POST-SCHOOL OUTCOMES FOR STUDENTS WITH
IEP’STony LoBianco, PhD & Beth Harrison, PhDKentucky Post School Outcomes Center
Human Development Institute / University of Kentucky
Kentucky Post School Outcome Center (KyPSO)
Develops instrument to measure post-school outcomes (YOYO)
Trains LEA’s to collect data through this instrument
Analyzes data and reports findings to OSEP / State / Districts / Regions Related Service Agencies Whoever else will listen!
Identifies factors that lead to success
•Professional Growth and Effectiveness System
•Professional Learning and Support
•Collection and Use of Data: Tell KY Survey
•Human Capital Management and Development
•Best Practices Network•Consolidated Planning and Use of Data
•Alternative Individual Learning Plans
•Digital Learning•Professional Development
•Progress Monitoring
•Curriculum, Assessment & Alignment:
•CIITS•Unbridled Learning Accountability Model
•KSI/RTI•Collection and Use of Data for Program Improvement
•Literacy Initiative•Math Initiative•School Readiness and Early Progress
•Persistence to•Course & Assessment Alignment
•Unbridled Learning Accountability Model
•Targeted Interventions•Career Readiness Pathways
•Acceleration•Academic & Career Advising
•Priority Schools
College & Career
ReadinessProficiency
Educator Effectivene
ss
Achievement Gap
Preparing for Success
The InstrumentYouth One Year Out (YOYO) former student
interview
Pre-populated with names, contact info & demographics for certified interviewer
Computer Assisted Telephone Interview 39 possible items
Employment Post-secondary Education Community Participation Agency Involvement Needs
Who did we Study?
Population: All students who had IEP’s in place at time of
exit, and exited by means of graduation, certificate, ageing out or dropping out
2010-11 school year: 4574 eligible respondents
Working Sample Those who agreed to be interviewed 2745 respondents (60% response rate) Data collected during spring of 2012 from
former students who exited high school in spring of 2011
I14A. higher education• youth have been enrolled on a full- or part-time basis • in a community college (2-year program) or• college/university (4- or more year program) • for at least one complete term, at anytime in the year since leaving high school.
I14B. higher education and/or competitively employed• that youth have worked for pay • at or above the minimum wage • in a setting with others who are nondisabled• for a period of 20 hours a week • for at least 90 days at any time in the year since leaving high school.
I14C. higher education or in some other postsecondary education or training program; or competitively employed or in some other employment
within one year of leaving high school. (20 U.S.C. 1416(a)(3)(B))
(Indicator 14B includes 14A; indicator 14C includes 14B)
Indicator 14: Post-School Outcomes
Thinking more about Education & Employment
What does it mean to be non-competitively employed? Does duration matter? Does current status matter?
Do I14 Categories represent actual experience? Hierarchical Exclusivity
Let’s look at this a different way…
25.7% of former students not engaged
66% of former FMD students not engaged
Competitive Other0
200
400
600
800
1000
1200
14001281
272
1056
197
449
27
Employment in Depth
TotalCurrentlyHealth Care
Higher Other0
100
200
300
400
500
600
541
215
288
80
184
74
Post-secondary Education in Depth
TotalContacted DSCLive away from home
Registered to Vote Driver's License Leisure Activity past 6 mos.0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
66%63%
95%
38%
49%
93%
Community Participation
Non-IDIntellectual Disabilities
Predicting Outcomes
• Logistic Regression Models Predicting• Enrollment in Higher
Ed• Obtaining
Competitive Employment• For this model,
anyone in Higher Ed removed
• Data are weighted to account for representativeness
• Items from KISTS, IC, U.S. Census
• Odds Ratios (OR)• > (greater than) 1 =
positive effect• < (less than) 1 =
negative effect• - = no significant
effect• * = not tested
Higher Education
Competitive Employment (only)
OR ORPlans College 4.93 *IEP College 3.27 *Plans FT Work * 2.04IEP FT Work * 1.62OVR at ARC 1.3 0.79College Rep at ARC - *Supported Emp at ARC * -HS Employment * 3.27Autism 1.96 0.25Emotional Behavorial Disability 0.48 -Intellectual Disability 0.33 0.67Male - 1.93Has Kids - 1.75Black - -Extra-Curricular Act 1.48 -Participate in IEP 1.63 1.22Time in LRE 2.17 1.36Exit=Graduated 4.18 -Exit=Drop out - 0.57LRE % >80% District - -County Rurality - -County Unemployment Rate 1.12 -County % College Degree 1.03 -r-squared 0.38 0.26n 1935 1711
Some Comments from Respondents
So grateful for the Michelle P Waiver Program. Not sure what
we would have done without it. We are able to get our daughter
out in the community and also have help with her personal care.
Transition Plan not clear, wasn't in place in time! Felt that
student should have been taught a trade instead of classes
toward college since wasn't probably going to attend college.
I miss school at times and didn't realize being out of school
would be so hard.
I graduated high school and still can't read and write real good,
but I can make a living and stay out of trouble because I learned
how to act.
(Regarding dropping out) Did not make this choice. Was told I
HAD to leave
Bullying needs to stop!
Types of Jobs Reported
Automotive (mechanics) Child Care Construction Factory Farming Food / Fast Food Landscaping Military Coal Mining Retail
How do we Align with CCR Plan?
Interview can connect to resources Michelle P Waiver ILP and parent involvement Retaining Benefits
How does Readiness translate into Success?
Sister Programs SPDG & CCR for the 1% SHEP
What Can Districts Do?
Interviewers can become transition experts
Planning can and should start early! A few BIG findings:
Employment in HS matters! Involvement in extra-curricular activities
matters! Students’ Plans matter!
Transition Fairs are also nice…but you’re creativity matters
WHAT ARE YOU DOING?
WHAT WOULD HELP YOU DO MORE?