describe briefly
11 states answered
North Dakota:
attendance at IEP meeting, occupational skills attained in High school, student satisfaction with overall high school experience, if student were to stay in school an additional semester, what type of courses would they take?
Kentucky:
Student perceptions of involvement in IEP process; school belonging
New York:
Language preference and accomodations needed to participate in the survey.
Oklahoma:
services from other agencies while in school, health care and insurance, elective classes taken, making decisions in their lives, which people during their high school years were most helpful, involvement in the IEP process and transition planning, etc.
Oregon:
student's posy secondary goal
Ohio:
Community Involvement, Information related to impacting the post school status, such as financial aid use, satisfaction with services etc.
Indiana:
We also collect information regarding self advocacy, adult agency involvement, and employment.
West Virginia:
Future education plans, specific to the type of education each is planning to pursue; Work realted training obtained during high school; Extracurricular participation; If no future plans for education, ask reasons for not continuing; future living plans; driver's license; IEP information specific to its helpfulness; Ratings for the level of assistance from school staff regarding transition activities; Components of school that best supported transition activities.
Pennsylvania:
instructional accommodations received in high school, agency linkages, SSA and health insurance benefits received, access to transportation
Illinois:
Consent to contact them in 1 year after school exit for the purpose of post-school outcomes data collection.
Montana:
No specific data is collected beyond what is available in the student's special education file.