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Indicator 14 Training Webinar Transcript

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Okay, 1st, I'm going to explain the indicator 14. exactly what that is.

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It is defined by the office of special education programs in the part B, state performance plan and the annual performance report part B, indicator measurement table. Now. I know that's a mouthful.

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And we're going to go through and break up the categories so that you can better understand what we're looking at. So indicator, 14 is the percent of youth.

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Who are no longer in secondary school they had an in effect at the time that they left school and they were.

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Enrolled in higher education in 1, year of leaving high school.

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Enrolled in higher education or competitively employed within 1 year of leaving high school.

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Enrolled in higher education.

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Or, in some other post, secondary education, or training program, or competitively employed in some other employment within 1 year of leading high school.

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So, you see, the common factor here is within 1, year of leaving high school, and over the next few slides, we'll dive into the definitions of these, a B and C categories.

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Higher education.

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This means enrolled in higher education as used in a B and C part that I mentioned in the previous slide use,

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have been enrolled in a full time or part time basis in a community college.

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That would be a 2 year program, or college University, a 4 or more year program for at least 1, complete term at any time. In the year. Since leading high school.

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The competitive employment part means.

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That students or youth have worked for pay at,

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or above minimum wage,

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in a setting with others who are non disabled for a period of 20 hours a week,

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for at least 90 days at any time in the year since leaving high school.

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And this includes military employment.

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Other post secondary education program or training this means enrolled in other post, secondary education or training.

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As indicated in that item number C, mentioned in a previous slide.

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These are used who have been enrolled on a full time or part time basis for at least 1 complete term at any time.

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In the year, since leaving high school in an education or training program, and that may include job core, adult education, a workforce development program a vocational technical school.

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That's not traditionally a 2 year program.

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Those are the kind of categories that we're talking about here.

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And then some other employment that's also used in that item number C means that these are used who have worked for pay,

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or they've been self employed for a period of at least 90 days at any time in the year since leaving high school.

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And this includes that them working in a family business, like a family store on the farm ranch in catering services things along that line.

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So, I think it's my turn to take over the overview over beside. Okay, this is Kelly. And, um, I did see a question pop into the chat. You will have access to this PowerPoint.

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And as a matter of fact, the link is right here to where we have posted the information and so we'll get that to you if Beverly, I don't know if you can drop that in the chat or not.

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So, North, the way that we do this North Carolina is a sampling state and that's why you're not for the most part other than, than a few districts called on to do this every year.

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We are on a 5 year plan, and we have posted the plan for the next 5 years. This link that.

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Slide, um, so we collect 2 sets of data. The, the 1st, 1 is the exit data and the data that you will be using is the data that you're reported in the fall of 2020 and.

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Um, and then we, we do the survey data and we'll be going through that survey with you and, um, that's the information that you will collect when you call your students. Um.

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Starting may 17th and going through September 17th.

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So, what data are collected we again, we collect the exit data and most of that is provided back to you. Um, or you are able to pull it yourself from your account from the fall of 2020.

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so, we're looking at demographic data, disability, race, ethnicity, and then their program data. So they're their post school goals and the type of program they attended.

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When you get into the survey, the questions that you will be asking are related to what Beverly just went over and that's what are their work work in school experiences? Are they being paid?

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What kind of school are they going to the number of hours that they work, or the number of hours that they're in school? Are they full time? Part time and how long have they been enrolled in the school?

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So, who are our etc? This is what we're going to be. I'm looking at when you verify the data.

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And I'll just go ahead and tell you, I have already pulled the data and chunked it out by the districts that are going to be required to make these calls this year. And that can be uploaded into your ecad resources page.

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If that's what you prefer, or you can pull it yourself using the ex account report under reports and special ed.

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So, we're looking at students who are ages 16 who exited in the 19, 2000 school year. So that's your, the ex account that you submitted in the fall of 2020.

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And then they're called between May, and September of 2021. so these are students who graduated.

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Dropped out, aged out or received a certificate, and they have not then return to school. So, our returners be our dropout who, um, dropped out after the age of 16. but then.

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Change their mind 3 year old in the 2021 school year. So those ones you wouldn't call and that that is a question on the survey where it would end the survey if they said, no, we went back to school.

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Let's see, I was thinking I was going to say something else here. Oh and so you are not.

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Includes being in this data set kids who are less than 16.

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Or anyone who may have been moved now to be continuing.

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So, from what we've gone over so far, we just want to open it up and feel free to unmute your Mike and and see what questions that you have. So far about what we've talked.

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Then we'll go into look at survey. I'm sorry, what was the dates of starting and finishing? It was May 2021 to win.

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70 of 2021 through September 17th 2021 that's the the timeframe that that survey tool will be open for. You guys to make your phone calls and, um.

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And provide the data back, thank you.

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What were you talking about talking about something being dropped into your resources? I didn't catch that.

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So, I have already pulled the.

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Data for the 8, and then I've broken it down by your districts.

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Um, so I've already I already have your indicator for team file available to you and if you would like to, like it up and upload it into your.

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Instance, so that when you log in and you scroll down on the homepage to resources, it can be available to you there.

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I would request that. How do you want us to do that? You can send me an email and I put my email in the chat.

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And request your your file.

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Silence.

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If you cannot get online.

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Hello? Hello?

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Yes, I am on for some reason, I couldn't log in some on the phone, so.

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Could you give us, could you orally give us your number I mean, your emails? Because I can't get into the chat right now. I don't know. I can't do any.

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My email address is.

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Kelly? K. E. L. L. E. Y. dot blast. The L. S.

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At, and and our contact information as well as the PowerPoint, I'm barely going to send this out via email as well.

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Yes, Kelly, I think we did talk about sending it out to everyone by email and I wanted to mention I also dropped in the chat, the definitions in a 1 pager format.

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That was something created by the Postal outcome center. A few years back. We'll also send that out so you'll have kind of a handy dandy reminder of exactly what that a. B and C part means.

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Okay, thank you. And just as a reminder and I'll go back to the overview slide and click this link on the division website.

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The 2 events and reporting.

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We have posted the resources, including the power point, a copy of the survey and then the next 5 year samples.

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Any other questions right now. Okay.

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So, again, if if we do do the, the, if you do request to have your data posted for you, um, you would log into scroll to the bottom of the main page and then enter.

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Resources in general, you will see your indicator 14.

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And once I get posted, now, I would respond to your email and if it's there.

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So, looking at our last year data, so this is this a student surveyed in 2020.

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We had 2553.

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I'm sorry, did somebody have a question.

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We had 2553 Hughes who exited.

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And 733 or 2008% 28.71% of those responded to the interview.

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And of those responders, 28.

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151% were in higher education.

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69.99 enrolled in higher education or competitively employed within 1 year of leaving high school.

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80.76% of those responders enrolled in higher education.

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Or some other post, secondary education, or training program, or competitively employed, or in some other employment.

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And we had 19.24% of students who were not engaged. So we always try to give you the previous year's data to kind of see where we're at. And hopefully, we'll, we'll do a little bit better this year with our responders. We knew that we did go down.

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In 2020, compared to her to.

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We're pretty sure that I had to do with code.

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So, how, how are these data collected? We use a Qualtrics survey.

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And every state determines how they're going to do it themselves. So we have developed a new survey to collect our data for indicator 14 and districts are responsible for entering the data for each student, interviewed into the new survey.

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So let's go ahead.

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And have a look at the survey.

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For me.

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Okay, so it's pretty straightforward. You have your contacting Lsa and I'll just go through and fill 1 out. You would enter your power school number and that will be on your exit data information.

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The students disability and their effects are.

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And that information to you in your exit data, and then you have an option.

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So if phone range you're unable to reach the student, you can select this I think Beverly will let, you know, many I think we have some feedback.

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I think you have to start 6 on the phone. Thank you.

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Okay.

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So, I think Beverly will share it with us how many times you need to contact in order and in order to just say, you know, we're unable to reach them or if the student says. No and I really don't want to answer any questions.

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Then you also have that option to select that was the survey completed we'll go with. Yes.

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And you start with your questions, do you go to high school now and you will only ask that question.

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Sorry to try to meet.

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Back, um.

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You would only ask the question if they go to high school. Now, if they, if their exit reason is dropped out or received a certificate, otherwise you just click. No, you don't even ask the question.

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Since leaving high school, have you had a job.

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Yes.

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I went to the description of what their job is.

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And you have some options.

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So, if they just work in a store or something like that, you would, you would select in a company business or service.

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Did you have this job for 90 days or 3 or 4 months?

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An average of 20 hours a week or more.

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Did they earn minimum wage and then you can ask them for a description of their job and how they get paid.

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And just enter the information there.

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And then we go into the questions about whether or not, they're continuing their education or training. So, are they enrolled in classes and attending classes? What type of of.

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That's cool. Are they going to got several different options here?

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Did they attend a 2 year, or for your knowledge and, and and complete at least 1 term.

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Snippets another type of program to the complete 1 terms.

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And some open ended questions about if they said that they are, they are getting other rehab services, what type of program it is, and anything else that they'd like to share. We want to make it like a conversation.

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So, you're, you're talking with them and asking them, you know.

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Their education, their training and their work.

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And that is the, that would complete the survey. You will have a summary once once you complete it. Um, you can download the app, it'll open up for you and you can save that. Um, so that you would have a copy of.

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All of your students information that you received a response on.

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Are there any questions about the survey itself?

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Or Beverly, do you have anything you want to add?

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We did have 1 question in the chat box. Let me see if I can find it.

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The question is on the 5 year cycle list.

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Are those schools students that graduated last year?

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Know.

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Yes, sorry my my mute unmute wasn't working too good.

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No, so the the new 5 year cycle list that's posted is actually, for next year, you guys should have your list for this year that so that the list that's posted, actually starts next year.

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So, it'll be students who graduate in 2021, and then the calls will happen.

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In the 2022 school year.

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All right the summer of 2022.

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The new list starting next year.

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Any other questions about the survey itself.

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Who.

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Kelly, I did draw a link in the chat box for the survey and then, I think in some upcoming slides, I'll talk to them a little bit more about strategies related to that. So we'll circle back around to it. Let's see, we have a couple of questions coming in.

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Is the list broken down by school?

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I think only for our big 5, is that right? Beverly we only we only do that. Yes, yes. Yes. And I haven't had a chance to look at the new posting on the website and we actually posted that as a request from the field.

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Because folks were wanting to know when their, when their turn was up. And that would kind of help. You keep track of it unless you're the big 5 and, you know, you're in it every every year.

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So we might be providing that to you on a yearly basis. If it's not posted on there. I'll double check that.

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And I just say, go ahead, just in addition to the, the question about post it, or is the list by school so your exit data will have the school in it. So you would, you would be able to sort it by school.

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If you needed to separate it out, you wanted somebody at each school to make those calls. You would be able to do that. But if you are not 1 of the big 5, you are, you are expected to try to make contact with everyone that falls into the requirements.

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So, 16 and older graduated dropped out, received a certificate.

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Or reach maximum age. Okay, go ahead. Fairly. I'm sorry, we do have another question, but I'm going to put that 1 on hold because we're going into that in detail in the next few slides.

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Okay.

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Okay, me again so now we're going to talk a little bit about why post school outcomes are so important and 1 of the reasons is because this is something we are required to report as part of our state plans.

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But,

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also,

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because if we look at we see that 1 of the purposes is that we are to ensure that all children with disabilities have available to them,

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a free appropriate public education that emphasizes special education and related services,

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designed to meet their unique needs and prepare them for further education,

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employment and independent living.

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So that's why this piece is so important that that's part of our requirement is to prepare students for further education, employment and independent living.

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So, I'm going to go over some tips for success in the next few slides and then I'm going to share with you a couple of things that some of you have shared with us along the way and.

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In hopes that this will help this process, go a little easier for you. So here are some things to keep in mind.

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You will want to, in some cases, utilize social media to locate students because once they leave school and keeping in mind, you're calling them a year after they graduate.

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They may have moved around and you may need to kind of find out where they are now.

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And so, sometimes tracking them down on social media is 1 way to do that another way to do that is to contact relatives or someone who may know the student also.

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It's helpful to have the folks who are making the calls and gathering the information required to complete the survey. It's helpful if you train them and how to make those calls.

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And we'll talk about that as I talk about some of the lessons,

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we've learned from this along the way,

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but you'll also want to be strategic and when you conduct the interviews,

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if you're calling in the morning,

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and you're finding that,

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you've called twice in the morning.

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And you weren't able to reach them, then that next time, you call you may want to call late afternoon, or at a different time. So that you can catch them. And that kind of goes into call it varying times. If you can't get them the 1st, time.

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And then we just ask that before you close out that call, just try 1 more time to reach them to get the answers to the questions for the survey. Because this information is very valuable and helpful to us.

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And I'll talk about how you can use that. And just a minute.

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So,

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part of the next step reminders is that,

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as you start planning for this calling part,

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you want to make sure you've identified a contact person as soon as possible who's going to be heading up this project who's going to be managing.

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Verifying the list who's going to be managing who's going to make the calls that sort of thing?

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So, that may be you on the call today, or it may be someone else, but it's very important that you get that person established right away. So they can begin the planning process of all those pieces.

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And then you want to make sure that you conduct the interviews and enter in the responses in that survey within the window, which is may 17th through September 17th of this year. 2021.

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Now,

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as I'm talking through,

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that I want to share with you,

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some lessons learned,

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and some of the things that other folks have shared with us,

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and 1 has been something that's been,

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I think,

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very helpful to other people that I want to share every time and learn this little tip from Charlotte Mac,

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and I think Tracy is on the call so I'm going to welcome her to chime in.

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After I finish if she would like to do that 1 thing that we did learn from.

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Then, is that when you go to enter in your survey data, you can't enter and part of it and save it and come back and finish it later. You'll really need to enter everything in and then submit.

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So 1 of the strategies that we learned is that it's very helpful. If you print off a copy.

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Of the survey, and you identify on the, you record on the printed copy the responses and then once you have a stack of those completed, then someone can enter in all the completed wants.

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And 1 of the things I also wanted to bring to your attention about that printed copy and the question number 10, that Kelly shared with us, that was kind of an open ended question.

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We really want you to use that question to help you in your planning to help you plan PLCs for your teachers to help you plan any other way that you can help students who are still currently in

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school with you have a better Postal outcome.

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So, for instance, I think 1 of the questions that Tracy shared with me, and again, I'll let her chime in. If I don't have this right was that they ask questions as they're.

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Closing out what kinds of things did you find that you needed after you graduated,

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that maybe you didn't learn when you were in school and see by probing that way you're finding out where are some gaps where some things that you might want to implement in your instructional plan to help students,

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be better prepared for post go outcomes.

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And I think another question that I think that they ask was around. Are there any additional connections that you need now? Are there any additional resources that you need now?

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That we might be able to provide you with to help you with whatever your plan is, as you have exited school. Tracy.

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I don't want to put you on the spot, but I'm going to give you an opportunity if you want to add in a little bit that you've learned since you are 1 of the ones who call every year. So, you've had quite a bit of practice with this.

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Thanks Beverly. I think you said it all perfectly. I think just trying to make it a conversation and making sure that you address that. If they have any questions before you go. And if they need any services.

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Okay, thank you Tracy for sharing that. So that's been.

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Very helpful for us to kind of know how other districts have handled this process. Just keep in mind that when you are gathering the information again, you can't put half of it in and save it and come back to it later.

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So, that's why it's very important. That you have a mechanism to record the responses and then have someone enter those in for, you.

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Okay, and so now we're going to take a pause for just a minute and see if you have any questions about what we've shared with you up to this point.

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Kelly, I'm going to check the chat box for us. It looks like we've got some things in here and if you want, I can read you the questions. I think most of them are going to be for, you.

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Okay, so can we speak with a parent if the student is unavailable? Yes, you may speak with someone else to get that information. If they are someone who is familiar with the student.

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And are we collecting data on 1 year graduate students, or students are 5 years and now we have a 5 year plan. But you're only calling students who graduated this year in the 19, 2000 school year.

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So, the, the 5 year plan that you see out there is is who's going to be on the list to make calls in the next 5 years.

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And would contact through email, be acceptable if I can't talk to them by phone can I put the questions in an email?

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Well, yeah, I heard the question, you know, it takes me a minute to get it processed. I'm thinking that through I would think.

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That I wouldn't want to make that as a practice for every 1 but if you run into a situation where you can't.

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Make contact with them for whatever reason. You can't get anyone to talk to you about the student. I think that personal contact is always your best bet to go.

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Because, as Tracy said, it really is a conversation and you're trying to probe and get.

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You know, as much information as you can, which, I don't know that they'd be accurate and their interpretation of what you're asking them because those, a B, and C are so.

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They're, they're specific about what you're capturing and I don't think our students are going to understand the distinction between those. I'd be very hesitant to make that a practice.

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I hope that answers the question. I'm not keen on it I guess is what I'm saying. Let's see. Do we have another question.

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Um, for and I think you'd already answered this, but versus certificate or extend students who have a guardian can we speak with the Guardian?

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Yes, you may speak with the Guardian and if a student starts college after high school, then stops to work, which is counted.

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I think what you look at is.

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Reference that 1 pager sheet that I entered into the chat box and again, we'll send it to you as we.

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Send out information to you through the email, but just look at the categories because.

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It gives you specifically if they.

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Do something within a timeframe or if they complete 1 1.

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Course, or if they complete 90 days, it gives you some parameters there. So, just kind of look at that chart and kind of answer according to the parameters that it gives you. I think that will help you with.

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Uh, that piece of it.

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And if the interviewee does not doesn't want to answer all of the questions, but provide some information, can we just enter what they give us example? They tell us where they are working, but not how many hours or wages.

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Yeah, I think that 1, what, what really we need is as much information as we can get, because that determines which of the categories, the a B, or C, they're counted in and that gives us more accurate data.

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If we don't put it in correctly, then it's going to throw off what we're trying to capture, but sometimes they will, you can ask some probing questions to kind of figure out how many hours they're working and what their wages are.

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So sometimes you just probing a little deeper, you can get those answers. They may not really understand that they're making minimum wage or that sort of thing.

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But, if you know that they're working at a certain establishment, you know, that they're required to pay minimum wage, that sort of thing then.

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You know, you can answer that question because, you know, based on where they're working. So I think you kind of have to get.

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Get some probing questions yourself kind of going to kind of figure out what the responses are going to be.

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Okay, and the last question is, how do we document no response and that that is an option.

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After you enter the demographic information, if you're unable to get a response 1 of the options is no response and it would end the survey for, you.

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That's the last question I see that. Really? Okay. Yeah.

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Okay all right so if there aren't any other questions, we have our contact information. Is that correct? In case you think of something later.

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That's correct. And again, you can email me if you'd like your data upload it for you. If if I do upload it, I would still encourage you to go ahead and pull your ex account and just compare it.

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To make sure that that what I've got is what you've got and if you have any questions feel free to shoot me an email. And then again, we posted our resources on the link on the last page and Beverly.

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If we want to post the stuff that you've dropped in the chat, we can also add that to the page.

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Yes, that'd be great. Thank you. Very, very much. Thank you. Everyone.

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