Transition Systemic Framework Pilot Project: Indicator 14 / Post-school Data

Webinar #1

October 28, 2009

Presented by:Center for Change in Transition ServicesCinda Johnson, Denny Hasko, Wendy Iwaszuk206.296.6494ccts@seattleu.edu

• Overview of the Transition Systemic Framework (TSF) Pilot Project

• Post-school Survey & Data Collection

• Using Post-school Data

• Action Planning

Topics of Discussion

Transition Systemic FrameworkTransition Systemic Framework

Transition Systemic Framework Pilot Project

Selection of high performing districts in the area of transition

One-year project: September 2009 - June 2010

Training presented through web-conferencing Using Post-school data IEP Self-review with Indicator 13 Checklist-WA QuIST

Project Teams develop action plans for program improvement in each area

Composite results developed by districts for statewide dissemination

Project Purpose

1. To examine the critical components of a special education program;

2. To identify strengths and areas of need of a special education program;

3. To pilot new online program evaluation instruments;

4. To identify necessary revisions of the instruments based on project outcomes.

Desired Result: Program Improvement

Program Self Review:◦Building level analysis of post-school

outcome data◦Increase positive post-school outcomes;◦IEPs developed and implemented that are

relevant, comprehensive and compliant;◦Transition services designed and

implemented for all students using evidence-based practices.

Bellevue School District Amy Stay, Christie Bateman, Monica Chapman, Paula Dubois,

Kay Gilkey, Jessica Malan, RJ Sammons East Valley School District

Maureen Lyden, Leah Lucero Georgina Redmond, Tamara Schierman

Othello School District Lori Scott, Rena Alvarez, Daniel Barrera, Debbie DeBoer,

Kathy Preston Sequim School District

Shelley Langston, Wendy Turner, Louise Chitwood, Barbara Cooper, David Updike

Pilot Project Districts

Review the 2008 Post-school Data Report and review outcomes Contact rate, engagement, employment and postsecondary

education/ training; Identify areas of strength and areas of need;

Review current IEPs of students age 16+ with Indicator 13 Checklist-WA Review 15-20 current IEPs with transition; Identify areas of need; Enter results in the Online Data Collection System;

Complete the Quality Indicators for Secondary Transition (QuIST) for program review Enter results in the Online Data Collection System

Pilot Project District Teams will

Transition Systemic FrameworkTransition Systemic Framework

POST-SCHOOL SURVEY TIMELINE2008-2009 2009-2010 2010-2011

September-Identify 2009 Leavers (graduates, dropouts, aged outs)

-Identify 2010 Leavers (graduates, dropouts, aged outs)

-Identify 2011 Leavers (graduates, dropouts, aged outs)-2009 Leavers interviews continue

October-Update 2009 Leavers: Use your district’s monthly, quarterly or count dates

-Update 2010 Leavers: Use your district’s monthly, quarterly or count dates

-Update 2011 Leaver List: Use you district’s monthly, quarterly or count dates-2009 Leavers interviews continue

November -2009 Post-school leaver surveys due November 1, 2010

December-Use 2008 PS Data for LEA Application

-Use 2008 PS Data for LEA Application

-Use 2008 PS Data for LEA Application

Update & Finalize 2009 Leaver List on 2009 Online System

-Update & Finalize 2010 Leaver List on Online System

January-June-Update 2009 Leaver List: Use your district’s monthly, quarterly or count dates

-Update 2010 Leaver List: Use your district’s monthly, quarterly or count dates

-Update 2011 Leaver List: Use your district’s monthly, quarterly or count dates

June-Enter 2009 Leavers in 2009 Online System

-Enter 2010 Leavers in 2010 Online System

-Enter 2011 Leavers in 2011 Online System -Collection Period for 2009 leavers opens: Jun 1 -Nov 1; 2010 Leaver interviews begin

- Collection Period for 2009 leavers opens: Jun 1 -Nov 1; 2009 Leaver interviews begin

2009 Leavers 2010 Leavers 2011 Leavers

• Post-school data should be used to inform special education programs.

• When reviewing the data it is important to look at the Contact Rate first.– Contact Rate impacts data reliability

• After achieving an acceptable Contact Rate, review Engagement

• Next, review Employment Rate or Education/training Rate

Using Post-school Data

How To Use the Post-school Report

• The following slide is an example of a stacked bar graph that shows the contact rate for a school district in WA.

• The graph compares the contact rate for the school district to that of the state.– Note: In the following example the yellow arrows

indicate the district’s data located below the state’s data

1.2 Contact Rate

Leavers contacted and not contacted in the follow-up telephone survey.

Note that percentages may not add to 100% due to rounding. In addition, totals vary slightly from question to question becausesurveys with missing information were excluded from calculations for that question.

• Contact Rate (or response rate) is the number of youth contacted out of the entire number of youth included in the survey.

• The Contact Rate is important to know because the post-school data is based on the number of youth contacted.

• Depending on if the Contact Rate is high or low, this may be an area in need of improvement.

Using Post-school Data: Contact Rate

2.1 Engaged Since Leaving High SchoolPercent of leavers surveyed engaged in work, education, or training since leaving high school by exit status.

Note that percentages may not add to 100% due to rounding. In addition, totals vary slightly from question to question because surveys with missing information were excluded from calculations for that question.

2.2 Employed Since Leaving High SchoolPercent of leavers surveyed employed since leaving high school by exit status.

Note that percentages may not add to 100% due to rounding. In addition, totals vary slightly from question to question becausesurveys with missing information were excluded from calculations for that question.

2.3 Attending Postsecondary Education Since Leaving High SchoolPercent of leavers surveyed attending postsecondary education since leaving high

Note that percentages may not add to 100% due to rounding. In addition, totals vary slightly from question to question becausesurveys with missing information were excluded from calculations for that question.

Note that percentages may not add to 100% due to rounding. In addition, totals vary slightly from question to question becausesurveys with missing information were excluded from calculations for that question.

2.4 Attending Postsecondary Training Since Leaving High SchoolPercent of leavers surveyed attending postsecondary training since leaving high school by exit status.

Note that percentages may not add to 100% due to rounding. In addition, totals vary slightly from question to question becausesurveys with missing information were excluded from calculations for that question.

2.5 Agency ContactPercent of leavers surveyed who contacted an adult service agency since leaving high school by exit status.

• Disseminate the post-school data to community.

• Policy and practice– Adult agency connections– Graduation policy– Transition continuum

• Curricular planning and development.

Example: What program decisions can be made as a result of the post-school

data?

• Example of an Action Plan process/design

Action Plan: Post-school Outcomes

2009-10 Webinars/Tele-conferences 3:00-4:00 PST

Webinar Date Topic Presenter

October 28, 2009 Transition Systemic Framework Pilot ProjectIndicator 14 - Post-school Data

Cinda Johnson Wendy IwaszukDenny Hasko

November 18, 2009 Collecting 2009 Post-school Data Cinda JohnsonWendy Iwaszuk

February 3, 2010 Transition Systemic Framework Pilot ProjectIndicator 13 IEP Review

Denny Hasko

March 10, 2010 Postsecondary Goals and Course of Study Cinda JohnsonDenny Hasko

April 21, 2010 Transition Systemic Framework Pilot ProjectQuality Indicators for Secondary Transition

(QuIST)

Denny Hasko

May 19, 2010 Age-appropriate Transition Assessments Cinda JohnsonDenny Hasko