1. Utilizing Indicator 14 data and Evidence Based Resources 2017
Improving the Future
Utilizing Indicator 14 data
and Evidence Based Resources
2017
Improving the Future
Assumption is that everyone here understands the requirements of writing transition plans.
Write down the transition activities you write in your IEPs for student’s whose goal is
College/Technical Institute
Direct Employment
Do you ever feel like IEPs are focused on what a student can’t do? There is no room for the amazing qualities a student has outside the academic arena?
Great thing about transition planning is it about what the student can do in area of future employment and independent living goals.

2. Dr. Grandin is a world known designer of livestock handling facilities and a Professor of Animal Science at Colorado State University. She also has autism.

3. Intent of IDEA requirements
The purposes of this title are:
(1)(A) 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;…
[Page 118 STAT. 2651]
The purposes of this title are:
(1)(A) 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;…
[Page 118 STAT. 2651]
…. Utilize scientifically based interventions and curriculum

4. Intent of Rehabilitation Act
The purposes of this title Sec 402 (b) are:
(2) to maximize opportunities… for competitive integrated employment;
(4) to increase employment opportunities and employment outcomes
(5) to ensure… that youth with disabilities and students with disabilities who are transitioning from receipt of special education services … have opportunities for postsecondary success
Both federal regulations want us to focus on preparing students for future employment, education and independent living. So they can have post-secondary success.

5. State Performance Plan
IDEA 2004 Reauthorization
17 Indicators
Compliance
Performance
Report on district (LEA) and State (SEA) performance

6. Transition Indicators
Post-Secondary Outcomes
Graduation
Dropout
Transition Planning

7. Indicator 14: Post-Secondary Outcome Survey
Results indicator: 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))

8. Data Collection Process
All students who age out, received a diploma or dropped out entered into Appendix A.
Online system between April to October
Black Hills State University
Collect information one year later
Paper or Phone
The Caller Perspective

9. In order to determine scientifically based interventions and curriculum required in education, we must use data. Without the data, we are not sure where to focus our time and effort and money. We can’t determine whether we are making progress toward the goal.

10. Indicator 14: Post-School Outcomes Data Analysis Objectives
Understand different data and reports available to all districts
Identify which data or report that will answer questions about the data.
Utilize data to determine outcome goal for your students.
Identify research and evidence based strategy resources to improve outcome goal.
Todd Park, Technology Advisory to Pres. Obahma said, “Data By Itself is Useless. Data is only useful if you apply it”

11. Access: http://www.sdposthighsurvey.org/

12. Initial Screen 1. Survey Information 2. Usage agreement
Sped Director can provide other users in the district a username and password.
3. Indicator 14 Appendix A
Enter kids to be contacted
Available April to October
4. Login to data analysis site 2 3 4

13. Initial Log In Screen

14. GEDE Data Sorts Gender Ethnicity Disability Exiter
Sort all the data collected from the survey

15. GEDE Gender, Ethnicity, Disability, Exit
Report will identify the representativeness of your data.
Population: type of students who exited (graduated, aged out or dropped out) the district for the survey year.
Respondents: type of students that were actually contacted for the survey.

16. District Data Sort Sort different type of data
Show how the type of students answered each survey question
Show how it relates to Indicator 14 data
As change the data sort, number “Status of the Interview” number will change.

17. Data Sort (Continued) Post-Secondary Education
After education section, it will show higher education percentage for Indicator 14.
What does the color mean?
Red: Duplicated Number
Blue: Unduplicated Number meets Indicator 14 category

18. Data Sort (Continued) After the employment questions,
It displays percentage of students employed and percentage based on Indicator 14
What does the color mean?
Red: Duplicated Number
Blue: Unduplicated Number meets Indicator 14 category
Indicator 14: Meets overall definition

20. Summary Report
One page quick summary of the survey and Indicator 14 breakdown for the district.

21. Indicator 14 Report
Only Indicator 14 breakdown

22. Report Starter
Report with a variety of data for the district to utilize.
Copy and paste into a word document.
District can customize to fit audience needs regarding the Indicator 14 survey.

23. Longitudinal Data Report
Step 1: Select Year(s)
Step 1: Select Year(s)
Step 2: Review Longitudinal of Student Outcomes

24. Analysis Process Select Longitudinal Report
What does the report tell you?
What question does it bring up?
What report or data would help answer the question?
Selected Report/Tool: Did it help you answer your question?
Did it bring up more questions? If yes, what were they?
Based on your questions and data, what would be your outcome goal for the students on your caseload?
Write goal here?

25. My Example Analysis Process
Select Longitudinal Report
What does the report tell you? Students exiting my district are not going to higher education. What question does it bring up?
Did any of the students have goal for higher education?
What report or data would help answer the question?
Selected Report/Tool: Did it help you answer your question?
I selected Data Sort. Only one out of 5 kids over 4 years had higher education goal with a variety disability categories.
3 students said they were not prepared/skills to go to higher education.
Did it bring up more questions? If yes, what were they?
Why is higher education goal not a goal for our district?
What activities/services do we provide that would change their goals?
Based on your questions and data, what would be your outcome goal for the students on your caseload?
Write goal here?
My post-secondary outcome goal will be to increase the number of students post-secondary goal to attend higher education.

26. Review NTACT Resources Help answer the following questions?
What is your post-school outcome goal?
What predictors would improve the goal?
What evidence or research based practices/lessons would support goal?
Which will you implement for the students with the goal related to your outcome goal?

27. Resources National Technical Assistance Center on Transition (NTACT)
Predictors of Post-Secondary Outcomes
Evidence, Research, and Promising Practices in Transition
Webinars
Transition Services Liaison Project (TSLP)
Resources
Regional Support

28. Predictor of Post School Success

29. Predictor of Post School Success

30. Effective Practices and Predictors

31. Activity What is your post-school outcome goal?
What predictors would improve the goal?
What evidence or research based practices/lessons would support goal?
Which will you implement for the students with the goal related to your outcome goal?

32. Contact
Questions on Indicator 14, Access and Data for Appendix A, etc…
Beth Schiltz: Special Education Programs
Training on Indicator 14 Data Analysis Site
Melissa Flor: Transition Services Liaison Project