1)Type your name, address, and zip code (along with all team members participating with you) in the ‘Chat Box’ on the left. 2)CCTS will conduct a sound check at 2:50 and 2:55. We’ll begin at 3:00 and end by 4:00. 3)Use the ‘Chat Box’ to type in questions and/or responses; we’ll address these mid-way through the webinar and during the last ten minutes. 4)After the webinar, you will receive a follow-up requesting that you complete a quick survey. Thank you for joining us today! How did we do? EVALUATING OUR PROGRESS

Raise your hand and wait to be called on by moderator You may ask questions by typing in the chat box or by raising your hand (if you have a microphone). If you have a microphone, please keep it turned off until called on.

The Center for Change in Transition Services Dr. Cinda Johnson Principal Investigator Sue Ann Bube Director Beth Charles Project Coordinator Improving post-school outcomes for students with disabilities in Washington State

How did we do? EVALUATING OUR PROGRESS

AGENDA  Washington State Post-school data – Leavers  The Center for Change in Transition Services –Trainings (Webinar & On-site) –Technical Support  District Level –Indicators 1, 2, 13, and 14 HOW DID WE DO? EVALUATING OUR PROGRESS

We want your feedback! Be prepared to answer questions, interact with participants and win a few prizes. INTERACTIVE? YES. TODAY WILL BE AN INTERACTIVE WEBINAR.

Complete the analogy Transition is like __________________ because __________________. Transition is NOT like __________________ because __________________. OR

Washington State Post-School Data HOW DID WE DO?

What does the state data show? 2010 – 2011 GRADUATES VS. NON-GRADUATES

How did we do? Higher Education 23.5% Competitively Employed 25.7% Not Engaged 36.1% Other Education/Training 4.6% Other Employment 10.1% Washington Post-School Data Leavers

Washington State by Disability POST-SCHOOL OUTCOMES FOR STUDENTS WITH IEPS

What questions could we ask about the data? How did we do?

Who are the Not Engaged? Gender Male 62% Female 38% Graduation Drop Out 24% Age Out 4% 70% 36.1% n=1,714

Who are the Not Engaged? 36.1% CategoryCount% of NE Respondents White Male SLD25515% White Male OHI22513% White Female SLD18511% White Female OHI885%

Education Higher Education: A youth who has been enrolled in a full- or part-time basis in a community college (2 year) program, or college/university (4 year+) program, for at least one complete term at any time in the first year since leaving high school. Some Other Education: A youth who has been enrolled on a full- or part-time basis for at least one complete term at any time in the year in the first year since leaving high school in an education or training program.

Education Status Type Term Education Status Type Term Education Status Type Term Education Engaged Not Engaged Attempted Engagement

Employment Competitive Employment: A youth who has worked for pay at or above minimum wage in a setting with others who are nondisabled for a period of 20 hours or more a week for at least 90 days at any time in the first year since leaving high school. This includes military employment. Some Other Employment: A youth who has worked for pay or been self-employed for a period of at least 90 days at any time in the first year since leaving high school. This includes working in a family business. (e.g., farm, store, fishing, ranching, catering services, etc.)

Employment Competitive Employment Competitive Employment Engaged Not Engaged Attempted Engagement Worked for Pay ≥ Min Wage* Non- Disabled Peers* ≥ 90 days ≥20 hrs* Worked for Pay ≥ Min Wage* Non- Disabled Peers* ≥ 90 days ≥20 hrs* Worked for Pay ≥ Min Wage* Non- Disabled Peers* ≥ 90 days ≥20 hrs* * Note that the minimum of 20 hours a week, minimum wage, & working with non-disabled peers is a requirement for Competitive Employment but not Some Other Employment

Who are the Not Engaged? Group 1: Youth in this category NEVER enrolled or worked since leaving high school. Group 2: (Attempted Engagement) Youth enrolled or worked since leaving high school, but did not meet the criteria for having worked or enrolled, as defined by OSEP. 36.1% Learning Disability

Who are the Not Engaged? 36.1% Learning Disability 1,218 (25.7% of respondents) – 490 Specific Learning Disorder (40%) – 296 Other Health Impairments (24%) – 114 Intellectual Disability (9%) – 99 Multiple Disabilities (8%) – 68% Earned a Diploma – 28% Dropped Out of School Group 1: NEVER ENGAGED

Who are the Not Engaged? 36.1% Is there evidence of attempted engagement? Did they contact agencies? Group 1: NEVER ENGAGED

Who are the Not Engaged? Learning Disability 1,218 Respondents in Group contacted 1 or more agencies (33%) –185 contacted DVR –119 contacted DDD –48 contacted Worksource Anecdotal Comments Students halted activities to either –Care for their own family –Care for siblings or elders –Waiting on DVR, DDD,... –Homelessness Group 1: NEVER ENGAGED

Who are the Not Engaged? 36.1% Learning Disability 496 (10.5% of respondents; 29% NE) – 232 Specific Learning Disorder (47%) – 137 Other Health Impairments (28%) – 75% Earned a Diploma – 22% Dropped Out of School Group 2: Attempted Engagement

Who are the Not Engaged? 36.1% What is the evidence of attempted engagement? Did they contact agencies? Group 2: Attempted Engagement

Who are the Not Engaged? Learning Disability Group 2: Attempted Engagement Enrolled in PS ED Worked for Pay Enrolled in PS ED Worked for Pay ≤ Min Wage ≤ 20 hours ≤ 20 hours ≤ 90 days Term 28% 74% 19% 70%

The Center for Change in Transition Services HOW DID WE DO?

The Center for Change in Transition Services Trainings  Webinar Series – Transition 101 – Data Webinar – Indicator 13  On-Site Trainings – Transition Travel Guide – Train-the-Trainer Improving post-school outcomes for students with disabilities in Washington state Technical Support  Website – Resources  Indicator 13 – Flow Chart – Training Modules  Post-School Survey – Training Modules – and Telephone Support

Remembering the Webinars Transition 101 Five-part series that encompassed all five domains of CCTS’ Quality Indicators for Secondary Transition (QuIST). School-Based Activities Work-Based Activities System Support Family Involvement Connecting Activities Indicator 13 Explored our online IEP Review tool. Post-School Survey Fall: Discussed 2012 data collection Winter: Analyzed data with directors Spring: Prepared for 2013 Collection Post-School Data: Make it Count Data Webinar for Directors The 2013 Post-School Survey

Name one tool or resource that you learned about through the webinar series and either used in the classroom or shared with someone else. How did we do?

What would you like the webinars to be like next year? Time? Topics? Style? Feedback

Did you use any of CCTS’ other services? If so, which ones? Feedback

The XYZ School District HOW DID YOU DO?

Critical Interrelationship Modified from NSTTAC Quality IEPs Stay in School Graduate Positive Post-School Outcomes (Indicator 13) (Indicator 2) (Indicator 1) (Indicator 14)

Critical Interrelationship Weak IEPs Graduate Positive Post-school Outcomes (Indicator 13) (Indicator 2) (Indicator 1) (Indicator 14) Don’t Stay in School

Post-School Outcomes (14) Postsecondary education/training, Employment, & Independent Living Post-School Outcomes (14) Postsecondary education/training, Employment, & Independent Living Not so good? Good? Why? Why Not? Dropping Out (2) Why? Appropriate Programs? Address student & family needs? Graduation (1) Expectations & Standards? Various pathways? Linkage to post-school environments? What’s the Quality of Our IEPs? (13) Measurable post-school & annual goals, transition-related assessments, services & activities, coordination of services, and student & agency involvement What’s the Quality of Our IEPs? (13) Measurable post-school & annual goals, transition-related assessments, services & activities, coordination of services, and student & agency involvement Adapted from NSTTAC (Kohler, 2009) Using Transition Indicators to Improve What We Do

Question & Answer Time

Phone: (206)