RE: [NPSO]: Questions from MN

[Johnson, Cinda]

Title: Message

Hi Jane.  The district that counts the student is responsible for follow-up the year after he or she exits the program.  The 18-21 program may be on a community college campus or in the community but the district has responsibility for assuring special education services and change of placement.  In WA the teachers typically call the exiters.  Each building and district has someone leading this charge.  Surveys are returned to the main contact and returned to us.  The district contact is responsible to identify leavers and assure contact but the efforts are shared by building level contacts and teachers.  The data are reported back to the district.  It is disaggregated by disability, gender, ethnicity, age, postschool goal and postschool outcome, etc. etc.  as is common to most states.  The district can easily identify the youth that completed the 18-21 program and compare outcomes if they so choose.  I do so at the state level as well as district level.  We also aggregate postschool outcomes for youth in the categories of multiple disabilities, mental retardation and autism and agency linkages specifically for DDD.  Hope this makes sense.  Cinda

-----Original Message-----
From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf Of Jane Fields
Sent: Thursday, April 20, 2006 8:02 AM
To: npsoserv@lists.uoregon.edu
Subject: RE: [NPSO]: Questions from MN

Cinda and others,

 

Jane Fields from MN again...so, it sounds like your procedure for follow-up with these students is similar to what MN is doing...here are my next questions:

 

1.  Who has responsibility for following up with the student--the district or the 18-21 program? (e.g., how do you know you're not duplicating the student if both places have responsibility for calling the student? how do you decide who has the responsibility for follow-up?)

2.  Who do you report the data back to for that student (presumably in aggregate form)--the district, the 18-21 program, or both?

 

Thanks!  Jane

 

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From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf Of Johnson, Cinda
Sent: Wednesday, April 19, 2006 5:03 PM
To: npsoserv@lists.uoregon.edu; npsoserv@lists.uoregon.edu
Subject: RE: [NPSO]: Questions from MN

Hi Ginger.  So if a person in the 18 -21 program is still counted as an FTE by the district and provided special ed services in the community (and have gone through some type of "graduation" ceremony, etc) you consider them an exiter?  The decision in Washington is based on the FTE count.  If the district still counts them even if they have gone through the "age-appropriate ceremony" then we do not consider them as having exited the K-12 system.  After completing the 18-21 program and no longer counted by the district we would then do follow-up.  I am curious about NM! Thanks, Cinda

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From: [EMAIL PROTECTED] on behalf of Ginger Blalock
Sent: Wed 4/19/2006 12:40 PM
To: npsoserv@lists.uoregon.edu
Subject: Re: [NPSO]: Questions from MN

National Post School Outcome Data Community of Practice
------------------------------------------------------

Hi - in New Mexico districts, all 18-21 year old programs
are part of their home districts, although "based" in
community rather than school campuses.  When the
postschool followup surveys are done, those who've exited
(typically graduated with a diploma - we have 3 pathways
to our regular diploma for students with IEPs) from those
18-21 year old programs are included just like all other
exiters.

Ginger



On Wed, 19 Apr 2006 11:57:20 -0500
  "Jane Fields" <[EMAIL PROTECTED]> wrote:
> Greetings!  I am working with Jayne Spain and others at
>the MN Department of
> Education on their postschool follow-up system. So, I
>appreciate all of the
> great input into the question posed yesterday (by Jayne
>Spain from MN
> through Jane Falls)!
>
> However, I am still wondering how states are actually
>including students in
> 18-21 year old programs in their postschool follow-up
>system. Would you be
> willing to describe the "nuts-and-bolts" of how you go
>about including all
> exiters (graduates, dropouts, age outs) into your actual
>implementation of
> your follow-up systems? For example, how are you
>sampling the students so
> that there's no overlap between the 18-21 year old
>programs and home
> districts (in MN, students are counted in their home
>district, even if
> they're participating in an 18-21 year old program)?
> How do you provide
> program information back to districts whose students are
>accessing other
> programs?  Etc.
>
> Thanks!  Jane Fields
>
> Jane L.S. Fields, Ph.D.
> Institute on Community Integration
> University of Minnesota
> 150 Pillsbury Drive SE
> 13 Pattee Hall
> Minneapolis, MN  55455
> 612-625-0350 (phone)
> 612-624-9344 (fax)
>
>

Ginger Blalock, Ph.D.
Project Director, Statewide Transition Initiatives
Board President, Lifework Learning Inc.
213 Ortega Rd., NE
Albuquerque, N.M. 87113
505/400-3992   [EMAIL PROTECTED]