Cornell University

ILR School

Employment and Disability Institute

 

TransQUAL Online

 

New York State Report

December 2008

 

Prepared by:

David Brewer, Sr. Extension Associate

Employment and Disability Institute

Cornell University

ILR School, Extension Division

201 Dolgen Hall, Garden Avenue

Ithaca, New York 14853-3901 USA

Telephone: (607) 254-4696

Fax: (607) 255-2763

TTY/TDD: (607) 255-2891

Email: drb22@cornell.edu

Website address: http://www.edi.cornell.edu

 


 

TransQUAL Online

Overview

 

What is TransQUAL Online?

TransQUAL Online is a tool to support school district teams as they collaboratively review and improve their practices in career development and transition.  TransQUAL is built on the New York State Transition Quality Indicators Self-Assessment (TQI), adapted from the work of Dr. Paula Kohler from Western Michigan University (see Taxonomy for Transition Programming: http://unix.cc.wmich.edu/~kohlerp ).  This web site is developed and maintained by Cornell University’s Employment and Disability Institute, through the support and guidance of the New York State Education Department, Vocational and Educational Services for Individuals with Disabilities (NYS VESID).

 

Screen shot of the TransQUAL log in web page, showing where the user types their username and password, or the options to log in as a guest or for a new member to complete a registration form.

 

 

 

 

 

 

 

 

 

 

 

 

TransQUAL Online is designed for use in a collaborative manner, bringing together educators, parents, student leaders, agency personnel, and business people.

 

Screen shot shows Step 2: Team Member Registration.

 

 

 

 

 

 

 

 

 

TransQUAL Online supports continuous improvement, with features that encourage multiple uses and incremental systems change.  For more information, contact:

David Brewer, TransQUAL Manager

Employment and Disability Institute

Cornell University

ILR School, Extension Division

201 Dolgen Hall, Garden Avenue

Ithaca, New York  14853-3901 USA

Telephone: (607) 254-4696

Fax: (607) 255-2763

TTY/TDD: (607) 255-2891

Email: drb22@cornell.edu

Website address: http://www.edi.cornell.edu

 

 

Features of TransQUAL Online

 

Password-Protected Accounts:  Each educational program has its own unique account.  When a TransQUAL planning team signs in, they view their contact information, team members, and the results of previous planning efforts.

 

Collaborative Self-Assessment:  The self-assessment portion of TransQUAL Online is made up of 76 Transition Quality Indicators (TQI), which have been sorted into 5 categories:

1.    Educational Program Structure

2.    Interagency and Interdisciplinary Collaboration

3.    Family Involvement

4.    Student Involvement

5.    Student Development

 

Collaborative planning teams have the opportunity to select one or more of these areas for further study.  Planning teams can then quickly prioritize one or more indicators for work plan development.

 

Screen shot for Step 5a: Create a New Strategic Work Plan.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Work Plan Development:  Once an indicator has been selected for work plan development, TransQUAL Online brings the planning team to a work plan development web page.

 

When a work plan is completed and saved, the planning team has a printer-friendly document for distribution to team members and other stakeholders.

 

Progress Report:  TransQUAL planning teams can reflect on the results of their planning and implementation efforts through an online Progress Report.

 

Help and Discussion Forums:  TransQUAL Online planning teams can navigate to a list of Internet links, organized by the 5 categories above, of effective national practices and resources.  Teams may also engage in threaded discussions to make announcements or pose questions to our growing TransQUAL Online community.

 

 

TransQUAL Online Statewide Results:

January 2000-December 2008

 

How many Teams use TransQUAL to generate Work Plans?

Since TransQUAL Online began in 2000, a total of 1026 TransQUAL Work Plans have been developed and saved by 555 unique collaborative planning teams. The table below shows the use of this online tool by increasing numbers of educational programs across New York. Over the last five years, the numbers of teams that have created TransQUAL Work Plans across two or more calendar years (“Repeat Users”) has gradually increased. However, the number of Records with Work Plans created and the number of Planning Teams has shown dramatic gains over the last three years.  These numbers point to the success of our outreach efforts to attract new TransQUAL teams, while maintaining the interest and use of our existing teams.

 

TransQUAL Records w/, Work Plans, Planning Teams and Repeat Users: 2000-2008

 

2000

2001

2002

2003

2004

2005

2006

2007

2008

# of Records Work Plans

1

49

96

114

89

99

124

294

157

# of Planning Teams

1

46

94

101

84

90

114

261

119

# of Repeat Users

0

1

21

48

50

44

62

95

76

 

In 2008 a total of 119 teams have created 157 Records with Work Plans.

 

The table below shows the numbers of Work Plans, planning teams, and repeat users for 2008.  The 2008 planning teams that created work plans are located in the Eastern (21), Hudson Valley (25), Long Island (3), Mid-State (8), Midwest (26), New York City (12), and Western (24) Transition Coordination Site (TCS) regions.

 

Quarterly Numbers of 2008 TransQUAL Planning Team, Records with Work Plans and Repeat Users

 

Jan-Mar

Apr-Jun

Jul-Sept

Oct-Dec

# of Records with Work Plans

69

46

15

19

# of Planning Teams

67

40

14

18

# of Repeat Users

44

12

4

14

 

 

Where has TransQUAL been in use by school districts?

How many years have school districts used TransQUAL?

The table below shows the number of academic years TransQUAL Work Plans were created by New York State school districts (n=716), from 01/2000 to present – broken down by Transition Coordination Site (TCS).  Currently, nearly 52% (370) of New York’s school districts have Work Plans that have been entered into TransQUAL Online.

 

Transition Coordination Site Region (% of districts with 1 or more Work Plans)

# of School Districts with 0 Work Plans Created

# of School Districts with 1 Academic Year of Work Plans

# of School Districts with 2-3 Academic Years of Work Plans

# of School Districts with 4-6 Academic Years of Work Plans

Eastern (42%)

81

30

25

3

Hudson (35%)

91

28

17

2

Long Island (35%)

79

24

15

3

Mid-State (56%)

51

34

27

4

Midwest (91%)

9

13

32

34

NYC (84%)

3

21

6

2

Western (60%)

32

23

26

1

Total (52%)

346

173

148

49

 


 

BOCES/Regional Programs

81 BOCES and New York City regional teams have created a total of 170 TransQUAL Records w/ Work Plans.  The table below displays the program location, number of work plans and planning teams, from January 2000 to present.

 

BOCES/Regional Program

# of Teams

# of Work Plans

Broome-Tioga BOCES

1

2

Capital Region BOCES

2

2

Cattaraugus-Allegany-Erie-Wyoming BOCES

3

5

Delaware Chenango Madison Otsego BOCES

2

3

Eastern Suffolk BOCES

10

15

Erie 1 BOCES

2

22

Erie 2-Chautauqua-Cattaraugus BOCES

2

3

Franklin-Essex-Hamilton BOCES

1

1

Genesee Valley BOCES

3

5

Greater Southern Tier BOCES

5

12

Herkimer-Fulton-Hamilton-Otsego BOCES

1

1

Jefferson-Lewis BOCES

1

1

Madison-Oneida BOCES

3

3

Monroe 1 BOCES

7

12

Monroe 2-Orleans BOCES

1

6

Nassau County BOCES

3

3

New York City Schools (e.g., Dist. 75)

6

43

Oneida-Herkimer-Madison BOCES

1

1

Onondaga-Cortland BOCES

2

3

Orleans-Niagara BOCES

6

6

Oswego BOCES

2

2

Otsego-Northern Catskills BOCES

3

5

Putnam-No. Westchester BOCES

3

3

Rockland BOCES

1

1

St. Lawrence-Lewis BOCES

1

1

Tompkins-Seneca-Tioga BOCES

2

2

Ulster BOCES

1

1

Wayne-Finger Lakes BOCES

1

1

Westchester 2 BOCES

5

5

Totals

81

170

 

 

Where has TransQUAL been used across 2 or more years, completed a Progress Report, with a mixed team membership?

The table below shows the number of TransQUAL school district repeat users who may have utilized the TransQUAL online Progress Report and/or whose teams are mixed -- people not employed by the school district (e.g., parents, students, agency personnel).  Note: Online data entry on team membership and progress reporting has only been available to TransQUAL teams since October 2005.

 

Transition Coordination Site Region

# of School Districts with 2 or more Work Plans Created, only

# of School Districts with 2+ Work Plans and 1+ Progress Reports

# of School Districts with 2+ Work Plans, and 1+ Mixed Teams

# of School Districts with 2+ Work Plans, 1+ Progress Reports, and 1+ Mixed Teams

Eastern

8

1

15

4

Hudson

8

4

5

2

Long Island

9

0

7

2

Mid-State

12

1

14

4

Midwest

25

8

18

16

NYC

0

0

5

3

Western

5

0

14

8

Total

67

14

78

39

 


 

What are team perceptions of their transition practices, desired changes, and Work Plan development?

 

The following tables indicate accumulated New York State TransQUAL assessment and Work Plan data, completed by collaborative planning teams from the year 2000 to the present.  Detailed within each are TQI ratings, and indications of both desired change and Work Plans development.

 

Summary of each of the 5 TQI Topic areas

This table details the distribution of TQI 1-5 ratings across all of the five topic areas listed in the far left column. The TQI ratings are as follows:

 

1=Indicator not evident, no planning has been initiated

2=Indicator not evident, planning is underway

3=Indicator evident in some, but not all, situations

4=Indicator evident across all situation

5=Exemplary, can educate others about this issue.

 

This is followed by the percentage (and numbers) of indicators that were checked “Change Desired” by New York State Teams.  Of those checked “Change Desired”, the far right column indicates the percentage (and numbers) developed into actual Work Plans. The following tables provide a further analysis of the 5 TQI Topic Areas.

 

TQI Category (# of Indicators)

# of 1-5 Ratings and Histogram

% (#) Responses Checked  "Change Desired"

% (#) "Change Desired" Developed into Work Plans

1

2

3

4

5

Educational Program Structure (19 TQI)

2211

3391

5587

3915

1437

39% (4716)

12% (547)

Interagency and Interdisciplinary Collaboration (13 TQI)

2328

2611

4720

1894

587

32% (3529)

12% (416)

 

Family Involvement (8 TQI)

1608

1602

2151

1084

404

34% (2336)

14% (346)

 

Student Involvement

(20 TQI)

1420

1874

4768

5764

2749

19% (3059)

16% (496)

Student Development

(16 TQI)

1698

2633

5411

3139

1036

27% (3697)

14% (529)

GRAND TOTAL OF CATEGORIES

(76 total TQI)

9265

12111

21637

15796

6213

24% (17337)

14% (2334)

 

 


Educational Program Structure

Does the educational program have the resources and structure to communicate clear guidelines, provide professional development and encourage creative opportunities for growth of transition and school-to-careers?

 

Summary of the Educational Program Structure TQI Categories

 

TQI Category (# of Indicators)

# of 1-5 Ratings and Histogram

% (#) Responses Checked  "Change Desired"

% (#) "Change Desired" Developed into Work Plans

1

2

3

4

5

Program Philosophy (4)

296

493

1303

1027

380

24% (834)

17% (142)

Program Policy (4)

376

761

1230

839

279

30% (1071)

19% (198)

Strategic Planning (2)

289

472

603

295

79

36% (623)

8% (49)

Program Evaluation (2)

261

336

571

427

142

28% (478)

7% (36)

Human Resource Development - School (4)

443

631

1119

889

394

26% (912)

9% (79)

Resource Allocation (3)

546

698

761

438

163

31% (798)

5% (43)

TOTAL: Educational Program Structure (19 total TQI)

2211

3391

5587

3915

1437

29% (4716)

12% (547)

 

This topic has the highest overall number (547) of Work Plans created by collaborative planning teams. Most of the indicators were rated a 3 (indicator evident across some, but not all, situations).  The exception to this was in the category of Resource Allocation, where a higher percentage of indicators were rated 1-indicator not evident, no planning has been initiated.  All of these TQI categories were frequently checked “change desired” – most frequently under the Strategic Planning category, where 36% of the entries were checked.  Interestingly, higher percentages of Work Plans were created in the areas of Program Philosophy (17%) and Program Policy (18%).  This may speak to the need on the part of planning teams to develop an internal capacity as a starting point for program development.

 


 

Interagency and Interdisciplinary Collaboration

Are educational program educators and community agencies aware of each others’ services and engaged with students in collaborative projects to improve transition outcomes?

 

Summary of the Interagency and Interdisciplinary Collaboration TQI Categories

 

TQI Category (# of Indicators)

# of 1-5 Ratings and Histogram

% (#) Responses Checked  "Change Desired"

% (#) "Change Desired" Developed into Work Plans

1

2

3

4

5

Interorganizational Framework (2)

239

307

624

412

136

29% (495)

16% (79)

Human Resource Development -- Interagency (3)

752

700

711

305

93

34% (879)

11% (95)

Organizational Planning (3)

569

658

784

423

133

32% (815)

9% (69)

Individual-Level Planning (2)

147

239

748

433

153

26% (452)

17% (77)

Collaborative Service Delivery (3)

621

707

853

321

72

35% (888)

11% (96)

TOTAL: Interagency and Interdisciplinary Collaboration (13 total TQI)

2328

2611

3720

1894

587

32% (3529)

12% (416)

 

The TQI ratings vary widely across all of the categories.  The common element is the relatively low number of indicators that were rated a 4 or a 5.  Human Resource Development, Organizational Planning, and Collaborative Service Delivery were rated a 1 frequently.  The percentage of work plan development under Collaborative Service Delivery has increased from 8% in September 2007 to 12% in December 2008.  The Model Transition Project may be responsible for this increase.

 


 

Family Involvement

Are families actively participating in transition planning, community resources, training events, and program development activities related to life after school?

 

Summary of the Family Involvement TQI Categories

 

TQI Category (# of Indicators)

# of 1-5 Ratings and Histogram

% (#) Responses Checked  "Change Desired"

% (#) "Change Desired" Developed into Work Plans

1

2

3

4

5

Family Involvement (2)

529

395

563

178

47

34% (579)

16% (90)

Family Empowerment (3)

341

436

839

674

279

26% (673)

15% (101)

Family Training (3)

738

771

749

232

78

42% (1084)

14% (155)

TOTAL: Family Involvement

(8 total TQI)

1608

1602

2151

1084

404

34% (2336)

15% (346)

 

Overall, planning teams are indicating a desire to change their current status regarding family involvement in the transition process.  The Family Empowerment category does show higher numbers of 4 and 5 ratings than the other two categories.  With frequent total ratings of a 1 or a 2 under the Family Training category, along with 42% of the TQIs checked “change desired,” the percentage of indicators in this category that have been turned into Work Plans has jumped from 10% to 14% over the past year.  Overall there have been 114 new work plans created in 2008 under the category of Family Involvement.


 

Student Involvement

Do students actively participate in a process of vocational assessment, IEP development, academic and career planning to achieve desired educational and adult outcomes?

 

Summary of the Student Involvement TQI Categories

 

TQI Category (# of Indicators)

# of 1-5 Ratings and Histogram

% (#) Responses Checked  "Change Desired"

% (#) "Change Desired" Developed into Work Plans

1

2

3

4

5

Student Participation (5)

270

535

1392

1441

518

23% (937)

20% (189)

IEP Development (10)

820

925

2271

2806

1452

18% (1494)

15% (225)

Accommodations and Planning Strategies (5)

330

414

1105

1517

779

15% (628)

13% (82)

TOTAL: Student Involvement (20 total TQI)

1420

1874

4768

5764

2749

19% (3059)

16% (496)

 

 

Planning teams rated their educational programs a 3, 4 and 5 at a much higher rate under Student Involvement than under the other four categories.  Along those same lines, 19% of TQI in this category are developed into Work Plans, up from 10% in 2007. This increase may be due to the State Performance Plan 13 (SPP 13) emphasis on student involvement in the IEP development process, along with the addition of a crosswalk between SPP 13 and the TQI.

Student Development

Are course offerings in the areas of academics, life skills, vocational evaluation/preparation, and work experience responsive to local economic conditions and the diversity of your student population?

 

Summary of the Student Development TQI Categories

 

TQI Category (# of Indicators)

# of 1-5 Ratings and Histogram

% (#) Responses Checked  "Change Desired"

% (#) "Change Desired" Developed into Work Plans

1

2

3

4

5

Academic Skills Instruction (3)

168

345

1055

795

254

21% (574)

19% (106)

Life Skills Instruction (3)

349

515

1036

541

164

25% (656)

8% (52)

Employment Skills Instruction (2)

257

388

742

282

70

31% (534)

12% (64)

Career & Vocational Curricula (2)

179

203

668

530

158

18% (310)

10% (30)

Vocational Assessment (4)

431

683

1246

801

322

28% (963)

19% (181)

Structured Employment Experiences (2)

314

499

664

190

68

38% (659)

15% (96)

TOTAL: Student Development (16 total TQI)

1698

2633

5411

3139

1036

27% (3697)

14% (529)

 

Most of the TQI under this topic were rated a 3 (Indicator evident across some, but not all, situations) by collaborative planning teams. Structured Employment Experiences had higher percentages of 1 and 2 ratings, and the highest percentage of indicators checked “change desired.”  The highest rate (19%) of work plan development was under Academic Skills Instruction and Vocational Assessment.

 


December 2008 Summary

 

School districts continue to use TransQUAL Online in New York State.  Many existing users are creating TransQUAL Work Plans across two or more years.  The accumulation of TransQUAL data about TQI ratings, the indicated desire of TransQUAL planning teams to change their present status, and the creation of related Work Plans point to the need for resources and technical assistance in transition and career development, especially in the following areas:

 

Family Training – The most common 1-5 rating for this category was 1-Indicator not evident, no planning has been initiated.  Although the highest percentage (42%) of the TQI responses within this category were checked Change Desired, only 14% of those checked indicators were actually developed into Work Plans. This disparity suggests that planning teams either consider this issue a lower priority than others, or perhaps teams were unable to generate viable ideas to remedy their concerns.  Increasing the involvement of family members within TransQUAL planning teams may help generate viable ideas for Work Plans.

 

Structured Employment Experiences -- A growing body of research suggests that students who earn wages will be more successful in post-school employment and postsecondary education opportunities.  A somewhat higher percentage (15%) of the TQI under this category were selected for Work Plan developmentHere is an opportunity for planning teams to share how they were able to develop capacity to increase student involvement in work experiences.

 

Program Policy, Program Philosophy – Higher percentages of planning teams developed Work Plans to address school district infrastructure – setting policies and procedures that support the provision of transition services.  Developing examples from successful school districts, especially with regards to State Performance Plan Indicator 13, will assist other school districts as they establish their own processes.

 

Interagency Human Resource Development – Most of the TQI under this category were rated as “not evident.” A relatively high rate of check marks for Change Desired (34%) and a low percentage of selection for Work Plan development (11%) indicate a need for further study and discussion, especially regarding school-Voc. Rehab. Collaborations and the Sharedwork.org website for learning community development.

 

The TransQUAL Resource Project staff is working closely with each of the Transition Coordination Sites across New York State to plan appropriate local outreach activities. A State Performance Plan 13 subset of Transition Quality Indicators has been identified for team self-review, with a TransQUAL SPP 13 assessment feature added in 1996.  So far, 204 unique TransQUAL planning teams have selected this new feature to create 245 TransQUAL records. See http://digitalcommons.ilr.cornell.edu/edicollect/1228/ for more details.