SPP Indicator 13 : Improving Performance and Student Outcomes

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SPP Pointer 13 : Enhancing Execution and Understudy Results. Ginger Blalock, Instruction Temporary worker Adjusted from Dr. Paula Kohler's Direction National Auxiliary Move Specialized Help Center, Western Michigan College. Subjects for This Presentation .

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SPP Indicator 13 : Improving Performance and Student Outcomes Ginger Blalock, Education Contractor Adapted from Dr. Paula Kohler's Guidance National Secondary Transition Technical Assistance Center, Western Michigan University

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Topics for This Presentation IDEA 2004 Transition Requirements New Mexico Statutes on Transition Planning State Performance Plan Indicator 13 NSTTAC Indicator 13 Checklist (Form B)

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Context for Improving Practice Factors Student results IDEA State and nearby arrangement Community Effective practices

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IDEA Accountability Mandates Continuous Improvement Monitoring Process (CIMP) – Compliance with IDEA State Performance Plan (SPP) Annual Performance Report (APR)

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IEP Transition Planning Requirements – 2004 IDEA Statute - Transition arranging in the IEP is required for each understudy (not talented): Beginning not later than the principal IEP to be in actuality when the tyke is 16, and refreshed every year from that point New Mexico Statute : Same prerequisite yet begins no later than 8 th grade or age 14

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IEP Requirements – IDEA 2004 (aa) suitable quantifiable postsecondary objectives based upon age fitting move evaluations identified with preparing, instruction, business, and where proper autonomous living aptitudes; (bb) the move administrations (counting courses of study ) expected to help the youngster in achieving those objectives;

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State Performance Plan (SPP) and Annual Performance Report (APR) State's arrangement to meet, and state's execution on, 19 markers (Part B) — 4 particular to move: 1. % of youth with IEPs who graduate (on standard pathway to certificate) – gathered through STARS 2. % of youth with IEPs who drop out – through STARS likewise 13. % of youth with all move parts in the IEP – gathered through IEP document survey via prepared commentator (REC 6) 14. % of youth who accomplish post-school results (additionally learning, business, or both) – gathered by telephone or other study strategy one year after exit (NEREC 4)

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Post-School Outcomes ~Indicator 14~ Postsecondary instruction or potentially preparing Employment Independent living N ot so great? Great? Why? Why Not? Dropping Out ~Indicator 2~ Why? Suitable projects? Address understudy and family needs? Graduation ~Indicator 1~ Expectations and norms? Different pathways accessible? Linkage to post-school situations? What's the Quality of Our IEPs? ~Indicator 13~ Measurable post-school and yearly objectives Transition-related appraisals Course of study, administrations, and exercises Coordination of administrations Using Transition Indicators to Improve What We Do

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Critical Interrelationship Quality IEPs Staying in School Achieving post-school results Graduating

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Indicator 13 – Content of IEPs Percent of youth matured 16 or more * with an IEP that incorporates facilitated, quantifiable, yearly IEP objectives and move benefits that will sensibly empower the youngster to meet the post-auxiliary objectives . [20 U. S. C. 1416 (a)(3)(B)] * In N.M., eighth grade or age 14 or more

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Elements of Transition-Rich IEPs Measurable postsecondary objectives Present level of execution – in view of age-proper evaluations Transition exercises and administrations, including course of study Annual move objectives Designated duty, including grown-up offices

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A Transition-Rich IEP "Move" appraisal/Present levels of accomplishment Transition administrations/linkages with assigned obligation & timetables Annual IEP Transition Goals Measurable postsecondary objectives Long-term exercises (e.g., direction) and administrations, including course of study

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A Transition-Rich IEP Measurable postsecondary objectives

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Questions Defining a Measurable Post-School Goal Is it result arranged? Will it be checked (by somebody)? Will it happen after the understudy leaves auxiliary instruction? Are objectives for instruction or preparing AND work tended to (for most)?

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Measurable Post-School Goals – Ex: Jamal will work in his uncle's printing business upon graduation from secondary school. Karen will go to KVCC in the medicinal innovation (radiology) program and work in the social insurance industry after secondary school. Sophie will work low maintenance in a retail excitement store, with help from a business pro, after graduation.

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Other Postschool Goal Examples See numerous more cases and non-cases at www.nsttac.org site – tap on Indicator 13 interface – then "Preparing Materials" - incorporate discourses of why illustrations meet IDEA's criteria and why nonexamples are not suitable.

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A Transition-Rich IEP Assessment/Present levels of accomplishment Measurable postsecondary objectives

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Assessment-Based PLAAFP What sorts of evaluations (casual and formal)? Are the ranges surveyed the most vital ones for this understudy, given his/her postschool objectives? (individualized!) Are they age-proper? Is it true that they are substantial and dependable for the understudies you are surveying? Who controls appraisals? At the point when? How Often? How are results imparted to understudies and with the IEP group? How are results "followed" after some time? How are results used to create objectives and courses of study, and to decide benefit needs?

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Information Needs for Accountability Student's available levels of accomplishment and utilitarian execution Supports and facilities required Student's execution with respect to state gauges and benchmarks

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Aptitudes Temperament Interests Learning Preferences & Styles Information Needs for Student-Focused Planning Worker/Personal Characteristics Background Information Vocational & Occupational Skills Functional/Life Skills Supports and Accommodations

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Additional Guidance for Transition Assessments Dr. Jim Martin, University of Oklahoma, worries no less than 4 imperative territories to survey: Self-assurance aptitudes – Self-mindfulness, Self-backing, Self-adequacy, Decision-production, Independent execution, Self-assessment, Adjustment Career/professional interests – perusing, nonreading devices Basic (in general) move abilities – all applicable grown-up life areas Functional professional appraisal (when indicated)– considerably more depthful assessment for those requiring it

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Example of Transition Assessment Results in PLAAFP

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Comprehensive Transition Assessment Tools Transition Planning Inventory-Revised (TPI-R) ProEd, Austin Texas (www.proedinc.com) Scales of Independent Behavior - R Riverside Publishing (http://www.riverpub.com) Informal Assessments for Transition Planning ProEd, Austin Texas (www.proedinc.com) Enderle-Severson Transition Rating Form www.estr.net Casey Life Skills Assessment www.caseylifeskills.org

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Free Resources for Transition Assessment www.dws.state.nm.us – Job Seekers >> Career Prospects System Occupational Profiler U.S. Dept of Labor O*NET www.onetcenter.org - Interest profiler, capacity profiler Armed Services Vocational Aptitude Battery (ASVAB) www.nsttac.org – "Age Appropriate Transition Assessment Guide" www.dcdt.org – "Age Appropriate Transition Assessment" Fact Sheet

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A Transition-Rich IEP Assessment/Present levels of accomplishment Transition administrations/linkages with assigned duty & timetables Measurable postsecondary objectives Long-term exercises (e.g., direction) and administrations, including course of study

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Transition Services and Linkages – Designated Responsibility Is the understudy prone to require outside office administrations (for an effective move) amid the following year? For the present year, any proof in IEP that agents of any of the accompanying offices/administrations were welcome to take an interest in the IEP advancement? Postsecondary instruction, professional preparing, or proceeding and grown-up training Integrated business (counting bolstered work) Independent living or group support NOTE: Must acquire agree to welcome until IEP colleague!

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Measurable Transition Services and Linkages Must address classes of Instruction, Related Services, Community Experiences, and Employment/Other Adult Postschool Areas What does "address" mean? What does "quantifiable" mean in this segment? Just address Daily Living and Functional Vocational Evaluation if fitting

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Example Transition Services/Linkages Page (PED IEP shape)

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Example Transition Services/Linkages Page (PED IEP frame)

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Transition Services Includes the Course of Study Student has officially recognized her/his postschool objectives Course of study records courses/different encounters for all the rest of the times of secondary school Helps to every year report credits earned and advance toward graduation Must be individualized and connected to the understudy's postschool goal(s) Similar to (supercedes) the Next Step Plan; commonly risky if an understudy does BOTH the Next Step Plan and the IEP move arrange

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Example Course of Study (PED IEP shape)

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A Transition-Rich IEP Transition administrations & linkages, with assigned obligations & timetables Assessment/Present levels of accomplishment Annual IEP move objectives Measurable postsecondary objectives Activities (e.g., guideline) and administrations every year, including course of study

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Annual Transition-Related Goals What should be accomplished for this present year to help the understudy move toward his/her postsecondary goal(s)? What does s/he have to learn ? Is the objective quantifiable? Is it result as opposed to prepare situated?

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Annual Transition-Related Goals – Examples Susan will ace the abilities of "data handling" in COMP 1001 with 95% precision, as measured by unit exams and last, most decisive test. Susan will exhibit essential consciousness of registering occupations to the counse

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