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Examining the differences in transition outcomes by school exit.

Examining the differences in transition outcomes by school exit. Source: SPP, 2/09 Indicator 14 Data Set. NYSED VESID NPSO, 5/12/09, DVJ.

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Examining the differences in transition outcomes by school exit.

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  1. Examining the differences in transition outcomes by school exit. Source: SPP, 2/09 Indicator 14 Data Set NYSED VESID NPSO, 5/12/09, DVJ

  2. Post School Outcomes of Students with Disabilities at Any Point Within One Year After Leaving High School(2,453 NYS 2006-07 Exiters Transitioned at 91-92%) Source: SPP, 2/09 Indicator 14 Data Set NYSED VESID NPSO, 5/12/09, DVJ

  3. 2007-08 Post-School Outcomes of Students with Disabilities at Any Point within 1 Year of Leaving High School in 2006-07 Transition Gap: Never Connected Post-School Note: Exit subcategory of “Other” is too small to chart Source: SPP, 2/09 Indicator 14 Data Set NYSED VESID NPSO, 5/12/09, DVJ

  4. Post-School Outcomes of Students with Disabilities at Any Point Within 1 Year of Leaving High School(outcomes exclude Military Service) Source: SPP, 2/09 Indicator 14 Data Set NYSED VESID NPSO, 5/12/09, DVJ

  5. 2007-08 Post-School Outcomes of Students with Disabilities Interviewed Between 9-14 Months After Leaving School in 2006-07 How many made a positive connection at Any Point? Transition Gap: Never Connected Post-School Note: Exit subcategory of “Other” is too small to chart Source: SPP, 2/09 Indicator 14 Data Set NYSED VESID NPSO, 5/12/09, DVJ

  6. 2007-08 Post-School Outcomes of Students with Disabilities Interviewed Between 9-14 Months After Leaving School in 2006-07 How many were positively connected at 9-14 mos.? • Transition Gaps: • Never Connected or • Lost Connections Note: Exit subcategory of “Other” is too small to chart Source: SPP, 2/09 Indicator 14 Data Set NYSED VESID NPSO, 5/12/09, DVJ

  7. Post-School Outcomes of Students with Disabilities at Any Point Within 1 Year of Leaving High School(outcomes exclude Military Service) The 2006-07 total n is smaller than shown in the previous chart because to enable comparison with last year’s results on this issue, this chart excludes data from the 412 former students from the 2006-07 exiters interviewed sooner than 9-14 months after leaving high school. Source 2009 APR Data; TCS Meeting, 2/24/09, DVJ NYSED VESID NPSO, 5/12/09, DVJ

  8. Post-School Outcomes of Students with Disabilities at9-14 Months After Leaving High School(outcomes exclude Military Service) The 2006-07 total n is smaller than shown in the previous chart because to enable comparison with last year’s results on this issue, this chart excludes data from the 412 former students from the 2006-07 exiters interviewed sooner than 9-14 months after leaving high school. Source 2009 APR Data; TCS Meeting, 2/24/09, DVJ NYSED VESID NPSO, 5/12/09, DVJ

  9. Finding, Getting & Keeping Post School Opportunities:Special Education Students Interviewed 9 - 14 months After School Exit Found & Connected Stayed Connected The 2006-07 total n is smaller than shown in the previous chart because to enable comparison with last year’s results on this issue, this chart excludes data from the 412 former students from the 2006-07 exiters interviewed sooner than 9-14 months after leaving high school. Source 2009 APR Data NYSED VESID NPSO, 5/12/09, DVJ

  10. Finding, Getting & Keeping Post School Opportunities:Special Education Students Interviewed 9 - 14 months After School Exit Found & Connected Stayed Connected The 2006-07 total n is smaller than shown in the previous chart because to enable comparison with last year’s results on this issue, this chart excludes data from the 412 former students from the 2006-07 exiters interviewed sooner than 9-14 months after leaving high school. Source 2009 APR Data NYSED VESID NPSO, 5/12/09, DVJ

  11. Interagency and Interdisciplinary Collaboration District Structure Student Development Family Involvement Student Involvement NYSED VESID NPSO, 5/12/09, DVJ

  12. What Makes a Difference in Successful Transitions? • Transition Planning, K-12. • Career Preparation, especially Paid or Unpaid Work Experiences in the Community. • Safe, Supportive Educational Environment. • Integrated Learning Environments. • Attainment of a Standards Based Diploma. • Collaboration among Student, Parents, School and Community. NYSED VESID NPSO, 5/12/09, DVJ NYSED PSI Data, Seniors 2001 Exit Survey, 3/15/02

  13. Interagency and Interdisciplinary Collaboration District Structure Student Development Family Involvement Student Involvement NYSED VESID NPSO, 5/12/09, DVJ

  14. Student Participation curricular activities prepare for participation in transition planning choice-making is facilitated during planning invited to participate in the process decisions driven by student and family career counseling provided to each student TQI Component - Student Involvement NYSED VESID NPSO, 5/12/09, DVJ

  15. National BenchmarkCASE Survey (1997), Student Participation • Students participate in their IEP meetings: 82% of the time • School staff verbally invite students: 87% of the time • Methods of enhancing participation and decision-making skills • students interviewed about their future goals: 89% • engaged in the dialogue at the IEP meeting: 85% • self-determination and goal setting incorporated in curriculum and instruction: 64% NYSED VESID NPSO, 5/12/09, DVJ

  16. National BenchmarkMartin (2000), Self-Determination Curriculum • Student skills for participating actively in IEP meetings • How to choose goals • How to participate in and lead meetings • How to develop and implement action plan • Teacher strategies • Use the curriculum regularly • Begin early • Support students with sensitive issues • Help students know and talk about their disabilities • (for teachers) Feel comfortable with the process NYSED VESID NPSO, 5/12/09, DVJ

  17. When did you first receive information at school about careers? Students with disabilities report receiving information at school about careers much later than their peers. Percent of Students NYSED LPSI Data, Seniors 2001, Catalog 10, DJ 9/15/06 NYSED VESID NPSO, 5/12/09, DVJ

  18. When did you first receive information at school about postsecondary education? Students with disabilities report receiving information at school about postsecondary education much later than their peers. Percent of Students NYSED VESID NPSO, 5/12/09, DVJ NYSED LPSI Data, Seniors 2001, Catalog 10, DJ 9/15/06

  19. Students planning postsecondary education, when did you decide? Among students planning postsecondary education, decisions are made much earlier by general education students than by special education students. Percent of Students NYSED LPSI Data, Seniors 2001, Catalog 10, DJ 9/15/06 NYSED VESID NPSO, 5/12/09, DVJ

  20. Interagency and Interdisciplinary Collaboration District Structure Student Development Family Involvement Student Involvement NYSED VESID NPSO, 5/12/09, DVJ

  21. Family Involvement input into staff training active in planning for their child responsible for specific steps Family Empowerment Provide service guides Pre-IEP planning Informed choice-making is encouraged TQI Component - Family Involvement Family Training covers • effective advocacy techniques • transition process • community services and agencies NYSED VESID NPSO, 5/12/09, DVJ

  22. National ResearchCASE Survey: Family Participation • Parents notified by form letter (82%) and/or phone call (60%) • If no reply to notice, called day, evening, weekend: 80% • When parents can’t attend, involve via • phone conference: 55% • mail draft IEP home for review and feedback: 54% • meet individually with parent: 50% • Parent preparation to participate accomplished by • phone call or mail: 91% • print information about the transition process: 64% NYSED VESID NPSO, 5/12/09, DVJ

  23. When did you first talk with your parents about what to do after leaving school? Students with disabilities most frequently discuss their future plans with parents in their later school years. Percent of Students NYSED VESID NPSO, 5/12/09, DVJ Source: NYSED Longitudinal PSI Study, 2001 Seniors (Catalog 10, DJ 9/15/06)

  24. Interagency and Interdisciplinary Collaboration District Structure Student Development Family Involvement Student Involvement NYSED VESID NPSO, 5/12/09, DVJ

  25. Employment One Year Post High School NYSED VESID NPSO, 5/12/09, DVJ NYSED LPSI Data, Class of 2001, One Year Beyond High School, 7/03

  26. Impact of Work Experiences in High School NYSED VESID NPSO, 5/12/09, DVJ NYSED PSI Data, PSI, 1996

  27. Interagency and Interdisciplinary Collaboration District Structure Student Development Family Involvement Student Involvement NYSED VESID NPSO, 5/12/09, DVJ

  28. Program Philosophy LRE Transition infused in all curriculum areas Cultural sensitivity Flexibility to meet individual needs Program Policy Administrative support Clearly articulated transition mission & structure Transition incorporated within educational program structure TQI Component – District Program Structure Strategic Planning • Builds on/with internal and external groups Program Evaluation • Data guides improvement • Data examines student results Human Resources • Professional development • Transition staff are qualified • Ongoing TA supports staff Resource Allocation • Sufficient • Creatively used NYSED VESID NPSO, 5/12/09, DVJ

  29. Strategic Plan Development Needs Assessment Follow-up Interventions Deal And Steal Data Collection Establishing the Infrastructure for Continuous Improvement TRANSITION The Next Generation Evidence Based Practices Professional Development Transition Cycle of Change NYSED VESID NPSO, 5/12/09, TZ

  30. Interagency and Interdisciplinary Collaboration District Structure Student Development Family Involvement Student Involvement NYSED VESID NPSO, 5/12/09, DVJ

  31. Inter-organizational Framework Local agency roles articulated Process for sharing student Information Human Resource Development Multidisciplinary Employers involved Addresses student and parent empowerment TQI Component - Interagency and Interdisciplinary Collaboration Organizational Planning • Means to Project Future Service Needs • Ongoing Community Planning • Community Resource Directory Individual Planning • Active participation of agencies, families, students & schools • Agency contact & referral prior to school exit Collaborative Service Delivery • Collaborative funding of services evident • Collaboration across systems reduces service barriers • New services result from school-community collaborations NYSED VESID NPSO, 5/12/09, DVJ

  32. When Schools & VR System Work TogetherGood Things Happen for Transitioning Studentsthe MTP prototype - CLP Outcomes • VR eligibility processing time cut by 1/3 • ½ the number of ineligibility determinations • Service plan development cut by 30% • Fewer unsuccessful closures • Career preparation in-school contributed to higher levels of employment • Systems capacity for work-based learning increased NYSED VESID NPSO, 5/12/09, DVJ

  33. “Resiliency …is founded on the belief that if one’s family, community, and school care deeply about an individual, have high expectations, offer purposeful support, and value a person’s participation in the group, that person will maintain a faith in the future and can overcome almost any adversity.” Student Resiliency: An Issue Summary Prepared by the Information Center at Brown University 2000. NYSED VESID NPSO, 5/12/09, DVJ

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