POST-SCHOOL OUTCOMES FOR STUDENTS WITH

IEP’STony LoBianco, PhD & Beth Harrison, PhDKentucky Post School Outcomes Center

Human Development Institute / University of Kentucky

Kentucky Post School Outcome Center (KyPSO)

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

ReadinessProficiency

Educator Effectivene

ss

Achievement Gap

Preparing for Success

The InstrumentYouth One Year Out (YOYO) former student

interview

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

Who did we Study?

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

2010-11 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)

Indicator 14: Post-School Outcomes

Thinking more about Education & Employment

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

Competitive Other0

200

400

600

800

1000

1200

14001281

272

1056

197

449

27

Employment in Depth

TotalCurrentlyHealth Care

Higher Other0

100

200

300

400

500

600

541

215

288

80

184

74

Post-secondary Education in Depth

TotalContacted DSCLive away from home

Registered to Vote Driver's License Leisure Activity past 6 mos.0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

66%63%

95%

38%

49%

93%

Community Participation

Non-IDIntellectual Disabilities

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 ORPlans College 4.93 *IEP College 3.27 *Plans FT Work * 2.04IEP FT Work * 1.62OVR at ARC 1.3 0.79College Rep at ARC - *Supported Emp at ARC * -HS Employment * 3.27Autism 1.96 0.25Emotional Behavorial Disability 0.48 -Intellectual Disability 0.33 0.67Male - 1.93Has Kids - 1.75Black - -Extra-Curricular Act 1.48 -Participate in IEP 1.63 1.22Time in LRE 2.17 1.36Exit=Graduated 4.18 -Exit=Drop out - 0.57LRE % >80% District - -County Rurality - -County Unemployment Rate 1.12 -County % College Degree 1.03 -r-squared 0.38 0.26n 1935 1711

Some Comments from Respondents

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!

Types of Jobs Reported

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

How do we Align with CCR Plan?

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

What Can Districts Do?

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?