2004 Senior Exit Survey Results

Transcription

1 Senior Exit

2 Introduction/Rationale The challenge of providing students with disabilities the opportunity for success after high school presents the West Virginia Department of Education (WVDE) and Local Education Agencies (LEA) with direction for transition services for students at the secondary level. In this era of educational reform the focus on improving graduation rates and reducing dropout rates, particularly for students with disabilities, is generating significant activity at all levels of education. The potential positive impact for students with disabilities in West Virginia is significant. The WVDE is promoting educational reform through The Framework for High Performing School Systems to assist districts in meeting the accountability standards of WV Achieves. High yield strategies in the areas of curriculum, instruction, school effectiveness and support for students and parents are outlined in The Framework and provide districts with a basic understanding of the identified strategies to affect outcomes for all students. The collection and analysis of data allows the (OSE) and the LEA to identify areas for change to improve outcomes for students. The WVDE Policy 2419 (Policy 2419), Baseline data for the school year was required by the United States Department of Education (USDE) on the Annual Performance Report for the established priorities under the Individual with Disabilities Education Act (IDEA) Part B Improvement Plan for the established priorities, including improving post-secondary outcomes of their [the student] choice. Policy 2419 identifies transition services as a coordinated set of activities for a student with a disability, designed within an outcome-oriented process, that promotes movement from school to post-school activities. The purpose of this study was to obtain information from graduating seniors with disabilities and their parents regarding activities during high school and the level of satisfaction they perceived from a variety of school activities related to transition services. This information provides the baseline data, which will be used in conjunction with future data to identify activities for program improvement. Overview and Methodology Questions guiding this survey were: How are students and parents involved in the transition process during high school? West Virginia Department of Education Page 2 of 28

3 How do future plans of students and parents align with activities during high school? Which school supports and activities are perceived as most/least helpful? Separate surveys were developed for students with disabilities who were exiting with a standard or modified diploma or reaching age 21 at the end of the school year and the parents of those students. The senior high schools of the 55 counties in West Virginia distributed the student surveys to the identified 2430 students and their parents. Each student survey was to be completed individually or in a small group setting and with assistance for any student unable to complete the survey independently. Parent surveys were distributed to parents along with an explanatory memorandum and a self addressed stamped envelope for return directly to the WVDE. The surveys were comprised of items (27 for students, 25 for parents) regarding careers, activities while in high school, future plans, general information, Individual Education Program (IEP) activities, the degree of satisfaction/perceived assistance from the school system regarding specific skills development and specific transition activities that were identified as helpful while in school. Results/Summary/Analysis Student and parent survey responses are summarized in this section of the report. Data is presented in tabular format with follow-up discussion. When similar responses are requested, both student and parent results are presented in a side-by-side format. Tables, summary and analysis should provide school teams with baseline information to identify possible target areas for improving outcomes for students with disabilities. Additional conclusions may be derived upon further examination of district specific dada and data from other sources within the district. 629 student surveys were returned while only 305 parent surveys were returned of the 2430 distributed respectively. West Virginia Department of Education Page 3 of 28

4 Career Information from Students WVDE Policy 2510, Assuring Quality of Education, requires all students to develop an Individual Student Transition Plan (ISTP). Each student selects a Career Pathway, Career Cluster and Career Major. The career information is also a required part of the WV IEP. When students were requested to identify their career major, it was apparent that many were unclear. Many simply restated their career cluster. Students indicated the Entry level pathway more often than any other while 6% made no pathway selection. Slightly more than half of the students indicated either a selection of skilled or professional pathways indicating they planned further education activities. Terms/Glossary Career Clusters Broad grouping of related occupations representative of the type of occupations available in the world of work. Clusters are identified as: Business/Marketing, Engineering/Technical, Fine Arts/Humanities, Health Services, Human Services, Science/Natural Resources. (Policy 2510) Career Majors A grouping of occupations with significant commonalities within a career cluster (Policy 2510) Pathway Designation of a student s intended postsecondary goal within the five-year education plan and the level and sequence of courses needed to achieve that goal. Professional (Baccalaureate Degree or above); Skilled (Associate Degree or Postsecondary Certificate); or Entry (Entry into the workplace directly after high school). Work Based Learning Education activities that assist students to gain an awareness of the workplace; develop an appreciation of the relevance of academic subject matter to workplace performance; and gain valuable work experience and skills while exploring career interests and abilities. West Virginia Department of Education Page 4 of 28

5 Career Pathway Students Entry Pathway % Skilled Pathway % Professional Pathway % No Pathway Selected % Career Cluster Students Business/Marketing % Engineering/Technical % Fine Arts/Humanities % Health Services % Human Services % Science/Natural Resources % No Career Cluster Selected % Diploma Parents Standard Diploma % Modified Diploma % No Response % West Virginia Department of Education Page 5 of 28

6 Career Pathway (Students) Career Cluster (Students) 6% 9% 6% 9% 8% 22% 38% 18% 8% 42% 34% Entry Skilled Professional No Pathway Selected Business/Marketing Fine Arts/Humanities Human Services No Career Cluster Selected Engineering/Technical Health Services Science/Natural Resources Diploma (Parents) 12% 6% 82% Standard Modified No Response West Virginia Department of Education Page 6 of 28

7 Career And Technical Concentration Students Parents Completed required courses in Career and Technical concentration Yes No Yes No % % % % Earned credential/certificate for the concentration area % % % % Student - Completed Required Courses in Career and Technical Concentration Parent - Completed Required Courses in Career and Technical Concentration 41.3% 58.7% 51.1% 48.9% Yes No Yes No West Virginia Department of Education Page 7 of 28

8 Job Experience while in High School Type of experience: Students Parents No experience % % Work-based learning experience % % Part-time work % % Summer job % % Other % % No Choice % % West Virginia Department of Education Page 8 of 28

9 Students - Job Experience While In High School Parents - Job Experience While In High School 36% 6% 3% 25% 23% 16% 3% 2% 15% 28% 18% 25% No Experience Work-based Learning Experience No Experience Work-based Learning Experience Part-time Work Summer Job Part-time Work Summer Job Other No Response Other No Response Extracurricular Activities While In High School Type of extracurricular activity: Students Parents Clubs % % Sports % % Performing arts % % Volunteer % % None % % No response % % West Virginia Department of Education Page 9 of 28

10 34.0% Students - Extracurricular Activities While In High School 3.8% 30.1% Parents - Extracurricular Activities While In High School 38.0% 6.6% 22.3% 15.3% 5.6% 21.5% Clubs Sports Performing Arts Volunteer None No Response 16.7% 6.9% 18.7% Clubs Sports Performing Arts Volunteer None No Response Transition Related Activities (Students) High school activities that Academic Classes Vocational Classes Career- Related Activities IEP Participation Self-Advocacy Instruction No Response Helped me with career % % % % % % planning Helped me connect to % % % % % % a job Helped me connect to % % % % % % further training Helped me connect % % % % % % with adult support agencies Helped me develop % % % % % % West Virginia Department of Education Page 10 of 28

11 work-related skills Were academically % % % % % % challenging and gave me confidence to pursue further education Helped me make responsible choices, understand my rights, and express my opinions % % % % % % * Note: Each respondent could make more than one selection. Transition Related Activities (Students) High School Activities Identified as Helpful for Transition Services West Virginia Department of Education Page 11 of 28

12 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% 0.0% Helped me with career planning Helped me connect to a job Helped me connect to further training Helped me connect with adult support agencies Helped me develop work-related skills Were academically challenging and gave me confidence to pursue further education Helped me make responsible choices, understand my rights, express my opinions Academic Classes Vocational Classes Career-Related Activities IEP Participation Self-Advocacy Instruction No Response Transition Related Activities (Parents) West Virginia Department of Education Page 12 of 28

13 High school activities that Academic Classes Vocational Classes Career- Related Activities IEP Participation Self-Advocacy Instruction No Response Helped with career % % % % % % planning Helped connect to a % % % % % % job Helped connect to % % % % % % further training Helped connect with % % % % % % adult support agencies Helped develop workrelated % % % % % % skills Were academically % % % % % % challenging and gave confidence to pursue further education Helped child make responsible choices, understand rights, and express opinions % % % % % % * Note: Each respondent could make more than one selection. Transition Related Activities (Parents) High School Activities Identified as Helpful for Transition Services West Virginia Department of Education Page 13 of 28

14 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% 0.0% Helped with career planning Helped connect to a job Helped connect to further training Helped connect with adult support agencies Helped develop workrelated skills Were academically challenging and gave confidence to pursue further education Helped child make responsible choices, understand rights, express opinions Academic Classes Vocational Classes Career-Related Activities IEP Participation Self-Advocacy Instruction No Response Assistance for Transition Related Activities (Students) West Virginia Department of Education Page 14 of 28

15 Degree of Assistance My high school program provided/helped Not At All A Little Some A Lot Very Much No Response Career planning % % % % % % activities and supports. Connect to a job % % % % % % Connect for further % % % % % % training. Connect with adult % % % % % % support agencies. Activities for me to % % % % % % develop work-related skills. Academic challenge % % % % % % and built confidence to pursue further education. Me make responsible choices, understand rights, express opinions % % % % % % Assistance for Transition Related Activities (Students) Degree of Assistance Provided by the School for Transition Services West Virginia Department of Education Page 15 of 28

16 35.0% 30.0% 25.0% 20.0% 15.0% 10.0% 5.0% 0.0% Career planning activities and supports. Connect to a job. Connect for further training. Connect with adult support agencies. Provided activities for me to develop work-related skills. Academic challenge and built confidence to pursue further education. Helped me make responsible choices, understand rights, express opinions. Not At All A Little Some A Lot Very Much No Response Assistance for Transition Related Activities (Parents) West Virginia Department of Education Page 16 of 28

17 Degree of Assistance My child s high school program provided/helped Not At All A Little Some A Lot Very Much No Response Career planning % % % % % % activities and supports. Connect to a job % % % % % % Connect for further % % % % % % training. Connect with adult % % % % % % support agencies. Activities to develop % % % % % % work-related skills. Academic challenge % % % % % % and built confidence to pursue further education. Him/her make responsible choices, understand rights, express opinions % % % % % % Assistance for Transition Related Activities (Parents) Degree of Assistance Provided by the School for Transition Services West Virginia Department of Education Page 17 of 28

18 40.0% 35.0% 30.0% 25.0% 20.0% 15.0% 10.0% 5.0% 0.0% Career planning activities and supports. Connect to a job. Connect for further training. Connect with adult support agencies. Provided activities to develop work-related skills. Academic challenge and built confidence to pursue further education. Helped make responsible choices, understand rights, express opinions. Not At All A Little Some A Lot Very Much No Response Assistance for Transition Related Activities (Students & Parents) Degree of Assistance Provided by the School for Transition Services West Virginia Department of Education Page 18 of 28

19 70.0% 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% 0.0% Career planning activities and supports. Connect to a job. Connect for further training, such as vocational school/college. Connect with adult support agencies. Provided activities to develop workrelated skills. Academically challenging and given confidence to pursue further education. Helped make responsible choices, understand rights, express opinions respectfully. Not At All to A Little (Student) Not At All to A Little (Parent) A Lot to Very Much (Student) A Lot to Very Much (Parent) Individualized Education Program West Virginia Department of Education Page 19 of 28

20 Students Parents Yes No Yes No IEP helped with success in regular classes % % % % Student ideas and suggestions were considered for the IEP % % % % Student is comfortable discussing special needs/asking for help % % % % Student - IEP Helped With Success In Regular Classes 14.1% Parent - IEP Helped With Success In Regular Classes 12.8% 85.9% 87.2% Yes No Yes No IEP (continued) West Virginia Department of Education Page 20 of 28

21 Student - Student Ideas And Suggestions Were Considered For The IEP 11.6% Parents - Student Ideas And Suggestions Were Considered For The IEP 17.0% 88.4% 83.0% Yes No Yes No Student - Student Is Comfortable Discussing Special Needs/Asking For Help 16.9% 29.5% Parent - Student Is Comfortable Discussing Special Needs/Asking For Help 83.1% 70.5% Yes No Yes No West Virginia Department of Education Page 21 of 28

22 Driver s License Students Parents Yes No Yes No Has a driver s license (not learner s permit) % % % % Students - Has A Driver's License Parents - Student Has A Driver's License 45.3% 41.6% 54.7% 58.4% Yes No Yes No Future Plans for Education West Virginia Department of Education Page 22 of 28

23 Students I Parents My child Yes No Yes No plan(s) to continue my/his/her education % % % % Planning to Continue Education (Students) Child is Planning to Continue Education (Parents) 29% 32% 71% 68% Yes No Yes No Future Plans for Education West Virginia Department of Education Page 23 of 28

24 Of the 445 students and 206 parents who answered YES: Type of education: Students Parents College % % Vocational % % Technical % % Adult Education % 8 3.9% Apprenticeship/On-the-Job Training % % No Choice % 4 1.9% Students Parents 5% 12% 2% 43% 17% 4% 9% 2% 40% 16% 22% 28% College Technical Apprenticeship/On-the-Job Training Vocational Adult Education No Choice College Technical Apprenticeship/On-the-Job Training Vocational Adult Education No Choice Future Plans for Education West Virginia Department of Education Page 24 of 28

25 Of the 184 students and 99 parents who answered NO: Reason(s) for not continuing Students Parents Have a job % % Need to work % % Getting married 3 1.6% 3 3.0% Too expensive % 9 9.1% Unsure of my/his/her plans % % Joining the military % 8 8.1% Poor grades/not ready 4 2.2% 5 5.1% Need a break from school % 9 9.1% Not needed for my job 5 2.7% 1 1.0% Supported work/day activities % % Other % 7 7.1% No Choice % N/A N/A * Note: Each respondent could make more than one selection. Future Plans for Education West Virginia Department of Education Page 25 of 28

26 Reasons for Not Continuing Education West Virginia Department of Education Page 26 of 28

27 Future Plans for Living Students Parents Independently in my/his/her own place % % With family or friends % % In a dormitory or on a military base % % At home % % In a group home/shared apartment % 7 2.3% Other 5 0.8% 7 2.3% No Response % 2 0.7% Future Plans for Living West Virginia Department of Education Page 27 of 28

28 West Virginia Department of Education Page 28 of 28