NSTTAC Webinar Follow-Up 5/28/14 Student Recruitment and Selection and Data Collection and...
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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 Michaels Instructional Support Teacher ESE Transition Services
Transcript of NSTTAC Webinar Follow-Up 5/28/14 Student Recruitment and Selection and Data Collection and...
NSTTAC Webinar Follow-Up5/28/14
Student Recruitment and Selectionand
Data Collection and Assessment System
Cannon Cameron, Ph.D. Program SpecialistJennifer Michaels
Instructional Support Teacher
ESE Transition Services
Getting to know us
Cannon Cameron, Ph.D.Program SpecialistESE Transition Services
Jennifer MichaelsInstructional Support TeacherESE Transition Services
Community and Business Partnerships
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 %
Community Resource Partners
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
• 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
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
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.
OCPS ESE Transition Services7 Step Student Recruitment
& Selection Process
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.
1. Generate potential candidate list from GRAD database• Special Diploma• Career Experience Course Code
2. Elicit recommendations from school personnel based on CBVE experience
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3. Transition team shares overview video with students and provides support through the application process
4. Analyze TIEPs and rubrics
5. Conduct observations and document findings in secured, shared Google Docs
6. Suggest sites that meet the students’ needs and schedule tour for student and family.
TRANSITION SITE TOUR
7. Conduct T-IEP meeting
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.
Data Collection and Assessment System
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.
3Analyzer
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.
1Collector
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.
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
Why do we need a system for collecting and representing data?
Why do we need a system for collecting and representing data?
• Strengthen transition continuum – Promote inter-rater reliability – Increase the validity of results– Data-based decisions inform
instruction
Rationale
Original Work Maturity Spreadsheet
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
Let’s divide and conquer the Work Maturity Skills
Data Collection and Assessment System 2.0
Instructions
• 4 ESSENTIAL EMPLOYABILITY ELEMENTS (EEE) provide categories for clusters of Work Maturity Skills
POLI
CY A
DH
EREN
CEAC
CURA
CY A
ND
EFF
ICIE
NCY
INTE
RPER
SON
AL S
KILL
SSE
LF-R
ELIA
NCE
Anatomy of the System
Work Maturity Skills
22 Work Maturity Skills (WMS) The WMS cells self-populate with the data from the sub-skills.
Sub-Skills
5 sub-skills for each WMS
The sub=skills are the items you rate with 0, 1, or 2.
2 = independently1 = with prompts0 = unable to do
Data Graphs
Anatomy of the System
Comprehension Check: How many?
Essential Employability Elements
Work Maturity Skills
Sub-skills
4
22
110(5 per WMS)
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
What rating does this warrant?
INDEPENDENTLY DEMONSTRATED SKILL
DEMONSTRATED WITH PROMPTS
UNABLE TO DEMONSTRATE SKILL
2
1
0
Coding Performance
Green
Yellow
Red Intensive Need
On Target
Need
Can you match the performance to the color?• Intensive Need?• Need?• On Target?
Data Collection GuidelinesLevel of Functioning Data Collection
IndependentBaseline 110 sub-skills Weekly 110 sub-skills
SupportedBaseline 110 sub-skillsCluster of sub-skills in one EEEBenchmark 110 sub-skills 1x/quarter
Constructing Learning Opportunities:
Data Chats
https://drive.google.com/a/ocps.net/file/d/0B3IEXxOqhIBFT09DNGhVa0NINzg/edit?usp=sharing
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
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.
3Analyzer
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.
1Collector
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.
Contact Information
Jennifer MichaelsESE Specialized ServicesTransition ServicesInstructional Support Teacher
Dr. Cannon CameronESE Specialized ServicesTransition ServicesProgram Specialist
