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What Works? Using Data to Improve Transition Practices

What Works? Using Data to Improve Transition Practices. Employment and Disability Institute Cornell University School of Industrial and Labor Relations Extension Division 201 Dolgen Hall Ithaca, New York 14853-3901 Telephone: (607) 255-7727 TTY/TDD: (607) 255-2891

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What Works? Using Data to Improve Transition Practices

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  1. What Works? Using Data to Improve Transition Practices Employment and Disability Institute Cornell University School of Industrial and Labor Relations Extension Division 201 Dolgen Hall Ithaca, New York 14853-3901 Telephone: (607) 255-7727 TTY/TDD: (607) 255-2891 e-mail: ilr_edi@cornell.edu Website address: http://edi.cornell.edu

  2. What Was the Model Transition Program? In 2007, the New York State Education Department awarded sixty Model Transition Programs (MTP) to school-community collaborations throughout New York State to improve the post-secondary outcomes for students with disabilities.

  3. How will the work of MTP participants support overarching NYSED goals? • Quality VR Referrals: Strengthen partnerships between the New York State Vocational Rehabilitation (VR) system and high schools • Improved Employment Results: Increase participation of youth in employment, VR-related services, and post-secondary education • Increased Collaboration: Develop partnerships between the schools and community service partners, including colleges/universities and businesses • Sustained Practice: Advance improved policy, in partnership with the New York State Education Department

  4. Setting the Stage Through Data Collection and Review • The Transition Impact Database • CaMS Dataset • TransQUAL Online • Regular Site Visits • Targeted Studies: • Transition Services Models • VR-School Relationships • Collaborative Leadership Groups

  5. Transition Services Model Study Setting • Nineteen MTP sites with high to medium student outcomes were invited to participate • Data was collected using the TSM questionnaire • Cornell University researchers visited these sites between October and November 2009 for data collection

  6. Career Development Activities • Higher performing programs indicated that they developed new career development activities using the MTP funding • Sites that developed new career development activities had a higher percentage of successful VR referrals

  7. Career Development Activities (continued) • Pre-vocational training, job search training, specific job skills training, and internships were associated with increased likelihood of work experience for MTP youth. • Participation in these career development activities were also associated with increased likelihood of successful VR referrals.

  8. What Do Higher Performing Schools Do? Parents and Students -- engage parents in their students’ transitions. Student outcomes were higher among those with higher parental involvement. Accommodations– include supportive services (e.g., positive behavior support, interpretation services at work place, etc.) -- also related to higher student outcomes. Agency Partners – quality community partner services, also related to higher student outcomes.

  9. Tools for the Toolkit • Provide and respond to evaluation information to achieve higher outcomes – develop data targets and discuss progress • Programs with higher parental involvement achieved better outcomes – develop strategies to involve parents • Programs with higher satisfaction with partner providers achieved better outcomes – develop meaningful and strategic partnerships

  10. For Web Resources go to…http://www.transitionsource.org • This Presentation (PowerPoint) • Brief/Dialogue Guide • Video Presentation

  11. Video Presentation

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