THE OHIO LONGITUDINAL TRANSITION STUDY OLTS

1
THE OHIO LONGITUDINAL TRANSITION STUDY (OLTS)

• Lawrence Dennis, Office for Exceptional Children,
  Ohio Department of Education
• Dr. Robert Baer, Center for Innovation in
  Transition and Employment, Kent State University

2
Why is collection of postschool data important?

• State Superintendents Work Plan requires
  development of longitudinal tracking system
• Legal guidelines of the IDEA to assess outcomes
• Maintaining contact with students
• Validating services that are not measured by
  academic testing
• Developing capacity for postschool interventions
• Promoting program improvement

3
A Brief History

• Ohios Ohio Speaks forum proposed collecting
  followup data to monitor transition outcomes
• Ohios systems change project for transition
  (Project LIFE) developed initial survey for
  postschool followup
• The Cuyahoga and Miami Valley Special Education
  Regional Centers refine survey in two pilot
  projects
• The Office for Exceptional Children required to
  develop a plan to collection post graduation
  status of Students with Disabilities

4
What is the difference between followup and
follow-along research?

• Followup research looks at students at a point in
  time
• Longitudinal research looks at students at
  several points in time
• Exit interview
• 1 year from graduation
• 3 years from graduation
• 5 years from graduation

5
How is survey data collected?

• Random sampling of students
• Record review
• In-school exit interview during final IEP
• Followup postschool phone interviews at 1, 3, and
  5 years

6
What type of data is collected?

• What were the students postschool goals
• What were the students postschool outcomes
• What high school services did the student use
• How satisfied was the student with services and
  outcomes

7
How is data analyzed?

• Descriptive statistics - who, what, where, when
• Bivariate correlations - student characteristics
  and services, student services and outcomes,
  student characteristics and outcomes
• Regression analysis when controlling for other
  factors what (a) student services predicted
  positive postschool outcomes such as work,
  education, independent living, and community
  participation.
• Focus groups and discussions of data and analyses
  at SERRC meetings

8
How is this research used?

• To provide guidance to students and families
  regarding effective services
• To provide information on over utilization or
  under utilization of services
• To identify secondary programs effective for
  given students in a given school setting

9
What are the costs schools?

• Exit interviews will require about 15 minutes per
  student (25 hrs per 100)
• Phone interviews will require about 30 minutes
  per student (25 hrs per 50).
• For schools with hard to reach students this may
  take up to an hour
• Four meetings at the SERRC
• Training in February-March
• Technical Assistance in May
• Focus groups in the Fall
• Planning meeting in January-February

10
What are the benefits to schools?

• Good public relations with graduates
• Good feedback and validation for teachers
• Good data for IEP/transition planning
• Good data for schools program improvement
  efforts
• Training and networking opportunities related to
  transition

11
Emerging Issues

• Alignment of Transition Services to Standards
  Based Reform including Access to the General
  Curriculum
• Adequate Instructional Support for Students in
  Transition Options
• Increasing Post Secondary Enrollment and Outcomes
  for SWD
• Formulate Transition Delivery Model