Variables Measuring Student Characteristics

Table M.1. Domains, Variables, and Data Sources Youth and Family Characteristics, Resources, and
Expectations
Domain/Sub-Domain/Variable

Data Sources

Youth Characteristics and Disabilities
Student Demographics
Gender
Age
Spanish ethnicity
Race
Language other than Eng. in home

Parent

Impairment Conditions and Onset
Physical or mental health condition requiring medical care
Ever diagnosed with specific sensory, learning, or other disabilities or problems
Age at which condition identified

Parent

Special Education Services History
Early intervention services before age 4
Special education after age 5
Parent reports youth ever had section 504 plan
Parent reports youth still has section 504 plan
Parent reports youth still receives special education

Parent

Functional Abilities and Health
Activities of Daily Living (e.g., dress, feed, bath)
Self care skills

Parent

Cognitive skills
Tell time; read signs; count change; look up phone numbers;

Parent

Visual Difficulties
How well can see with/without glasses
Visual devices or supports used

Parent

Hearing , Language, Communication
Hearing devices used?
Severity of hearing loss problem with/without device
Ability to communicate/speak by any means
How well carries on a conversation
How well understands what people say

Parent

Orthopedic Conditions
Normal use of arms and hands?
Normal use of legs and feet?
Equipment used to get around

Parent

General Health Status
Parent view on youth’s general health status
Youth view on general health status

Parent/Youth
Parent
Youth

Medical Services and Prescriptions
Prescriptions youth uses
Special medical equipment youth uses

DRAFT

Parent

1

Table M.1 (continued)

Domain/Sub-Domain/Variable

Data Sources

Household Characteristics
Household Composition and Living Arrangements
Who youth lives with currently
Children and adults in household (numbers)
How long lived with parent/guardian
Parent marital status
Youth marital status
Whether youth has children

Parent

Parent Education, Employment, and Income
Employment status of each parent
Household income

Parent

Health Care Coverage and Planning
Whether youth covered, type (private and source, govt)
Coverage of dental, vision, medicines
Items insurance would not pay for

Parent

Expectations
Independence
Parent/Youth view on likelihood of youth’s future financial independence
Parent view on likelihood youth will obtain a driver's license

Parent /Youth
Parent/Youth
Parent

Postsecondary Education
Where is youth likely to start PSE (4 or 2 year college, or technical institute)
Parent/Youth view on how much education youth likely to receive

Parent /Youth
Parent
Parent/Youth

Employment Preparation
Parent view on likelihood of youth getting a paid job
Youth view on likelihood of getting a paid job

Parent /Youth
Parent
Youth

DRAFT

2

Table M.2. Domains, Variables, and Data Sources School Program, Services, Accommodations, Experiences
Domain/Sub-Domain/Variable

Data Source

School Characteristics, Programs, and Policies
School Characteristics
School type
Regular; charter; magnet; vocational-technical; alternative
Percentage of student body:
IEPs; Section 403; English Language Learners , Free or reduced price lunch
Total student enrollment on Oct 1

School Characteristics

School Programs and Supports
Academic and extracurricular
Supplemental math or language arts instruction; childcare
Small learning communities; classes in study skills;
Extra-curricular activities offered in school; band, theatre, chorus, sports teams,
school-based businesses
Transition for Postsecondary
Helping students with applications
Helping students sign up for college entrance tests
College fairs
College visits
Helping families apply for financial aid
Transition to Employment
Career counseling
Instruction in how to look for jobs
Internship, apprenticeship, or other short-term work experience
Training for specific occupations
Job coaching
Referrals to employers
Transition to Independent Living
Financial literacy
Help developing capability to dress, clean, care for self
Learning self-determination and self-advocacy skills
Referrals to outside transition services, supports
Referrals to adult residential providers and day services
Instruction for parents on youth’s rights under disability-related laws

School Characteristics

School Policies
Age or grade at which start transition planning for students with disabilities
Graduation requirements for regular diploma
Required number of high school years of math, language arts, science, social studies,
language arts
Whether must pass high school exit exam
Counts of regular and alternative diplomas last school year

School Characteristics

Staff Characteristics
Number of FTE teachers credentialed
Number of FTE teachers with less than 3 years experience
Number of FTE staff by position
Average Class Size

DRAFT

School Characteristics

School Characteristics

3

Table M.2 (continued)

Domain/Sub-Domain/Variable

Data Source

Incidents In Past School Year
Out of school and in-school suspensions
Expulsions
Violent events
Arrests
Education History
Youth Enrollment Pattern
Repeated grade since kindergarten, which grade(s)
Number of schools youth has ever attended
Ever expelled, which grade(s)
Ever suspended, which grades(s)
Currently enrolled
Type of school
Current grade
Enrolled in any other setting
Type of other setting

Parent

Youth Program Participation
Reproductive health education or services; teen parenting education/services; child
care for children of parenting teens; conflict resolution, anger management,
violence prevention; substance abuse prevention education or services
Characteristics and Instructional Practices of Youth's Teacher
Teacher Characteristics
Race/Ethnicity
Credential
Experience
Special education experience
Teacher perceptions about school
Adequate training for teaching students with disabilities; school leadership high
expectations and standards for all students and teachers; principal promotes
instructional improvement among school staff; school safety
Teacher professional development (8 or more hours in each of courses during past 3
years)
Staff/Student Composition
Composition of general education class
General education students; special education students; general education teachers;
special education teachers; teachers aides; one-to-one instructional assistants
assigned to specific students; other specialists; adult volunteers
Instructional Materials
How often this class/this student use:
Computers for internet use; computers for word processing, spreadsheets and other
applications; computers for academic drills and skill practice; textbooks,
worksheets, workbooks, curriculum-based materials; supplementary trade or
printed materials; life-skills materials; games and toys for instructional
purposes; screen-based multi-media; lab equipment, machinery, tools
Instructional Practices and Activities

DRAFT

4

Math/LEA Teacher
Survey

Table M.2 (continued)

Domain/Sub-Domain/Variable
Curriculum description for this student
General education grade-level curriculum without modification; general
curriculum with some modifications; substantial modifications in education
curriculum; specialized or individuated curriculum is used
Use of sign language
Use of, participation in, specific instructional activities with this class, this student
Student centered activities (5); Teacher instruction (4); Class related experience
outside of class (3)
Use of universal design for instruction:
Computer-assisted instruction; explain material in multiple ways (lecture,
demonstration, activities, discussion); provide an alternative format for
information you write on blackboard or whiteboard; assess student learning
styles or preferences; use multimedia (text, graphics, animation, video, and
sound); offer alternatives for how students can express what they know
(portfolio, exam, projects, presentations)

Data Source

Access to Appropriate Services, Supports and Accommodations
Services
Services through school
Services outside of school
Level of family effort to get educational service
Sources of information about services
Ever had IEP/year discontinued
Ever had 504 plan/year discontinued

School Program
Parent
Parent
School Program
School Program

Supports
Teacher supports for this student
Special equipment or materials to use with this student; in-service training on the
needs of this student; co-teaching special education and general education
teachers; consultation services by special education or other staff; teacher
aides, instructional assistant, aides for individual students; smaller student load
or class size; information about this student needs or abilities
Adequacy of teacher support
Appropriateness of student placement in class
Instructional supports for this student
Teacher aide, instructional assistant, or other personal aide; progress
monitoring; peer tutors; adult tutor; behavior management; learning
strategies/study skills assistance; self advocacy training
Technology supports for this student
Books on tape or speech to text on computer; communication aids; computer
hardware designed to meet student's needs (e.g., alternative keyboards,
switch interface); computer software designed to meet student's needs (e.g.,
spell checker)

Math/LEA Teacher

Accommodations
Instructional supports special education
11 accommodations/modifications, 8 additional supports, 7 hearing aids in
NLTS-2
Read aloud or sign interpretation; more time for assignments and class tests?;
shorter or different assignments?; different grading standards?; slower-paced
instruction?

DRAFT

5

Math/LEA Teacher
&School Program?

Table M.2 (continued)

Domain/Sub-Domain/Variable
State testing accommodations
Different test content; extra time to take test; breaks during test; flexible time of
day; across more than one day; in special setting (small group, special
place, etc); test read to student; large print, large font, or Braille; templates,
masking or marker to maintain pace; student responses (verbal, pointing
marked by proctor; student marks in test booklet

Data Source

IEP Development and Transition Planning
Student, Parent, and Teacher, and Outside Agency Participation
According to parent: Has IEP meeting occurred in last year; did parent and youth
attend last IEP meeting; role of youth in development of plan; attitude about level
of family's involvement in development of transition plan; attend
programs/training for families of youth with disabilities, usefulness; parent met
with teacher for transition plan/goals
According to youth: did youth attend IEP meeting; how felt about choice/input into
transition plan; Did youth meet with teacher for transition goals
According to school staff: date of last IEP meeting; who attended (including parent,
youth, school staff, outside agencies)
Did teacher attend IEP meeting; frequency of teacher communication with parents on
youth progress
Did voc rehab or other outside agencies participate in development of plan
If outside agency participated, when did the agency become involved—last year of
high school, early than the last year, or list as last year prior to graduation, two
years prior, three years prior, etc. (DRJ)
IEP/Transition Planning and Goals
Age/grade when transition planning began; who participated in transition plan?;
planning for transition into adult life? instruction?; has school helped make
postsecondary plans; usefulness of transition planning to parent
Are IEP/transition goals challenging?; did IEP identify what courses student should
pursue to meet postschool transition goals; who came up with most of IEP goals;
progress toward transition goals; suitability of school program for achieving
goals; specific primary transition goals for this student
Access to Appropriate Information on Transition Meeting and Programs
School notification of other agencies about programs, employment for this student;
information about services related to disability type; what service or program
needs identified; challenges/barriers to participating in planning meetings (list);
helpfulness of information on transition; perceived barriers to planning for
transition; information on job responsibilities (sources of information about
specific occupation)
Planning for Postsecondary Education and Work
Received any information about alternative postsecondary institutions, if so from
whom and how helpful
Received any information about financial aid, if so from whom and how helpful
Received any information about alternative careers, if so from whom and how
helpful
Received any information about alternative jobs or how to search for jobs, if so from
whom and how helpful

DRAFT

6

Parent

Youth
School Program
Math/LEA Teacher
School Program
School Program

School Program

School Program

Youth

Table M.2 (continued)

Domain/Sub-Domain/Variable
Participation in specific postsecondary planning activities; has student taken college
entrance exams; reasons to choose a college; will cost of college prevent
attending; participation in activities to plan for PSE or work; how strongly parent
will encourage youth to pursue specific activities in first year post high school;
reasons for not enrolling in college; reasons to choose a college; whether have
information on colleges may attend; perceptions of factors admitting committees
consider important; how parent will finance college; apply for financial aid;
whether thinks can afford college; size of PSE savings fund; rationale for HS
course selections; importance of various factors for PSE preparation;
barriers/challenges encountered in planning postsecondary program;
barriers/challenges encountered in identifying career goals and making postschool plans; post-secondary accommodations, supports, and services; services
and accommodations
Quality of preparation by school

DRAFT

7

Data Source
Youth

Table M.3 (continued)

Table M.3. Domains, Variables, and Data Sources Perceived Barriers and Challenges
Domain/Sub-Domain/Variable

Data Source

Challenges at School
Parents perceptions of challenges at school
How well youth gets along with teachers
How challenging is school for youth
How much youth enjoys school
Whether youth receives support services needs

Parent

Challenges Determining Post High School Plans
Challenges in figuring our post high school plans
Not enough support from school staff
School staff have low expectations
Lack of info about postsecondary programs
Lack of info on community resources

Parent/Youth

Challenges encountered in participating in a transition planning meeting
No meeting was held
Parent not invited to the meeting
Youth not invited to the meeting
Lack of community service agency participation
lack of information on a education, employment and community-living options
Students’ interests and preferences not discussed at meeting
Student unwilling to participate

Parent

Why Parent (or guardian) did not participate in transition planning meeting
No transition planning meetings were held
Student did not want parent to participate
Parent had work obligations
Parent was ill or was caring for others
Parent does not speak English
Parent was not in area or did not have transportation
Parent was not interested in participating
School had difficulty reaching parent
Parent forgot about meeting

School Program

Why Youth did not participate in transition planning meeting
No transition planning meetings were held
Student was not invited
Student did not want to participate
Student forgot about meeting
Student was ill
Student had another appointment or had to work
Student had no transportation
Student does not have capacity or not prepared to participate

School Program

Post Secondary Education Challenges
Challenges youth faces enrolling in postsecondary programs
Insufficient support from school staff in developing plans
Lack of info about postsecondary programs
Haven’t found school with sufficient accommodations
Can’t afford tuition; insufficient info on financial aid

DRAFT

8

Parent

Table M.3 (continued)

Domain/Sub-Domain/Variable

Data Source

Challenges youth likely to face obtaining postsecondary education (whether a
serious, moderate, or minor challenge or not a challenge)
Student not interested in postsecondary education
Parent believes student not prepared for post-secondary education
Student believes (he/she) is not prepared for post-secondary education
Admissions offices expect that student cannot keep up with post-secondary work
Necessary accommodations will not be available
Student has dropped out of school
Student completed school but does not have regular diploma
Student perceived as too physically or sensory impaired
Student cognitively impaired
Student has behavior problems
Student has had no support identifying or applying to post-secondary schools
Student has had limited access to financial aid
Student has to care for others
Student has transportation problems

School Program

Employment Challenges
Parent views on challenges youth faces in getting job
School staff have not discussed career plans or employment options
Lack of info on job options
Youth has insufficient job search skills
Youth has health problems that could prevent from working
Transportation problems
Employers are resistant to employing individuals with disabilities
Job accommodations and supports needed will not be available
Might lose SSI or other benefits
Challenges youth likely to face obtaining a paid job (whether a serious, moderate,
or minor challenge or not a challenge)
Student not interested in work
Student/parent afraid of losing SSA benefits
Parent believes student cannot work
Student believes (he/she) cannot work
School staff believe student cannot work
Employers appear reluctant to hire student
Necessary accommodations not available
Student unaware of career options
Student has limited skills
Student does not know how to search for job
No suitable jobs available
Student has dropped out of school
Student completed school but does not have a regular diploma
Student perceived as too physically or sensory impaired
Student cognitively impaired
Student has behavior problems
Student does not need income
Student has to care for others
Student has transportation problems

DRAFT

9

Parent

School Program

Table M.3 (continued)

Domain/Sub-Domain/Variable

Data Source

Social and Independent Living Challenges
Parent/Youth views on challenges for youth in planning for future living
arrangements
Lack of information on available housing options
Independent living arrangements are costly
Limited availability of affordable housing in the community
Fears and concerns about living independently outside the family home
Long waiting lists exist for housing options

Parent/Youth

Parent
Parent views on barriers to participating in social and extracurricular activities
Fees associated with social and extracurricular activities are prohibitive;
Transportation to and from activities is difficult to arrange;
Not aware of what social and extracurricular activities exist;
May not have available the accommodations needed
Acceptance of activity leaders and/or other participants
Challenges youth likely to face related to independent living (whether a serious,
moderate, or minor challenge or not a challenge)
Student not interested in living independently
Parent believes student not prepared to live independently
Student believes (he/she) not prepared to live independently
Student perceived as too physically or sensory impaired
Student cognitively impaired
Student has behavior problems
Student has transportation problems
Student has limited daily living skills

DRAFT

10

School Program