Presentation on theme: "Impact of Transition Preparation on Post-Secondary Success Mary Morningstar, Patricia Noonan, Bruce Frey, Jennifer Ng, Dot Nary, Kendra Williams-Diehm,"— Presentation transcript:
Impact of Transition Preparation on Post-Secondary Success Mary Morningstar, Patricia Noonan, Bruce Frey, Jennifer Ng, Dot Nary, Kendra Williams-Diehm, Beth Clavenna-Deane, Perry Graves, Ryan Kellems, Zachary McCall, Mary Pearson, Diana K. Wade
3 Research Question Is there a relationship between the quality of a student’s high school transition preparation and: 1.Knowledge of self-determination; 2.Perceived levels of self-determination; 3.College achievement (GPA); 4.Hope and motivation; and 5.Locus of Control?
4 Sampling Characteristics of Institutions 12 Total Institutions 5 States (Kansas, Missouri, Texas, Utah, and Washington) Urban, suburban, and small city locations Criteria for Participants Choice to participate Currently enrolled in post-secondary setting Had an IEP in high school Completed high school 1997 or later New IDEA transition plan requirements
5 Sampling Process Initial considerations KU Institutional Review Board (IRB) Contact with disability services facilitators IRB process at participating institutions Data collection timeline Email to facilitators with flier and request to forward email to students Facilitators sent email to students Follow up, follow up, follow up
6 Online Survey Consists of 3 scales The Arc’s Self-Determination Scale (Wehmeyer, 1995) Psychological empowerment subscale Secondary School Student’s Locus of Control Scale (Rehaflt, 2006) The Adult Trait Hope Scale (Snyder, Harris et al., 1991)
7 Online Survey - Design Accessibility issues Challenging to find software that created surveys that were accessible. EZSurvey by Raosoft User Testing
8 Online Survey - Logic Online survey utilized logic so we only collected data from our target population
9 Online Survey - Scales Each scale was listed on it’s own page
11 Interview Purpose: To “quantify” the quality of transition program for self-determination Interview Questions 3 Areas of Focus 1.Student Involvement in Transition Planning and IEP Meetings 2.Skill Development & Opportunities for Self-Advocacy and Self-Determination 3.Post-Secondary Outcome Preparation
12 Step 1: Transition Quality Indicators Alignment Indicators/Standards Reviewed: 1.Quality Indicators for Transition Assessment (Morningstar, 2005) 2.TransQual – (Cornell University, 2006) 3.Taxonomy for Transition Programming (Kohler, 1997) 4.Transition Planning Inventory (Clark & Patton, 1997) 5.Secondary Teachers Transition Survey (Morningstar & Benitez, 2005) 6.National Longitudinal Transition Survey 2 (http://www.nlts2.org/reports/2006_08/nl ts2_report_2006_08_complete.pdf) Alignment 1.Reviewed each assessment 2.Chose only those indicators matched to the 3 interview areas 3.Coded the indicators to align for recurring themes 4.Found emerging themes in the 3 areas from overlap of indicators 5.Used themes to develop questions
13 Step 2: Interview Protocol Development First Reviewed literature about developing effective recall questions (Fowler, 1995) Second Question and probe development Third Question development to elicit memory recall Fourth Develop the interview protocol (multiple edits)
14 Example: Interview Recall Questions Example of Recall Questions What other kinds of things happened in your IEP meetings besides just talking about your goals for the future? Probe: Some students have told us that during IEP meetings, the team came up with a plan for accomplishing their IEP and transition goals. Other students have said they really didn’t have much help during meetings in developing a transition plan. How did your IEP team work with you to develop a plan for your future goals?
15 Step 3: Rubric Rating Indicator Development Reviewed rubric research (Arter & McTighe, 2001) Reviewed rubric examples Developed a Likert scale with indicators Provided key words and descriptors for the Likert scale Exemplary – 5 Partial – 3 Poor – 1
16 Rubric Example: Post-Secondary Education and Preparation Question 11: What kinds of things did you learn in high school that helped you get ready for college? 5 - Exemplary: Described examples where student systematically (i.e., class sessions) learned the skills (.e.g. study skills, college applications, meeting with counselor, disability services, etc.). 3 – Partial: Described examples where student informally (i.e., help from teachers) learned the skills from the program (.e.g. study skills, college applications, meeting with counselor, disability services, etc.). 1 – Poor: Described few or no experiences (neither systematic nor informal) to learn the skills.
17 Step 4: Pilot Testing July Interviews Conducted Inter-rater Reliability October Interview Accessibility
18 Results – Preliminary Data Demographics 94 total responded 21 responded with usable data Large, urban 4-year universities
19 Trends from Initial Survey Respondents Participants show high mean scores on all scales Psychological Empowerment X = 13.98 (out of 16) Hope Total Scale Score X = 6.18 (out of 8) Locus of Control X = 3.16 (out of 4)
20 Trends from Initial Survey Respondents Significant correlation between GPA and Agency subscale of Hope Scale R(19) =.493, p <.05 Significant correlation between GPA and Locus of Control Scale R(19) =.495, p <.05 Significant correlation between Locus of Control and Agency subscale of Hope Scale R(19) =.908, p <.01
21 Contact Information Beth Clavenna-Deane email@example.com firstname.lastname@example.org Perry Graves email@example.com firstname.lastname@example.org Ryan Kellems email@example.com firstname.lastname@example.org Zachary McCall email@example.com firstname.lastname@example.org Mary Pearson email@example.com firstname.lastname@example.org Diana K. Wade email@example.com firstname.lastname@example.org University of Kansas School of Education http://soe.ku.edu/ Mary Morningstar, PhD ~ email@example.com firstname.lastname@example.org Patricia Noonan, PhD ~ email@example.com firstname.lastname@example.org