 1-year out of school Contacting leavers 1-year out of school
4/25/2015 Rhode Island’s Method of Exit Of the 1100 youth who responded across the state… Data Source: RI PSO SY
4/25/ Rhode Island’s Engagement Rate: Of the 1100 respondents RI PSO SY Convert percents to numbers
4/25/2015 So What ?? You are probably asking: What do these data tell me? What use are these data? How can these data be used to improve programs for youth with disabilities? Engagement rate alone is insufficient to inform program decisions. The engagement rate should be disaggregated by subgroups of students based on key characteristics, such as demographic data, geographic location, or other relevant information. Let’s look at examples of how data can be disaggregated.
4/25/2015 Brainstorm questions to answer about the engagement rates of males and females. Do we do better with certain disability groups or genders? 27 Are Males & Females engaged at the same or similar rate?
4/25/2015 Engagement Rate 28 Percent of Males & Females Engaged 28 Data Source: RI PSO SY
4/25/2015 Brainstorm questions to answer about the engagement rates of youth with different disabilities. Do we do better with certain disability groups or genders? 29 Are youth with various disabilities engaged at the same or similar rate?
4/25/2015 Engagement Rate 30 Engagement Rate by Disability Categories AO = All Other Disabilities Data Source: RI PSO SY
4/25/2015 Brainstorm questions to answer about the engagement rates of youth from different backgrounds. Do we do better with certain groups of youth? 31 Are youth from various race or ethnic groups engaged at the same or similar rate?
4/25/2015 Engagement Rate 32 Engagement Rate by Ethnicity Categories AO = All Other Disabilities Data Source: RI PSO SY
4/25/2015 How can disaggregated PSO data be used? What are other states doing? 33
4/25/2015 How other states are using PSO data to inform transition programs NC revised their PSO survey to collect more programmatic data to examine whether in-school programs and services correlate with better post- school outcomes. MD is sharing PSO data with the state Interagency Council to inform and improve the cross-agency collaborative services provided while youth are in-school.
4/25/2015 How other states are using PSO data to inform transition programs SD compared outcomes of students who participated in certain transition programs to those who did not to determine program effectiveness.
4/25/2015 Let’s Look Closer: South Dakota Question: Are youth who participate in 4 state specific in- school programs more likely to be engaged one-year out of school than youth who do not participate in these programs? Programs: Catch The Wave, Youth Leadership Forum, Self-Advocacy, & Project Skills Used an odds ratio to measure effect size, describing the strength of association between two dichotomous values: youth engaged (i.e., working or enrolled) versus youth not engaged (i.e. not working or enrolled).
# engaged# not engaged Participate in CTW, YLF, Self-Advocacy, or Project Skills Did not participate in CTW, YLF, Self- Advocacy, or Project Skills OVERALL for 08-09: Odds Ratio of engagement for students who participated in Catch The Wave, Youth Leadership Forum, Self-Advocacy, or Project Skills 177/19 120/26 = 9.316/4.615 OR of 2.03 Those who participated in these programs were 2.03 times more likely to be engaged in work or school than those who did not participate in these programs.
4/25/2015 Empirical Evidence South Dakota has empirical evidence that youth who participated in Catch The Wave, Youth Leadership Forum, Self-Advocacy, or Project Skills were consistently more likely to be positively engaged 1-year out of high school than youth who did not participate in these programs. With sufficient data, you could do something similar to examine whether the programs offered in RI or your district contribute to positive post-school outcomes.
4/25/2015 Data Collection Data Use Positive Post-school outcomes The Logic of Using PSO Data for Program Improvement Data Collection Positive Post- school Outcomes
4/25/2015 Thinking about Transition Related Program Improvement In what areas are youth with disabilities doing well? What areas need improvement? What is the state/district doing well? What does the state/district need to improve?
4/25/2015 How do you make the connection between post-school outcomes of youth with disabilities and practices implemented in the district, school, or classroom?
4/25/2015 Evidence-Based (Special)Education… 42 …is a decision-making process for deciding what to teach based on: frameworks or principles best available research evidence professional judgment student needs and values (Buysse, Wesley, Snyder, & Winton, 2006; Cook, 2010 Detrich, Spencer, & Slocum, 2009;Turnbull et al., 2010; Cook, 2010)
4/25/2015 Frameworks Provide a Systematic Basis for using Professional Judgment to: Select Interventions Create Individualized Interventions Adapt Interventions (Spencer, 2009)
4/25/2015 A Framework for Secondary Transition: The Taxonomy for Transition Programming Student-Focused Planning Student Development Family Involvement Interagency Collaboration Program Structure (Kohler, 1996)
4/25/2015 Need to Consider
What resources do we have in place or need? Inputs What strategies/ evidence- based practices will we use? Outputs What student outcomes do we need to improve? Outcomes
4/25/2015 Post-School Outcomes Lesson Plans Practices Focus on What you Can Control
4/25/2015 Post- School Outcomes EmploymentEducation Independent Living
Predictors/Outcomes EducationEmploymentIndependent Living Academic/General Education x Career Awareness xx Community Experiences x Exit Exam Requirements/High School Diploma Status x Interagency Collaboration* xxx Occupational Courses xx Paid Work Experience* xx Parental Involvement xx School Integration* xxx In-School Predictors by Post-School Outcome Area
Predictors/Outcomes EducationEmploymentIndependent Living Self-Advocacy/Self- Determination* xxx Self-Care/Independent Living xx Social Skills xxx Student Support* xxx Transition Program* xxx Vocational Education* x Work Study* x In-School Predictors by Post-School Outcome Area
4/25/2015 Linking Post-School Outcome Data to Evidence-based Practices and Predictors 51 How do I do this?
4/25/2015 How do Predictors Apply to Transition Planning and Instruction? Provides practitioners information about secondary transition program characteristics that have been empirically linked to improved post- school success for students with disabilities Can be used to: develop and expand programs evaluate existing programs Can help IEP teams design annual IEP goals and transition services that are more likely to help students achieve their stated post-school goals
4/25/2015 Predictors of Post-School Success for Students with Disabilities Youth Transition Program (YTP) Transition planning focused on post-school goals Instruction in academic, vocational, independent living, and personal social areas Paid job training while in the program Assistance to secure employment or enter postsecondary education upon leaving the program Follow up support for up to 2 years after leaving the program Transition to independence Process System (TIP) Relies on a transition facilitator/specialist Youth-centered and focused on youth engagement Transition plans developed that access various service agencies based on unique needs of individual
4/25/2015 Sample State’s Engagement Rates Of the 400 youth who responded to the interview/survey across the state… Data Source: Sample PSO
Increased Competitive Employment Youth Transition Program Interagency Collaboration TIP
4/25/ Rhode Island’s Engagement Rate: Of the 1100 respondents RI PSO SY Convert percents to numbers
4/25/2015 What is Rhode Island doing that could lead to higher engagement after high school? Post-School Engagement Rhode Island “My Transition” website Rhode Island Transition Academies Rhode Island Guides for Students in Transition Rhode Island Transition Council Regional Transition Centers Career Development Project Community-based Training (e.g., The Sports Exchange)
Have used rigorous research designs Have demonstrated a record of success for improving student outcomes Have undergone systematic review process using quality indicators to evaluate level of evidence Evidence- Based Practices Have used rigorous research designs Have demonstrated a record of success for improving student outcomes Research- Based Practices Developed based on research Have demonstrated limited success for effectiveness Have used a ‘weak’ research design Promising Practices Are not based on research No data have been collected Based on Anecdotal evidence and professional judgment exists Unestablished Practices ( Helsel, Hitchcock, Miller, Malinow, & Murray, 2006; Lembke & Stormont, 2005; Twyman & Sota, 2008)
4/25/2015 Let’s examine a few of these practices Using Self-Advocacy Strategy to teach Student involvement in the IEP Self-Advocacy Strategy (SAS) consists of 5 steps taught over a series of seven acquisition and generalization stages: I – Inventory P – Provide L – Listen and Respond A – Ask Questions N – Name your goals
4/25/2015 Let’s examine a few of these practices Using Whose Future is it Anyway? to increase self-determination skills and transition planning knowledge Whose Future is it Anyway? is a student directed transition planning curriculum comprised of six sections: Having self-awareness and disability awareness Decision making about transition-related outcomes Identifying and securing community resources to support transition services Writing and evaluating goals and objectives Communicating effectively in small groups Developing skills to become and effective team member, leader, or self-advocate Available: partnerships/zarrow/self-determination-education-materials/whos-future-is-it- anyway.html
4/25/2015 How does EBP Apply to Transition Planning and Instruction? Provides teachers information about secondary transition evidence-based practices for teaching students with disabilities Can be used to: Support IEP goals and objectives Support skill development
4/25/2015 Resources Jane Slade Rhode Island Department of Education National Post-School Outcomes Center National Secondary Transition Technical Assistance Center National Dropout Prevention Center for Students with Disabilities