Center for Change in Transition Services

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Center for Change in Transition Services

• Website
• http//www.seattleu.edu/ccts
• Email
• ccts_at_seattleu.edu
• Phone
• 206-296-6494

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Focus 2006-2007

• Post-school outcome data research.
• Technical assistance, training and resources.
• Comprehensive Transition Project.
• Agency collaboration and linkages, other state
  needs projects, families and youth.

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Post-school Data Research

• Post-school data collection began in early
  1980s, moved to statewide efforts in 1996, now
  census.
• Washington unique in requiring post-school data
  collection in 2000, including teachers in the
  research and building to census over ten years.
• Federal requirements for all states beginning
  with 2007 special education leavers (graduates
  dropouts).
• Goal of program improvement.

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What Outcomes Are Collected?

• Post-school Goals (measurable postsecondary
  goals)
• Postsecondary education
• Postsecondary training
• Employment
• Independent Living when appropriate
• Agency linkages connections
• Medical/Health Insurance

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What Outcomes are Correlated to IEP Goals?

• Postsecondary education
• 4-year
• 2-year
• Vocational/technical colleges
• Training
• Employment (including supported employment)
• Agency linkages

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What is Number of Youth and Contact Rate for 2005
Cohort?

• 239 districts reported (96)
• 8 did not report
• N 4,070
• Contact 3,180 (78)
• School districts use the data for the LEA
  application for special education funds.
• Required for SPP/APR.

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Transition Training

• Regional trainings with multiple district
  participation and greater than 35 participants
• ESD 105 (9 districts)
• ESD 113 (12 districts)
• ESD 112 (9 districts)
• NCESD (19 districts)
• Teleconferences
• K-20
• Website

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Transition Project Purpose

• A deeper understanding of the connection between
  in-school services and programs and post-school
  outcomes to inform training, technical
  assistance, programs, practice and policy.

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Transition Data Model

• Areas of Influence
• Early Determinants
• Ongoing Implementation
• Completion and Post-School Outcomes
• System Variables
• Student Variables

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Transition Project

• Criteria for selected districts
• Participated in post-school outcome research over
  the last seven years.
• Average contact rate 70 or higher.
• Quality participation in post-school outcome
  research (few errors, met timelines, etc).
• Review post-school data and use for program
  improvement.
• Participated in transition cohort training over
  the last two-three years.

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Districts Selected

• Longview
• Richland
• South Kitsap
• Walla Walla
• Wenatchee
• Yakima

• Bellevue
• Burlington-Edison
• Central Valley
• Centralia/Chehalis
• Colville
• Highline

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Responsibilities Activities

• Project coordinator.
• Project team.
• Data collection (post-school outcomes, data from
  IEPs, transcripts, other).
• Pilot on-line post-school survey.
• Pilot data collection for dropouts.

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Questions Do youth have better post-school
outcomes if

• They are involved in the IEP process?
• Parents or families involved?
• Consistent IEP case manager?
• Clear and consistent post-school goals?
• Assessment to identify and support post-school
  goals?
• Annual goals are related to the post-school goals?

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Do youth have better post-school outcomes if

• Course of study to support the post-school goal?
• Career exploration program component?
• Work-based learning component when appropriate?
• Language/Math for goal of college?
• Career tech courses for goal of
  vocational/technical college and/or employment?

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Information from the Transition Project will

• Provide deeper understanding of issues at the
  building and district level.
• Inform training, technical assistances and
  resources for Washington.
• Assist in statewide data collection on all
  special education leavers (including dropouts)
  and use of on-line survey.
• Provide support, technical assistance and plan of
  improvement for 12 districts.

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Challenges

• District leadership, including principals and
  superintendents.
• Teacher training, pre-service and in-service.
• Teacher perspective, High academic standards.
• Access to career technical courses.
• Community based work experiences.
• Developing the IEP.

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Contact Information

• Cinda Johnson, Ed.D.
• cinda_at_seattleu.edu
• 206-296-5888