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What Works? Using Data to Improve Transition Practices

Employment and Disability InstituteCornell University

School of Industrial and Labor Relations Extension Division201 Dolgen Hall

Ithaca, New York 14853-3901Telephone: (607) 255-7727TTY/TDD: (607) 255-2891e-mail: ilr_edi@cornell.edu

Website address: http://edi.cornell.edu

What Was the Model Transition Program?

In 2007, the New York State Education Department awarded sixty Model Transition Programs (MTP) to school-community collaborations throughout New York State to improve the post-secondary outcomes for students with disabilities.

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How will the work of MTP participants support overarching NYSED goals?

• Quality VR Referrals: Strengthen partnerships between the New York State Vocational Rehabilitation (VR) system and high schools

• Improved Employment Results: Increase participation of youth in employment, VR-related services, and post-secondary education

• Increased Collaboration: Develop partnerships between the schools and community service partners, including colleges/universities and businesses

• Sustained Practice: Advance improved policy, in partnership with the New York State Education Department

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Setting the Stage Through Data Collection and Review

• The Transition Impact Database• CaMS Dataset • TransQUAL Online• Regular Site Visits• Targeted Studies:

– Transition Services Models– VR-School Relationships– Collaborative Leadership Groups

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Transition Services Model Study Setting

• Nineteen MTP sites with high to medium student outcomes were invited to participate

• Data was collected using the TSM questionnaire• Cornell University researchers visited these sites

between October and November 2009 for data collection

Career Development Activities

• Higher performing programs indicated that they developed new career development activities using the MTP funding

• Sites that developed new career development activities had a higher percentage of successful VR referrals

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• Pre-vocational training, job search training, specific job skills training, and internships were associated with increased likelihood of work experience for MTP youth.

• Participation in these career development activities were also associated with increased likelihood of successful VR referrals.

Career Development Activities (continued)

What Do Higher Performing Schools Do?

Parents and Students -- engage parents in their students’ transitions. Student outcomes were higher among those with higher parental involvement.

Accommodations – include supportive services (e.g., positive behavior support, interpretation services at work place, etc.) -- also related to higher student outcomes.

Agency Partners – quality community partner services, also related to higher student outcomes.

Tools for the Toolkit

• Provide and respond to evaluation information to achieve higher outcomes – develop data targets and discuss progress

• Programs with higher parental involvement achieved better outcomes – develop strategies to involve parents

• Programs with higher satisfaction with partner providers achieved better outcomes – develop meaningful and strategic partnerships

For Web Resources go to…http://www.transitionsource.org

• This Presentation (PowerPoint)

• Brief/Dialogue Guide

• Video Presentation

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Video Presentation