Indicator 14

Data-driven transition planning

CTI manages the Indicator #14 data collection process, helping school divisions gather post-high outcome data for students with disabilities.

This data, tracking enrollment in higher education, competitive employment, and training, is essential for evaluating school experiences and planning services and programs.

CTI collaborates with VDOE to develop reports and use this data to improve transition planning for students with disabilities.

Getting to Know Indicator 14

Indicator 14 Survey

Each year, school divisions are responsible for conducting a survey of former students with disabilities one year after they exit from school. This survey is conducted as part of the federal requirements of the Individuals with Disabilities Education Act (IDEA).

Instructions for Collecting Indicator 14 Data

Follow these guidelines for collecting data on post-school outcomes for students with disabilities one year after they exit school.

Contact Information

Please complete the Contact Information Form, and send it to Patricia Morgan () and Judy Averill (). This information is required prior to you receiving the survey submission website and login information.

Indicator 14 Question and Answer Sessions

Coming soon

Survey Definitions

Q: While in middle or high school, did the student participate in any of the following? (Check all that apply.)

• Work-based learning: Experiences related to students’ career interests (i.e., job shadowing, cooperative education, service learning, internship, etc.)
• Discovery Process: a structured, team-oriented, person-centered assessment process that utilizes interviews and observations to document students’ strengths, interests, conditions for success, and potential contributions. Discovery is most often the foundation of authentic Customized Employment.

Q: Since leaving high school, have you ever been enrolled in any of the following postsecondary education or training programs?

• Adult/continuing education: Learning activities for knowledge or skill development.
• Employer-based sponsored training (apprentice): Training paid for or provided by an employer.
• Peace Corps, VISTA, or AmeriCorps: International or national volunteer programs to assist countries or communities to fight poverty, illiteracy, improve health services, create businesses, strengthen community groups, and much more.
• Day support/prevocational program: Training focusing on general work orientation and related skills.

Q: Describe the type of employment setting where you currently work or worked.

• In a business, company, or service: Paid work in an organization (e.g., church or other service-related organizations).
• In supported employment: Competitive employment in an integrated setting with ongoing support services for individuals with the most severe disabilities (including enclaves at employment sites).
• Self-employed: Owning and operating a business.e. An individual who is self-employed earns a living by running one of the following types of businesses: (e.g.sole proprietorship, partnership, limited liability company (LLC).

Tips for Increasing Your District's Response Rate

It is imperative that the data used to make these decisions is accurate and reliable. One factor that can affect data reliability is response rate. Below are some tips for increasing your district's response rate.

Tip #1: Update student contact information.

Meet with students and families near the time the student graduates or exits to ensure you have the most updated and current contact information possible. Make it a practice to collect this information during the student's exit IEP meetings or meetings when the Summary of Performance is completed.

Tip #2: Use people who know the former students to make the contacts.

Students and their families may be reluctant to return calls or answer questions from a stranger even if that person works for your central office. Consider training case managers or instructional assistants to collect Indicator 14 data; they already have an established relationship with these former students and their families.

Tip #3: Determine the best time to make contacts.

Vary the time of day you attempt to make contacts. Too often, school personnel make their mandatory contacts during the day when most families are working.

Tip #4: Prior to closing files, designate one person to make a final contact.

Have one person responsible for making the final attempt to collect student data before a file is closed. In cases other than when the student is deceased or incarcerated, this would allow another person to review earlier attempts and make any needed adjustment to the method of collection. For example, upon review of a file, it is noted that school personnel made all three unsuccessful attempts before 5:00pm and thus make another attempt after 5:00pm.