student voices webinar - ncld · 9/17/2015 · hsdiploma/ working+ towardsged enrollment situaon...
TRANSCRIPT
September 17, 2015
Student Voices Webinar
Introduc)ons & Welcome Student Voices Project /Research Team
• James Wendorf, Execu)ve Director, NCLD
• Stacy Parker-‐Fisher Director of Learning Differences Programme, Oak Founda)on
• Sheldon Horowitz, EdD , Director, LD Resources, NCLD
• Marshall Raskind, PhD, Educa)onal Researcher
• Erica Anthony, Research/Marke)ng Consultant 2
The Importance of Student Voices • The purpose of this study was to:
• Listen carefully to young adults about their experiences • Show what factors contribute to successful transi)on outcomes for young adults with learning and a@enAon issues (LAI)
• Iden)fy opportuni)es to help them experience greater success and saAsfacAon in their lives.
• The results speak to a large audience of young adults – including those not formally idenAfied with LAI.
• The implicaAons should impact the way that we—parents, educators, employers, policy makers, organizaAons—provide support and services to young adults
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Knowledge Gained Will Impact . . . • The ways that schools provide instruc)on and support services for teens as they transiAon to and from high school
• The development and growth of mentoring and internship opportuni)es
• Teacher educa)on and professional development across the helping professions
• The development and implementaAon of K-‐12 policies • Ways for parents, educators and others to directly engage and support teens and young adults
• How the public views young adults with LAI • The ways that organiza)ons can share resources and partner to increase impact 4
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Study Design
Student Board IdenAficaAon
• Ensure the research is YA focused, driven by and guided by insights from young adults
• Board had check points throughout the research to ensure they were ac)ve advisers throughout the project
QualitaAve Research • One-‐on-‐one interviews in 2 ci)es (Paramus, NJ & Denver, CO) • Sharing of results
Incorporate QualitaAve and Expert Learning into QuanAtaAve QuesAonnaire
• Incorpora)ng: Mul)ple qualita)ve learning presenta)ons, Student Board Input, Team/Expert hypothesis genera)on, exis)ng research in the field
QuanAtaAve, NaAonal Study • Deep dive into learning with core team members, field experts, research partners
• Mul)ple sta)s)cal analyses used
Project Process Overview
Surveyed 1,200 young adults who graduated from public school in the last two years
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Who
How
When
• 1,221 young adults surveyed • 1-‐2 years out of public high school • Ages 15-‐25 (the majority were 18-‐21)
• Sample demographics were reflecAve of the LAI young adult community
• Survey conducted online in English • Read Speak survey opAon provided; 19% opted in
• Survey administered between August 15, 2014 and September 8, 2014
QuanAtaAve, NaAonal Study
The survey included young adults with both idenAfied and unidenAfied learning and a@enAon issues
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SURVEY PARTICIPANTS DEFINITION
• ‘Iden)fied’ young adults with ‘LAI’ self-‐report having been evaluated and received a formal LAI diagnosis before the survey
• ‘Not iden)fied’ young adults were never evaluated or never received a formal LAI diagnosis but reported struggling with at least one LAI issue
Young adults surveyed N=1,221 N=816
%
20%
40%
60%
80%
100%
All With LAI
With LAI* (816)
Without LAI (405)
IdenAfied (359)
Not idenAfied (457)
0
The survey asked 50 quesAons about parAcipants’ high school experience
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• Family’s availability and willingness to help • Help and support in transiAon from high school to post-‐high
school job or college • Mentorship and every day assistance and encouragement • ParAcipaAon in acAviAes and hobbies • Ease in key areas of life
• Employment status
• Experiences in and out of the classroom • Grades and test scores
• Self-‐esteem and asserAveness in the classroom sehng and in social situaAons
• The overall mindset while a student in high school
Family and Community
Aetudes
Educa)on
Employment and Life Outcomes
The survey also asked 50 quesAons about parAcipants’ post-‐high school experience
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• Family’s availability and willingness to help • Openness to LAI services • Help and support on a daily basis • Familiarity with online plaiorms • ParAcipaAon in acAviAes and hobbies • Ease in key areas of life
• Employment status • Living situaAon • Financial and non-‐financial responsibiliAes
• Experiences in and out of the classroom • Post-‐high school educaAon • Grades and test scores
• Current stress levels and coping techniques with LAI since HS • Self-‐esteem and asserAveness in the classroom sehng and
in social situaAons • Confidence in current responsibiliAes • Overall mindset
Family and Community
Aetudes
Educa)on
Employment and Life Outcomes
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The Learning
TransiAon Outcome Analysis: SegmenAng the YA Community
Segmented YA Community
HS Diploma/ Working
Towards GED
Enrollment Situa)on
Experiences Since HS
Employment/Educa)on Status
Family/ LAI History
Social Engagement Aetudes
Success Aetudes
Baferies (30 Statements)
Ease/ Difficulty in Six Life Areas: Number and Types of Issues
Post High School behavioral/situa)onal
and aetudinal data were entered into the
Segmenta)on Analysis
Overview of YA Post-‐HS Outcome ConAnuum Young Adults are primarily segmented on their ahtudinal mindsets/feelings about
themselves in their POST High School lives, ranging from STRUGGLERS to NAVIGATORS.
• Very low self confidence
• Unwilling decision-‐makers
• Poor self advocates • Feel unsupported by family and community
• Have received nega)ve messages
• Socially isolated and inept
• Well adapted and self confident
• Self advocates • Decisive • Feel supported by family and community
• Effec)ve at naviga)ng rela)onships
STRUGGLERS COPERS NAVIGATORS
Young Adult Post High School Outcome Con)nuum
Overview of LAI YA Post-‐HS Outcome ConAnuum
Disengaged Strugglers (17%)
Anchorless Strugglers
(9%)
Uncertain Worriers (19%)
Solitary Copers (17%)
Cau)ous Op)mists (16%)
Confident Navigators
(22%)
STRUGGLERS (26%)
COPERS (36%)
NAVIGATORS (38%)
The three major subgroups of strugglers, copers and navigators are each sizeable. YAs who fall into each of the groups have different needs and will need different approaches to transiAon support.
Distribu)on of LAIs across con)nuum
Distribu)on of No LAIs across
con)nuum
LAI/No LAI Presence Across The Outcome ConAnuum
Disengaged Strugglers
Anchorless Strugglers Uncertain Worriers
Solitary Copers
Cau)ous Op)mists
Confident Navigators
There are LAI and Non-‐LAI Young Adults in every group along the POST High School Transi)on Outcome con)nuum, although LAIs do have a stronger presence among strugglers.
©2015 RTi Research ConfidenAal Engaging Student Voices 16
65% 59% 65% 67% 56%
73% 69%
35% 41% 35% 33% 44%
27% 31%
100% 100% 100% 100% 100% 100% 100% LAI
Iden)fied LAI
Unknown LAI
IdenAfied/Unknown LAI Presence Across The Outcome ConAnuum
Total LAI Young Adults
Disengaged Strugglers (17%)
Anchorless Strugglers
(9%)
Uncertain Worriers (19%)
Solitary Copers (17%)
Cau)ous Op)mists (16%)
Confident Navigators
(22%)
There is much more to the LAI Young Adult journey than whether or not he/she has been iden)fied or is receiving services.
82% of why a young adult is a “navigator,” “coper,” or “struggler” arer high school is primarily driven by three factors
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A suppor)ve home life
Self-‐confidence
Connec)on to friends and community
Young Adult Experiences that lead to these drivers:
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Connec)on to friends and community
• I felt I belonged to my school community • I was self-‐confident • RelaAve ease with social issues • I was comfortable taking the first step in making new friends • I made friends easily • When it came to my social life, I didn’t give up even when things were
hard or got in my way
Suppor)ve home life
• My parents always made me feel that I would be successful • I had at least one parent/adult who was able to help me with my
learning or a@enAon issues • I had at least one parent/adult who understood my difficulAes with my
learning or a@enAon issues • RelaAve ease with family issues • I liked spending Ame with family
Self-‐confidence
• I was comfortable taking the first step in making new friends • RelaAve ease with social issues • I felt I belonged to my community • I made friends easily • I tended to see the posiAves in situaAons • Comfortable speaking up in class • I felt I belonged to my school community
Other factors are strongly associated with young adults’ success: IEP Aming and input (1 of 2)
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Young adults who receive IEPs early (i.e. in elementary and middle school) are more likely
to “thrive”
Young adults with LAI who have IEPs early and have
input on them are also more likely to “thrive”
* Strongly associated with posiAve transiAon outcome, but not a driver of them
Other factors are strongly associated with young adults’ success: mentoring, teacher support and others (2 of 2)
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Mentoring
Have mentor in HS
Teacher support
Teacher understands my needs
Teacher makes sure I understand things
Help in academics
Get help in academics
Having key conversa)ons
Career
EducaAon
Ac)vi)es
Sports/marAal arts
Outdoor acAviAes
Group acAviAes (Clubs, groups, Boy/Girl Scouts)
Movies, etc., w/ friends
Hang with friends
* Strongly associated with posiAve transiAon outcome, but not a driver of them
The Role of Parents
• Daunted by all LAI* challenges
• Does not enjoy parenAng,
• Shares childcare with spouse but feels alone, depressed
• Overwhelmed, stressed by child’s LAI* issues, school, family pressures
• Successfully manages all LAI* challenges
• Enjoys parenAng, Shares childcare with spouse
• Friendly, outgoing
• OpAmisAc view of child’s LAI* issues, PosiAve relaAons with school, community, family • Success Dealing with LAI Challenges
• LAI Impact on Child
* Learning and/or a@enAon issues Source: 2012 Parent Project
Strugglers (35%)
Conflicted (31%)
Op)mis)c (34%)
Prior learning from work done to understand the parents of children with LAI was used in this current work to allow an overlay that examines the relaAonship of self-‐perceived parental
“success” in coping with a child’s LAI to YA transiAon outcome.
51%
27%
53%
71%
28%
34%
31%
21% 20%
38%
16% 8%
The RelaAonship Between Parent Success*/YA TransiAon Outcomes
Strugglers (117)
Conflicted (85)
Total Parent/ YA Pairs (344)
Op)mis)c (137)
Navigators
Copers
Strugglers
Young Adult Segments
(80)
Parent Segments
There is a clear relaAonship between parental ability to cope with a child’s LAI and the transiAon outcome of that child.
* Self perceived success Note: Only LAI Young Adults/Parent Pairs interviewed in this research.
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Implica)ons
Parents Educators Funders & Program Providers
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Implica)ons for Parents • Help your child to believe in themselves, to develop confidence and
not to give up when confronted with challenges.
• Encourage your child to parAcipate in acAviAes that build and reinforce a sense of belonging.
• Help your child understand the nature of their LAI and become an effecAve self-‐advocate
• Be an acAve partner with school personnel
• Be on constant alert for negaAve messaging, and take acAon when it occurs.
• Connect with other parents—there is power in community
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Implica)ons for Educators • Recognize the characteris)cs of each group (“strugglers,”
“copers,” “navigators”) to plan and implement intervenAons and supports
• Look beyond IEPs and 504 plans to understand who the young people are and what they need to succeed
• Ensure that all students with LAI are provided with opportuniAes to develop and enhance social-‐emo)onal competencies
• IdenAfy and address the needs of all students who struggle with LAI—before they experience frustra)on and failure
Implica)ons for Funders • Students with LAI represent 20% of the public school popula)on. The opportuni)es for supporAng these students are significant, as are the risks of ignoring them.
• Funding should support all teachers in general educa)on seengs—where students with LAI are primarily educated
• Special educaAon research and evidence-‐based pracAces must be shared across all educa)onal seengs
• Helping students to become confident and effec)ve self-‐advocates is a key to • Success in school for all students with LAI • Successful postsecondary transi)on.
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Implica)ons for Program Providers
Understanding the characteris)cs of young adults with LAI should inform ac)vi)es in:
• Public policy development and advocacy • Juvenile jusAce • Young adult leadership development • Mentoring • Workplace policies and culture • Public awareness • TransiAon and support services in higher educaAon and • Teacher preparaAon
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Recommenda)ons • Build in access to tools such as Understood.org to:
• Help build parental/caretaker knowledge about LAI • Foster confidence in supporAng their child • Promote feelings of opAmism about their child’s journey through school and beyond.
• Help students with LAI to:
• Become more engaged in their school and general communi)es • Develop strong rela)onships with peers
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Next Steps
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Next Steps
• Share the Student Voices findings with colleagues, friends and young adults with LAI
• Engage organiza)onal allies to use the Student Voices research in their programs
• Dive into the data and ask new ques)ons, make changes in our thinking and pracAces that reflect what young adults have told us about what ma@ered most to them during this Ame in their lives
• Contact NCLD at [email protected] with comments, quesAons and suggesAons