CHILD COUNT FY 2019 October 1, 2018

Disability Categories Number of Students 2017 (6-21) 2018 (6-21) Numbers of Students 2019 (6-21) Specific Learning Disability 38,869 38,730 38,775 Speech or Language Impairment 9,400 12,936 10,198 Other Health Impairments 16,400 17,602 18,251 Autism 5,632 6,622 6,744 Intellectual Disabilities 6,151 6,482 6,470 Emotional Disturbance 4,038 4,056 4,142 Multiple Disabilities 1,551 1,697 1,574

Disability Categories p. 2 # of Students 2017 (6-21) FY 2018 (6-21) FY 2019 (6-21) Developmental Delays 16,231 Hearing Impairment (Inc. Deafness) 1,275 1,463 1,380 Visual Impairment (Inc. Blindness) 619 Orthopedic Impairments 370 377 339 Traumatic Brain Injury 236 250 239 Deaf-Blindness 20 Grand Total 99,941 102,100 (6-21) 109,395 (3-21) 104,982 115,290 (3-21)

EDUCATIONAL ENVIRONMENTS Child Count FY 2019

Inside the regular class 80% or more of the day 69566 72392 School Age (6-21) Total FY 2018 FY 2019 Inside the regular class 80% or more of the day 69566 72392 Inside the regular class 40%-79% of the day 22385 22770 Inside the regular class less than 40% of the day 9399 8735 Public/Private Separate Day School Facility 55 70 Home Instruction/Hospital Environment 365 356 Public/Private Residential Facility 239 307 Correctional Facility 91 92 Parentally Placed in Private Schools 260 102100 104982 The total child count and environmental outcomes do not match. 115, 290 on total child count and 115,292 on the Environment Outcomes.

TRANSITION AGE STUDENTS Child Count FY 2019 October 1, 2018

Transition Age Students (14-21) Disability Number of Transition Age Students FY 2017 FY 2018 (October 1, 2017) Number of Transition Age Students FY 2019 Specific Learning Disability 20,073 19,157 19,276 Speech or Language Impairment 357 309 329 Other Health Impairments 7,725 7,797 8,202 Autism 2,416 2,651 Intellectual Disabilities 2,951 3,533 3,038 Emotional Disturbance 2,203 2,169 2,225 Multiple Disabilities 789 749 723

Transition Age Students (14-21) p. 2 Disability Number of Transition Age Students FY 2018 (October 1, 2017) Number of Transition Age Students FY 2019 Hearing Impairment (Inc. Deafness) 425 434 462 Visual Impairment (Inc. Blindness) 219 210 232 Orthopedic Impairments 145 132 123 Traumatic Brain Injury 125 127 121 Deaf-Blindness 7 5 Grand Total 37,299 37,038 37,389

INDICATOR 14: POST SCHOOL OUTCOMES 2016-2017 Final Report March 2019

Indicator 14 “Percent of youth who are no longer in secondary school, had IEPs in effect at the time they left school, and were: A. Enrolled in higher education within one year of leaving high school. B. Enrolled in higher education or competitively employed within one year of leaving high school. C. Enrolled in higher education or in some other postsecondary education or training program; or competitively employed or in some other employment within one year of leaving high school”. (20 U.S.C. 1416(a)(3)(B))

Definitions Enrolled in higher education means that the student has been enrolled on a full-time or part-time basis in a community college (2-year program) or college/university (4- or more year program) for at least one complete term, at any time in the year since leaving high school. Competitive employment means that the student has worked for pay at or above the minimum wage in a setting with others who are nondisabled for a period of 20 hours a week for at least 90 days at any time in the year since leaving high school. This includes military employment.

Definitions p. 2 Enrolled in other postsecondary education or training means that the student has been enrolled on a full-time or part-time basis for at least one complete term at any time in the year since leaving high school in an education or training program (e.g., Job Corps, adult education, workforce development program) Some other employment means that the student has worked for pay or been self-employed for a period of at least 90 days at any time in the year since leaving high school. This includes working in a family business (e.g., farm, store, fishing, ranching, catering services, etc.).

Postcard Questionnaire Were you ever enrolled in any type of school, job training, or educational program during the first 12 months after leaving high school? Did you complete an entire term? By this I mean a quarter, semester, inter-session, summer session, or on-line program. Which ONE of the following best describes the kind of school, job training, or educational program in which you were enrolled? (High school completion program (Adult basic education/GED); Employment training (WIA, Job Corps); Vocational, technical, or trade school program; 2 or 4 year college or university; Religious or church sponsored mission or program; Other.

Postcard Questionnaire p. 2 4. Did you EVER work during the first 12 months after high school? 5. Since leaving high school, have you worked a total of 3 months (or 90 days) in any one job? 6. Did you work an average of 20 or more hours per week (or about half of a 40-hour week) in that job? (Note: hours may vary week to week). 7. Were you paid $7.25 per hour or more in that job?

Postcard Questionnaire p. 3 8. Which ONE of the following best describes that job? Company, business, or service with people with and without disabilities; military; supported employment (paid work with services and wage support to the employer); self-employed; family business (farm, store, fishing, ranching, catering, etc.); sheltered employment (where most workers have disabilities); employed while in jail or prison; other.

Overview LEAs were instructed by OSDE-SES to update contact information 5,931 records sent to OU Poll 5,765 records of exiters were eligible for the survey (some exiters were deceased or not eligible for inclusion) 1,030 eligible exiters responded to the survey OU POLL conducted telephone interviews using a Computer Assisted Telephone Interviewing (CATI) system Data collection occurred from September 17 to December13, 2018 Pre-notification cards were mailed to all contacts

Race and Ethnicity, Gender, and Age Overall, nearly two-thirds of respondents were male (66.6%) and White, non-Hispanic (54.6%). Further breaking the sample down by race and ethnicity shows that while respondents were predominantly White, non-Hispanic, the American Indian or Alaska Native population was also a sizeable part of the sample with 22.1% of the population falling within this category and 8.0% were reported as being Black. The sample breakout is shown in Figure 1.   According to the OSDE database, respondents for the 2018 survey year were born between 1994 and 2000. More than half of respondents (57.4%) were born in 1998, making them 19 years old when they exited. In contrast, 12.3% were born in 1997 and were 20 years old when they exited while 26.8% were born in 1999 and were 18 years old when they exited. There were a few students born between 1994 and 1996 that were interviewed, which accounts for about 3.1% of those responding to the interview by mail or phone; this means they exited at ages 23 (0.2%), 22 (0.8%), and 21 (2.1%), respectively.

Disability Type Exit Code and Disability Type In total, 96.2% of respondents graduated compared to only 2.4% who dropped out. Examining primary disabilities based on the four principle reporting categories shows that 531 respondents (51.6%) have a “learning disability,” 90 (8.7%) have some form of “intellectual disability,” and 48 (4.7%) have an “emotional disturbance.” In contrast, 361 respondents (35.0%) are characterized under the category “all other” disabilities. Figure 2 provides a breakout of respondents’ primary disabilities.

2016-17 Exiters National Post-School Outcomes Center Response Calculations The National Post-School Outcomes Center has a Response Calculator to assess how representative the sample is relative to the entire population of exiters from the 2016-2017 school year. The basis for the information used to develop the calculations is the number of exiters from throughout the state on IEPs, their disability status, race (minority versus White), and sex. Overall, 5,931 records were deemed usable for the purposes of this assessment. Table 2 shows the response rates for this study based on the NPSO Response Rate Calculator. The optimal response rate was only obtained for three subgroups when comparing the sample population with the targeted population at the state level (meaning within +/- 3%): ED, ID, and Dropouts. For the groups within the optimal range, all variations were less than +/- 1%. For those groups exceeding the optimal rates, AO showed the greatest disparity in respondents followed by LD, females, and minority populations.

Education and Training Received The first set of questions in the survey asked respondents about any education or training they may have received since leaving high school. A variety of common education and training programs were included in this series of questions. Further, any respondent who reported having participated in a certain type of education or training was asked a follow-up question to determine how long they were involved in their education or training. While a majority of respondents indicated that they had not entered into a post-secondary education or training program (52.5%), a large percentage (45.4%) did enter into such programs and 88.5% had completed at least one semester. Figure 4 shows that a plurality of respondents (58.5%) entered a two- or four-year college or university and nearly one-third (29.9%) had attended programs at vocational-technical or trade schools. Additionally, 4.3% participated in some type of employer training program and 2.4% pursued a high school completion degree (or GED program).

Employment Type Employment Turning to post-secondary employment, more than two-thirds of respondents (69.2%) had been employed since high school. The primary form of employment among a significant majority (80.6%) was with a company or business. The next highest employment sector was a family business (among 7.0%), followed by enlistment in the military (among 3.9%). About 1.3% reported that they were self-employed; 1.0% indicated that they had worked in a supported employment setting, and 0.6% reported that they worked in sheltered employment. These results are shown in Figure 5. Among those that have worked, 90.2% have worked at least 90 days since leaving high school. Further, 84.4% work at least 20 hours per week and 91.4% make at least minimum wage. This means that a significant percentage of those that are working can are considered to be competitively employed.