Author: Chelsea Bocard

CKEC February 2026 Report

Comparing Transition Experiences to NTACT Predictors of Positive Post-School Outcomes

The purpose of this report is to share adults’ and former students’ experiences with transition services in your SERTAC. This report focuses on three NTACT:C predictors for positive post-school outcomes.  

  • Career awareness
  • Career and Technical Education (CTE)
  • Work study, internships, and paid work experiences

It also includes general information about adults’ and students’ experiences with the Office of Vocational Rehabilitation (OVR) support, pre-Employment Transition Services (pre-ETS), and job coaching.

Table 1: NTACT:C Predictors & Outcomes for Kentucky CKEC Student Groups

Table 1:This table shows the percentage of students who found NTACT:C Predictors helpful
NTACT:C Predictors All Kentucky students with IEPs (n=2,403) All CKEC students with IEPs (n=364) All CKEC students with alternate diploma (n=37) All CKEC students with low‑incidence disabilities (n=86)
OVR 1.6% 0.8% 0.0% 1.1%
Job Coach 0.9% 1.9% 2.7% 6.8%
CTE 10.4% 6.6% 2.7% 2.3%
Career Awareness 1.2% 1.4% 0.0% 2.3%
Internship/Work 0.6% 0.8% 0.0% 2.3%
pre‑ETS 0.1% 0.0% 0.0% 0.0%
FFA 0.5% 0.3% 0.0% 0.0%

Career Awareness

  • For all students with IEPs, adults across Kentucky often spoke of career awareness as a strength in their SERTAC.
  • For students with low-incidence disabilities, adults across Kentucky identified low expectations as a possible barrier to career awareness opportunities.
  • 1.2% of all students in Kentucky and 2.3% of CKEC students with low incidence disabilities specifically mentioned career awareness as helpful.

In CKEC, career awareness for students with low-incidence disabilities is a relative strength compared to the state.

CTE

  • For all students, adults viewed CTE as very important and perceived few barriers.
  • For students with low-incidence disabilities, adults identified barriers to CTE, including low enrollment and lack of awareness of opportunities.
  • 2.3% of students with low-incidence disabilities in CKEC specifically identified CTE as an important part of how high school prepared them for adult life.
  • 6.6% of students with any disability and 2.7% of students with alternate diplomas in CKEC identified CTE as an important part of their high school experience.

Compared to the state, CTE in CKEC is not as strong as expected.