Presentation on theme: "Secondary Transition Overview of State Performance Plan Indicators 1 – Graduation Rates, 2 – Dropout Rates, 13 – Transitional IEPs, and 14 – Post-school."— Presentation transcript:
Secondary Transition Overview of State Performance Plan Indicators 1 – Graduation Rates, 2 – Dropout Rates, 13 – Transitional IEPs, and 14 – Post-school Outcomes
This power point includes: 1. A description of each indicator; 2. The SPP targets for each year and whether our State met the targets; 3. Any additional pertinent information related to the indicator (if applicable); 4. A list of some of the improvement activities included in the States SPP/APR for the indicator;
5. A description of how the indicator might impact a districts determination level (as described in WAC 392-172A- 07012); and 6. Contact information for questions about the indicator.
Graduation Rates Indicator 1 : Percent of youth with IEPs graduating from high school with a regular diploma. (20 U.S.C. 1416 (a)(3)(A)) Washington uses extended graduation rates for this indicator. In other words, students who dont graduate within 4 years, but who do graduate by the time indicated on their IEP, count in favor of the district. Data for this indicator are submitted by districts through the P210 report.
Extended Grad. Rate Formula (# of on-time and late graduates) divided by ( # of on-time graduates divided by on-time graduation rate) Note: the formula for on-time graduation rate is: 100 * ( 1 – grade 9 dropout rate) * ( 1 – grade 10 dropout rate) * ( 1 – grade 11 dropout rate) * ( 1 – grade 12 dropout rate – grade 12 continuing rate)
State Targets – Indicator 1 YearTargetActualMet Target? 2004-0566%73% Yes 2005-0666%68% Yes 2006-0767%69% Yes 2007-0868%69% Yes 2008-0968%73% Yes 2009-1069%TBD 2010-1170%TBD Note: Since this is a Results Indicator, States are permitted to set their own targets.
Annual Dropout Rates Indicator 2: Percent of youth with IEPs dropping out of high school. (20 U.S.C. 1416 (a)(3)(A)) Washington uses annual dropout rates for this indicator. Data for this indicator are submitted by districts through the P210 report.
Annual Dropout Rate Formula (# of students with a dropout, unknown, GED completer code) divided by (total number of students served (minus transfers and students in juvenile detention))
State Targets – Indicator 2 YearTargetActualMet Target? 2004-056.5%5.7% Yes 2005-066.5%6.7% No 2006-076.25%7.0% No 2007-086.0%6.8% No 2008-096.0% Yes 2009-106.0%TBD 2010-115.75%TBD Note: Since this is a Results Indicator, States are permitted to set their own targets.
Transitional IEPs Indicator 13: Percent of youth with IEPs aged 16 and above with an IEP that includes appropriate, measurable, postsecondary goals that are annually updated and based upon an age appropriate transition assessment, transition services, including courses of study, that will reasonably enable the student to meet those post-secondary goals, and annual IEP goals related to the students transition services needs. There also must be evidence that the student was invited to the IEP Team meeting where transition services are to be discussed and evidence that, if appropriate, a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority. (20 U.S.C. 1416(a)(3)(B))
Transitional IEPs (continued) Basically, IEPs for students turning 16 and above are required to document the following 7 components in order to meet compliance for indicator 13: 1.Evidence that the measurable postsecondary goal(s) were based on age-appropriate transition assessment(s); 2.Measurable postsecondary goals that cover education/training and employment, and, if appropriate, independent living skills; 3.Transition services that focus on improving academic and functional achievement of the student to facilitate movement from school to post-school;
7 required components (continued): 4.A multi-year course of study (from the student's current to the anticipated exit year), that focuses on improving the academic and functional achievement of the student to facilitate movement from school to post-school; 5.Annual IEP goal(s) that will reasonably enable the student to meet his/her post-secondary goal(s); 6.Evidence that the student was invited to participate in the transition IEP meeting; and 7.If transition services described in the IEP are likely to be provided or paid for by an outside agency, evidence that, with parent consent, representatives of the agency(ies) were invited to participate in the IEP meeting.
Indicator 13 Data Collection Data for this indicator are currently collected by OSPI through monitoring activities, including onsite visits, Safety Net submissions, citizen complaints, etc.
State Targets – Indicator 13 YearTargetActualMet Target? 2005-06100%15.0% No 2006-07100%32.9% No 2007-08100%75.2% No 2008-09100%DNR* 2009-10100%TBD 2010-11100%TBD *States were not required to report on this indicator for 2008-09. Note: Since this is a Compliance Indicator, States are federally- required to set the target at 100% for all years.
Another way to look at Ind. 13: Although we have not yet met our target, Washington has made significant improvement in this indicator:
Post-school Outcomes Indicator 14: Percent of youth who are no longer in secondary school, had IEPs in effect at the time they left school, and were: (a) enrolled in higher education within one year of leaving high school; (b) enrolled in higher education or competitively employed within one year of leaving high school; and (c) enrolled in higher education or in some other postsecondary education/training program or competitively employed or in some other employment within one year of leaving high school. (20 U.S.C. 1416(a)(3)(B)) Data for this indicator are collected by districts and submitted to the Center for Change in Transition Services through the Post-school Data Survey.
State Targets – Indicator 14 YearTargetActualMet Target? 2005-0684.0% Yes 2006-0784.0% Yes 2007-0884.5%DNR* 2008-0985.0%TBD 2009-1085.5%TBD *States were not required to report on this indicator for 2007-08. Note: Since this is a Results Indicator, States are permitted to set their own targets. This indicator measures student engagement rates the year after leaving high school, so the data will always be one year behind.
SPP/APR Improvement Activities Here are some of the improvement activities included in our SPP/APR to address these four indicators: Technical assistance provided to school districts by CCTS - the Center for Change in Transition (State Needs Project); Model state forms were created, including a model Transition IEP form; Evaluation and IEP Technical Assistance Module, with a focus on secondary transition, was developed and disseminated to school districts;
Improvement Activities (cont.) Regional WAC trainings were conducted in the fall of 2007; Secondary Transition is a priority focus of the OSPI Program Review Team; Graduation & dropout data verification and secondary transition are focus areas in the annual federal fund applications that all districts complete; Ongoing coordination between OSPI and CCTS to ensure consistency of information provided to school districts;
Improvement Activities (cont.) Development and dissemination of the Graduation IEP Resource Guidebook and the Graduation Decisions Pamphlet; Development and implementation of the online post-school survey system; Revise OSPIs Coordinated Services Agreement (CSA) with the nine Educational Service Districts (ESDs) to focus on the indicators of the SPP; Develop/collect technical assistance resources across all 20 performance indicators and make available on OSPIs website; AND MORE…
State & Federal Transition Centers The Center for Change in Transition Services (Washingtons state-level transition technical assistance center): http://www.seattleu.edu/ccts/ The National Secondary Transition Technical Assistance Center (NSTTAC – federal transition TA center): www.nsttac.org
Impact on Determinations Indicators 1, 2, and 14 are results indicators, and do not currently impact a districts determination level. Indicator 13 is a compliance indicator, therefore a districts performance on this indicator will impact two of the determinations criteria – criteria 2 (timely correction of non-compliance) and criteria 4 (performance on the compliance indicators). See the next three slides for more information…
Determination Criteria 2 – Timely Correction of Non-compliance DescriptionDetermination Level If OSPI determined that non-compliance existed in the district with regard to indicator 13, the district corrected the non-compliance in a timely manner. 1 (Meets Requirements) The district corrected the identified non- compliance for indicator 13, but did not complete the corrections within one year of notification. 3 (Needs Intervention) The district did not correct the identified non- compliance for indicator 13 – uncorrected non-compliance still exists in the district. 4 (Needs Substantial Intervention) Note: There are no determination level 2 criteria for this indicator.
Determination Criteria 4 – Performance on Compliance Indicators DescriptionDetermination Level The districts performance on indicator 13 is at or above 95% compliant. 1 (Meets Requirements) The districts performance on indicator 13 is between 65.0% and 94.9% compliant. 2 (Needs Assistance) The districts performance on indicator 13 is less than 65.0% compliant. 3 (Needs Intervention) Note: There are no determination level 4 criteria for this indicator.
Another future link to the determinations criteria… indicator 14 In addition, beginning with the determinations made in November 2011, if a district does not submit the annual indicator 14 (Post School Outcome Survey) data report on or before the required deadline (due November 1 st beginning in 2010 ), it will impact the districts determination with regard to criteria 3 – Timely and Accurate Data.
Contact Information For questions about indicator 1 & 2 (graduation & dropout) reporting, contact Lisa Ireland at: Lisa.Ireland@k12.wa.usLisa.Ireland@k12.wa.us For questions about indicator 13, contact the Center for Change in Transition (CCTS) at: email@example.com or Jennifer Story at: Jennifer.Story@firstname.lastname@example.org Jennifer.Story@k12.wa.us For questions about indicator 14, contact CCTS at: email@example.com@seattleu.edu