Indicator 14

Indicator 14 (Post-School Outcome Data)

• Collecting and analyzing post-school outcome data to evaluate the effectiveness of transition services and inform continuous improvement efforts is important in improving and sustaining transition success. Tracking students' progress after graduation provides valuable insights into the impact of transition planning on long-term outcomes.

Every school division must submit SPP/APR Indicator 14 data via an online web-based  portal, Post School Outcomes Survey. All divisions’ scores are used to calculate the  Virginia score, reported to the United States Department of Education, Office of Special  Education Programs. 

In order to meet the data-reporting requirement for Indicator 14 in Virginia’s SPP/APR,  school divisions will report on all school leavers from the following school year (SY) who had IEPs during the year they exited from school. School leavers must be completely separated from secondary education for one year. As a result, Project SEARCH students and those who have returned to school after exiting, are not eligible until 1 year after exiting the final time.

This collection is a census (all leavers). Leavers are past students who graduated or left  school under the following circumstances: 

• an Advanced Studies Diploma 

• a Standard Diploma 

• an Applied Studies Diploma 

• a High School Equivalency (HSE) Credential (GED) 

• a Certificate of Program Completion 

• a General Achievement Adult High School Diploma (GAAHSD) 

• a National External Diploma Program (NEDP) 

• a Diploma authorized by Local School Board 

• Students who dropped out (includes all students with disabilities with an IEP who dropped out during the past SY from ninth through twelfth grade 

• Students who exceeded the age of eligibility 

                Include students with disabilities who have been publicly placed in a private  school (day   

                or residential) for students with disabilities.

Best Practices

The National Post-School Outcomes Center recommends the following best practices to conduct follow-up surveys after students leave school.  These recommendations are strategies that have been recommended by families and youth. 

1.  Talk about it before students leave school. 

• Explain its purpose, provide questions and timelines. 

• Share the stories of former students- how many pursued post-secondary education and 

     training; how many are working and what kinds of jobs they have. 

• Provide information about the survey at the final IEP meeting. 

• Ask students to join a Facebook page to maintain contact with students. 

• As youth who they hope contacts them (a favorite teacher, coach, and school 

    counselor). 

• Ask youth who they would like to respond to the survey if they are not available. 

2. Create familiarity- help students and their families to become familiar with the survey. 

• Teach students the vocabulary on the survey. 

• Share the survey with students and their families to provide it is legitimate, not a scam. 

• Identify the person who has a relationship with the student to conduct the survey. 

3. Show interest when conducting the survey- be attentive when youth share their stories. 

• Be enthusiastic 

• Be interested in the answers youth provide. 

• Convey a non-judgmental tone when talking with youth; don’t sound disappointed. 

• Avoid reading the survey in monotone, use vocal inflections. 

4.  Provide incentives to former students as a reason to participate in the survey. 

• Remind students that the information they share will help other students with 

    disabilities. 

• Remind students that their information will help the school do a better job. 

• Provide information about jobs, colleges, and services that students may need. 

• Give gift certificates from local restaurants and businesses (given by businesses) to the 

     hardest to locate youth. 

5. Making Contact 

• Contact family members near significant dates when youth may be in touch (holidays, 

     etc.). 

• Maintain a list of family members still in school (cousins, siblings). 

• Vary calls, leave messages with call back info.  

Noteworthy success stories or support needed: 

Please share findings with shildebrandt@hampton.k12.va.us

Hampton City School’s Transition and Indicator 14 Process:  

Step One:  The Surveyor Contact Information Form and Lever Count Request is sent to the district’s Director of Special Education and forwarded to the transition specialist. It is submited to Judy Averill  (jmaverill@vcu.edu) 

Step Two: Once the contact information and student count is submitted, the primary (Mrs. Judge) and secondary contacts (Mrs. Hildebrandt) will receive an email response from Judy Averill with the website address and the required  login information for data entry. 

Step Three: The login information will be share with program advisors who will coordinate their school’s levers to record data and collect responses.

Step Four: Each school enters the required demographic information for each student and attempts to contact students in order to complete the survey. If school is  unable to  contact someone on the first attempt, they are required to make at least three additional attempts. It is best to make these additional calls on different dates and times. Calling four times on a single day has not proven to be effective. Keep a record of your attempts online in the front section of the survey. If the student or a parent cannot be reached, anyone who knows the student can answer the survey, but it must be noted as to whom the school spoke to.

Step Five: Complete the survey questions with an individual who is most familiar with the student  (i.e., student’s peer, family member, teacher) while entering their responses into the online survey. 

The front section of the survey (demographic information, etc.) can be saved and edited  as needed. Once you have accessed the interview questions, you must complete and save the survey. If you need to correct a survey response after an interview, and you have entered and saved it, please contact Sherry Hildebrandt, shildebrandt@hampton.k12.va.us. 

Please note: The school division is responsible for maintaining supporting documentation for  all reported data.  

Additional Indicator 14 DATA Contacts: 

Rebecca Ceja, Educational Specialist for Secondary Transition Rebecca.Ceja@doe.virginia.gov; (804) 225-2700 

Judy Averill, Director of Virginia Commonwealth University Center on Transition  Innovations, jmaverill@vcu.edu; (804) 827-3653