I MPROVING P OST -S CHOOL O UTCOMES FOR S TUDENTS WITH H EARING I MPAIRMENTS An In-School Predictor-based Transition Education Model Jennifer Coyle

T ODAY ’ S A GENDA Introduction NSTTAC predictors NLTS2 data Analyses Preliminary results Questions and comments

The field of deaf education has always been fueled by strong emotion rather than demonstrated efficacy. (Luckner, 2004)

I NTRODUCTION Transitioning from high school to life after graduation is a rite of passage for all students, regardless of presence of disability. Transition planning with post school goals is mandated by the federal government Post school outcomes are important When compared to students without disabilities, students with disabilities continue to lag behind

S TATEMENT OF THE P ROBLEM Of the 6.2 million students who have a disability in the United States, 744,000 are students with hearing impairments (USDOE, 2011) 57% attend typical schools and are educated in general education classrooms (Gallaudet Research Institute, 2011) Of the 86% in general education classes 85% have a general education teacher as the only teacher 15% have a general education as well as a special education teacher (Shaver et al., 2011)

S TATEMENT OF THE P ROBLEM Students with hearing impairments are enrolled in general education settings 60% of their day (Shaver et al., 2011) 61% took at least one vocational education class 31% participated in a prevocational education class 25% were enrolled in a life skills class 55% had an occupationally specific vocational education class (USDOE, 2011)

S TATEMENT OF THE P ROBLEM Due to this low incidence, funding and specialized teachers are limited Research is plentiful on strategies and practices that is often generalized for all disabilities Research is focused on literacy and not transition education issues But, research is slim on evidence based practices

NSTTAC’ S P URPOSE Build capacity of states, locals, and schools to implement and scale-up policies, procedures, and evidence-based practices designed to ensure college- and career-readiness for students with disabilities  Conduct knowledge development activities – including literature review of policies and practices and analysis of SPP Indicator 13 data and improvement activities  Technical assistance and dissemination activities at universal, targeted, and intensive (5 states/ year) levels  Leadership and coordination activities 8

9 Post- school Outcomes EmploymentEducation Independent Living

Predictors/Outcomes EducationEmploymentIndependent Living Career Awareness XX Occupational Courses XX Paid Employment/Work Experience XXX Vocational Education XX Work Study X Community Experiences X Exit Exam Requirements/High School Diploma Status X Inclusion in General Education XXX Program of Study X I N -S CHOOL P REDICTORS BY P OST -S CHOOL O UTCOME A REA

Predictors/Outcomes EducationEmploymentIndependent Living Self-Advocacy/Self- Determination XX Self-Care/Independent Living XXX Social Skills XX Interagency Collaboration XX Parental Involvement X Student Support XXX Transition Program XX I N -S CHOOL P REDICTORS BY P OST -S CHOOL O UTCOME A REA

N ATIONAL L ONGITUDINAL T RANSITION S TUDY 2 (NLTS2) Follow up to the National Longitudinal Transition Study ( ) 2000 – 2009 OSEP and IES Students ages 13 – 16 in December 2000 All 12 disability categories Multiple data collection methods Multiple data providers Five waves of data collection

NLTS2 Parents Students Teachers School staff Direct assessments Mail surveys Phone interviews Transcripts

R ESEARCH Q UESTIONS Of the 16 NSTTAC in-school predictors, are students with hearing impairments: Participating in a program of study that includes classes pursuant to post-school goals? Participating in career development* classes (e.g., career awareness, occupational courses, vocational education, work study)? Employed in high school? Receiving high school diplomas?

R ESEARCH Q UESTIONS Of the 16 NSTTAC in-school predictors, are students with hearing impairments: Receiving instruction in community-based environments? Exhibiting social skills? Exhibiting self-care and/or independent living skills? Participating in general education classes? Exhibiting self-advocacy skills?

R ESEARCH Q UESTIONS Of the 16 NSTTAC in-school predictors, are students with hearing impairments: Involved in transition planning? Receiving involvement from community agencies in their transition planning? Satisfied with their special education services? Parents’ participating in their individualized education (IEP) meetings?

R ESEARCH Q UESTIONS Which, if any, of the 16 NSTTAC predictors predict postsecondary employment for students with hearing impairments? Which, if any, of the 16 NSTTAC predictors predict postsecondary education enrollment for students with hearing impairments?

M ETHODS Crosswalk between predictors and NLTS2 survey questions After matching components of predictor definitions to NLTS2 items, refined list of variables created Correlational and regression analyses

P RELIMINARY D ATA Transcript data 856 students with hearing impairments Male = 509 Female = students with hearing impairments Caucasian = 592 African American = 125 Hispanic = 101 Asian/Pacific Islander = 10 American Indian/Alaska Native = 18 Multi/Other = 8

P RELIMINARY D ATA Transcript data Diploma or type of certificate of students with hearing impairments (N = 860) Regular = 165 Special education = 155 Certificate of completion = 15 GED = 1 Vocational occupational certificate = 7 Unknown = 7 No diploma = 510?

P RELIMINARY D ATA Transcript data Graduation status of students with hearing impairments (N = 647) Graduated = 350 Aged out = 66 Dropped out = 74 Moved = 30 Unknown = 127

P RELIMINARY D ATA Transcript data Students with hearing impairments (N = 347) who received: Career assessment = 122 Career counseling = 75 Job readiness training = 188 Instruction in looking for jobs = 106 Job shadowing = 79 Internship or apprenticeship = 13

P RELIMINARY D ATA Transcript data Students with hearing impairments (N = 347) who received: Tech-prep program = 12 Entrepreneurship program = 5 Other work experiences = 112 Job skills training = 93 Placement support = 22 Job coach = 69 None of these = 67

P RELIMINARY D ATA Transcript data Did a student with a hearing impairment receive instruction specifically focused on transition planning? Yes = 243 No = 107 Was planning for transition to adult life done for students with hearing impairments? Yes = 388 No = 66

Q UESTIONS ?

C ONTACT I NFORMATION Jennifer Coyle