1.
2.
3.
4.
Type your name and email address (along with all team
members participating with you) in the ‘Chat Box’ on
the left.
CCTS will conduct a sound check at 2:50 and 2:55 .
We’ll begin at 3:00 and end by 4:00.
Use the ‘Chat Box’ to type in questions and/or
responses; we will address these mid-way through the
webinar and during the last ten minutes.
After the webinar you will receive an email from UW
Tacoma on behalf OSPI and CCTS requesting
feedback on this training. Please respond to help our
state improve professional development for educators.
Thank you for joining us today!
Center for Change in Transition Services
April 11, 2012
Center for Change in Transition Services
April 11, 2012




Overview of Indicator 14
Important dates
Why do we conduct the Post-School Survey?
Hearing stories from our leavers
 What they’re doing now
 Advice for other students
 Advice for teachers

Questions
One year after students with IEPs exit high school,
Washington’s Office of the Superintendent of Public
Instruction (OSPI) collects and reports information on
postsecondary education, training and employment levels of
engagement for these young adults.
 The Center for Change in Transition Services (CCTS), a
Special Education State Needs Project for the state,
coordinates this census-style survey to gather and report
post-school outcomes to the public and federal government.
 These reports are made available in an effort to monitor and
improve transition programming outcomes for young adults
who access special education services in the state.


Higher Education means Leavers have been enrolled on a
full- or part-time basis in a community college (2yearprogram), or college/ university (4- or more year
program) for at least one complete term, at any time in the
year since leaving high school.

Some Other Education means Leavers enrolled on a full- or
part-time basis for at least one complete term at any time in
the year since leaving high school in an education or training
program (e.g., Job Corps, adult education, workforce
development program, or vocational technical school which
is less than a 2-year program).

Leavers are youth with IEPs who left school
by graduating with a diploma, aging out,
leaving school early (i.e., dropping out), or
who were expected to return and did not.

Respondents are young adults Leavers or
their designated family member who answer
the survey interview questions.

Competitive Employment means Leavers 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. This includes military employment.

Some Other Employment means Leavers have worked for
pay or been self-employed for a period of at least 90 days at
any time in the year since leaving high school. This includes
working in a family business (e.g., farm, store, fishing,
ranching, catering services, etc.).



Before June 1, 2012: Enter demographic
information for all 2011 Leavers
Starting June 1, the telephone survey will be
open and available for completion
All Leaver interviews must be completed NO
LATER THAN November 1, 2012
Washington State IDEA Part B SPP/APR Indicator #14: Post-School Outcomes for 20092010 School-Year Exiters
100%
90%
80%
70%
Engagement of
Respondents by
Disability
Type
60%
50%
40%
30%
20%
10%
0%
Not Engaged
4. Some Other Employment
3. Some Other Education
2. Competitively Employed
1. Higher Education
Total
Respondents
33.8%
14.3%
5.5%
20.9%
25.5%
Specific Learning
Disability
27.2%
14.0%
4.0%
27.1%
27.7%
Emotional
Disturbance
53.8%
13.2%
6.1%
15.2%
11.7%
Intellectual
Disability
55.2%
20.6%
6.4%
11.7%
6.1%
Autism
36.2%
16.2%
7.6%
6.2%
33.8%



The purpose of sharing these stories is to
illustrate the power of teaching students selfdetermination and to remind us to utilize
post-school outcomes data to inform
transition programming improvements.
These students were interviewed once last
spring and again in mid-March
Three of the four graduated from high school
last spring, and the fourth is on track to do so
this year.
The Voices
Angela graduated last
spring. She was heavily
involved in the swim team
and is pursuing training to
become a physical
therapist. She now works
at the YMCA as a swim
instructor, lifeguard, and
water aerobics instructor.
Michael graduated last
spring. He is currently
working for his mother,
volunteering at the
YMCA, and looking for
paid work with the
assistance of WorkSource.
Angela
Michael
The Voices
Cody graduated last spring.
He was an active member of
the football team, and is
training to become a
firefighter. He currently
works at a golf course and is
seeking further education in
the fall.
Todd is scheduled to
graduate this spring. He is
actively involved in the
Special Olympics and has
worked as a football
manager in the past. Todd is
employed at Aloha Kitchen,
and is currently seeking
independent housing
opportunities.
Cody
Todd
IN THE NEWS:
Reporter: Mike James mjames@dailyindependent.com
The Daily Independent
Sun Apr 08, 2012, 11:55 PM EDT
“Some Morehead State University students with disabilities want to
spare younger students some of the anxiety they felt when they
came to campus for the first time. They have launched a new
organization called Students Empowering Exceptional Individuals,
which will pair successful upper-class students who are disabled
with middle- and high-school students who share the same
disability….”
“The organization is sending out notices to school districts in MSU’s
eastern Kentucky service area to refer students who may benefit
from a mentor…”
FINAL TWO FREE & PUBLIC CCTS WEBINARS:
05/16/12: Transition: Connecting the Dots
06/13/12: How Did We Do? Following Our Students