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Indicator 14 - Post School Outcomes

COVID-19 and Special Education

View information for educators and parents to support students with disabilities during the COVID-19 pandemic.

COVID-19 resources for special education

Definition

Percent of youth who are no longer in secondary school, had IEPs in effect at the time they left school, and were:

  • Indicator 14A. Enrolled in higher education within one year of leaving high school.
  • Indicator 14B. Enrolled in higher education or competitively employed within one year of leaving high school.
  • Indicator 14C. Enrolled in higher education or in some other postsecondary education or training program; or competitively employed or in some other employment within one year of leaving high school.

 

Measurement

Indicator 14A. Percent enrolled in higher education = [(# of youth who are no longer in secondary school, had IEPs in effect at the time they left school and were enrolled in higher education within one year of leaving high school) divided by the (# of respondent youth who are no longer in secondary school and had IEPs in effect at the time they left school)] times 100.

Indicator 14B. Percent enrolled in higher education or competitively employed within one year of leaving high school = [(# of youth who are no longer in secondary school, had IEPs in effect at the time they left school and were enrolled in higher education or competitively employed within one year of leaving high school) divided by the (# of respondent youth who are no longer in secondary school and had IEPs in effect at the time they left school)] times 100.

Indicator 14C. Percent enrolled in higher education, or in some other postsecondary education or training program; or competitively employed or in some other employment = [(# of youth who are no longer in secondary school, had IEPs in effect at the time they left school and were enrolled in higher education, or in some other postsecondary education or training program; or competitively employed or in some other employment) divided by the (# of respondent youth who are no longer in secondary school and had IEPs in effect at the time they left school)] times 100.

Every summer, Administrative Units conduct post-school interviews with former high school students who had IEPs in effect at the time they left school during the previous school year. The data collection opens in June and closes in September.

Indicator 14 targets were adjusted in 2020. 

How is Colorado doing on this indicator?

All Targets were missed 2021.

Targets for the Current SPP/APR Cycle

Indicator 14 targets - 6-year SPP/APR cycle
Data from Summer Interview 2021 2022 2023 2024 2025 2026
Target A >= 24.20% 24.30% 24.40% 24.50% 24.60% 24.70%
Target B >= 68.71% 70.46% 70.46% 72.15% 72.15% 73.76%
Target C >= 79.00% 81.02% 81.02% 82.96% 82.96% 84.81%

 

Improvement Strategies for Transition Age Students (Indicators 1, 2, and 14)

Graduation cap, electrician, health care worker, artist, soldier, teacher

  • Sequencing of Services Framework
    • A multi-agency team has developed a sequencing of services framework to clarify student outcomes from junior high through age 24 and to identify the role of each stakeholder (families, community-centered boards, division of vocational rehabilitation, etc.) in assisting students to meet defined outcomes.
  • Capstone Projects
    • CDE established a Capstone workgroup to build school district personnel’s knowledge of how to develop capstones aligned with school district graduation requirements for students with significant needs.
  • Equity work
    • CDE/DVR/Colorado Community College System (CCCS) offers professional learning opportunities to school district personnel to assure equitable access of students with disabilities access to CTE programs (5-year project – 2021-2026):
    • CDE will partner with the largest district in Colorado to improve dropout and graduation rates, and post-school outcomes for young men of color with disabilities.
  • Training and Technical Assistance
    • CDE will partner with the Transition Coalition to train, mentor, and facilitate district teams to increase their knowledge of IDEA and secondary transition planning (Spring 2022)
    • CDE is developing training on person-centered planning for students with disabilities (SY 2021-22)
    • CDE is conducting parent focus groups to determine parent training needs, develop trainings to address needs for families and school district personnel (SY 2021-22)
    • CDE provides opportunities for LEAs to engage in post-school outcomes data discussions to identify strengths in current practices and opportunities to improve response rate from Hispanic and Black students through the targeted support.
    • CDE offers statewide regional trainings on a variety of transition topics
    • CDE provides monthly transition talks related to all aspects of secondary transition planning
    • CDE hosts a statewide conference, the Transition Leadership Institute, each year to build LEA knowledge of evidence-based secondary transition practices

Additional Resources

The feedback period has closed, and this video is included for information on the target-setting process (the Indicator 14 section starts at 00:06:56). 

 


For more information, contact:

Gloria Durosko
Email Gloria Durosko
Phone: (303) 866-6885

Alyssa Ohleyer
Email Alyssa Ohleyer
Phone: (303) 866-6308

Orla Bolger
Email Orla Bolger
Phone: (303) 866-6896

 


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