examining local post high school outcomes: what can we learn and how can we shape programs? a guided...

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

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 2010-11. 22

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. 33

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

44

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 success55

We believe post high school outcomes are important to analyze because …

• Group brainstorm

66

This activity wasvery successful, andset a positive tone for the day

6

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), 2007

7

Parent Survey(Indicator 8)Disproportionality

(Indicators 9 & 10)

Suspension/Expulsion(Indicator 4)

LINKING TRANSITION INDICATOR DATA TO IMPROVE OUTCOMES DATA

Post-School Outcomes~Indicator 14~

2005-06 = 65.5% Baseline Engagement2006-07 = 68.7% Year 22007-08 = 70.4% Year 3

Dropout Rate*~Indicator 2~

2004-05 = 2.09% 2005-06 = 2.13% 2006-07 = 2.61% 2007-08 = 2.59%

Graduation Rate*~Indicator 1~

2004-05 = 80.60% 2005-06 = 81.40% 2006-07 = 80.39% 2007-08 = 79.20%

Quality of Our IEPs~Indicator 13~ (100%)

2005-06 = 7.40% 2006-07 = 26.90% 2007-08 = 39.35%

Why or Why Not?Okay? Not Okay?

Kohler (2006) NSTTAC* = significant change in definition each year

8

• 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

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:

1010

Other Data Collected

10

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

1212

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 2007-08 school year.

131313

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.141414

1515

Data Source: Sample PSO SY 200x-0x

Method of ExitOf the 19 Hudson youth who left school across the district…

Certificate0%

MaxAge5%

Drop-out5%

Diploma90%

16

Engagement RatesOf the 429 youth who responded to the interview across the state…

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Engage (N = 429) 39% 16% 15% 21% 10% 71%

Ps Ed OnlyCompet

Employ OnlyBoth Other Neither Indicator 14

Now we will talk about the

outcomes of XXXX’s youth.

1717

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 2007-08 school year.

1818

Xxxx’s Engagement Rates Of the 19 youth who responded …


19

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Engage (N = 19) 26% 11% 11% 0% 53% 47%

Ps Ed OnlyCompet

Employ OnlyBoth Other Neither Indicator 14

2007-08 State & District Engagement RatesComparison of State and District Engagement Rates

20

55%

86%

68%

33%

71%

37%

79%

53%

21%

47%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Ps Ed Employed CompetEmploy (full or part)

CompetEmploy (full)

Indicator 14

State (N=429) Xxxx (N=19)

21

2007-08 State & District Engagement Rates

Data Source: Sample (SY 200x-0x)

67.5%71.4%

47.4%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

State Target State Engagement District Engagement

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

37%

79%

53%

21%

47%

0% 0% 0% 0%0%0%

20%

40%

60%

80%

100%

PsEd Employ-any Employ-full/part

Employ-full Indicator 14

White (n=19) Minority (n=0)

Xxxx: Youth Engaged by Race/Ethnicity Categories

23


2323

56%

88%

71%

35%

73%

47%

74%

53%

20%

62%

0%

20%

40%

60%

80%

100%

PsEd Employ-any Employ-full/part

Employ-full Indicator 14

White (n=355) Minority (n=74)

Statewide: Youth Engaged by Race/Ethnicity Categories

24


2424

60%

100%

86% 83%

0%

20%

40%

60%

80%

100%

CD (n = 5) EBD (n = 1) LD (n = 10) LI (n = 6)

Xxxx: Youth Employed (any) by Disability Categories

25


2525

20%

100%

71%

50%

0%

20%

40%

60%

80%

100%

CD (n = 5) EBD (n = 1) LD (n = 10) LI (n = 6)

Xxxx: Youth Employed Full or Part Time by Disability Categories

26


2626

0% 0%

43%

17%

0%

20%

40%

60%

80%

100%

CD (n = 5) EBD (n = 1) LD (n = 10) LI (n = 6)

Xxxx: Youth Employed Full Time by Disability Categories

27


2727

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 . . .

So, what can we do with all this transition data?1. Review and compare state outcomes with local

outcomes2. Use an evidence-based process to identify areas

of strength and areas of need3. Develop a comprehensive district transition

improvement plan4. 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

Review Local & State Post HS

Outcomesto determine areas of desired improvement

Review Local Policies, Practices & Procedures to

select Transition Rubric ratings in

area(s) of desired improvement

Use Rubric Ratingsto 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

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

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…

Predictors

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

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

Review Local & State Post HS Outcomes

to determine areas of desired improvement









1. Indicator 14 Data Use ppt

33

Review Local Policies, Practices & Procedures to

select Transition Rubric ratings in area(s) of desired

improvement









• 2. Transition Rubric

34

2. Sample Evidence-based Transition PracticeRubric Rating Worksheet

35

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

36

Use Rubric Ratingsto write District Transition

Improvement Plan, Activities and Goals









3. District Transition Improvement Plan

39

Use Predictors & Evidence-based

Practices & other high quality

transition resources to guide improvement

activities









4. Repository and 5. Website

41

Higher Ed Employment Adult LivingEvents

District AdminTeacher/ClassroomYouth/FamiliesCommunity/Agency

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High Education (14 resources)Showing all Kohler Taxonomy Designations

I. Student DevelopmentII. Interagency CollaborationIII. Family InvolvementIV. Program StructuresV. Student Focused Planning

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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

1Collections

PICT

Student Focused Planning

0Collections

PICTI. 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 ( )


5. TransitionResources4Youth.comSearch Search

42

Use the Activities to Review the Plan and Set New Goals

Wisconsin Personnel Development System









6. Continuous Improvement

43

6. Wisconsin Personnel Development System

44

PREDICTORS

45

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

Career Awareness

• Career exploration; career awareness skills at high school exit; CBI


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

Community Experiences

• Approximate number of community visits per year; community placement activities


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

Measureable PS GoalsEmployment Adult LivingEvents Higher Ed Dropout

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examining local post high school outcomes: what can we learn and how can we shape programs? a guided...

Documents

outcomes data

school outcomes indicator

local data

outcomes results

wphsos indicator

data sorts

printed data

data use specific