facts about the preparation and transition of ld students

Facts About the Preparation and Transition of LD Students

A Snapshot from the National Longitudinal Transition

Study-2 (NLTS2)

Dr. Jose Blackorby SRI International October 4, 2006

ETS and National Center for Learning Disabilities Symposium

on Addressing Achievement Gaps

2

Background

• NLTS2 is a reprise of the original National Longitudinal Transition Study

– Congressionally mandated, 1983; conducted by SRI,1984-1993.

– Comprehensive information on secondary school-age students nationally as they transitioned to early adulthood.

– Comparison of NLTS and NLTS2 important to the analysis agenda; facilitating valid comparisons has influenced the NLTS2 design.

3

Primary Research Questions

• What are the characteristics of studentsreceiving special education in high school?

• What educational programs and servicesdo they receive as they age?

• What are their achievements in high school and early adulthood in terms of education, employment, social adjustment, and independent living?

• What services and experiences contribute to better results?

• How do programs, experiences, achievements, and other factors differ for youth with different characteristics?

• How have programs, experiences and achievements changed since the late 1980s for young people with disabilities?

4

NLTS2 Generalizes to:

• Students receiving special education who were 13 to 16 when the study began in 2001, as they transition into young adulthood.

• Each of the 12 special education disability categories.

• Each single-year age cohort.

5

• 501 LEAs and 38 special schools representing variation in

– Geographic region.

– District size (student enrollment).

– District wealth (student poverty).

• 11,272 eligible students

– Randomly selected by disability category.

– Sampling rates higher for 16-year-olds to increase the number of youth who will be out of school the longest at the end of the study.

NLTS2 Sample

6

Data Collection Components

• Parents– Telephone interviews (CATI).

• Only respondent, wave 1.

• First respondent (preceding youth interview),

subsequent waves.

• Simultaneous respondent, last three waves.

• Youth– Telephone interviews (CATI) if able to answer by phone (2nd to 5th

waves).

– Mail surveys (multiple components tailored to youth’s status) if able to answer, but not by phone (2nd to 5th waves).

– Direct assessment/In-person interview • Assessment of reading, math, social studies, and science.

• Interview of self-concept and self-determination.

7

Data Collection Components (continued)• Mail surveys of:

– One of each student’s general education teachers about access to general education curriculum and student performance in that classroom context.

– School staff best able to describe each student’s overall school program (often special education personnel) to describe program (e.g., placements), vocational education, special education, transition planning, and performance (e.g., days absent).

– School principals regarding school characteristics and policies and aggregate measures of school performance.

• High school transcripts of courses taken and grades.

8

Data Collection TimelineNLTS2

Year 12001

Year 22002

Year 32003

Year 42004

Year 52005

Year 6 2006

Year 72007

Year 82008

Year 92009

Year 102010

Parent telephone interviews Youth telephone interviews Direct assessment/ student in-person interviews

Teacher survey School program survey School characteristics survey

Transcripts

Data Sources

Wave 1 (2001-02)• Parent interview (n=9,230) • Student’s School Program Survey

(n=6,038), completed by the school staff member most knowledgeable about the student’s overall program.

• Teacher Survey (n=2,822) completed by a general education academic teacher.

• Publicly available school data.Wave 2 (2003)• Parent/Youth interview (n=4,270)

9

10

Today’s Agenda

During school:

• Transition planning

• School Programs

• Academic performance

• School completion

In the early years after school:

• Postsecondary education

• Employment

• Social engagement and adjustment

Parents’ Expectations

12

Parents’ Expectations for Youth with Learning Disabilities

6

7

8

39

35

39

30

29

29

8

39

60

28

15

13

11

67

63

92

53

60

48

10

50

33

32Get a regular diploma

Attend postsecondary school

Complete a vocational or technical program

Graduate from a 2-year college

Graduate from a 4-year college

Get a driver's license

Live away from home without supervision

Get a paid job

Earn enough to support self without financial help

Percentage

Definitely/Probably won't Probably will Definitely will

Source: NLTS2 Wave 1 Parent Interview.

Youth will:

<1

Transition Planning Experiences

- Themes - Initiation of transition planning - Participants - Decision making - Goals - Supports - Post-school services identified - Contacts made

13

14

Transition Planning Themes

• Mixed results in best practices being met for all students with disabilities and students with learning disabilities.

• Process develops over time as students progress through school.

15

Source: NLTS2 with student school program survey.

Student Has a Transition Plan, by Grade Level

97

93

80

75

89

11th - 12th

10th

9th

7th - 8th

Overall

Percentage

16

Transition Planning Best Practices

• Begin transition planning by age 14 or earlier.

• IEPs to include:

– Transition-related content focusing on student’s course of study no later than age 14.

– Statement of needed postschool transition services and interagency responsibilities, or linkages no later than age 16.

17

Mean age 14.4 years

Source: NLTS2 Wave 1 Student’s School Program Survey.

Age Transition Planning Started for Students with Transition Plans

14

21

55

10

After 15

15

14

Before 14

Percentage

18

63

40

44

15

2

89

76

Percentage

Transition Planning for Youth withLearning Disabilities

Suitability of school program to achieving transition goals:


Transition planning being done

Has received instruction intransition planning

Has course of study likely toachieve transition goals

Very well suited

Fairly well suited

Somewhat well suited

Not at all well suited

19

Most Frequently Identified Post-High School Service Needs of Youth with Learning

Disabilities

Source: NLTS2 Wave 1 Student's School Program Survey, 2002.

25

5536

3246

410

312

22None identified

Postsecondary education accommodations

Vocational services

Behavioral intervention

Social work services

Percentage with need identified in transition planning

Students with LD Students with other disabilities

20


• Together with their parents, students with disabilities are expected to play a vital role.

• Students’ preferences and interests must be considered.

• Coordinated planning among special and general education personnel and community service agencies, as well as parents and students, best meet transition needs of youth.

21 Source: NLTS2 Wave 1 Student’s School Program Survey.

Active Participants in Transition Planning*84

90

97

63

62

12

54

14

13

33

Parents

Students

Special education teacher

General education academic teacher

General education vocational teachers

School counselor

Related service personnel

School administrator

Vocational rehabilitation counselor

Other

Percentage

School personnel

Family

*Involved in discussions about services and goals**SSA staff, employers, representatives of postsecondary schools, and advocates, etc.

Outside agencies & others**

22


Decision-Making at IEP Meetings

43

23

33

Mostly by theschool

Mostly by parentand/or youth

By a combinationof all

Percentage

Parents report goals are determined

23

Student’s Role in Transition Planning, by Grade Level

4

16

6

1

2

21

31

26

21

16

60

45

60

65

63

15

9

8

14

20

All youth

7th or 8th grade

9th grade

10th grade

11th or 12th grade

Percentage Did not attendAttended but participated littleWas moderately active in discussions & meetingsTook leadership role


24


• A variety of supports can be necessary for students to make progress towards their goals including:

– A course of study specified in the transition plan

– Instruction focused on transition planning skills

– Identification of postschool service or program needs.

25

Transition Plan Specifies Course of Study to Achieve Transition Goals, by Grade Level

76

61

73

68

83

All youth

7th or 8th grade

9th grade

10th grade

11th or 12th grade

Percentage

Source: NLTS2 Wave 1 School Program Survey.

26

Student Receives Instruction in Transition Planning, by Grade Level

63

40

57

51

76

All students

7th or 8th grade

9th grade

10th grade

11th or 12th grade

Percentage


27


Postschool Services Identified in Students’ Transition Plans, by Grade Level

75

56

63

84

54

42

63

75

55

53

32

13

34

27

37

All students

7th or 8th grade

9th grade

10th grade

11th or 12th grade

PercentageAny type of service Postsecondary education accomodations Vocational

(all other needs <4%: social work, mental health, and behavioral interventions)

28

Information about Postschool Services Provided to Parents, by Grade Level

54

31

25

49

73

All youth

7th or 8th grade

9th grade

10th grade

11th or 12th grade

Percentage with instruction


29


Contacts Made by Schools Regarding Post-High School Programs or Services

26

26

18

17

21

6

2

27

2- or 4-year colleges

Vocational schools

US military

Potential employers

Job placement programs

Supported employment programs

Sheltered workshops

Other vocational training programs

Percentage

30

Suitability of Students’ Programs to Achieve Transition Goals, by Grade Level

15

25

16

19

10

44

28

46

40

49

40

35

38

39

41

2

2

12

All youth

7th or 8th grade

9th grade

10th grade

11th or 12th grade

Percentage

Not at all suited Somewhat well suited Fairly well suited Very well suited


*

*

* = none reported “Not at all suited.”

31

Source: NLTS2 Wave 1 Parent Interview.

Parents’ Satisfaction with Transition Planning and Goals

27

62

10

35

47

18

Strongly Agree

Agree

Disagree/strongly disagree

Very useful

Somewhat useful

Not very/not at all useful

Percentage

Goals are appropriate:

Transition planning was:

Secondary School Academic Experiences

- Academic course-taking and settings- General education classes- Taking college entrance exams

34

33

Academic Course-taking by

Youth with Learning Disabilities 95

93

85

90

24

Language arts

Math

Science

Social studies

Foreign language

Percentage enrolled in type of class


34

Instructional Setting by Type of Academic Class

62

74

71

90

49

43

29

32

8

55Language arts

Math

Science

Social studies

Foreign language

Percentage of those receiving instruction in type of class

General education classroom Special education classroom


35

Difference in Taking Academic Courses in General Education Setting: 1987 to 2001

Source: NLTS school record abstract and NLTS2 Wave 1 Student’s School Program Survey.

10

7

9

8

10

8

Any general education academic courses

Language arts

Mathematics

Science

Social studies

Foreign language

Percentage-point difference

36

General Education Academic Class Level

At grade level83%

Advanced placement or

honors1%

Below grade level16%

Source: NLTS2 Wave 1 Teacher Survey.

37

Extent of Curriculum Modification in General Education Academic Classes

Source: NLTS2 Wave 1 Teacher Survey.

35

52

13

No modifications

Some modification

Substantialmodification or

specializedcurriculum

Percentage

38

Accommodations and Modifications Provided to Students with LD in General

Education Classes

16

19

25

25

27

30

36

67

76

94

Alternate tests or assignments

Shorter or different assignments

Slower-paced instruction

Modified tests

Tests read to student

Modified grading standards

More frequent feedback

Additional time to complete assignments

More time in taking tests

Any type of accommodation or support

Source: NLTS2 Wave 1 General Education Teacher Survey.

39

Participation in Standardized Testing for Students with Learning Disabilities


22

51

7

5

14

48

17

Participates without accommodations

Participates with accommodations

Alternate assessment

Does not take tests

No testing

Standardized test required forgraduation

Takes college entrance exams

Percentage

Students with LD

40

Accommodations for Standardized Testing for Students with Learning Disabilities


43

32

57Additional time

Alternativesetting

Reader forinstructions

Percentage

Students with LD

41

Grades, Retention, Test Performance,School Completion

42

Grades and Retention Among LD Students

30

8

35

Grades - As & Bs

Grades - Cs & Ds

Ever retained

Percentage enrolled in type of class


43

Language Arts Skills of LD Students

49

74

31

14

16

7

4

5

Synonyms/antonyms

PassageComprehension

Percentage receiving scores in percentile range

0-25 26-50 51-75 76+

Source: NLTS2 student assessments, 2002 and 2004.

20

31

Mean percentile

44

Mathematics Performance of LD Students

50

53

36

20

14

21 6

Problem solving

Calculation


0-25 26-50 51-75 76+

28

28

Mean percentile


45

Content Knowledge of LD Students

65

57

16

23

10

14

9

6

Social studies

Science


0-25 26-50 51-75 76+


28

26

Mean percentile

46

High School Completion

NLTS2

Dropout 25

Graduate75

NOTE: Includes only students who receive letter grades.Source: SEELS and NLTS2 Wave 1 parent interviews, 2000 and 2001, respectively.

Postsecondary Education

49

48

Postsecondary School Enrollment of Youth with Learning Disabilities

35

5

23

11

15

12

3

1

Any postsecondary school

Postsecondary vocational, business ortechnical school

2-year/community college

4-year college

Percentage

2003 1987

Sources: NLTS2 Wave 2 Parent/Youth Interviews and for General Population, NLSY 2000 data for 5- through 19-year-olds. Note: Includes youth enrolled in any postsecondary classes since leaving high school.

Vocational Preparation and Work Experience

- Vocational course-taking- Vocational services, job training and work experience- Work-related activities- Paid employment

52

50

Vocational Course-taking by Youth with Learning Disabilities

83

68

50

30

18

33

6

6

Occupationally specific vocationalcourse(s)

Prevocational course(s)

Occupational vocational course(s)

Prevocational course(s)

Percentage

General education Special education Other

Student takes:

Settings for:


51

Difference in Vocational Education Course-taking: 1987 to 2001

Source: NLTS school record abstract and NLTS2 Wave 1 Student’s School Program Survey.

-4

-12

5

Percentage-point difference

All vocational classes

General education vocational classes

Special education vocational classes

52

Participation in Job Training and Work Experience

12

12

51

48

33

35

19

1

14

1

12

5

19

On-campus work experience

Off-campus work experience

Career skills assessment

Career counseling

Job readiness training

Job search instruction

Job shadowing

Internship

Tech prep program

Entrepreneurship program

Job skills training

Job coach

None of these

Percentage


Percentage participating in 2001-02:

Percentage receiving during high school:

53

Postsecondary Employment of Youth with Learning Disabilities – 1987 to 2003

79

45

62

54

Ever worked

Currentlyworking

Percentage

2003 1987

Sources: NLTS2 Wave 2 Parent/Youth Interviews And For General Population, NLSY 2000 data for 5- through 19-year-olds. Note: Includes youth enrolled in any postsecondary classes since leaving high school

54

Postsecondary Employment of Youth with Learning Disabilities – 1987 to 2003 (cont’d.)

38

87

22

4

12

62

78

4

15

31

Worked full time

More than min. wage

Retail

Clerical

Maintenance

Percentage

2003 1987

Sources: NLTS2 Wave 2 Parent/Youth Interviews and for General Population, NLSY 2000 data for 5- through 19-year-olds. Note: Includes youth enrolled in any postsecondary classes since leaving high school

Social Adjustment Experiences and Outcomes

– Social adjustment supports– Youth behavior problems– Progress toward social adjustment goals

61

56

Receipt of Social Adjustment Supports by Youth with Learning Disabilities

8

7

15

23

39

Social work services

Behavioral intervention services

Mental health services

Conflict resolution/anger managementprogram

Substance abuse education or treatment

Percentage receiving services


57

Youth Behavior Problems

25

16

13

15

33

Arrests

Youth getting alongpoorly with teachers

Youth getting alongpoorly with students

In-school suspensions

Disciplinary actions

Percentage


School report of:

Parent report of:

58

Perceptions of Youths with LD of Their Own Self-Determination Abilities

95

75

92

89

93

72

I can make my own decisions

I tell others when I have new or differentideas or opinions

I can get what I want by working hard

I can make good choices

I will be able to make choices that areimportant to me

I know the services I need to deal with mydisability*

Percentage "a lot like me"

*Only 28% of youth with LD consider themselves to have a disability. Sources: NLTS2 Student Assessments, 2002 and 2004.

59

Perceptions of Youths with LD of Their Own Self-Determination Abilities (cont’d.)

68

56

61

64

64

Percentage "a lot like me"

Source: NLTS2 Wave 2 Youth Interview, 2003.

I know how to get Information I need

I can get school staff to listen to me

I feel useful and important

I can tell others my age how I feel if they upset me

I can handle pretty muchwhatever comes along

60

What Have We Learned?• Schooling

– More than half of students with LD have a primary transition goal of postsecondary education.

– Like students in the general population, the course load of students with LD is heavily academic, having become increasingly so over time.

– General education participation is the norm; 88% of students with LD participate, spending an average of 60% of their classes there.

– Participation in general education academic classes has increased; most such classes are at grade level.

– Thus students with LD are increasingly better prepared for postsecondary education, 17% take college entrance exams.

61

What Have We Learned?• Schooling (concluded):

– Students with LD continue to need support for general education academic participation.

– About two-thirds who participate in general education academic classes get at least some curricular modification there.

– Most also have other forms of modification or accommodation: most commonly, more time to take tests and complete assignments.

– Most modifications and accommodations can help a student “get by” but do not address fundamental problems of student performance.

– Tutoring is provided by the school to only about 1 in 10 students with LD. Parents provide tutoring to 1 in 10 and other lessons to 1 in 4.

62

What Have We Learned?

• Career Preparation:– Employment is the most commonly cited primary transition goal

of students with disabilities (57%).– About one-third take prevocational education and half take

occupationally specific vocational education in a given semester.– Vocational course-taking has declined over time as academic

courses have become more prominent. – The large majority of students with LD get vocational

supports/services at some time in high school; 1 in 6 do not.– Career assessment and counseling are most common; more

direct services or programs (e.g., work study) are fairly rare.– Sixty percent of students with LD work for pay, more often during

summers than during the school year; about half earn more than $6 per hour.

63


• Transition Planning:– About two-thirds of students with LD receive instruction in

transition planning.– Most students with LD and parents go to transition planning

meetings. One in 5 students do not participate in the meetings;

1 in 6 have a leadership role.– About one-third of parents would like to be more involved and

one-fourth of students would like more choice in transition goal-setting.

– Three-fourths are reported by school staff to have a course of study likely to achieve their goals; 4 in 10 are reported to have a school program “very well suited” to their transition goals.

64


• Connecting Activities:– About 1 in 5 students with LD receive case management

services from or through their school.– Most students with LD have some form of postschool service

need identified in transition planning, mostly postsecondary education supports and vocational services.

– Needs related to independent living or self-management are rarely identified.

– Contacts on behalf of students as part of transition planning generally reflect students’ primary goals.

65

What’s Available from NLTS2 on the Web• Reports

– Changes Over Time in the Secondary School Experiences of Students with Disabilities

– Services and Supports for Secondary School Students with Disabilities

– Transition Planning for Students with Disabilities– The Achievements of Youth with Disabilities During

Secondary School– Going to School: Instructional Contexts, Programs, and

Participation of Secondary School Students with Disabilities

– Youth with Disabilities: A Changing Population– Life Outside the Classroom for Youth with Disabilities– The Individual and Household Characteristics of Youth

with Disabilities

66

What’s Available from NLTS2 on the Web(continued)

• Data Tables– Parent Interview Wave 1 and Wave 2– School Surveys Wave 1 and Wave 2 (soon)– Student Assessment (soon)

• Fact Sheets– Minorities Among Children and Youth with Disabilities– Use of Psychotropic Medications by Children and Youth

with Disabilities– Special Education: Serving Children Earlier, Providing

Expanded Services– Standardized Testing among Secondary School Students

with Disabilities – A Profile of Students with ADHD Who Receive Special

Education Services

67

What’s Available from NLTS2 on the Web (concluded)

• NLTS2 Data Briefs (distributed by NCSET)– Introducing NLTS2– Who are Secondary Students in Special

Education Today– Youth Employment– Social Activities of Youth with Disabilities – The Characteristics, Experiences, and Outcomes of Youth

with Emotional Disturbances – Transition Planning for Youth with Disabilities (in press)

68

For more information:

www.nlts2.org

facts about the preparation and transition of ld students

Documents

school characteristics

school principals

secondary schoolage

special education personnel

terms of education

characteristics of students

vocational education

school staff member