transition education update, trends, and prognostication

Jim Martin, Ph.D.University of OklahomaZarrow Center for Learning Enrichmentjemartin@ou.eduhttp://education.ou.edu/zarrow/

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What we know: General Outcomes Questions and trends

What we know: Postsecondary Education Question and trends

Special Education Laws and Regulations Important changes afoot

Focus on Transition Success Behaviors Important changes afoot

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OU Big 12 Football Championship in 2007OU Big 12 Football Championship in 2006OU Big 12 Football Championship in 2004OU Big 12 Football Championship in 2002OU 5 wins out of 6 attemptsTexas 2 wins out of 4 attempts

Golden Hat – Texas 57 wins OU 40 winsAt the end of this year Texas 57 wins, OU 41

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What percent of workers who had IEPs in high school like their jobs?

What percent of students with IEPs dropped out of HS?

Which domain is the biggest area of concern for former high school students with IEPs? Reading Math Social Skills Health Care

What percent of former students with IEPs receive gov’t benefit payments?

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Which former group of HS students with IEPs are more likely to be single? male or female

What disability group is most likely to be enrolled in 4-year colleges? LD EBD MR Hearing/Vision

What percent of students with IEPs in high school self-identify in postsecondary ed?

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General Outcomes

Social skills are the most problematic for all categories of youth About 6 in 10 have moderate social skill scores

28% left school without a diplomaAbout 70% worked since leaving HS

40% working a couple years after leaving HS

Much lower than the 63% of same age youth without IEP

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About 4% of those who left HS receive job site accommodations Most employers are unaware of disability

Of employers who are aware of disability 25% receive workplace accommodations

40% of employed youth like their jobs 55% of general ed workers like their jobs (Conference Board, 2007)

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2 years after leaving, 75% living with parents Similar rate to general ed students

66% of those living with roommate or spouse report annual income of less than $5,000

About 10% participate in gov’t benefit program

8% has had a child About same rate as general population

Rate of being arrested and on probation equals rate of same age peers in general ed population

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DO significantly less likely to be engaged in school or work

DO more likely to support independent household and children 4 times higher than those who completed HS

Less likely to have driver’s license or checking account, and be voter

More than 33% spent one night in jail 5 times higher than those who completed HS

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LD or Health Impairments 75% completed high school 75% worked, wit 45% working 2 years after HS

Large reduction in passive leisure and large increases in seeing friends often

Large declines in organized groups and volunteer activities

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Emotional Disturbance Highest dropout rate 35% no longer live with parents

▪ Greatest increase in living in criminal justice. mental health facilities, or on the street

33% have not been engaged with leaving HS

75% have been stopped by police (other than traffic violation)

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Mental Retardation or Multiple Disabilities Most likely to stay in school until 21

Least likely to have obtained regular diploma

Lowest overall rate of engagement Least likely to see friends Least likely to take part in organized groups

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Hearing or Visual Impairment More than 90% obtained regular HS diploma Twice as likely to enroll in postsecondary ed▪ 66% had done so▪ 40% enrolled in 4-year schools – highest of all groups

Most likely to be engaged in community groups

Low criminal justice contact Those with hearing impairment less likely to see friends

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African-American youth at 16% disadvantage compared to white youth in rate of employment

Those from higher income parental home more likely to be engaged in school or work

Females are 6 percentage points more likely to have enrolled in higher ed than males

Females less likely to be single than males

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Most believe Graduate from HS

Will get job

Will live on own

Less Confident Attend postsecondary ed

Job will pay enough to be financially self-sufficient

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Youth who hold high expectations in one domain tend to have high expectations in others

Youth have higher expectations than parents Youth with higher expectations tend to have parents who have higher expectations

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Secondary Transition Education

What can be done to prevent such a high drop out rate?

What can be done to improve the marginalized outcomes for minority groups of students?

Why so few former students with IEPs going on into higher ed? What can be done to increase expectations? Why more females than males going into higher ed?

Why do so few of those who do enroll in higher ed self-identify for disability support?

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Increased focus on teaching students disability awareness

Increased focus on teaching in-school and job site self-advocacy skills

Increased focus on building students’ expectations for adult life after high school to include going into higher ed to attain degree and better job

Increased focus on disability specific transition education practices Autism, emotional/behavior disorders, etc

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I’m Tyler Available for small donation from www.Imtyler.com

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Postsecondary Education

College freshman with a disabilities increased from 2.6% in 1978 to 9% in 1996 (Cameto, Newman & Wagner, 2006).

Surveys of freshman at 4-year colleges report the percent of students with disabilities has gone from 3%, up to 9%, then down to 6% (Henderson, 1998, 2001)

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53% of students with disabilities plan on attending an education program after leaving high school compared to 95% of their non-disabled peers (Wagner, Newman, Cameto, Garza, & Levine, 2005).

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Former students with IEPs 5% attended vocational or technical schools within two years of graduating.

20% enrolled in community college, with 10% doing so two years later

9% enrolled in 4-year college with 6% doing so two years later.

30% of youth with disabilities enrolled in some type of postsecondary ed compared to 41% of their non-disabled peers (Wagner et al., 2005). Dropped down to 20% taking classes a two years later

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The rate of current enrollment of youth with disabilities in 2-year/ community colleges is not significantly different from that of their peers in the general population (10% vs. 12%).

Similar-age youth without disabilities are more than four and one-half times as likely as youth with disabilities to be currently taking courses at a 4-year college (28% vs. 6%, p<.001).

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Of youth with a high school IEP in IHE (Wagner et al., 2005). 52% do not believe they have a disability 7% believe they have a disability but did not disclose

40% identified having a disability88% of students who identified received services 12% rejected or refused services once offered

Put all of this together, about a third of former students with IEPs who attend postsecondary ed receive disability support 28

One percent of the students with disabilities enrolled in 4-year schools graduated in a four-year period (Cameto et al., 2006).

20% of students with LD who began IHE graduate 5 years after high school compared to 44% for students without LD (Murray, Goldstein, Nourse, & Edgar, 2000).

10 years after high school, 44% of students with LD graduated compared to 78% without disabilities (Murray, et al., 2000).

Assume 100 students with IEPs in high school 72 will graduate 22 will enroll in higher education 4 will graduate from higher education five years after starting

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Graduates with LD employed at comparable pay rates as former students with LD (Madaus, Foley, McGuire, & Ruban, 2001).

Earning a degree from an IHE benefits the employment outcome of adults with learning disabilities (Madaus, 2006).

Students with disabilities other than LD graduating from IHEs appear to have less positive results (Roessler, Hennessey, & Rumrill (2007).

Some students with disabilities at IHEs lack the skills and confidence to seek employment (Corrigan, Jones, & McWhirter, 2001).

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Postsecondary Education

Why do so few students with disabilities enter higher ed? What happens to the dreams? Why do so few seek disability support?

Why the poor long-term graduation rate?

Why do fewer students with disabilities who graduate from college continue to graduate school?

Why do some students with disabilities (maybe as many as 33%) experience trouble transitioning from IHE into employment? 32

Transition education for students with disabilities enrolled in postsecondary educational programs (Sitlington, 2003)

Higher Ed needs to strongly consider adopting transition education practices to finish the job (Roessler, Hennessey, & Rumrill, 2007).

More specialty programs for students with disabilities in higher education

Focus on self-determination instruction

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Self-Score Quiz Answers

What percent of workers who had IEPs in high school like their jobs? 40%

What percent of students with IEPs dropped out of HS? 28%

Which domain biggest area of concern for former high school students with IEPs? Reading Math Social Skills Health Care

What percent of former students with IEPs receive gov’t benefit payments? 10%

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Which former group of HS students with IEPs are more likely to be single? male or female

What disability group most likely to be enrolled in 4-year colleges? LD EBD MR Hearing/Vision

What percent of student with IEPs in high school self-identify in postsecondary ed? A third (appx 33%)

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Important Changes Afoot

What is the purpose of Special

Education?

. . . a free appropriate public education that emphasizes special education and related services designed to meet students’ unique needs and to prepare them for further education, employment, and independent living.

Postsecondary goalsTransition assessmentAnnual transition goalsCourse of studyStudent involvement in transition planning discussions

Summary of performanceImplied – transition education programs

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The law states that an independent living goal be addressed “when appropriate.”

To determine if an independent living goal needs to be written, an adaptive behavior assessment needs to be given. This provides evidence of needing an independent living goal or not. How else would a team determine if an independent living goal is needed?

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Used to help determine postsecondary goals

Schools and districts will need to adopt an outcome based transition assessment model

need to develop transition assessment scope and sequence guidelines by grades or age and by type of assessments

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Self-Determination Assessment Annual transition goals

Adaptive behavior assessment To determine if independent living goals needed

Vocational interest and explorationPost-school predictor assessment

Annual transition goals May replace self-determination assessment

Not yet available

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8th grade 9th grade 10 grade 11 grade 12 grade

Self-Determination Assessment

ParentStudentEducator

Adaptive Behavior Assessment

Vocational Interest and Exploration

Transition Assessment Timeline

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Require teaching students to become involved in transition planning discussions

In practice means Students develop draft course of study Students develop draft postsecondary goals Student develop draft annual transition goals

Students develop draft statement of support Students develop draft summary of performance

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Percent of Intervals Discussed Transition

Special Ed50%

General Ed 4%

Admin8%

Family8%

Support Staff20%

Students10%

Martin, J. E., Van Dycke, J. L., Greene, B. A., Gardner, J. E., Christensen, W. R., Woods, L. L., & Lovett, D. L. (2006). Direct observation of teacher-directed IEP meetings: Establishing the need for student IEP meeting instruction. Exceptional Children, 72, 187-

200.

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www.ou.edu/zarrow/pilot

http://education.ou.edu/zarrow

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Teacher-Directed SOP Designed for educators and agency Prepared by educators for use by students

▪ Nationally created SOP▪ www.ldaamerica.org/aboutld/adults/docs/SOP_Template.doc

Student-Directed SOP Designed for students, family, and agency Prepared by students for use by students and family

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Purpose Provides the IEP team an opportunity to understand and discuss student and family post-high school goals.

Provides the team an opportunity to explore the students’ perception of their disability and its impact on their life, learning, and work.

Provides students comprehensive document once they leave school to facilitate their plan.

Timeline The OK-SOP directions suggest using the prior to students freshman year IEP meeting and then annually.

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Section 1 Students describe their postsecondary goals to attain within one year of leaving high school, and the school’s recommendations to achieve each goal, and suggested accommodations and supports to assist in achieving the goals.

My Goals for One Year After High School

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Section 2 Students describe their disabilities, how their disability affects their performance, and useful high school supports and accommodations.

My Perception of My Disability▪ How does my disability impact my school work

▪ What accommodation works

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Section 3 (Area of Functioning) Completed in the junior year of high school.

School staff describe how the young adults’ disabilities affect their performance and useful accommodations and supports.

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Section 4 School staff will complete and review annually with the IEP team to determine goals, and if additional assessments will be needed to facilitate attainment of transition goals.

Indicator 13 Transition process

Indicator 14 Postschool follow-up

Graduation RatesDrop-out Rates

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Indicator 13 Remains strong

Indicator 14 Postschool follow-up Becomes part of academic yearly progress measures

Graduation and Drop-out Rates Effective transition ed programs improve these rates

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See special educator time distribution change Inclusion for mild/moderate needs become responsibility of general educators

Special educators become more involved in transition education activities

General ed teachers become highly qualified for students with IEPs

May see transition years expanded to age 21 to follow students into community Similar to community based instructional programs for 18-21 students with significant support needs

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Transition Success Behaviors

The Reason Why - 1

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The Reason Why -2

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We need to focus transition education efforts on teaching behaviors associated with transition success

Foundation skills that go across disability categories and postschool outcomes

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Reviewed the literature to identify student behaviors that predicted postschool success. About 50 quantitative and qualitative studies

Several different search engines

Journal reference lists Hand searched major journals

Asked colleagues around the country

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• Desires • Goals

• Strengths • Limits

• Disability Awareness • Persistence

• Use of Support Systems • Coping Skills

• Social Skills • Proactive Involvement

• Making Positive Choices • Job Experience

• Transition Education

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Using a 0, 1, 2, 3, 4 scale 0 = never 4 = always

Answer the following questions about one of your students

Score each item with a - 0, 1, 2, 3, 4

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Within the last year the student communicated wanting to do well in school, getting a job, and living on own with or without support. 0 (never) 1 2 3 4 (always)

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Within the last year the student communicated an academic goal, employment goal, where he/she wants to live after leaving high school. 0 (never) 1 2 3 4 (always)

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Within the last year the student communicated academic strengths, employment strengths, community living strengths all in relation to his/her graduation goals. 0 (never) 1 2 3 4 (always)

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Within the last year the student communicated academic limitations, employment limitations, community living limitations all in relation to his/her graduation goals. 0 (never) 1 2 3 4 (always)

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Within the last year the student described his/her disability and communicated supports or accommodations matched to needs. 0 (never) 1 2 3 4 (always)

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Within the last year the student asked and used support from educators, friends, and family members. 0 (never) 1 2 3 4 (always)

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Within the last year the student participated in school and community organizations. 0 (never) 1 2 3 4 (always)

Within the last year the student had a paying job. 0 (never) 1 2 3 4 (always)

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Within the last year the student actively participated in an educational planning meeting to discuss goals, accommodations, supports, and plan of study.

0 (never) 1 2 3 4 (always)

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Within the last year the student received systematic instruction to increase his or her self-determination skills? 0 (never) 1 2 3 4 (always)

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Score 39 = 98% 31 = 78% 38 = 95% 30 = 75% 37 = 93% 29 = 73% 36 = 90% 28 =70% 35 = 88% 27 =68% 34 = 85% 26 =65% 33 = 83% 25 = 63% 32 = 80% 24 =60%

More Scores 23 = 58% 14 = 35% 22 = 55% 13 = 33% 21 = 53% 12 = 30% 20 = 50% 11 = 28% 19 = 48% 10 = 25% 18 = 45% 9 = 23% 17 = 43% 8 = 20% 16 = 40% 7 = 17% 15 = 38% 6 = 15% 5 = 13% 4 = 10% 3 = 8% 2 = 5%74

This will become the Transition Success Assessment Professional Student Family member

Provide opportunities for students to learn the behaviors identified with transition success

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Transition Success Assessment: A Transition Behavior Profile 46 items Professional, Family, and Student TSA Versions

TSA Graphic Profile TSA Goal Identification Matrix

Takes about 10 minutes to answer the items and score

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Fine tuned wording internally at ZC

Conducted six social validity groups 4 expert panels (32 participants)

1 parent panel (8 participants)

2 student panel (13 participants)

First round produced changes to 36 of 50 Professional TSA items

Subsequent panels made fewer and fewer changes 77

Transition Assessment Using free or inexpensive tools

Self-Determination Instruction Infused into general education and workplace settings

Teaching students to become involved in transition planning discussions Student-Directed Summary of Performance Used as a script as tool for students to become engaged in transition planning discussions

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Use a Four-Part Transition Assessment Model

Develop and implement a system-wide transition assessment by student ability timeline

Infuse transition assessment results into Summary of Performance

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AIR Self-Determination Assessment

ARC Self-Determination Assessment

Field-Hoffman SD Assessment

Available at http://education.ou.edu/zarrow

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Transition Planning Inventory Available from (www.proedinc.com)

Enderle-Severson Transition Rating Scales ESTR J and ESTR III Available from www.estr.net

Casey Life Skills On-line, free, various levels Available from www.caseylifeskills.org

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High Achieving Students with Mild Disabilities www.onetcenter.org

Students with Mild Disabilities use free on-line tools http://www.myfuture.com/toolbox/workinterest.html

www.ioscar.org www.careerclusters.org

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Occupational Outlook Handbook www.bls.gov/oco/home.htm www.bls.gov/k12/index.htm

Job videos (English or Spanish) Individuals & Job clusters http://acinet.org/acinet/videos.asp?id=27,&nodeid=27

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Designed for Students Involved in Work Study

Programs

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Prior to visiting a job site, individual will select preferred tasks and characteristics

Visit job site and spend time watching and/or doing tasks

After visit, will compare initial preferences to those at the site

Process repeated across numerous sites

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Key: Determine Match Between What I Like and What’s at This Site

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Choosing Employment GoalsSopris West Publishers(www.sopriswest.com)

Requires reading and writing skills

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Characteristics I Like

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Self-Directed Employment Paul Brookes Publishing Baltimore www.brookespublishing.com

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Choose and Take ActionVocational Assessment Software

Use of a software program and community experiences to identify entry-level job interests

Available from Sopris West Publishers

www.sopriswest.com

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Look under the presentation tab on the left of the following

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Collaborative Effort

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Jim Martin

University of Oklahoma

Zarrow Center for Learning Enrichment

Carpenter Hall Room 111

Norman, OK 73019

Phone: 405-325-8951

E-mail: jemartin@ou.edu

For More Information Contact:

Cameto, R., Newman, L., & Wagner, M. (June, 2006). The National Longitudinal Transition Study-2 (NLTS2) Project Update: Self-perceptions of youth with disabilities. Washington, DC: Institute of Education Sciences.

Corrigan, M., Jones, C., & McWhirter, J. (2001). College students with disabilities: An access employment group. Journal for Specialists in Group Work, 26, 339-349.

Finn, D., Getzel, E. E., & McManus, S. (in press). Adapting the Self-Determined Learning Model for instruction of college students with disabilities. Career Development for Exceptional Individuals.

Henderson, C. (1998). Profile of 1996 college freshmen with disabilities. Washington, DC: HEATH Resource Center, American Council on Education.

Henderson, C. (2001). College freshman with disabilities: A biennial statistical profile. Washington, DC: HEATH Resource Center, American Council on Education.

Madaus, J. E. (2006). Employment outcomes of university graduates with learning disabilities. Learning Disability Quarterly,29, 19-w31.

Madaus, J. W., Foley, T. E., McGuire, J. M., & Rubin, L. (2001). A follow-up investigation of university graduates with learning disabilities. Career Development for Exceptional Individuals, 24, 133-146.

Murray, C., Goldstein, D. E. Nourse, S., & Edgar, E. (2000). The postsecondary school attendance and completion rates of high school graduates with learning disabilities. Learning Disabilities Quarterly, 15, 119-127.

Roessler, R. T., Hennessey, M. L., & Rumrill, Ph. D. (2007). Strategies for improving career services for postsecondary students with disabilities: Results of a focus group study of key stakeholders. Career Development for Exceptional Individuals, 30, 158-170.

Sitlington, P. L. (2003). Postsecondary education: The other transition. Exceptionality, 11, 103-113.

University of Oklahoma Institutional Research and Reporting. (2006, June). Students with disabilities. Norman, Oklahoma.

Wagner, M., Newman, L., Cameto, R., Garza, N., and Levine, P. (2005). After High School: A First Look at the Postschool Experiences of Youth with Disabilities. A Report from the National Longitudinal Transition Study-2 (NLTS2) Menlo Park, CA: SRI International. Available at www.nlts2.org/reports/2005_04/nlts2_report_2005_04_complete.pdf.

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