Monitoring High School Transition

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Monitoring High School Transition

• Data Collection in the District

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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

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Prior to Data Collection

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

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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)?

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Prior to Data Collection

• Explain data collection to
• Teachers
• Administrators
• Counselors
• Anyone it may affect

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Data to Be Gathered

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

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Where in the IEP?
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Where to Look
IEP
is
Cornerstone
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Data to Be Gathered

• Qualitative
• Coordinated set of activities
• Students needs, preferences, and interests
• Student participation

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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.

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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.

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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.

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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.

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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

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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.

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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

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Professional Development

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

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Questions and Answers
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Contact Information

• Personalize for your region