Table comparing diploma options

Document prepared by Theresa Levy, Oregon Department of Education

Prepared by Cinda Johnson, Assistant Professor, Seattle University and NPSO Technical Workgroup member, this paper describes how the State of Washington actively engages teachers in post-school outcome data collection, analysis, reporting and program improvement. Strategies are provided that other states may find useful as they involve teachers in their post-school outcome systems. OSEP approved June 2007.

Prepared by Deborah Leuchovious, Project Director of the Technical Assistance about
Transition and the Rehabilitation Act Project (TATRA) at PACER Center. This
Brief informs the families of students who had IEPS about the post-school
surveys and the importance of filling them out or replying to a short phone
interview. Sample survey questions are included. OSEP approved June 2007.

Prepared by PACER Center in collaboration with the NPSO describes the importance
of engaging families, youth, disability advocates and parent centers in the
design of state post-school data collection systems. OSEP approved September
2006.

Prepared by Sandra Covington Smith and Loujeania Williams Bost at the National
Dropout Prevention Center for Students with Disabilities (NDPC-SD). This
brief contains an overview of the requirement to collect post-school outcome
data and challenges experienced by states in collecting these data.
Recommendations and strategies that states can use to secure sufficient
response rates, especially from youth who drop out of school, are provided.
OSEP approved June 2007.

Prepared in collaboration with the NPSO Center, Robert Shepard and Patrick
Turbett SUNY-Potsdam, draw on the NY state experience to offer guidance on
how to hire and train data collectors to uniformly collect accurate and
confidential data. OSEP approved March 2007.

The National Longitudinal Transition Study-2 (NLTS2)</a>
is funded by the U.S. Department of Education and documents the experiences of a
national sample of students who were 13 to 16 years of age in 2000 as they move from
secondary school into adult roles. The focus is on a wide range of important topics,
such as high school coursework, extracurricular activities, academic performance,
postsecondary education and training, employment, independent living, and community
participation. The Web site includes data tables drawn from parent interviews, student
surveys and teacher surveys.

Closing the Gaps to Post-Secondary Education and Employment presents an analysis of
research on the status of transition, post-secondary education, and
employment outcomes over the past 25 years.