Tony LoBianco, PhD & Beth Harrison, PhD Kentucky Post School Outcomes Center Human Development Institute / University of Kentucky

 Develops instrument to measure post-school outcomes (YOYO)  Trains LEA’s to collect data through this instrument  Analyzes data and reports findings to  OSEP / State / Districts / Regions  Related Service Agencies  Whoever else will listen!  Identifies factors that lead to success

Professional Growth and Effectiveness System Professional Learning and Support Collection and Use of Data: Tell KY Survey Human Capital Management and Development Best Practices Network Consolidated Planning and Use of Data Alternative Individual Learning Plans Digital Learning Professional Development Progress Monitoring Curriculum, Assessment & Alignment: CIITS Unbridled Learning Accountability Model KSI/RTI Collection and Use of Data for Program Improvement Literacy Initiative Math Initiative School Readiness and Early Progress Persistence to Course & Assessment Alignment Unbridled Learning Accountability Model Targeted Interventions Career Readiness Pathways Acceleration Academic & Career Advising Priority Schools College & Career Readiness Proficiency Educator Effectiveness Achievement Gap Preparing for Success

 Pre-populated with names, contact info & demographics for certified interviewer  Computer Assisted Telephone Interview  39 possible items  Employment  Post-secondary Education  Community Participation  Agency Involvement  Needs

 Population:  All students who had IEP’s in place at time of exit, and exited by means of graduation, certificate, ageing out or dropping out  school year: 4574 eligible respondents  Working Sample  Those who agreed to be interviewed  2745 respondents (60% response rate)  Data collected during spring of 2012 from former students who exited high school in spring of 2011

I14A. higher education youth have been enrolled on a full- 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 anytime in the year since leaving high school. I14B. higher education and/or competitively employed that youth have 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. I14C. 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))  (Indicator 14B includes 14A; indicator 14C includes 14B)

 What does it mean to be non-competitively employed?  Does duration matter?  Does current status matter?  Do I14 Categories represent actual experience?  Hierarchical  Exclusivity  Let’s look at this a different way…

25.7% of former students not engaged

66% of former FMD students not engaged

Predicting Outcomes Logistic Regression Models Predicting Enrollment in Higher Ed Obtaining Competitive Employment For this model, anyone in Higher Ed removed Data are weighted to account for representativeness Items from KISTS, IC, U.S. Census Odds Ratios (OR) > (greater than) 1 = positive effect < (less than) 1 = negative effect - = no significant effect * = not tested Higher Education Competitive Employment (only) OR Plans College4.93* IEP College3.27* Plans FT Work*2.04 IEP FT Work*1.62 OVR at ARC College Rep at ARC-* Supported Emp at ARC*- HS Employment*3.27 Autism Emotional Behavorial Disability0.48- Intellectual Disability Male-1.93 Has Kids-1.75 Black-- Extra-Curricular Act1.48- Participate in IEP Time in LRE Exit=Graduated4.18- Exit=Drop out-0.57 LRE % >80% District-- County Rurality-- County Unemployment Rate1.12- County % College Degree1.03- r-squared n Students who said they planned to go to college were 4.93 times as likely to go than those who did not voice these plans Students who had paid work experience in h.s. were 3.27 times as likely to be competitively employed one year later Students graduated with diploma were 4.18 times as likely to be enrolled in higher education one year later

 So grateful for the Michelle P Waiver Program. Not sure what we would have done without it. We are able to get our daughter out in the community and also have help with her personal care.  Transition Plan not clear, wasn't in place in time! Felt that student should have been taught a trade instead of classes toward college since wasn't probably going to attend college.  I miss school at times and didn't realize being out of school would be so hard.  I graduated high school and still can't read and write real good, but I can make a living and stay out of trouble because I learned how to act.  (Regarding dropping out) Did not make this choice. Was told I HAD to leave  Bullying needs to stop!

 Automotive (mechanics)  Child Care  Construction  Factory  Farming  Food / Fast Food  Landscaping  Military  Coal Mining  Retail

 Interview can connect to resources  Michelle P Waiver  ILP and parent involvement  Retaining Benefits  How does Readiness translate into Success?  Sister Programs  SPDG & CCR for the 1%  SHEP

 Interviewers can become transition experts  Planning can and should start early!  A few BIG findings:  Employment in HS matters !  Involvement in extra-curricular activities matters!  Students’ Plans matter!  Transition Fairs are also nice…but you’re creativity matters

 WHAT ARE YOU DOING?  WHAT WOULD HELP YOU DO MORE?