1)type your name, email address, and zip code (along with all team members participating with you)...
TRANSCRIPT
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1) Type your name, email 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 email requesting that you complete a quick survey.
Thank you for joining us today!
How did we do?EVALUATING OUR PROGRESS
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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.
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The Center for Change in Transition Services
Dr. Cinda JohnsonPrincipal Investigator
Sue Ann BubeDirector
Beth CharlesProject Coordinator
Improving post-school outcomes for students with disabilities in Washington State
http://www.seattleu.edu/ccts
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How did we do?EVALUATING OUR PROGRESS
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AGENDA
Washington State Post-school data– 2010-2011 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
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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.
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Complete the analogy
Transition is like__________________
because__________________.
Transition is NOT like__________________
because__________________.
OR
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Washington State Post-School DataHOW DID WE DO?
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What does the state data show?2010 – 2011 GRADUATES VS. NON-GRADUATES
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How did we do?
Higher Education23.5%
Competitively Employed25.7%
Not Engaged36.1%
Other Education/Training4.6%
Other Employment10.1%W
ashi
ngto
n Po
st-S
choo
l Dat
a 20
10-2
011
Leav
ers
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Washington State by Disability2010-2011 POST-SCHOOL OUTCOMES FOR STUDENTS WITH IEPS
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What questionscould we ask
about thedata?
How did we do?
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Who are the Not Engaged?Gender
Male 62% Female 38%
Graduation
Drop Out 24% Age Out 4%
70%
36.1%n=1,714
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Who are the Not Engaged? 36.1%
Category Count % of NE Respondents
White Male SLD 255 15%
White Male OHI 225 13%
White Female SLD 185 11%
White Female OHI 88 5%
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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.
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Educ
atio
n
StatusStatus
TypeType
TermTerm
Education
Status
Type
Term
Education
StatusStatus
TypeType
TermTerm
Education
EngagedNot
EngagedAttempted
Engagement
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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.)
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Empl
oym
ent
CompetitiveEmployment Employment Employment
EngagedNot
EngagedAttempted
Engagement
Worked for PayWorked for Pay
≥ Min Wage*≥ Min Wage*
Non-Disabled Peers*
Non-Disabled Peers*
≥ 90 days≥ 90 days
≥20 hrs*≥20 hrs*
Worked for Pay
≥ Min Wage*
Non-Disabled Peers*
≥ 90 days
≥20 hrs*
Worked for PayWorked for Pay
≥ Min Wage*≥ Min Wage*
Non-Disabled Peers*
Non-Disabled Peers*
≥ 90 days≥ 90 days
≥20 hrs*≥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
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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%
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Who are the Not Engaged? 36.1%
• 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
Gro
up 1
: NEV
ER E
NGAG
ED
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Who are the Not Engaged? 36.1%
Is there evidence of attempted engagement?
Did they contact agencies?
Gro
up 1
: NEV
ER E
NGAG
ED
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Who are the Not Engaged?
• 1,218 Respondents in Group 1• 404 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
Gro
up 1
: NEV
ER E
NGAG
ED
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Who are the Not Engaged? 36.1%
• 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
Gro
up 2
: Atte
mpt
ed E
ngag
emen
t
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Who are the Not Engaged? 36.1%
What is the evidence ofattempted engagement?
Did they contact agencies?
Gro
up 2
: Atte
mpt
ed E
ngag
emen
t
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Who are the Not Engaged?G
roup
2: A
ttem
pted
Eng
agem
ent
Enrolled in PS EDWorked for PayEnrolled in PS EDWorked for Pay
≤ Min Wage≤ Min Wage
≤ 20hours≤ 20
hours
≤ 90 days≤ 90 days
TermTerm 28%
74%
19%
70%
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The Center for Change in Transition ServicesHOW DID WE DO?
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The Center for Change in Transition Services
TrainingsWebinar 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 SupportWebsite
– ResourcesIndicator 13
– Flow Chart– Training Modules
Post-School Survey– Training Modules– Email and Telephone
Support
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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 collectionWinter: Analyzed data with directorsSpring: Prepared for 2013 Collection
Post-School Data: Make it Count
Data Webinar for Directors
The 2013 Post-School Survey
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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?
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What would you like the webinars to be like next year?
Time? Topics? Style?
Feedback
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Did you use any of CCTS’ other services?
If so, which ones?
Feedback
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The XYZ School DistrictHOW DID YOU DO?
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Critical Interrelationship
Modified from NSTTAC
Quality IEPs
Stay in School
Graduate
Positive Post-School Outcomes
(Indicator 13)
(Indicator 2)
(Indicator 1)
(Indicator 14)
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Critical Interrelationship
WeakIEPs
Graduate
Positive Post-school Outcomes
(Indicator 13)
(Indicator 2)
(Indicator 1)
(Indicator 14)
Don’t Stay in School
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Post-School Outcomes (14)Postsecondary education/training, Employment,
& Independent Living
Post-School Outcomes (14)Postsecondary education/training, Employment,
& Independent Living
Not so good?Not so good? 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)
Usin
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ansit
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Indi
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Impr
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Wha
t We
Do
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Question & Answer Time