transition systemic framework pilot project: indicator 14 / post-school data webinar #1 october 28,...
TRANSCRIPT
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 [email protected]
• 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