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Examining Local Post High School Outcomes: What Can We Learn and How Can We Shape Programs? A Guided Dialog For Using Post High School Outcomes For Youth.

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Presentation on theme: "Examining Local Post High School Outcomes: What Can We Learn and How Can We Shape Programs? A Guided Dialog For Using Post High School Outcomes For Youth."— Presentation transcript:

1 Examining Local Post High School Outcomes: What Can We Learn and How Can We Shape Programs? A Guided Dialog For Using Post High School Outcomes For Youth with Disabilities to Improve Transition Services & Outcomes 1

2 District Awareness of the Data Use Toolkit 1.Districts can, but are not required, to use the outcomes data and tools on the post high website, UNLESS they are involved in the FRII (Focused Review of Improvement Indicators) Process. 2.NPSO materials are posted on WPHSOS website. 3.AWARENESS: NPSO has a ppt that explains the Data Use Toolkit and why it is important for districts to examine this information. 4.It may take some time to help districts become aware that this tool exits and the benefits of using data in decision-making, so this will likely be a first step in

3 Meeting Preparation – What’s Involved? 1.Director of Special Education (DSE) uses Username /Password to access local data and open the data use specific to their data collection year. 2.Each survey year has its own Data Use Toolkit ppt (because each survey year has its own outcomes). 3.DSE takes the lead role and follows the NPSO Facilitator Guide (personalized for Wisconsin) to set- up and run the meeting. 4.The Facilitator Guide is very comprehensive and all that is needed for districts to follow this process. 5.Found it is best to have a binder with printed data. 3 3

4 Purposes of Today’s Meeting (personalize from start) 1.Become familiar with the federal post-school outcomes (PSO) requirements and how Wisconsin meets those requirements. 2.Review Wisconsin Post High School Outcomes Survey (WPHSOS) statewide results. 3.Discuss outcomes results from our district. 4.Identify our program strengths (positive outcomes) and areas in need of improvement (less positive outcomes). 5.Develop an action plan by identifying the next steps, process and timeline 4 4

5 Materials we will use today Wisconsin Post High School Outcomes (WPHSOS) Glossary 1-page summary describing how WPHSOS/ Indicator 14 data are collected WPHSOS Statewide interview questions, Gender, Ethnicity, Disability, Exit Type (GEDE) Table, Reports and Graphs, State Performance Plan (SPP)Indicator data Xxxx District GEDE Table, Reports and Graphs, Data Sorts, Local Performance Plan (LPP) Indicator data List of guiding questions to help identify local post high school outcomes strengths and needs Predictors of post-school success 5 5

6 We believe post high school outcomes are important to analyze because … Group brainstorm 66 This activity was very successful, and set a positive tone for the day 6

7 Critical Relationships Meaningful postsecondary goals/plans (Indicator 13) Drop-out rate (Indicator 2) Graduation with a diploma (Indicator 1) Positive post- school outcomes (Indicator 14) Kohler (NSTTAC), Parent Survey (Indicator 8) Disproportionality (Indicators 9 & 10) Suspension/Expulsion (Indicator 4)

8 L INKING T RANSITION I NDICATOR D ATA TO I MPROVE O UTCOMES D ATA Post-School Outcomes ~Indicator 14~ = 65.5% Baseline Engagement = 68.7% Year = 70.4% Year 3 Dropout Rate* ~Indicator 2~ = 2.09% = 2.13% = 2.61% = 2.59% Graduation Rate* ~Indicator 1~ = 80.60% = 81.40% = 80.39% = 79.20% Quality of Our IEPs ~Indicator 13~ (100%) = 7.40% = 26.90% = 39.35% Why or Why Not? Okay? Not Okay? Kohler (2006) NSTTAC * = significant change in definition each year 8

9 School personnel (teachers, support staff, directors of special ed.) collect student contact information while the student is in their senior or last year of school This is the single most important thing districts can do to ensure a good survey response rate TA documents on post high website: “Special Message to Youth and Families” (from PACER) “Locating Difficult to Locate Youth (from NPDC-SD) Demographics: Gender, Ethnicity, Disability, Exit Reason Program data: Transition IEP goals, HS employment This is a good time to discuss strategies to improve response rates CESA #11 is contracted by the DPI to assist districts with data collection and reporting. Data are collected from youth while they are in school: 99 What Data are Collected? 9

10 Are youth: Using assistive technology in postsecondary ed.? Disclosing their disability at work and school? Living, working, going on to school as they planned? On waiting lists? Information on: Adult living and community supports Length of employment, rate of pay, benefits Types of employment, including sheltered employment IEP planning & HS experiences What helped in HS In addition to required Indicator 14 data, WPHSOS survey also assesses: 10 Other Data Collected 10

11 11

12 WPHSOS Data The first step to understanding state and district data is to (see Statewide GEDE Table in binder): look at who was available to answer the interview questions (Population) and who actually answered the questions (Respondents), as these “respondents” comprise the survey results When comparing the “Population” to the “Respondents” on the Statewide GEDE Table: What patterns do you see? What groups are representative? Understanding the “Representativeness” of the Respondents 12

13 WPHSOS Data Each survey year, the State Indicator 14 percentage is obtained by combining all districts in that survey year. Of those former youth who responded, 71% report being competitively employed, going to school or doing both in the one year since leaving high school (State Indicator 14 percentage). This is the only publically reported district data; other survey data is for in-district planning purposes. (had a brief discussion about confidentiality) These data represent Wisconsin youth who left school during the school year. 13

14 Helping Teams Understand the Data It is very common for team members to feel intimidated by words like “data”, “examine”, “implications”. Assume a very basic level of understanding of graphs and terminology, especially with mixed membership. Avoid or explain acronyms. Often, simpler charts are easier to read and understand. Using the first graphs, review how to read a bar graph and pie chart. Give plenty of time to “digest” what the graph means. Let the team members come to their own conclusions through discussion with each other. 14

15 15 Data Source: Sample PSO SY 200x-0x Method of Exit Of the 19 Hudson youth who left school across the district…

16 16 Engagement Rates Of the 429 youth who responded to the interview across the state…

17 Now we will talk about the outcomes of XXXX’s youth. 17

18 Xxxx’s PHSOS Data Look at Xxxx’s GEDE Table (District GEDE Table in binder). When comparing the “Population” to the “Respondents”: What patterns do you see? What groups are representative? These data represent youth who left school during the school year. 18

19 Xxxx’s Engagement Rates Of the 19 youth who responded … Data Source: Sample PSO SY 200x-0x 19

20 State & District Engagement Rates Comparison of State and District Engagement Rates 20

21 State & District Engagement Rates Data Source: Sample (SY 200x-0x)

22 Drilling into Xxxx’s engagement rate: Gender Ethnicity/Race Disability Exit Types Combinations of above or subcategories of the above Let’s look at the percent of youth engaged in post high school activities by: 22

23 Xxxx: Youth Engaged by Race/Ethnicity Categories 23 Data Source: Sample PSO SY 200x-0x 23

24 Statewide: Youth Engaged by Race/Ethnicity Categories 24 Data Source: Sample PSO SY 200x-0x 24

25 Xxxx: Youth Employed (any) by Disability Categories 25 Data Source: Sample PSO SY 200x-0x 25

26 Xxxx: Youth Employed Full or Part Time by Disability Categories 26 Data Source: Sample PSO SY 200x-0x 26

27 Xxxx: Youth Employed Full Time by Disability Categories 27 Data Source: Sample PSO SY 200x-0x 27

28 Action Planning What are our next steps? What do we need to do to improve the positive outcomes for our youth with disabilities? 28 “Improve” = increase the % of youth engaged in postsecondary education or competitive employed We found this is really as far as you can comfortably take a cross group, we also found a great interest in wanting to “dig deeper” NEXT STEPS...

29 So, what can we do with all this transition data? 1. Review and compare state outcomes with local outcomes 2. Use an evidence-based process to identify areas of strength and areas of need 3. Develop a comprehensive district transition improvement plan 4. Locate high quality transition resources and evidence- based practices directly related to the identified area(s) of need 5. Use the located resources to implement improvement activities 6. Monitor improvement plan and use an evidence-based process to identify areas of strength and areas of need Elective 29

30 Review Local & State Post HS Outcomes to determine areas of desired improvement Review Local Policies, Practices & Procedures to select Transition Rubric ratings in area(s) of desired improvement Use Rubric Ratings to write District Transition Improvement Plan, Activities and Goals Use Rubric Ratings to write District Transition Improvement Plan, Activities and Goals Use Predictors & Evidence-based Practices & other high quality transition resources to guide improvement activities Use the Activities to Review the Plan and Set New Goals Wisconsin Personnel Development System Use the Activities to Review the Plan and Set New Goals Wisconsin Personnel Development System The Transition Rubric was designed so district teams have a tool to assist them in decision- making and improvement planning within an evidence-based process. The TransitionResources4Youth.com website will be designed so educators, community agencies, families and youth can quickly locate high quality evidence-based practices and transition resources. Improved Post- secondary Outcomes for all youth Improved Postsecondary Outcomes Evidence-based Transition Resources at your finger tips TransitionResources4Youth.com 1. Indicator 14 Data Use ppt 2. Transition Rubric 3. District Transition Improvement Plan 4. Repository and 5. Website 6. Continuous Improvement 30

31 The Missing Link : Using post school data and evidence-based processes and practices to develop improvement plans, determine improvement activities, and select lesson plans Post-School Outcomes data used to check & link to… Lesson Plans that affect/improve Post School Outcomes Practices Evidence-based findings that can be placed into …...that lead to links with Practices DRAFT concept by Wisconsin, modeled after NSTTAC design – DO NOT COPY 31

32 32 In-School Predictors of Post-School Success Employment Career Awareness Occupational Courses Paid Work Experience School Integration Self-care/Independent Living Skills Social Skills Transition Program Vocational Education Work Study Education Academic/General Education Career Awareness Exit Exam Requirements/High School Diploma Status Interagency Collaboration Parental Involvement School Integration Self-advocacy/Self- determination Social Skills Student Support Transition Program Independent Living Community Experiences Occupational Courses Paid Work Experience Parental Involvement School Integration Self-advocacy/Self- determination Self-care/Independent Living Skills Social Skills Student Support Transition Program

33 Review Local & State Post HS Outcomes to determine areas of desired improvement The Transition Rubric was designed so district teams have a tool to assist them in decision- making and improvement planning within an evidence-based process. The TransitionResources4Youth.com website will be designed so educators, community agencies, families and youth can quickly locate high quality evidence-based practices and transition resources. Improved Post- secondary Outcomes for all youth Improved Postsecondary Outcomes Evidence-based Transition Resources at your finger tips TransitionResources4Youth.com 1. Indicator 14 Data Use ppt 33

34 Review Local Policies, Practices & Procedures to select Transition Rubric ratings in area(s) of desired improvement The Transition Rubric was designed so district teams have a tool to assist them in decision- making and improvement planning within an evidence-based process. The TransitionResources4Youth.com website will be designed so educators, community agencies, families and youth can quickly locate high quality evidence-based practices and transition resources. Improved Post- secondary Outcomes for all youth Improved Postsecondary Outcomes Evidence-based Transition Resources at your finger tips TransitionResources4Youth.com 2. Transition Rubric 34

35 2. Sample Evidence-based Transition Practice Rubric Rating Worksheet 35

36 3. Wisconsin Transition Services Rubric – District Focus Areas Measurable Postsecondary Goals and Post High School Outcomes 36

37 37

38 38

39 Use Rubric Ratings to write District Transition Improvement Plan, Activities and Goals Use Rubric Ratings to write District Transition Improvement Plan, Activities and Goals The Transition Rubric was designed so district teams have a tool to assist them in decision- making and improvement planning within an evidence-based process. The TransitionResources4Youth.com website will be designed so educators, community agencies, families and youth can quickly locate high quality evidence-based practices and transition resources. Improved Post- secondary Outcomes for all youth Improved Postsecondary Outcomes Evidence-based Transition Resources at your finger tips TransitionResources4Youth.com 3. District Transition Improvement Plan 39

40 40

41 Use Predictors & Evidence-based Practices & other high quality transition resources to guide improvement activities The Transition Rubric was designed so district teams have a tool to assist them in decision- making and improvement planning within an evidence-based process. The TransitionResources4Youth.com website will be designed so educators, community agencies, families and youth can quickly locate high quality evidence-based practices and transition resources. Improved Post- secondary Outcomes for all youth Improved Postsecondary Outcomes Evidence-based Transition Resources at your finger tips TransitionResources4Youth.com 4. Repository and 5. Website 41

42 Higher Ed EmploymentAdult Living Events District Admin Teacher/Class room Youth/Families Community/Ag ency About TR4Y What It Is How to Use It Copyright, Reprint FAQ About Our Resources Community Rules How to Add Contact Us Report Abuse Broken Links Provide Feedback Help High Education (14 resources) Showing all Kohler Taxonomy Designations I. Student Development II. Interagency Collaboration III. Family Involvement IV. Program Structures V. Student Focused Planning High Education (14 resources) Showing all Kohler Taxonomy Designations I. Student Development II. Interagency Collaboration III. Family Involvement IV. Program Structures V. Student Focused Planning Time Sensitive/Importa nt Upcoming Events Tutorials Current Trends Just Out Time Sensitive/Importa nt Upcoming Events Tutorials Current Trends Just Out Welcome | Login | Register | My Toolbox | In the News Site Map | Terms of Use | Infringements | Privacy Rights | Acknowledgements Disclaimer | © 2009 Transition Resources 4 Youth All rights reserved. Measureable PS Goals Dropout Prev Higher Education Collection (8 collections / 14 resources) Higher Education/Training (Pre-employment plan) Educational systems area designed to ensure that equitable educational opportunities are available and accessed by all students. Youth with disabilities are ensured equitable opportunities, access to, participation in, and progress in development of postsecondary education or training plans. Interagency Collaboration Family Involvement Program Structure s Student Dev 2 Collections PICT 1 Collection PICT 4 Collections PICT 1 Collections PICT Student Focused Planning 0 Collections PICT I. Student Development Collection (7 resources) Academic/General Education ( 2) Student Support ( 3) Career Awareness ( 0) Occupational Courses ( 0) Paid Work Experience ( 0) Vocational Education ( 1) Work Study ( 0) Self-Advocacy/ Self-Determination ( 1) Social Skills ( ) Self-Care/Independent ( ) Evidence-based Transition Resources at your finger tips 5. TransitionResources4Youth.com Search 42

43 Use the Activities to Review the Plan and Set New Goals Wisconsin Personnel Development System Use the Activities to Review the Plan and Set New Goals Wisconsin Personnel Development System The Transition Rubric was designed so district teams have a tool to assist them in decision- making and improvement planning within an evidence-based process. The TransitionResources4Youth.com website will be designed so educators, community agencies, families and youth can quickly locate high quality evidence-based practices and transition resources. Improved Post- secondary Outcomes for all youth Improved Postsecondary Outcomes Evidence-based Transition Resources at your finger tips TransitionResources4Youth.com 6. Continuous Improvement 43

44 6. Wisconsin Personnel Development System 44

45 45

46 46 Career Awareness Paid Work Experience Vocational Education Work Study Career exploration; career awareness skills at high school exit; CBI Potential with all disabilities Coursework involving vocational curricula during high school Moderate with all disabilities Combined paid employment and coursework during high school Moderate with all disabilities w/ exclusion of speech/language & hearing impairment Paid jobs during high school Moderate with all disabilities Evidence-Based Practices Teaching Job-Related Social/ Communication Skills (SP) Teaching Employment Skills using computer assisted instruction (SP) Teaching Job Specific Employment Skills (GP) Teaching Completing a Job Application (SP) Teaching Employment Skills using community based instruction (SP) Teaching Self-Management for Employment (GP) Structure Program to Extend Services beyond Secondary School (SP) Predictors of Employment

47 47 Career Awareness Career exploration; career awareness skills at high school exit; CBI Potential with all disabilities Evidence-Based Practices Teaching Job-Related Social/ Communication Skills (SP) Teaching Employment Skills using computer assisted instruction (SP) Teaching Job Specific Employment Skills (GP) Teaching Completing a Job Application (SP) Teaching Employment Skills using community based instruction (SP) Teaching Self-Management for Employment (GP) Structure Program to Extend Services beyond Secondary School (SP) Predictors of Education

48 48 Community Experiences Approximate number of community visits per year; community placement activities Potential with all disabilities Evidence-Based Practices Provide Community-Based Instruction (GP) Teaching Life Skills using Community-Based Instruction (SP) Teaching Employment Skills using Community-Based Instruction (SP) Structure Program to Extend Services Beyond Secondary School (SP) Using Check and Connect (SP) Predictors of Independent Living

49 Measureable PS Goals EmploymentAdult Living Events Higher Ed Dropout Prev Life Lessons Author: Don Johnston Media Type: This DVD video kit is designed for…………………………………………………………………………………………………………………… ………..……………………………………………………………………………………………………………… ……………….. This material fits these major data sorts: G E D ET MT Add to My: Resource Folder | Remove Adult Living after High School Author: Don Johnston Media Type: This Book is designed for…………………………………………………………………………………………………………………… ………..……………………………………………………………………………………………………………… ……………….. This material fits these major data sorts: G E D ET MT Add to My: Resource Folder | Remove Welcome | Login | Register | My Toolbox | In the News District Admin Teacher/Classrm Youth/Families Community/Agenc y About TR4Y What It Is How to Use It Copyright, Reprint FAQ About Our Resources Community Rules How to Add Contact Us Report Abuse Broken Links Provide Feedback Help Sort by: Student Development Collection Academic General Education (2 resources) Higher Education (14 resources) Showing all Kohler Taxonomy Designations I. Student Development II. Interagency Collaboration III. Family Involvement IV. Program Structures V. Student Focused Planning Higher Education (14 resources) Showing all Kohler Taxonomy Designations I. Student Development II. Interagency Collaboration III. Family Involvement IV. Program Structures V. Student Focused Planning Time Sensitive/Importan t Upcoming Events Tutorials Current Trends Just Out Time Sensitive/Importan t Upcoming Events Tutorials Current Trends Just Out Evidence-based Transition Resources at your finger tips TransitionResources4Youth.com Search My Personal Resources Date Saved Difficulty Time My Saved Resources Rating Search My Personal Resources Sort by: 49


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