What is Indicator 14 and why is it important?

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What is Indicator 14 and why is it important?Dawn A. Rowe, NPSO CoordinatorRhode Island Advanced Transition TrainingProvidence, RIJanuary 26, 2011

National Post-School Outcomes Center

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Session Objectives

• To learn what I-14 is and it’s utility

• To learn about federal data collection and reporting efforts for post-school outcomes

• To learn about Rhode Island’s data collection and reporting efforts for post-school outcomes

• To introduce strategies that have evidence to support positive outcomes for youth with disabilities

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A national technical assistance & dissemination center funded by the U.S. Department of

Education Office of Special Education Programs.

We help State Education Agencies develop practical, yet rigorous data collection systems to describe the further education and competitive

employment experiences of youth with disabilities as they transition from high school to

adult life.

The National Post-school Outcomes Center [NPSO]

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Purpose of IDEA

To ensure that all children with

disabilities have available to them a free and

appropriate public education that emphasizes

special education and related services designed

to meet their unique needs and prepare them

for further education, employment, and

independent living.

IDEA Regulations §300.1(a)

Under IDEA, States are required to submit:

State Performance Plan (SPP) Annual Performance Report (APR)

http://www.ride.ri.gov/OSCAS/SPPAPR/sppapr.aspx

Federal Reporting Requirements

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Federal Requirements

State’s performance plan and annual report are based on 20 Part B indicators

4 specific to secondary transition:

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1 Percent (%) of youth who graduate from high school

2 Percent (%) of youth who drop out of high school

13 Percent (%) of youth with IEPs age 16 or above with an IEP that includes specified transition components (e.g., postsecondary goals)

14 Percent (%) of youth who achieve post-school outcomes

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Critical Interrelationships for Achieving PSO

Quality IEPs

(Indicator 13)

Staying in school

(Indicator 2)

Graduating

(Indicator 1)

Positive post-school

outcomes

(Indicator 14)Kohler (NSTTAC), 2007

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Percent of youth who are no longer in secondary school, had IEPs in effect at the time they left school, and were:

1.Enrolled in “higher education”

2. In “competitive employment”

3.Enrolled in “some other postsecondary education or training”

4.In “some other employment”

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Part B SPP/APR Requirements for Indicator 14

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PSO Definitions

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Indicator 14 for Federal Reporting

Click to edit Master text styles

Post-school OutcomesPost-school Outcomes

04/20/23The National Post-School Outcomes Center

• Report at the national, state, and local levels

• Guide and improve transition programs for transition age youth with disabilities

• Continue improvement in data collection focusing on improving representativeness

• Develop capacity to improve outcomes for specific populations of youth who are not engaged at the same rate as others after high school (e.g., youth with ED, AA, Hispanic) . (FFY 2010 SPP)

Nationally Rhode Island

Findings from state data collection efforts are used to:

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Collecting Post-school Outcomes Data

• Who are the data collected on?

• What data are collected?

• How are the data collected?

• When are the data collected?

• Who collects the data?



Those with IEPs who leave high school:

•With a diploma – regular or modified

•With a certificate

•By aging out

•By leaving early /dropping out

Youth with IEPs who leave high school by:•Graduating with a regular diploma•Age out•Left school early (i.e., dropped out)


Who are data collected on?

Challenge: Finding leavers one year out of school



In school:•Demographic data

• Disability• Gender• Race/ethnicity• Age• Method of exit

One year out:• Higher education• Competitive

employment• Other postsecondary

education or training• Other employment

In school:•Demographic data

• Disability• Gender• Race/ethnicity• Age• Method of exit

•Student ContactsOne year out:

• Higher education• Competitive

employment• Other postsecondary

education or training• Other employment


What data are collected?



Every district over the life of the SPP

ADM > 50K

•Representative sample Disability

•Gender

•Race/ethnicity

•Age

Survey

•Phone

•Mailed

•Face-to-face

Web- or Internet-based

Extant database

Census v. Sample Method of Collecting

How are data collected nationally?




• Attempt to contact every leaver in every district over the life of the SPP

• Use unique identifiers

Survey

•Combination of Phone and

•Online survey (district personnel complete)

Census Method of Collecting

How are data collected in Rhode Island?




• April through September

• When youth have been out of school for at least one year

• Same


When are data collected?




• SEA or LEA staff• Teachers and

support staff• Administrators

• Outside contractor• University• Survey Center

• Student’s last known case manager (certified special education teacher)

• LEA Census Clerks

• Special Education Administrators(Regional training provided via

WebEx)


Who collects these data?


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Results of State’s Efforts: Outcomes for Results of State’s Efforts: Outcomes for Students with Disabilities as measured by Students with Disabilities as measured by Indicator 14Indicator 14

United States Department of Education, Office of Special Education Programs (2011). Part B State Performance Plan/ Annual Performance Report 2011 Indicator Analyses.

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Rhode Island’s Post-school Outcomes Data

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Rhode Island’s PSO DataThese data represent youth who left school during the 2009-2010 school year.

• Of the 1579 leavers 1101 (70%) responded to the PSO survey.

• The responders were found to represent youth across the state based on disability category, gender, and minority status.

• Dropouts were slightly underrepresented.• Of those who responded, 62% reported being enrolled

in higher education, competitively employed, enrolled in some other postsecondary education or training program, or other employment since leaving high school.

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How well do those who responded represent all leavers in 2009-2010?Overall Response Rate: 70%

Differences greater than ± 3% are important

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Challenges

• Finding leavers 1-year out of school

• Contacting leavers 1-year out of school

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Rhode Island’s Method of ExitOf the 1100 youth who responded across

the state…

Data Source: RI PSO SY 2009-10

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Rhode Island’s Engagement Rate: Of the 1100 respondents

RI PSO SY 2009-10

Convert percents

to numbers

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So What?? You are probably asking:

What do these data tell me?

What use are these data?

How can these data be used to improve programs for youth with disabilities?

Engagement rate alone is insufficient to inform program decisions.

The engagement rate should be disaggregated by subgroups of students based on key characteristics, such as

demographic data, geographic location, or other relevant information.

Let’s look at examples of how data can be disaggregated.

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Brainstorm questions to answer about the engagement rates of males and females.

Do we do better with certain disability groups or genders?

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Are Males & Females engaged at the same or similar rate?

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En

gag

em

en

t

Rate

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Percent of Males & Females Engaged

28Data Source: RI PSO SY 2009-10

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Brainstorm questions to answer about the engagement rates of youth with different disabilities.

Do we do better with certain disability groups or genders?

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Are youth with various disabilities engaged at the same or similar rate?

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En

gag

em

en

t R

ate

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Engagement Rate by Disability Categories

AO = All Other Disabilities


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Brainstorm questions to answer about the engagement rates of youth from different backgrounds.

Do we do better with certain groups of youth?

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Are youth from various race or ethnic groups engaged at the same

or similar rate?

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En

gag

em

en

t R

ate

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Engagement Rate by Ethnicity Categories

AO = All Other Disabilities


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How can disaggregated PSO data be used?

What are other states doing?

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How other states are using PSO data to inform transition programs NC revised their PSO

survey to collect more programmatic data to examine whether in-school programs and services correlate with better post-school outcomes.

MD is sharing PSO data with the state Interagency Council to inform and improve the cross-agency collaborative services provided while youth are in-school.

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How other states are using PSO data to inform transition programs

SD compared outcomes of students who participated in certain transition programs to those who did not to determine program effectiveness.

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Let’s Look Closer: South Dakota Question: Are youth who participate in 4 state

specific in-school programs more likely to be engaged one-year out of school than youth who do not participate in these programs?

Programs: Catch The Wave, Youth Leadership Forum, Self-Advocacy, & Project Skills

Used an odds ratio to measure effect size, describing the strength of association between two dichotomous values: youth engaged (i.e., working or enrolled) versus youth not engaged (i.e. not working or enrolled).

# engaged # not engaged

Participate in CTW, YLF, Self-Advocacy, or Project Skills

177 19

Did not participate in CTW, YLF, Self-Advocacy, or Project Skills

120 26

OVERALL for 08-09: Odds Ratio of engagement for students who participated in Catch The Wave,

Youth Leadership Forum, Self-Advocacy, or Project Skills

177/19120/26 = 9.316/4.615 OR of 2.03

Those who participated in these programs were 2.03 times more likely to be engaged in work or school than those

who did not participate in these programs.

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Empirical Evidence

South Dakota has empirical evidence that youth who participated in Catch The Wave, Youth Leadership Forum, Self-Advocacy, or Project Skills were consistently more likely to be positively engaged 1-year out of high school than youth who did not participate in these programs.

With sufficient data, you could do something similar to examine whether the programs offered in RI or your district contribute to positive post-school outcomes.

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The Logic of Using PSO Data for Program Improvement

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Thinking about Transition Related Program Improvement

In what areas are youth with disabilities doing well?

What areas need improvement?

What is the state/district doing well?

What does the state/district need to improve?

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How do you make the connection between post-school outcomes of youth

with disabilities and practices implemented in

the district, school, or classroom?

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Evidence-Based (Special)Education…42

…is a decision-making process for deciding what to teach based on:

• frameworks or principles

• best available research evidence

• professional judgment

• student needs and values(Buysse, Wesley, Snyder, & Winton, 2006; Cook, 2010 Detrich, Spencer, & Slocum, 2009;Turnbull et al., 2010; Cook, 2010)

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Frameworks Provide a Systematic Basis for using Professional Judgment to:

Select Interventions

Create Individualized Interventions

Adapt Interventions

(Spencer, 2009)

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A Framework for Secondary Transition:The Taxonomy for Transition Programming• Student-Focused Planning

• Student Development• Family Involvement• Interagency Collaboration• Program Structure

(Kohler, 1996)

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Need to Consider

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Post-School

Outcomes

Lesson Plans

Practices

Focus on What you Can Control

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In-School Predictors by Post-School Outcome Area

In-School Predictors by Post-School Outcome Area

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Linking Post-School Outcome Data to Evidence-based Practices and

Predictors

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How do I do this?

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How do Predictors Apply to Transition Planning and Instruction?

Provides practitioners information about secondary transition program characteristics that have been empirically linked to improved post-school success for students with disabilities

Can be used to: • develop and expand programs • evaluate existing programs

Can help IEP teams design annual IEP goals and transition services that are more likely to help students achieve their stated post-school goals

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Predictors of Post-School Success for Students with Disabilities

Youth Transition Program (YTP)Youth Transition Program (YTP) Transition planning focused on post-school goals Instruction in academic, vocational, independent

living, and personal social areas Paid job training while in the program Assistance to secure employment or enter

postsecondary education upon leaving the program Follow up support for up to 2 years after leaving the

program

Transition to independence Process System (TIP)Transition to independence Process System (TIP) Relies on a transition facilitator/specialist Youth-centered and focused on youth engagement Transition plans developed that access various service

agencies based on unique needs of individual

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Sample State’s Engagement Rates

Of the 400 youth who responded to the interview/survey across the state…

Data Source: Sample PSO

Youth Transition Program

Interagency Collaboration

TIP

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Rhode Island’s Engagement Rate: Of the 1100 respondents

RI PSO SY 2009-10

Convert percents

to numbers

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What is Rhode Island doing that could lead to higher engagement after high

school?

Rhode Island “My

Transition” website

Rhode Island

Transition Academies

Rhode Island

Guides for Students in Transition

Rhode Island Transition Council

Regional Transition Centers

Career Development Project

Community-based Training (e.g., The Sports Exchange)

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Post-School

Outcomes

Lesson Plans

Evidence-based Practices

(Helsel, Hitchcock, Miller, Malinow, & Murray, 2006; Lembke & Stormont, 2005; Twyman & Sota, 2008)

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Let’s examine a few of these practices

Using Self-Advocacy Strategy to teach Student involvement in the IEP

Self-Advocacy Strategy (SAS) consists of 5 steps taught Self-Advocacy Strategy (SAS) consists of 5 steps taught over a series of seven acquisition and generalization over a series of seven acquisition and generalization stages:stages:

I – Inventory P – Provide L – Listen and RespondA – Ask QuestionsN – Name your goals

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Let’s examine a few of these Let’s examine a few of these practicespracticesUsing Whose Future is it Anyway? to

increase self-determination skills and transition planning knowledge

Whose Future is it Anyway? Whose Future is it Anyway? is a student directed is a student directed transition planning curriculum comprised of six transition planning curriculum comprised of six sections:sections:

Having self-awareness and disability awareness Decision making about transition-related outcomes Identifying and securing community resources to

support transition services Writing and evaluating goals and objectives Communicating effectively in small groups Developing skills to become and effective team

member, leader, or self-advocate

Available: http://www.ou.edu/content/education/centers-and-partnerships/zarrow/self-determination-education-materials/whos-future-is-it-anyway.html

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How does EBP Apply to Transition How does EBP Apply to Transition Planning and Instruction?Planning and Instruction?

Provides teachers information about secondary transition evidence-based practices for teaching students with disabilities

Can be used to: • Support IEP goals and objectives• Support skill development

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Resources

Jane SladeRhode Island Department of

Education

National Post-School Outcomes Center

www.psocenter.org

National Secondary Transition Technical Assistance Center

www.nsttac.org

National Dropout Prevention Center for Students with Disabilities

www.ndpc-sd

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Dawn A. Rowe 541.346.8412

[email protected]

Documents

What is Indicator 14 and why is it important?