Transition Education Update, Trends, and Prognostication

1. Jim Martin, Ph.D. University of Oklahoma Zarrow Center for Learning Enrichment jemartin@ou.edu http://education.ou.edu/zarrow/ Look under the presentation tab on the left of the following website url to download this PowerPoint file at http://education.ou.edu/zarrow/ Transition Education Update, Trends, and Prognostication

2. Agenda • What we know: General Outcomes • Questions and trends • What we know: Postsecondary Education • Question and trends • Special Education Laws and Regulations • Important changes afoot • Focus on Transition Success Behaviors • Important changes afoot

3. History • OU Big 12 Football Championship in 2007 • OU Big 12 Football Championship in 2006 • OU Big 12 Football Championship in 2004 • OU Big 12 Football Championship in 2002 • OU 5 wins out of 6 attempts • Texas 2 wins out of 4 attempts • Golden Hat – Texas 57 wins OU 40 wins • At the end of this year Texas 57 wins, OU 41

5. Seven Question Student Outcome Quiz • What percent of workers who had IEPs in high school like their jobs? • What percent of students with IEPs dropped out of HS? • Which domain is the biggest area of concern for former high school students with IEPs? • Reading Math Social Skills Health Care • What percent of former students with IEPs receive gov’t benefit payments?

6. More Questions • Which former group of HS students with IEPs are more likely to be single? male or female • What disability group is most likely to be enrolled in 4-year colleges? • LD EBD MR Hearing/Vision • What percent of students with IEPs in high school self-identify in postsecondary ed?

7. What We Know General Outcomes

8. Characteristics of Out-of-School Youth (NLTS2) • Social skills are the most problematic for all categories of youth • About 6 in 10 have moderate social skill scores • 28% left school without a diploma • About 70% worked since leaving HS • 40% working a couple years after leaving HS • Much lower than the 63% of same age youth without IEP

9. Job Site Accommodations (NLTS2 – 2005) • About 4% of those who left HS receive job site accommodations • Most employers are unaware of disability • Of employers who are aware of disability • 25% receive workplace accommodations • 40% of employed youth like their jobs • 55% of general ed workers like their jobs (Conference Board, 2007)

10. Emerging Independence • 2 years after leaving, 75% living with parents • Similar rate to general ed students • 66% of those living with roommate or spouse report annual income of less than $5,000 • About 10% participate in gov’t benefit program • 8% has had a child • About same rate as general population • Rate of being arrested and on probation equals rate of same age peers in general ed population

11. Cost of Dropping Out • DO significantly less likely to be engaged in school or work • DO more likely to support independent household and children • 4 times higher than those who completed HS • Less likely to have driver’s license or checking account, and be voter • More than 33% spent one night in jail • 5 times higher than those who completed HS

12. Differences by Disability • LD or Health Impairments • 75% completed high school • 75% worked, wit 45% working 2 years after HS • Large reduction in passive leisure and large increases in seeing friends often • Large declines in organized groups and volunteer activities

13. Differences by Disability • Emotional Disturbance • Highest dropout rate • 35% no longer live with parents • Greatest increase in living in criminal justice. mental health facilities, or on the street • 33% have not been engaged with leaving HS • 75% have been stopped by police (other than traffic violation)

14. Difference by Disability • Mental Retardation or Multiple Disabilities • Most likely to stay in school until 21 • Least likely to have obtained regular diploma • Lowest overall rate of engagement • Least likely to see friends • Least likely to take part in organized groups

15. Difference by Disability • Hearing or Visual Impairment • More than 90% obtained regular HS diploma • Twice as likely to enroll in postsecondary ed • 66% had done so • 40% enrolled in 4-year schools – highest of all groups • Most likely to be engaged in community groups • Low criminal justice contact • Those with hearing impairment less likely to see friends

16. Other Differences • African-American youth at 16% disadvantage compared to white youth in rate of employment • Those from higher income parental home more likely to be engaged in school or work • Females are 6 percentage points more likely to have enrolled in higher ed than males • Females less likely to be single than males

17. Expectations for the Future (NLTS2 data) • Most believe • Graduate from HS • Will get job • Will live on own • Less Confident • Attend postsecondary ed • Job will pay enough to be financially self-sufficient

18. More Expectations • Youth who hold high expectations in one domain tend to have high expectations in others • Youth have higher expectations than parents • Youth with higher expectations tend to have parents who have higher expectations

19. Questions and Future Trends Secondary Transition Education

20. What’s Going On? • What can be done to prevent such a high drop out rate? • What can be done to improve the marginalized outcomes for minority groups of students? • Why so few former students with IEPs going on into higher ed? • What can be done to increase expectations? • Why more females than males going into higher ed? • Why do so few of those who do enroll in higher ed self-identify for disability support?

21. Future Transition Ed Efforts • Increased focus on teaching students disability awareness • Increased focus on teaching in-school and job site self-advocacy skills • Increased focus on building students’ expectations for adult life after high school to include going into higher ed to attain degree and better job • Increased focus on disability specific transition education practices • Autism, emotional/behavior disorders, etc

22. Movie Time • I’m Tyler • Available for small donation from www.Imtyler.com

23. What We Know Postsecondary Education

24. The Numbers In Higher Education • College freshman with a disabilities increased from 2.6% in 1978 to 9% in 1996 (Cameto, Newman & Wagner, 2006). • Surveys of freshman at 4-year colleges report the percent of students with disabilities has gone from 3%, up to 9%, then down to 6% (Henderson, 1998, 2001)

25. Transition from High School to IHEs • 53% of students with disabilities plan on attending an education program after leaving high school compared to 95% of their non-disabled peers (Wagner, Newman, Cameto, Garza, & Levine, 2005).

26. Types of Higher Ed Programs • Former students with IEPs • 5% attended vocational or technical schools within two years of graduating. • 20% enrolled in community college, with 10% doing so two years later • 9% enrolled in 4-year college with 6% doing so two years later. • 30% of youth with disabilities enrolled in some type of postsecondary ed compared to 41% of their non-disabled peers (Wagner et al., 2005). • Dropped down to 20% taking classes a two years later

27. Rate of Enrollment • The rate of current enrollment of youth with disabilities in 2-year/ community colleges is not significantly different from that of their peers in the general population (10% vs. 12%). • Similar-age youth without disabilities are more than four and one-half times as likely as youth with disabilities to be currently taking courses at a 4-year college (28% vs. 6%, p<.001).

28. Disclosure & IHE Disability Support • Of youth with a high school IEP in IHE (Wagner et al., 2005). • 52% do not believe they have a disability • 7% believe they have a disability but did not disclose • 40% identified having a disability • 88% of students who identified received services • 12% rejected or refused services once offered • Put all of this together, about a third of former students with IEPs who attend postsecondary ed receive disability support

29. Retention and Graduation • One percent of the students with disabilities enrolled in 4-year schools graduated in a four-year period (Cameto et al., 2006). • 20% of students with LD who began IHE graduate 5 years after high school compared to 44% for students without LD (Murray, Goldstein, Nourse, & Edgar, 2000). • 10 years after high school, 44% of students with LD graduated compared to 78% without disabilities (Murray, et al., 2000). • Assume 100 students with IEPs in high school • 72 will graduate • 22 will enroll in higher education • 4 will graduate from higher education five years after starting

30. After Graduation from IHE • Graduates with LD employed at comparable pay rates as former students with LD (Madaus, Foley, McGuire, & Ruban, 2001). • Earning a degree from an IHE benefits the employment outcome of adults with learning disabilities (Madaus, 2006). • Students with disabilities other than LD graduating from IHEs appear to have less positive results (Roessler, Hennessey, & Rumrill (2007). • Some students with disabilities at IHEs lack the skills and confidence to seek employment (Corrigan, Jones, & McWhirter, 2001).

31. Questions and Future Trends Postsecondary Education

32. What’s Going On? • Why do so few students with disabilities enter higher ed? • What happens to the dreams? • Why do so few seek disability support? • Why the poor long-term graduation rate? • Why do fewer students with disabilities who graduate from college continue to graduate school? • Why do some students with disabilities (maybe as many as 33%) experience trouble transitioning from IHE into employment?

33. Future Trends in Postsecondary Ed • Transition education for students with disabilities enrolled in postsecondary educational programs (Sitlington, 2003) • Higher Ed needs to strongly consider adopting transition education practices to finish the job (Roessler, Hennessey, & Rumrill, 2007). • More specialty programs for students with disabilities in higher education • Focus on self-determination instruction

34. Answers to Quiz Self-Score Quiz Answers

35. Seven Question Student Outcome Quiz - Answers • What percent of workers who had IEPs in high school like their jobs? 40% • What percent of students with IEPs dropped out of HS? 28% • Which domain biggest area of concern for former high school students with IEPs? • Reading Math Social Skills Health Care • What percent of former students with IEPs receive gov’t benefit payments? 10%

36. More Questions • Which former group of HS students with IEPs are more likely to be single? male or female • What disability group most likely to be enrolled in 4-year colleges? • LD EBD MR Hearing/Vision • What percent of student with IEPs in high school self-identify in postsecondary ed? • A third (appx 33%)

37. Special Education Law and Regulations Important Changes Afoot

38. The Purpose of Special Education What is the purpose of Special Education?

39. The Purpose of Special Education . . . a free appropriate public education that emphasizes special education and related services designed to meet students’ unique needs and to prepare them for further education, employment, and independent living.

40. Major Transition Education Requirements • Postsecondary goals • Transition assessment • Annual transition goals • Course of study • Student involvement in transition planning discussions • Summary of performance • Implied – transition education programs

41. Major Transition Education Future Changes – Post-Secondary Goals • The law states that an independent living goal be addressed “when appropriate.” • To determine if an independent living goal needs to be written, an adaptive behavior assessment needs to be given. This provides evidence of needing an independent living goal or not. How else would a team determine if an independent living goal is needed?

42. Major Transition Education Future Changes – Transition Assessment • Used to help determine postsecondary goals • Schools and districts will • need to adopt an outcome based transition assessment model • need to develop transition assessment scope and sequence guidelines by grades or age and by type of assessments

43. Transition Assessment Model • Self-Determination Assessment • Annual transition goals • Adaptive behavior assessment • To determine if independent living goals needed • Vocational interest and exploration • Post-school predictor assessment • Annual transition goals • May replace self-determination assessment • Not yet available

44. Transition Assessment Scope and Sequence Matrix

45. Student Involvement • Require teaching students to become involved in transition planning discussions • In practice means • Students develop draft course of study • Students develop draft postsecondary goals • Student develop draft annual transition goals • Students develop draft statement of support • Students develop draft summary of performance

46. Martin, J. E., Van Dycke, J. L., Greene, B. A., Gardner, J. E., Christensen, W. R., Woods, L. L., & Lovett, D. L. (2006). Direct observation of teacher-directed IEP meetings: Establishing the need for student IEP meeting instruction. Exceptional Children, 72, 187-200.

47. www.ou.edu/zarrow/pilot http://education.ou.edu/zarrow

48. SDTP Lessons

49. Summary of Performance • Teacher-Directed SOP • Designed for educators and agency • Prepared by educators for use by students • Nationally created SOP • www.ldaamerica.org/aboutld/adults/docs/SOP_Template.doc • Student-Directed SOP • Designed for students, family, and agency • Prepared by students for use by students and family

50. Summary of Performance • Purpose • Provides the IEP team an opportunity to understand and discuss student and family post-high school goals. • Provides the team an opportunity to explore the students’ perception of their disability and its impact on their life, learning, and work. • Provides students comprehensive document once they leave school to facilitate their plan. • Timeline • The OK-SOP directions suggest using the prior to students freshman year IEP meeting and then annually.