transition assessment, meaningful curriculum based assessment & cbi september 22, 2013

Transition Assessment, Meaningful Curriculum Based Assessment &

CBISeptember 22, 2013

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Lauran Ziegler, Assistant Director for Special Education, lziegler@hcps.usEmily Snead, Specialist for Secondary Schools, esnead@hcps.us

Shellie Waldron, Coordinator for Secondary Schools, swaldron@hcps.us

Goals for the Session

Staff Support Overview Transition Assessments

› Focus on inclusion of at least 3 main assessments for students middle school age and older.

Brigance› New Materials› Play time!

Community Based Instruction VAAP

Organization of Support

Director of Special Education› Diane Brown

Assistant Director of Special Education› Lauran Zeigler

Secondary Team› Specialist ~ Emily Snead› Coordinator ~ Shellie Waldron› Autism Consultative Teacher(s) ~ Sue Palko & TBA

Elementary Team › Specialist ~ Martha Thompson› Coordinator ~ Meredith Eads› Autism Consultative Teacher ~ Heather Weston

Senior Teachers Department Chairs

Senior TeachersPatrick Henry High School ~ Karla BloomLiberty Middle School ~ Rima Wiggin

Hanover High School ~ Judy LewisOak Knoll Middle School ~ Lara Dugolinsky

Atlee High School ~ Katherine BuhseChickahominy Middle School ~ Jill Godard

Lee-Davis High School ~ Sue BarcusStonewall Jackson Middle School ~ Stacie Johnson

Transition Teacher Support 3 transition staff members:

› Leigh Folds, LDHS & HHS› Sharon Brownlee, PHHS & AHS› Jennifer Hueston, all middle and high schools

Paper-based and computer assisted assessment beginning in middle school

Continuum of Services:› Assessment› School-based employment processes› Community based instruction› Job/career community exposure & assessment› Short term job acquisition and on-site support› IEP team support / teacher support› Project SEARCH

Transition Assessment

BRAINSTORM:› What transition assessments have you used in the

past?

› What transition assessments would you like to see us use in the future?

› How do you maintain organized records/files of the transition activities that have been done?

See list of current assessments available.

Our Plan for Systemic Transition Assessment

Informal assessment begins as soon as a student identifies any career interest, or 6th grade.

Transition Planning Inventory (TPI): Grades 7 & 10. › Training will take place each month in department

meetings.

Vocational Readiness Rating Rubric (VR3): Grades 9-12

Resources listed on the handout will be used each year, beginning at grade 6. At least 3 assessments should be used each year, in addition to any parent/student transition interview guides.

School-Based Enterprise

Brainstorm:› How will you take your SBE to the next

level this year? BIG IDEAS….

Small measurable steps….

Brigance: Middle School Combination

Brigance: High School Combination

The Changing Shape of CBI in Hanover

Number of trips/month is not yet determined

Routinely scheduled CBI to the SAME business location, to develop work skills

What is Cooperative Work Experience / Integrated Classroom?

Integrated Classroom, or Cooperative Work Experience is a sequence of courses designed to prepare students with the knowledge and skills to be make successful transitions from high school to the world of work.

These classes combine classroom instruction with hands on work experience in community job settings.

The class

Each week students participate in classroom activities to build skills necessary for success in the workplace:› Job seeking skills› Understanding employment regulations› Understanding employer expectations› Knowing how to interact with co-workers› Knowing how to interact with customers.

The role of community employers

Hands on experience in community job settings helps to bring these lessons to life, and allows students to practice these skills with supervision from HCPS staff.

Employers allow us to use their settings and samples of their work to provide these work experiences and enhance students’ understanding of classroom activities.

Secondary Skills- What every employer wants

Some of the skills students are encouraged to practice on the job sites include: › Working safely› Working efficiently› Showing initiative› Demonstrating problem solving skills› Caring for customers› Getting along with co-workers› Dressing appropriately› Appropriate hygiene/ grooming

Additional Benefits to Students

Provides direct experience with potential jobs/ employers Further develops job interests Builds confidence Develops understanding of employer-employee relationships and work

attitudes Students enter the workforce with real work experience Facilitates transition from school to work

FAQs - hoursWhat kind of hours are the students on

the job?

› Students typically spend about 1 to 1 ½ hours per session on their job site. This usually occurs mid morning to early afternoon, but is determined by jobsite management, class times, and transportation availability.

FAQs - transportation

How do the students get to/from the jobsite?

› Students and school staff are transported via Hanover County Public Schools Special Transportation.

FAQs -Supervision

Who supervises the students on the job site?

› Though the student experience on the jobsite is definitely enhanced from interaction with employees and management of the business site, Hanover County Public Schools will provide direct instruction and supervision for the Co-WEP students for the entire time they are on the jobsite.

FAQs – Scheduling

What code appears on a student’s transcript for completing this type of classroom and community integrated work experience?

› NC54; Integrated Classroom is the proper

code to denote a student is participating in these activities.

› A set schedule for business experiences is required.

FAQs -Liability

Who covers the liability of students and school staff on the job site?

› As school staff and students are engaged in this activity during normal school hours, they are covered by the schools’ liability insurance.

FAQs - Commitment

What kind of a commitments do I have to make as an employer?

› What we ask of employers is that they provide us with assignments and space to complete these assignments.

› There is no commitment of employment for any of the students.

› There is no commitment of ongoing participation in the program.

Planning for this: What businesses can you think of in your immediate that may be able to

accommodate a small group of students?

What jobs/types of job are available there?

In what way could the business benefit from your students?

NOTE! Please DO NOT contact businesses without talking first with your transition teacher! In all cases, she will be doing business development with you.

Curriculum Building

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Is about 75% complete, thanks to our fantastic transition teachers!

More information to come at the next meeting!

Woodrow Wilson Rehabilitation Center

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Tour:› Friday, October 25› Permission slips are coming out through your Senior Teacher

Student Selection:› Friday, November 22› 8-12 › AHS

Orientation:› Friday, December 13› 6-7 › SBO

Prep Visits:› TBA

PERT program:› TBA

VAAP Manual: 2013-14 http://www.doe.virginia.gov/testing/alter

native_assessments/vaap_va_alt_assessment_prog/implementation_manual.pdf

An evidence-based alternative assessment for students with significant cognitive disabilities

Available to eligible students with disabilities in grades 3-8 and high school who are working on academic content reduced in depth and complexity

Available in reading, writing, mathematics, science and history

High school students participating in VAAP must submit Collections of Evidence (COE) that include reading, writing, mathematics, science and history/social science by the end of their 11th grade school year

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Get rid of any manual not dated 2013-2014

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Participation is determined by the IEP team based on the VAAP participation criteria.

Participation Criteria forms and additional information are provided in the Procedures for Participation of Students with Disabilities in Virginia’s Accountability System available at

www.doe.virginia.gov/testing/participation/index.shtml

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Student Evidence Multiple attempts by students to complete

the same work samples via worksheets, tests, or quizzes are not accepted as evidence. Work samples that are submitted as evidence must not have been attempted before by the student individually or as a member of an instructional group.

2013-2014 VAAP Implementation Manual, p. vii

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VAAP evidence must be completed under “testing conditions” in which the student does not have access to the subject content or curriculum, hints, clueing, prompts, or test taking strategies that would provide an unfair advantage.

Anecdotal records submitted as evidence must include the date of performance, a detailed description of the learning environment, a detailed description of observed student performance, and a statement of accuracy describing the student’s level of achievement.

2013-2014 VAAP Implementation Manual, p. x

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Teachers are required to select ASOL in the content areas of Reading, Writing, Mathematics, and Science from the grade level in which the student is enrolled.

Teachers will not be permitted to select ASOL above or below the student’s grade level in these content areas.

2013-2014 VAAP Implementation Manual, p. 3

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The selection of History/Social Science ASOL will continue to be determined by using the student’s grade level of enrollment as the starting point.

If there are no appropriate History/Social Science ASOL at the student’s grade level, the ASOL may be selected from a higher or lower grade level for each reporting category.

2013-2014 VAAP Implementation Manual, p. 4

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The Levels of Performance assist teachers in determining the level of performance for each ASOL that is most appropriate for the individual student.

• Level I: The ASOL is demonstrated with significant support and modification

• Level II: The ASOL is partially demonstrated

• Level III: The ASOL is fully demonstrated 2013-2014 VAAP Implementation

Manual, p. ix

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VAAP and Functional Curriculum TrainingOctober 8

• Read your manual.• Begin assessing your students.• Begin to determine which ASOLs

to work on for each student.• Bring any questions you have

about technical features of VAAP collections.

• Come ready to dig deep into ASOLS.

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