National Post School Outcome Data Community of Practice
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Hi - here are responses, to the extent I can answer
them...
1. The 18-21 programs that exist (in only a handful of
our state's districts, but including Albuquerque Public
Schools (APS) since the late 1980s) are as much a part of
their respective districts as any traditional high school,
alternative high school, or district-level program, so
it's really each district who follows up.
2. For our current follow-up study process, the data will
be reported back to the district first - don't know about
disaggregating beyond that. I'll try to find out. [I do
know that APS has been doing their own follow-up studies
annually since 1983, and they DO break it down to give
direct feedback to the 18-21 year old program.]
On Thu, 20 Apr 2006 10:02:08 -0500
"Jane Fields" <[EMAIL PROTECTED]> wrote:
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
_____
From: [EMAIL PROTECTED]
[mailto:[EMAIL PROTECTED] On Behalf Of
Johnson, Cinda
Sent: Wednesday, April 19, 2006 5:03 PM
To: [email protected];
[email protected]
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
_____
From: [EMAIL PROTECTED] on behalf of
Ginger Blalock
Sent: Wed 4/19/2006 12:40 PM
To: [email protected]
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]
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]
