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Monitoring High School Transition

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... progress toward post-school outcomes using coordinated set(s) of activities. ... No discussion of information with anyone other than authorized school personnel. ... – PowerPoint PPT presentation

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Title: Monitoring High School Transition


1
Monitoring High School Transition
  • Data Collection in the District

2
Purpose of Data Collection
  • To ensure compliance with federal and state laws
  • To provide data for accountability
  • To identify areas of needed professional
    development
  • To ensure quality programming for high school
    students during the transition years

3
Training Objectives
  • Understand purpose of data collection
  • Know steps for successful collection of data
  • Know data recording process
  • Know and understand confidentiality agreement

4
Prior to Data Collection
  • Identify a transition team
  • Suggestions for members include
  • Vocational adjustment coordinator
  • Transition specialist
  • Supervisor or coordinator
  • Agency representative
  • Student
  • Parent

5
Prior to Data Collection
  • Identify the purpose of the team
  • Establish the state of the district in
  • transition.
  • What do we need to know?
  • Who can collect it?
  • What criteria should be in place to determine
    folder types?
  • How should it be presented (layout)?

6
Prior to Data Collection
  • Explain data collection to
  • Teachers
  • Administrators
  • Counselors
  • Anyone it may affect

7
Data to Be Gathered
  • Objective
  • Post-school outcomes
  • Coordinated set of activities
  • Students needs, interests, and preferences
  • Agency participation
  • Student participation
  • Parent participation

8
Where in the IEP?
9
Where to Look
IEP
is
Cornerstone
10
Data to Be Gathered
  • Qualitative
  • Coordinated set of activities
  • Students needs, preferences, and interests
  • Student participation

11
Quality Rubric
  • Objective 1 Annual progress toward post-school
    outcomes using coordinated set(s) of activities.
  • _____0 No coordinated set of activities were
    identified.
  • _____1 Coordinated set of activities are not
    well defined or sequenced appropriately
    for annual progress or goal attainment.
  • _____2 Majority of coordinated set of
    activities are well defined and lead
    to post-school outcomes and student is
    making annual progress.
  • _____3 Coordinated set of activities are well
    defined and lead to post-school
    outcome attainment and student is making
    annual progress.

12
Quality Rubric
  • Objective 2 Students preferences and interests
  • are fundamental in the development of the IEP.
  • _____ 0 Preferences and interests were not
    addressed.
  • _____ 1 Preferences and interests have been
    recorded but are not used in the
    development of IEP or seldom considered.
  • _____ 2 Preferences and interests are
    moderately (50) addressed in the IEP
    and can be easily identified.
  • _____3 Preferences and interests have been
    fully integrated into the development
    of the IEP.

13
Quality Rubric
  • Objective 3 Students needs are fundamental in
    the development of the IEP.
  • _____0 Needs were not addressed.
  • _____1 Needs have been recorded but are not
    used in the development of IEP or
    seldom considered.
  • _____2 Needs are moderately (50) addressed in
    the IEP and can be easily identified.
  • _____3 Needs have been fully integrated into
    the development of the IEP.

14
Quality Rubric
  • Objective 4 Student participates fully in ARD
    and
  • development of IEP.
  • _____0 Student did not attend or no evidence of
    input.
  • _____1 Student attended ARD committee meeting
    and
  • contributed some to the development of the
    IEP.
  • _____2 Student led a small portion of the ARD
    committee
  • meeting and helped in the development
    of the IEP.
  • _____3 Student led ARD committee meeting and
    participated
  • fully in the development of the IEP.

15
Recording Data
  • Objectively - looking for material
  • Use same methods each time for examining folders
  • Qualitative scoring consistently
  • Mentally form a picture of what you trying to
    find for each of the objectives

16
Confidentiality
  • No discussion of information with anyone other
    than authorized school personnel.
  • Discussions shall be confined to collection
    issues.
  • Reports should be reflected for district or
    school as a whole and shall not identify any
    particular individual.

17
Consolidating Data
  • Transition Team consolidates data looking at the
    entire sample
  • Transition Team analyzes data results
  • Draw inferences
  • Look for trends and patterns
  • Look for holes in transition process
  • Establish goals/objectives for program
    development
  • Make suggestions on professional development
    needed by district

18
Professional Development
  • Key to creating change
  • Key to understanding transition process
  • Key to making a difference for students

19
Questions and Answers
20
Contact Information
  • Personalize for your region
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