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NSTTAC Webinar Follow-Up 5/28/14 Student Recruitment and Selection and Data Collection and Assessment System Cannon Cameron, Ph.D. Program Specialist Jennifer.

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Presentation on theme: "NSTTAC Webinar Follow-Up 5/28/14 Student Recruitment and Selection and Data Collection and Assessment System Cannon Cameron, Ph.D. Program Specialist Jennifer."— Presentation transcript:

1 NSTTAC Webinar Follow-Up 5/28/14 Student Recruitment and Selection and Data Collection and Assessment System Cannon Cameron, Ph.D. Program Specialist Jennifer Michaels Instructional Support Teacher ESE Transition Services

2 Getting to know us Cannon Cameron, Ph.D. Program Specialist ESE Transition Services Jennifer Michaels Instructional Support Teacher ESE Transition Services

3 Community and Business Partnerships

4 Orange County Public Schools Orange County Profile 1.2 million people Estimated household income $48,000 Per capita income of $25,000 46% White, 28 % Hispanic, 20 % Black Unemployment rate of about 6 %

5 Community Resource Partners

6 Community Based Vocational Education (CBVE) One district position dedicated to developing partnerships and monitoring policies and procedures. – 19 HS (66 partnerships) Typically 2-3 hour blocks of training off campus Identify businesses for on the job training opportunities within a 10 mile radius of the schools Work closely with Community Relations to build lasting relationships

7 Requires a simple one page agreement OCPS ensures: close supervision by OCPS personnel transportation adherence to business policy and procedures every student must have verification of insurance All of our business partner’s sites are made

8 MOA’s and Contracts Corporate entities typically require a Memorandum of Agreement (MOA) or may require a contract Negotiations between legal entities – School Board and Business Representation Planning begins at least a year in advance Ask for classroom and storage space – School board may incur additional costs such as utilities

9 Liability Risk Management maintains a self-insurance program with general liability limits All students must present proof of insurance to participate in off campus CBVE – OCPS will purchase 24 hr. accident coverage Orange County School Board shall not be obligated for anything more than the rights, privileges, and immunities outlined for sovereign immunity.

10 OCPS ESE Transition Services 7 Step Student Recruitment & Selection Process

11 Learning goal: Participants will understand the steps in the OCPS student recruitment and selection process for Post High School Transition programs and Project SEARCH Internships.

12 1. Generate potential candidate list from GRAD database Special Diploma Career Experience Course Code

13 2. Elicit recommendations from school personnel based on CBVE experience

14 14 3. Transition team shares overview video with students and provides support through the application process

15 4. Analyze TIEPs and rubrics

16 5. Conduct observations and document findings in secured, shared Google Docs

17 6. Suggest sites that meet the students’ needs and schedule tour for student and family. TRANSITION SITE TOUR

18 7. Conduct T-IEP meeting

19 Learning goal: Participants will understand the steps in the OCPS student recruitment and selection process for Post High School Transition programs and Project SEARCH Internships.

20 Data Collection and Assessment System

21 Scale of Understanding 4 Data Guru I can make instructional decisions based on my analysis of student data and document instructional changes in my data collection and assessment system. 3 Analyzer I can collect data and document students progress in graphic form to identify specific areas of strength and need. 2 Documenter I am interested in refining my data collection system. 1 Collector I need a data collection system for goals involving career experience. Learning Goal: Participants will understand how to use a data collection and assessment system that has been developed to document progress made in community based vocational education courses.

22 Today’s Agenda Understand the need to systematize the Transition Services data collection and assessment system Explore effective methods of collecting and representing data Analyze data to inform instruction in meaningful ways and document instructional changes that demonstrate responsive teaching

23 Why do we need a system for collecting and representing data?

24 Strengthen transition continuum – Promote inter-rater reliability – Increase the validity of results – Data-based decisions inform instruction

25 Rationale

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27 Original Work Maturity Spreadsheet

28 We reformed the data collection and assessment system and field tested it. Goals: User-Friendly Increased inter-rater reliability Data-based decisions Strong documentation Based on feedback, many revisions and refinements were made. Field Testing

29

30 Let’s divide and conquer the Work Maturity Skills Data Collection and Assessment System 2.0

31 Instructions

32 4 ESSENTIAL EMPLOYABILITY ELEMENTS (EEE) provide categories for clusters of Work Maturity Skills POLICY ADHERENCE ACCURACY AND EFFICIENCY INTERPERSONAL SKILLS SELF-RELIANCE Anatomy of the System

33 Work Maturity Skills 22 Work Maturity Skills (WMS) The WMS cells self-populate with the data from the sub-skills.

34 Sub-Skills 5 sub-skills for each WMS The sub=skills are the items you rate with 0, 1, or 2. 2 = independently 1 = with prompts 0 = unable to do

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38 Data Graphs

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41 Anatomy of the System Comprehension Check: How many? Essential Employability Elements Work Maturity Skills Sub-skills (5 per WMS)

42 Anatomy of the System Comprehension Check: So how do you enter data for these items? Essential Employability Elements Work Maturity Skills Sub-skills No Rating Self-Populates Input 0, 1 or 2

43 What rating does this warrant? INDEPENDENTLY DEMONSTRATED SKILL DEMONSTRATED WITH PROMPTS UNABLE TO DEMONSTRATE SKILL 2 1 0

44 Coding Performance Green Yellow Red Intensive Need On Target Need Can you match the performance to the color? Intensive Need? Need? On Target?

45 Data Collection Guidelines Level of FunctioningData Collection Independent Baseline 110 sub-skills Weekly 110 sub-skills Supported Baseline 110 sub-skills Cluster of sub-skills in one EEE Benchmark 110 sub-skills 1x/quarter

46 Constructing Learning Opportunities:

47 Data Chats https://drive.google.com/a/ocps.net/file/d/0B3IEXxOqhIBFT09DNGhVa0NINzg/edit?usp=sharing

48

49 The data graph plateaued indicating a need for an instructional change to improve the student’s ability to accept constructive criticism. In order to improve the student’s response to constructive criticism the following choice chart with sentence stems was created. Documenting Instructional Changes

50 Scale of Understanding 4 Data Guru I can make instructional decisions based on my analysis of student data and document instructional changes in my data collection and assessment system. 3 Analyzer I can collect data and document students progress in graphic form to identify specific areas of strength and need. 2 Documenter I am interested in refining my data collection system. 1 Collector I need a data collection system for goals involving career experience. Learning Goal: Participants will understand how to use a data collection and assessment system that has been developed to document progress made in community based vocational education courses.

51 Contact Information Jennifer Michaels ESE Specialized Services Transition Services Instructional Support Teacher Dr. Cannon Cameron ESE Specialized Services Transition Services Program Specialist


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