TABLE ST.I: Cluster Area V - Secondary Transition

Table ST.I

Cluster Area V: Secondary Transition

Question:

While no probes were established by OSEP for this cluster, the following question is suggested: "Is the percentage of youth with disabilities participating in post-school activities (e.g., employment, education, etc.) comparable to that of nondisabled youth?"

Probe ST.I:

No probes for this cluster.

State Goal:

All students will meet high standards for academic performance and personal behavior and demonstrate the knowledge and skills required by a dynamic world.

Students receiving special education services will meet high educational standards.
Students with disabilities will be integrated with their nondisabled peers throughout their educational experience.
Students with disabilities will participate in appropriate transition planning and receive services leading to positive post-school outcomes.
Individuals with disabilities will participate successfully in postsecondary education.

Performance Indicator(s):

Key Performance Indicators

Transition Specific Key Performance Indicators:

Individualized Education Programs (IEP) will include transition goals, objectives and services for students with disabilities;
Post-school plans for students with disabilities will be reported for students with disabilities who exit special education annually;
Students with disabilities who complete their high school program and transition to postsecondary education, employment, or adult day programs will do so at the same rate as their non disabled peers; and
There will be increases in school districts represented as referral sources to VR services, with increases in positive outcomes for youth served in vocational rehabilitation, active engagement in VR services, and decreases in unsuccessful youth outcomes.

Other Key Performance Indicators Related to Secondary Transition:

These are reported under the Cluster for Free Appropriate Public Education (FAPE) in the Least Restrictive Environment under categories of improving achievement and integration, specifically including:

Increases in school exit with Regents diplomas; (See Table FAPE.II)
Decreasing Dropouts; (See Table FAPE.II)
Increased academic achievement as reflected in participation and performance on State assessments; (See Table FAPE.IV)
Participation in Career and Technical Education and community-based work experience opportunities. (See Table FAPE.V)

Baseline/Trend Data
(for reporting period July 1, 2003 through June 30, 2004):

(In addition to the data provided below, see Appendices 15.1, 15.2, 15.3, 15.4, 16.1.)

Data Sources

There is no single, annual measure regarding post-school transitions; data about transition performance draws from many sources including:

Annual reporting by school districts regarding the types of school exit and planned post-school activities for students with disabilities (form PD-5, collected by VESID annually);
Post School Indicators (PSI) studies comparing students with and without disabilities (one-year statewide sample of all exiters from the class of 1995, one-year out sample of all exiters from the Big Five Cities from the class of 1996;
The Longitudinal PSI (LPSI) study of randomly stratified samples from the classes of 2000 and 2001 exiting with Regents, Local, High School Equivalency and IEP diplomas. LPSI data is collected at Senior Exit and One-, Three- and Five-years beyond school exit.
Data from the State Education Department (SED) Office for Higher Education (OHE) indicating college participation and completion;
SED data collection reports called BEDS (Basic Educational Data System) and CTEDS (Career and Technical Education Data System);
VESID’s vocational rehabilitation case management data system regarding youth served; and
Data provided from the regional TCS technical assistance network quarterly reports and their local self-assessment planning tool, called TRANSQUAL, plus other demonstration project outcome data. Information about TRANSQUAL may be found at http://www.transqual.org.

Comparative Rates of Positive Transitions

Comparative post-school transitions one-year, three- and five-years beyond high school by students with and without disabilities are measured by the New York State PSI studies. The most recent data collection is from the LPSI study for the classes of 2000 and 2001 for students who left school with a Regents, Local, High School Equivalency or IEP Diploma. PSI studies are not conducted annually for every class due to the volume of students and costs.

Class Year	Students at One Year Beyond School	Rate of Positive Transitions	Gap
At one year beyond completion for students receiving diplomas, the gap is closing in the comparative rates of transition to postsecondary education, employment or day program alternatives (LPSI Data).
2001	Former Special Education	83%	13%
2001	Former General Education	96%	13%
1995	Former Special Education	75%	16%
1995	Former General Education	91%	16%

Class Year	Students at Three Years Beyond HS	Rate of Positive Transitions	Gap
At three years beyond completion for students receiving diplomas, the gap is closing slightly in the comparative rates of transition to postsecondary education, employment or day program alternatives (LPSI Data).
2001	Former Special Education	85%*	10%*
2001	Former General Education	95%*	10%*

*Preliminary data

Post-school Transition Activity and Rate Varies by Disability

Students	2- or 4-year College	Other Postsecondary Education	Paid Competitive Employment	Day Program Alternatives	Other	Total Active in Transition
Post-school Transitions at One Year Beyond School Vary by Disability Classification (LPSI Data, Class of 2001)
General Education	80.5%	2.5%	12.1%	0.0%	0.5%	95.7%
All Special Education	37.8%*	7.6%	30.4%	4.7%	2.1%	82.6%
Special Education with Learning Disabilities	42.9%	7.5%	31.8%	0.5%	2.2%	85.1%
Special Education with Mental Retardation	0.8%	5.8%	30.6%	31.4%**	5.0%	73.6%
Special Education with Emotional Disabilities	32.4%	6.9%	31.4%	2.0%	0.0%	72.5%***
Special Education Other Disabilities	34.1%	8.4%	26.3%	8.6%	2.8%	80.2%
Some categories were combined from the previous report. Other Postsecondary Education includes data previously reported as Other Occupational Training. Day Program Alternatives includes data previously reported under Supported Employment. * This rate of transition to college for former special education students is dramatically higher than six years previously when it was 17 percent. Day program alternatives for students with Mental Retardation include 6.6 percent in post-school supported employment. *Students with the classification of Emotional Disturbance who leave school with a Regents, Local or IEP diploma less often transitioned successfully at one year beyond high school. Students with mental retardation had the next lowest rate of successful transition.

Post-school Transitions at Three Years Out Vary by Disability Classification (LPSI Data, Class of 2001)

Students	Post Secondary Education*	Paid Competitive Employment	Day Program Alternatives	Other in High School**	Total Active in Transitions***
General Education	72.5% (-10.5%)	21.8% (+9.7%)	0% (n.a.)	0.4% (-0.1%)	94.7% (-1%)
All Special Education	34% (-11.4%)	46.6% (+16.2%)	3.0% (-1.7%)	1.1% (-1.0%)	84.7% (+2.1%)
Special Education with Learning Disabilities	34.6% (-15.8%)	50.1% (+18.3%)	0.5% (+0.0)	0.5% (-1.7%)	85.6% (+0.5%)
Special Education with Mental Retardation	13.2% (+6.6%)	42.9% (+12.3%)	14.0% (-17.4%)	5.5% (+0.5%)	76.0% (+2.4%)
Special Education with Emotional Disabilities	35.3% (-4.0%)	43.9% (+12.5%)	0% (-2.0%)	1.2% (+1.2%)	80.5% (+8%)
Special Education Other Disabilities	37.1% (-5.4%)	38.8% (+12.5%)	5.5% (-3.1%)	1.6% (-1.2%)	82.2% (+2%)
Interviews were conducted in summer and fall 2004 with former students from the class of 2001. Percentages in parentheses above indicate the percent change in the category since the one-year out interviews. Bolded items highlight significant changes. Post Secondary Education includes 2- and 4- year programs and other postsecondary and occupational education beyond high school. The information in this column is reported in two separate columns in the "One Year Beyond School Chart." Some students from the Class of 2001 expected to graduate in June 2001 subsequently returned to high school. **At three years beyond high school, many general and special education students shifted from two-year postsecondary programs and entered the workforce. Gains have occurred for all subpopulations of young adults with disabilities, but at varying rates. Item of concern: A high proportion of students with mental retardation have exited day programs (day habilitation, supported employment and sheltered employment). Their rate of successful transition has gained slightly, but remains low. A follow-up survey is planned to determine the reason for this marginal rise.

Post-School Plans of High School Seniors with Disabilities

Post-school plans are reported annually by school districts for high school seniors with disabilities completing school with a Regents, Local, IEP or High School Equivalency Diploma (source: Pupils with Disabilities PD-5 data, NYSED VESID). This data, in addition to data on dropouts is one source used by the SEQA Team to target districts for monitoring reviews.

Exit Year	Number Completing	Postsecondary Education is Planned	Employment is Planned	Military Service is Planned	Adult Services are Planned	Other Plans	Student Plans Unknown to District
Schools appear less able to report post-school plans of students with disabilities. (PD-5 Data)*
2003-2004	18,585	50%	22%	2%	6%	4%	16%
2002-2003	17,596	49%	22%	2%	11%	4%	13%
2001-2002	15,863	48%	25%	2%	10%	4%	11%
2000-2001	15,515	44%	26%	2%	10%	4%	14%
1999-2000	14,719	41%	26%	2%	10%	4%	17%
**Note: The increase in planning to attend 2- or 4- year college The following data from the Office of Higher Education (OHE) confirms the LPSI and Exit Plan indicators that the rate of college participation and completion is increasing.

Postsecondary Plans of Students with Disabilities Who Completed High School

SEQA Region****	Number Completing	Postsecondary Education is Planned	Employment is Planned	Military Service is Planned	Adult Services are Planned	Other Plans	Student Plans Unknown to District
Reports of post-school plans of students with disabilities reflect regional improvements, except in New York City. (PD-5 Data, Exit Year 2004)
Total Public***	18,197	51% (+2%)	22% (+0%)	2% (+0%)	5% (-6%)	3% (+0%)	16% (+3%)
Eastern	2,139	48% (+0%)	33% (+3%)	3% (-1%)	5% (-1%)	3% (+0%)	9% (-3%)
Central	2,279	45% (-4%)	35% (+3%)	3% (+0%)	5% (+1%)	3% (+0%)

	New York State Education Department
	New York State Part B Annual Performance Report 2003-2004
	Office of Vocational and Educational Services for Individuals with Disabilities