11 th Annual NDE Transition Conference Caroline MaGee National Post-School Outcomes Center

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IMPROVING POST-SCHOOL OUTCOMES: PAID EMPLOYMENT / WORK EXPERIENCE& IMPLEMENTATION OF PREDICTORS OF POST-SCHOOL SUCCESS

11th Annual NDE Transition Conference

Caroline MaGee

National Post-School Outcomes CenterOctober 13, 2014

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2National Post-School Outcomes Center

Learning Outcomes

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Participants will:

• Learn the process for assessing the current status of implementation of evidence-based practices in Paid Employment / Work Experience using the Predictor Implementation School/District Self-Assessment;

• Increase knowledge of how to map community resources for student work experiences and learn about establishing partnerships for viable job experiences;

• Expand understanding of the process for developing S.M.A.R.T. Goals for program improvement and action planning; and

• Develop a S.M.A.R.T. Goal for your school/district based on the results of assessing Paid Employment / Work Experience in the Predictor Implementation School/District Self-Assessment

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National Post-School Outcomes Center (NPSO)

Is a national technical assistance & dissemination center funded by the U.S. Department of

Education Office of Special Education Programs.

We help State Education Agencies develop practical, yet rigorous data collection systems to describe the further education and competitive

employment experiences of youth with disabilities as they transition from high school to

adult life.

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Purpose of IDEA

To ensure that all children with

disabilities have available to them a

free and appropriate public education

that emphasizes special education and

related services designed to meet their

unique needs and prepare them for

further education, employment, and

independent living.IDEA Regulations §300.1(a)


Informs us for how to improve special education services to contribute to

achieving the IDEA purpose


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How do you know the special education

services you provide contribute to achieving

the IDEA purpose?


Indicator 14: Post-School Outcomes

Percent of youth who are no longer in secondary school,

had IEPs in effect at the time they left school, and were:

A. Enrolled in higher education within one year of leaving high school.

B. Enrolled in higher education or competitively employed within one year of leaving high school.

C. Enrolled in higher education or in some other postsecondary education or training program; or competitively employed or in some other employment within one year of leaving high school.


So...Why are PS Outcomes Data Important at the Local Level?

• To inform program improvement planning by seeing where former students are doing well and where improvement could be made

• Data may be analyzed by gender, race/ethnicity, disability category, or exit status

• To track how your leavers are doing over time• To explore what in-school experiences influence students’ post-school outcomes


Begin with Data-Based Decision Making

School

State

District

Actionable Data

Types of Data Input Process Outcomes Satisfaction

Information

Types of Decisions to Drive Program Improvement Address students’ needs (e.g., access to transition programs, and skill development)

relative to youths’ post-school success Prioritize student needs to improve post-school success Set and assess progress toward goals in targeted action plan Develop targeted action plan for implementation Identify/reallocate resources in reaction to youths’ post-school success Enhance processes to improve outcomes Evaluate effectiveness of targeted action plan Assess whether student needs are being met


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Your Role in District Data-based Decision Making

• Assist in: • Analyzing and interpreting the data• Prioritizing needs • Establishing S.M.A.R.T. goals• Selecting specific strategies• Making Decisions & Planning Actions• Monitoring and evaluating results


Good Planning


What can you do to increase the likelihood of youth being

engaged (i.e., obtaining competitive employment or higher education) after high

school?


Positive Post-School Outcomes

In-School Predictors of Post-School Success

Evidence-Based Practices

EBPs & Predictors to Support Post-School Success

School, District, & State Level

Student Level


Predictors of Post-School Success

• A predictor is defined as an in-school experience, typically a program (e.g., a work-based learning experience) correlated with improved post-school outcomes.


Selecting Specific Strategies:Predictors of Post-School Success


Are you Implementing Predictors of Post-School Success?

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To what extent are you implementing predictors of post-school success for students in your school or classroom?

How can you determine the level of implementation?

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Predictor Self-AssessmentPaid Employment / Work Experience

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Predictor Self-AssessmentPaid Employment / Work Experience (cont.)

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Predictor Self-AssessmentPaid Employment / Work Experience (cont.)

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Using the Self-Assessment: Assess your degree of implementation

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Predictor Self-Assessment• To what extent are you implementing predictors of post-school

success for your students in your school or classroom?• How can you help schools determine the level of implementation?

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Level of Implementation

• For each program characteristic, a stakeholder team must consider the evidence, and decide whether it is:

1. Not currently being implemented

2. Intermittent implementation (25%-50%)

3. Emerging implementation (50%-75%)

4. Currently being implemented (75%-100%)

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Rating Degree of Implementation

Essential Program Characteristics Degree of Implementation

Provide opportunities to participate in job shadowing, work-study, apprenticeships, or internships. **Consider work-study, apprenticeships, and internship environments that are culturally sensitive to students from different cultural backgrounds.

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Provide instruction in obtaining (e.g., resume development) and maintaining a job.

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Involve appropriate adult services (e.g., Vocational Rehabilitation or job coach when needed) in the provision of community-based work experiences.

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Who is responsible for action?

• Predictor program characteristics require action at different levels (e.g., state, district, school)

• For example, when examining the program characteristics of Paid Employment/Work Experience, the following characteristics clearly require action at a state/district level:• Develop a process for community-based employment options

in integrated settings with a majority of co-workers without disabilities.

• Develop a process to enable students to earn high school credit for paid employment work experience.

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Who is responsible for action?

• And, when examining the program characteristics of Paid Employment / Work Experiences, the following characteristics clearly require action at a school level:• Provide instruction in soft skills (e.g., problem solving,

communicating with authority figures, responding to feedback, promptness) and occupational specific skills (e.g., clerical, machine operation).

• Provide instruction in obtaining (e.g., resume development) and maintaining a job.

• Provide transportation training, including the use of public transportation and job-site and community safety

• Use age-appropriate assessments to ensure jobs are based on students’ strengths, preferences, interest, and needs

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Rating Degree of Implementation• As you think about the degree of implementation for each of the characteristics for Paid Employment / Work Experience, rate what Paid Employment / Work Experience look like in your district/school.

• Use the Predictor Self-Assessment...


Remember….There is a Relationship between Predictors & Evidence-Based Practices

Predictors

Macro Level

• Systems

• Programs

• General practices/ skills

Practices

Micro Level

• Specific interventions, strategies, curriculum


Evidence-Based Practice (EBP) is . . .

• A teaching method (i.e., strategy, curriculum) used to teach a specific skill that has been shown to be effective based on high-quality research

• Evidence-Based Practices support implementation of Predictors


Let’s look at an example of the alignment

Paid Employment / Work Experience:

A Predictor & EBP


Operational Definition:

• Work experience is any activity that places the student in an authentic workplace, and could include: work sampling, job shadowing, internships, apprenticeships, and paid employment. Paid employment can include existing standard jobs in a company or organization or customized work assignments negotiated with the employer, but these activities always feature competitive pay (e.g., minimum wage) paid directly to the student by the employer.

Predictor: Paid Employment / Work Experience

Rowe, D. A., Alverson, C. Y., Unruh, D., Fowler, C., Kellems, R., & Test, D. W. (in press). A Delphi study to operationalize evidence-based predictors in secondary transition. Career Development and Transition for Exceptional Individuals.


Using Community-Based Instruction to teach:• Employment skills and safety skills (transportation)

Using Response Prompting to teach:• Employment skills

Using Mnemonic Strategies to teach:• job application completion

Aligning Evidence-Based Practices& Predictors

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ACTIVITY: Rating Paid Employment / Work Experience

• As you think about the degree of implementation for each of the characteristics for Paid Employment / Work Experience, rate what Paid Employment / Work Experience look like in your district/school.


Data Information Actionable Data Decisions

Action Planning for Improving Outcomes

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What is an action plan?• An action plan consists of action steps or changes to be

made in your classroom, school, or community to improve outcomes of youth with disabilities.

• It describes the way you and/or your group will use its strategies to meet the goals identified to improve post-school outcomes of youth with disabilities.

• How will you answer the questions you have identified related to improving the outcomes of youth with disabilities you serve?• How do I improve employment outcomes?• What practices am I currently implementing and how can they be

improved?• What EBPs need to be implemented to improve the chance of

youth obtaining positive outcomes?

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Why take the time to develop an action plan?

There are many reasons to develop an action plan!• To ensure you do not overlook any details• To understand what is and what is not possible

in your classroom, school, or community• For efficiency, to save time, energy, and

resources in the long run• For accountability - to increase the chances

people will do what needs to be done to improve the services for youth with disabilities in your classroom, school, and community

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How to write an action plan

1. Determine key people who will be involved in planning and can influence change in your classroom, school, or community.

2. Develop an action plan composed of action steps that address all proposed changes. • Steps for remedying the problem should have a direct link to the data analysis.

• Any action listed must be specific, observable, and measurable.

• Sufficient detail is needed so it is possible to determine when the action has been implemented.

3. Review your completed action plan.

4. Follow through on your actions.

5. Evaluate your efforts.

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Action Plan TemplateArea for Improvement Next Steps

1- Goal 2 –Next Step 3 –Person Responsible

4- Due Date

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Action Plan TemplateArea for Improvement Next Steps


4- Due Date

To increase the number of

students with disabilities

accessing paid employment

and work experience in

authentic workplaces, featuring

competitive pay, from 3 to 15 in

the 2014-15 academic school

year.

• Provide opportunities for students to participate in job shadowing, work-study, apprenticeships, or internships.

• Provide instruction in soft skills (e.g., problem solving, communicating with authority figures, responding to feedback, promptness) and occupational specific skills (e.g., clerical, machine operation).

• Provide instruction in obtaining (e.g., resume development) and maintaining a job.

• SPED teachers

• General Education Teachers

• School Counselors

• Job coaches• VR• Administrators

June, 2015

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S M A R TSpecific Measurable Achievable Results-Focused Time bound

The activity must clearly state what is to be achieved, by whom, where, and when it is to be achieved. It may also state why it is important that the activity is achieved.

The activity must clearly state how to evaluate whether the activity has been achieved. Think of the questions, how much? How many? How often? How effective? The goal is to measure change over time.

The activity must be achievable within the political climate, effort, resources, and commitment of the SEA (e.g., providing additional professional development with current allotment of professional development days).

The activity must focus on outcomes (e.g., in-school or post-school outcomes of youth with disabilities) not process

The activity must clearly identify the timeline in which the activity is to be completed. This can include benchmarks and target date of completion (e.g., month/year).

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Sample S.M.A.R.T. GoalResults focused!

Measurable

Time-boundAttainable

SpecificTo increase the number of students with

disabilities from 3 to 15 accessing paid

employment and work experience in authentic

workplaces, featuring competitive pay, in the

2014-15 academic school year.

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Time to Plan

• Gather with others in your district and/or school.• As a group:

• Rate the implementation status for each of the characteristics listed under Paid Employment / Work Experience.

• Identify which characteristics are not currently being implemented.

• Determine if you have the resources to implement the characteristics and the time it will take to get it up and running.

• Of these characteristics, choose one to take action on.

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Develop a PlanArea for Improvement Next Steps


4- Due Date


Purposeful planning

Effective

Interventio

n

Effectiv

e Implementation

Positive outcomes for students

Formula for Successful Goals

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Time for Sharing

• What is your goal?• Name one step your group

identified to achieve that goal.

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Time for Action

• What questions do you still have?

• Where do we go from here? • When will we answer the unanswered questions?

• Are other additional data needed to answer the unanswered questions?

• When will we meet again?

• What resources do we need to gather before we meet again?

• What are the specific action steps we will take between now and our next meeting?

• Who is missing?

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Resources

National Post-School Outcomes Centerwww.psocenter.org• Predictor self-assessment:

http://psocenter.org/content_pages/56

National Secondary Transition Technical Assistance Centerwww.nsttac.org• Evidence-based practices and predictors:

http://www.nsttac.org/content/evidence-based-practices

http://www.psocenter.org/



http://www.nsttac.org/



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Caroline MaGeeNational Post-School Outcomes CenterUniversity of [email protected]

mailto:[email protected]

http://www.psocenter.org/

Documents

11 th Annual NDE Transition Conference Caroline MaGee National Post-School Outcomes Center