SLIDE 1 Using PSO and CTE Data to Address Student Outcomes
Presented to: NTACT Webinar Conversation Series February 14, 2019 Dan Findley
Education Specialist, Industrial and Engineering Systems
Sally Simich
Education Specialist, Student Services
Oregon Department of Education
SLIDE 2 Agenda
- I. Overview of Project
- II. Special Education Student Outcomes
- III. What is CTE?
IV.Special Education & CTE
- V. Comparison Data Activity
- VI. Busting the myths
SLIDE 3 Objective
- To highlight how Career and Technical
Education can be utilized as a tool to improve
- utcomes for Students with Disabilities
- To showcase student stories that provide
anecdotal evidence about how CTE is beneficial for Students with Disabilities
SLIDE 4 Cross-office Collaboration
Partners
Oregon Department of Education – Education Programs and Transition team(EPT) Oregon Department of Education - Secondary & Postsecondary Transitions team (SPST) Oregon Department of Human Services - Vocational Rehabilitation
SLIDE 5
Cross-office Collaboration
Mission
To improve transition outcomes for youth with disabilities by creating an equitable, sustainable, simplified system, aligned across agencies that reduces redundancy.
SLIDE 6 Chronology
May 2018:
- NTACT Capacity Building Conference
- Redrafting the Oregon Technical Assistance Action Plan
May 2018-Present:
- ODE analysts collaborate: Career and Technical Education and
Students with Disabilities.
- The Equity Case
- CTE learning and Post School Outcomes (PSOs)
June 2018-Present:
- Continued data analysis
- Co-presentations
- Resource development
Late Summer/Fall 2018:
- Professional Development delivered to CTE Regional Coordinators
throughout Oregon.
SLIDE 7 Equity
- Approach
- continuous improvement model with equity as the focus
- Framing the conversation
- Perkins
- The Oregon Equity Lens
- NAPE PIPE project
SLIDE 8
Post-School Outcomes (PSOs) for Students with Disabilities
SLIDE 9 PSOs for Students with Disabilities
- Survey
- 17 questions
- All Students
Exiting
2935, 63% 1713, 37%
Response Rate
Complete No Answer
SLIDE 10 PSOs for Students with Disabilities
- Enrolled Full- or part-time
- 2-, 4-, or more year program
- One complete term
Higher Education
- Worked for pay at or above the Minimum Wage
- In a setting with others who are nondisabled
- 20 hours a week
- at least 90 days at any time in the year since leaving high school
Competitive Employment
- Enrolled on a full- or part-time basis
- At least 1 complete term at any time since leaving high school
- In an education or training program (e.g., adult education, vocational technical school,
less than a 2-year program)
Other Postsecondary Education or Training
- Worked for pay or self-employed
- At least 90 days at any time since leaving high school
Other Employment
SLIDE 11 PSOs for Students with Disabilities: Engagement (2015-2016)
25% 35% 7% 8% 25%
Higher Education Competitve Employment Other Training Other Employment Not Engaged
SLIDE 12
PSOs for Students with Disabilities: Engagement (2008-2009)
66% 34%
Engaged Not Engaged
SLIDE 13
PSOs for Students with Disabilities: Engagement (2015-2016)
75% 25%
Engaged Not Engaged
SLIDE 14
PSOs for Students with Disabilities
The outcomes of Students with Disabilities are improving.
SLIDE 15
What is CTE?
SLIDE 16
CTE Defined
A sequence of organized educational activities that prepare students for further education and careers…
SLIDE 17 Program of Study
1. a sequence of courses, 2. aligned to industry standards at the secondary and post- secondary level, 3. that integrates technical and career skill proficiencies with academic content. A CTE POS prepares students for the workplace, further education, training, and community roles.
Source: https://www.oregon.gov/ode/learning-
- ptions/CTE/resources/Pages/CTEPOS_Applic
ation_Resources.aspx
SLIDE 18 POS: What’s inside??
- Standards and Content
- Alignment and Articulation
- Accountability and Evaluation
- Student Support Services
- Professional Development
SLIDE 19 Definitions
- CTE Secondary Participant:
- One half (.5) or more credits
- Oregon state-approved CTE Program of Study
- CTE Secondary Concentrator:
- A minimum of 1 credit in CTE courses
- at least .5 credit being required
- Oregon state-approved CTE Program of Study
SLIDE 20 Class of 2017 – 4 Year Grad Rate
Statewide Graduation Rate: 76.7% (2017)
SLIDE 21 7.05% 29.50% 44.66% 50.59% 2.90% 16.55% 29.66% 37.87%
0% 10% 20% 30% 40% 50% 60% % of Total SPED Population % of Total Population
CTE and Inclusivity
SLIDE 22 83.51% 79.86% 78.50% 52.79% 60.04% 56.94% 0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00% 90.00% 100.00% Class of 2014 Class of 2015 Class of 2016
4-year or 2-year College Attendance (1 year Post-School)
CTE Concentrators with Disabilities Non-CTE Concentrators with Disabilties
SLIDE 23 80.56% 80.63% 84.04% 66.47% 68.48% 68.20% 0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00% 90.00% 100.00% Class of 2014 Class of 2015 Class of 2016
12 Month Post-School Employment Percentages
CTE Concentrators with Disabilities Non-CTE Concentrators with Disabilties
SLIDE 24 Representation in CTE
Intellectual Disability Hearing Impairment Visual Impairment Deaf-Blindness Communication Disorder Emotional Disturbance Orthopedic Impairment Traumatic Brain Injury Other Health Impairments Autism Spectrum Disorder Specific Learning Disability
- 10.0%
- 8.0%
- 6.0%
- 4.0%
- 2.0%
0.0% 2.0% 4.0% 6.0% 8.0% 10.0%
Differences in Specific Disability Representation
SLIDE 25
The Importance of Professional Skills
SLIDE 26 While you were in school, did you learn to?
CTE Concentrators with Disabilities Non-CTE Concentrators with Disabilities Make Choices
77% 69%
Speak Up
73% 67%
Solve Problems
73% 63%
Set Goals
72% 62%
SLIDE 27 Busting Myths
- Students with disabilities (SWD) can’t succeed in CTE
programs.
- CTE courses are hazardous! SWDs can’t be trusted to be
safe in a CTE environment.
- SWDs can’t pass the Technical Skills Assessment (TSA) or
- ther end-of-program evaluation.
- CTE is an acceptable place to send students anytime! It’s
not necessary to prepare or train CTE faculty prior to enrolling SWDs.
SLIDE 28 Next Steps
- Continued work with NAPE/PIPE
- Oregon ACTE
- Continued training across the state with counselors as well
as general education and CTE faculty
- Transition Technical Assistance Facilitators and Youth
Transition Program specialists continue to work together to support faculty and students as SWDs access and achieve in CTE
- Continued collaboration on the State Plan
SLIDE 29
Thank you!
Dan Findley, Industrial and Engineering Systems Education Specialist
email: daniel.findley@state.or.us phone: 503.947.0338
Sally Simich, Secondary Transition Education Specialist
email: sally.simich@state.or.us phone: 503.947.5639
