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Post-School (PSO) Outcomes for School Year Exiters 2014-2015
WAYS YOU CAN IMPACT STUDENT OUTCOMES
AND SUCCESS
State of Arizona 2016 PSO Survey
Jay Johnson Education Program Specialist
PSO Initiatives
2
Session Outcomes
• Identify student engagement rates and subgrouprepresentation
• Identify examples to support collaboration withhigh school teams to support students/families
• Acquire new or enhanced information regardingsecondary transition planning and how it affectsstudent outcomes (PSO)
• Identify possible solutions for site levelchallenges in transition services
• Create a next-steps plan for addressing site levelchallenges in transition service provision
3
Indicator 14
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 education2. competitively employed3. enrolled in postsecondary education or training4. some other employment
within one year of leaving high school.
4
IDEA Purpose
To ensure that all children with disabilities have available to them a free 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)
5
June through September 2016 Survey Participants
• 268 PEAs (districts and charter schools)
were included in the reported data • Per SAIS, the total number of exiters (youth
who graduated, aged out, or dropped out) who were eligible to take the PSO Survey = 8,409
• Total number of exiters who responded to the PSO Survey = 6,332
6
June through September 2017 Survey Participants
• 276 PEAs (districts and charter schools)
included in the reported data • Per SAIS, the total number of exiters (youth
who graduated, aged out, or dropped out) who ARE eligible to take the PSO Survey = 9,759
7
The Three R’s of the PSO
• Response Rate
• Representativeness
• Results
8
Response Rate / Representativeness Arizona (2014-2015)
Eligible for survey 8409
Respondents 6332
Response Rate 75.30%
Represented Under-represented Over-represented
Gender (Female) X
Ethnicity (Minority) X
Limited English Proficiency X
Exit Reason (Dropout) X
Represented Under-represented Over-represented
Specific Learning Disability X
Emotional Disturbance X
Intellectual Disability X
All Other Disabilities X
9
Response Rate / Representativeness Arizona 2013-2014 PSO
Response Rate by Demographic
Overall Disability Category Gender Ethnicity
LEP Exit
LD ED ID AO Female Minority Dropout
Target Leaver Totals 8409 5142 880 592 1795 2926 1579 117 1914
Response Totals 6332 3837 582 470 1443 2170 1157 86 1098
Response Rate 75.30% 74.62% 66.14% 79.39% 80.39% 74.16% 73.27% 73.50% 57.37%
Representativeness Disability Category Gender Ethnicity
LEP Exit
LD ED ID AO Female Minority Dropout Target Leaver
Representation 61.15% 10.46% 7.04% 21.35% 34.80% 18.78% 1.39% 22.76%
Respondent Representation 60.60% 9.19% 7.42% 22.79% 34.27% 18.27% 1.36% 17.34%
Difference -0.55% -1.27% 0.38% 1.44% -0.53% -0.51% -0.03% -5.42%
10
Categories of Engagement • full- or part-time • community college (two-year
program) • college/university (four- or more year
program) • one complete term
Higher Education
• pay at or above the minimum wage • setting with others who are
nondisabled • 20 hours a week • for at least 90 days (includes military)
Competitive Employment
11
College & Career Readiness and Success Center
College & Career Readiness and Success Center
12
Georgetown University Center
Western Interstate Commission for Higher Education
13
2011 National Longitudinal Transition Study
2011 National Longitudinal Transition Study
** p < .01, *** p < .001 for the difference between young adults with disabilities and young adults in the general population. NOTE: Standard errors are in parentheses. Findings are reported for young adults with disabilities out of high school up to 8 years. NLTS2 percentages are weighted population estimates based on a sample of approximately 4,800 young adults with disabilities.
14
External Data
$1,623.00 $1,714.00
$1,329.00
$1,108.00
$777.00 $727.00
$651.00
$472.00
0.0%
2.0%
4.0%
6.0%
8.0%
10.0%
12.0%
$-
$200.00
$400.00
$600.00
$800.00
$1,000.00
$1,200.00
$1,400.00
$1,600.00
$1,800.00
Doctoraldegree
Professionaldegree
Master'sdegree
Bachelor'sdegree
Associate'sdegree
Somecollege, no
degree
High schooldiploma
Less than ahigh school
diploma
Unemployment rate and earnings by educational attainment, 2013 Average Unemployment 6.1% Average Earnings $827
Source: U.S. Bureau of Labor Statistics
Median weeklyearnings ($)
Unemploymentrate (%)
15
Categories of Engagement • full- or part-time • at least one complete term • education or training program (e.g.,
Job Corps, adult education, workforce development program, or vocational technical school that is less than a two-year program)
Other Postsecondary Education or
Training
• work for pay or self-employed • at least 90 days • includes working in a family business
(e.g., farming, working in a store, fishing, ranching, catering services)
Other Employment
16
External Data
17
Measurements A, B & C
Measurement A:Higher Education
Measurement B:Higher Education &
Competitive Employment
Measurement C:Higher Education,
Competitive Employment &Some Other Education,Training or Employment
Not Engaged:
9th Grade Exit 0% 16% 38% 62%10th Grade Exit 4% 22% 45% 55%11th Grade Exit 4% 39% 54% 46%12th Grade Exit 24% 64% 77% 23%
0%
16%
38%
62%
4%
22%
45%
55%
4%
39%
54%
46%
24%
64%
77%
23%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Arizona IDEA Part B SPP/APR Indicator #14: Post-School Outcomes for School Year Exiters
18
Local Example • Arizona Districts
• Reviewed PSO Data and Local Data and Planned • Looked at risk indicators in 8th grade
– Low-Attendance, Insufficient Credits (Fewer than 6), Low Grade Point average, Semester Fs.
• Trained Middle School and High School teams • PSO Questions , Job Readiness , Financial Literacy • Added student planning information in Middle School IEPs
– Life Skills Discussed and Provided Self-Disclosure from students
• Started transition planning during freshman year • Added Support System and Self-Advocate role for Student
• Middle School Plan and connected MS and HS • Personalized Learning/Transition plan first at IEP
• Used Personalized Learning programming • Used Student Led IEP Form (Self-Disclosure/Self-Advocate)
19
9th Grade Success Based on 8th grade Data
Early Indicators and Academic Mindsets in the Clark County School District
20
9th Grade Success Based on 8th grade Data
Early Indicators and Academic Mindsets in the Clark County School District
21
Top Ten Ranked Reported Reasons for Dropping Out of HS (2006)
PercentageMissed too many School Days 44%Thought it would be easier to get GED 41%Was getting poor grades/failing 38%Did not like school 37%Could not keep up with the schoolwork 32%Was pregnant 28%Got a job 28%Thought could not complete course requirements 26%Could not get along with teachers 25%Could not work at same time 22%
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
N = 37,446 Students, Parents, Librarians, Teachers, and Principals
Understanding Why Students Drop out of High School
22
Drop Out Rates 2014-2015
Students with Disabilities Limited English Proficient Girls BoysState 5% 3% 3% 4%Pima County 5% 4% 4% 5%Maricopa County 4% 3% 3% 4%Coconino County 5% 9% 3% 4%
0%
1%
2%
3%
4%
5%
6%
7%
8%
9%
10%
Drop out rates for grades 7-12 in Arizona
23
Why PSO Matters to All Grades
College & Career Readiness and Success Center
24
Measurements A, B & C
Measurement A:Higher Education
Measurement B:Higher Education &
Competitive Employment
Measurement C:Higher Education,
Competitive Employment &Some Other Education, Training
or Employment
Not Engaged:
2014 23% 59% 73% 27%2015 22% 61% 75% 25%
23%
59%
73%
27% 22%
61%
75%
25%
0%
20%
40%
60%
80%
100%
Arizona IDEA Part B SPP/APR Indicator #14: Post-School Outcomes for School Year Exiters
25
Engagement Rates
Enrolled In Higher Education, 22.4%
Competitive Employment, 39.0%
Enrolled In Other Postsecondary
Education Or Training, 8.0%
Some Other Employment, 5.6%
Not Engaged, 25.0%
State Engagement Rates: 6332 responded for a 75.30% response rate.
22.4% 39.0%
8.0% 5.6% 25.0%
Enrolled In HigherEducation
Competitive Employment Enrolled In OtherPostsecondary Education
Or Training
Some Other Employment Not Engaged
State
26
Results by Subgroups Subgroups for OSEP-required reporting:
• Gender
• Category of Disability
• Ethnicity
• Type of Exit
27
Disability Data
All OtherDisabilities (1443)
EmotionalDisturbance (582)
IntellectualDisability (470)
Specific LearningDisability (3837)
Not Engaged 28.1% 37.8% 47.4% 19.2%Some Other Employment 4.6% 5.0% 8.3% 5.8%Enrolled In Other Postsecondary
Education Or Training 9.8% 7.4% 19.4% 6.0%
Competitive Employment 27.1% 37.6% 18.7% 46.1%Enrolled In Higher Education 30.4% 12.2% 6.2% 22.9%
0%
20%
40%
60%
80%
100%
Arizona Respondents' Post-Secondary Outcomes by Disability Type
28
Local Example • Arizona Districts
• Reviewed PSO Data and Local Data • Students completed college entrance/registration • Students were not completing a college term • Students didn’t understand college accommodations
• Connected students to Earn to Learn and Money Smart • Event “College Signing Day”
• Connect students to Making My Way through College, school community and self-disclosure
• Adding New Dual Credit Classes • Planned Training on College Accommodations, Job
Accommodations, Think College Resource Library , Transition Team Checklist in all high school IEPs .
• Using Infographic Transition to College: What Changes after High School during Parent/Student Meetings
29
2011 National Longitudinal Transition Study
2011 National Longitudinal Transition Study
30
College & Career Readiness and Success Center
College & Career Readiness and Success Center
31
Ethnicity Data
AmericanIndian orAlaskaNative(468)
Asian (74)
Black orAfrican
American(493)
Hispanic/Latino
(2586)
Multi-racial(107)
NativeHawaiianor OtherPacific
Islander(15)
White(2589)
Not Engaged 35.9% 32.4% 26.6% 25.4% 27.1% 26.7% 22.1%Some Other Employment 7.3% 9.5% 5.9% 5.5% 7.5% 0.0% 5.2%Enrolled In Other Postsecondary
Education Or Training 7.5% 6.8% 8.5% 7.4% 9.3% 20.0% 8.6%
Competitive Employment 30.1% 17.6% 36.3% 42.6% 32.7% 40.0% 38.4%Enrolled In Higher Education 19.2% 33.8% 22.7% 19.1% 23.4% 13.3% 25.8%
0%
20%
40%
60%
80%
100%
Arizona Respondents' Post-Secondary Outcomes by Ethnicity
32
Local Example • Arizona Districts
• Reviewed PSO Data and Not Engaged Students • Trained staff to use AT (Assistive Technology) and
created AT Implementation Plan • Used “A Student Handbook for Choosing and Using AT” • Provided self-advocacy skills and sense of pride • Used AT Loan Library and AzTAP Loan Library • New Apps Clips or CADET for Captioning for all Students • Performed Free TechCheck to enhance technology
• Connected High School CTE (Career and Technical Education) Program with College Level CTE Program • Life Skills for All Teens, Community and self-disclosure
• Connected Counseling Department Transition Department Career Counseling (Connecting Community)
33
National Longitudinal Transition Study (NLTS2) - 2012:
Graduation Post-Secondary Paying JobAT 100% 81% 80%No AT 80% 40% 51%
100%
81% 80% 80%
40%
51%
0%
20%
40%
60%
80%
100%
120%
N=305,000 Students
National Longitudinal Transition Study
Assistive Technology Page
Assistive Technology Webpage AT Internet Modules ADE AT Loan Library
Symbaloos AT Google Drive
AbleData: Search Database WATI Mega Resources for AT
35
How PSO Can Improve Programming
College & Career Readiness and Success Center
36
Gender Data
Female (2170) Male (4162)Not Engaged 26.1% 24.5%Some Other Employment 5.7% 5.6%Enrolled In Other Postsecondary
Education Or Training 8.8% 7.6%
Competitive Employment 33.9% 41.6%Enrolled In Higher Education 25.5% 20.7%
0%
20%
40%
60%
80%
100%
Arizona Respondents' Post-Secondary Outcomes by Gender
37
Local Example • Arizona Districts
• Reviewed PSO Data and Local Data • Community misconceptions about special ed
• Focused on Student Self Advocacy Skills and Life Skills • Getting Hired , MAG Resource , Play Spent and Smart About Money • Focused on employability and student transition plans • Team Planning and Job Search Hints
• Included all staff to plan student goals (AT, ECAP, Transition Planning, CTE)
• Held Special Ed Parent Action Committee to focus on transition planning
• Created self-disclosure, support system, self-advocacy, connected student to stakeholders community, and a sense of pride
38
2011 National Longitudinal Transition Study
2011 National Longitudinal Transition Study
39
Improving Programs
College & Career Readiness and Success Center
40
Exit Data
Aged Out(maximum age) (5) Dropout (1098) High School
Diploma (5229)Unknown: Exit
Reason (0)Not Engaged 60.0% 46.4% 20.5% 0.0%Some Other Employment 0.0% 6.3% 5.5% 0.0%Enrolled In Other Postsecondary
Education Or Training 0.0% 10.3% 7.6% 0.0%
Competitive Employment 40.0% 35.4% 39.7% 0.0%Enrolled In Higher Education 0.0% 1.6% 26.7% 0.0%
0%
20%
40%
60%
80%
100%
Arizona Respondents' Post-Secondary Outcomes by Exit Type
41
“Unengaged” Characteristics
• Of the 1584 individuals counted in the non-engaged category, 1183 did not attempt any post secondary education/training or employment.
• However, 401 respondents (25%) indicated that they attempted post secondary education/training or employment but did not meet the criteria to be counted in an engagement category.
• If those 401 youth who attempted engagement had been successful, engagement rate would have increased from 75% to 81%.
42
Disability Data (Extended Breakdown)
63.7%
64.6%
52.6%
77.2%
55.4%
46.1%
57.8%
42.9%
59.5%
79.3%
50.0%
80.8%
92.3%
75.8%
76.9%
36.3%
35.4%
47.4%
22.8%
44.6%
53.9%
42.2%
57.1%
40.5%
20.7%
50.0%
19.2%
7.7%
24.2%
23.1%
Autism (455)
Emotional Disability (466)
Emotional Disability (separate facility, private school) (116)
Hearing Impairment (57)
Mild Intellectual Disability (316)
Moderate Intellectual Disability (128)
Multiple Disabilities (102)
Multiple Disabilities - Severe Sensory Impairment (28)
Orthopedic Impairment (37)
Other Health Impairment (653)
Severe Intellectual Disability (26)
Specific Learning Disability (3837)
Speech/Language Impairment (52)
Traumatic Brain Injury (33)
Visual Impairment (26)
Arizona Post-Secondary Outcomes by Disability Type Engaged vs Not Engaged (Extended)
Engaged Not Engaged
43
Disability Data (Extended Breakdown)
30.3%
13.1%
8.6%
31.6%
7.9%
2.3%
21.6%
3.6%
37.8%
29.9%
3.8%
22.9%
53.8%
36.4%
42.3%
14.9%
40.1%
27.6%
29.8%
24.1%
9.4%
13.7%
3.6%
2.7%
40.0%
46.1%
34.6%
18.2%
19.2%
15.2%
7.3%
7.8%
10.5%
14.9%
27.3%
14.7%
28.6%
16.2%
4.4%
34.6%
6.0%
3.8%
15.2%
7.7%
3.3%
4.1%
8.6%
5.3%
8.5%
7.0%
7.8%
7.1%
2.7%
5.1%
11.5%
5.8%
6.1%
7.7%
Autism (455)
Emotional Disability (466)
Emotional Disability (separate facility, private school) (116)
Hearing Impairment (57)
Mild Intellectual Disability (316)
Moderate Intellectual Disability (128)
Multiple Disabilities (102)
Multiple Disabilities - Severe Sensory Impairment (28)
Orthopedic Impairment (37)
Other Health Impairment (653)
Severe Intellectual Disability (26)
Specific Learning Disability (3837)
Speech/Language Impairment (52)
Traumatic Brain Injury (33)
Visual Impairment (26)
Arizona Post-Secondary Outcomes by Disability Type (Extended)
Enrolled In Higher Education Competitive EmploymentEnrolled In Other Postsecondary Education Or Training Some Other Employment
44
45
County Data
16%
30%
28%
9%
5%
0%
13%
24%
14%
18%
21%
11%
31%
25%
31%
0% 5% 10% 15% 20% 25% 30% 35%
Apache (114)
Cochise (135)
Coconino (181)
Gila (75)
Graham (38)
Greenlee (16)
La Paz (16)
Maricopa (3614)
Mohave (119)
Navajo (155)
Pima (1161)
Pinal (296)
Santa Cruz (42)
Yavapai (165)
Yuma (154)
Enrolled In Higher Education by County
Enrolled In Higher Education
46
County Data
21%
31%
50%
41%
61%
81%
56%
41%
45%
37%
34%
40%
31%
47%
28%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%
Apache (114)
Cochise (135)
Coconino (181)
Gila (75)
Graham (38)
Greenlee (16)
La Paz (16)
Maricopa (3614)
Mohave (119)
Navajo (155)
Pima (1161)
Pinal (296)
Santa Cruz (42)
Yavapai (165)
Yuma (154)
Competitive Employment by County
Competitive Employment
47
County Data
4%
4%
4%
5%
5%
0%
6%
8%
9%
8%
11%
9%
7%
7%
4%
0% 2% 4% 6% 8% 10% 12%
Apache (114)
Cochise (135)
Coconino (181)
Gila (75)
Graham (38)
Greenlee (16)
La Paz (16)
Maricopa (3614)
Mohave (119)
Navajo (155)
Pima (1161)
Pinal (296)
Santa Cruz (42)
Yavapai (165)
Yuma (154)
Post Secondary Education or Training by County
Enrolled In Other Postsecondary Education Or Training
48
County Data
18%
8%
4%
4%
8%
19%
0%
5%
13%
3%
5%
5%
10%
5%
6%
0% 2% 4% 6% 8% 10% 12% 14% 16% 18% 20%
Apache (114)
Cochise (135)
Coconino (181)
Gila (75)
Graham (38)
Greenlee (16)
La Paz (16)
Maricopa (3614)
Mohave (119)
Navajo (155)
Pima (1161)
Pinal (296)
Santa Cruz (42)
Yavapai (165)
Yuma (154)
Some Other Employment by County
Some Other Employment
49
County Data
41%
27%
13%
40%
21%
0%
25%
23%
19%
34%
29%
35%
21%
16%
32%
0% 5% 10% 15% 20% 25% 30% 35% 40% 45%
Apache (114)
Cochise (135)
Coconino (181)
Gila (75)
Graham (38)
Greenlee (16)
La Paz (16)
Maricopa (3614)
Mohave (119)
Navajo (155)
Pima (1161)
Pinal (296)
Santa Cruz (42)
Yavapai (165)
Yuma (154)
Not Engaged by County
Not Engaged
50
Positive Student Outcomes
51
• Arizona Department of Education (Search: PSO, Transitions, ECAP, AZCIS, Arizona Community of Practice on Transition-AZCoPT)
• Post School Outcomes
• Secondary Transition
• ECAP-Education and Career Action Plan
• AZCIS-Arizona Career Information System
• AZCoPT-Arizona Community of Practice On Transition
• NTACT-National Technical Assistance on Transition
• Career One Stop (Your Source for Career Exploration)
• My Future.com (Figure out what’s next)
Resources
52
• Review the student list to see if students can be excluded from having the PSO Survey administered (i.e., re-enrolled)
• Grandparents/friends are great resources
• Update contact list as much as possible
• Any parent/student meeting (i.e., IEP, progress, parent conferences)
• Some districts have used social media to contact hard to reach youth
• Consider teacher/transition specialist stipends
• Make contact with families as often as possible
• Email-to-text message
• Strategies for Increasing Response Rates
• Strategies for Contacting Hard-to-Find Youth
Resources
