thea staley
DESCRIPTION
Portfolio of Data Driven, Research Based and Results Driven WorkTRANSCRIPT
MASTER OF EDUCATION: SPECIAL EDUCATION MASTER OF EDUCATION: CURRICULUM & INSTRUCTION (TECHNOLOGY FOCUS)
ADMINISTRATIVE LICENSE: PK-12
June 5, 2016
Thea Staley
Portfolio of Data Driven, Research Based and Results Focused Work
Table of Contents
SECTION 1. RESUME .................................................................................................................. 1 – 2
SECTION 2. OGT: DATA TO RESULTS .......................................................................................... 3 – 4
SECTION 3. RESPONSE TO INTERVENTION ................................................................................ 5 – 6
SECTION 4. TAFT IT: AGAINST ALL ODDS ................................................................................... 7 – 8
SECTION 5. REES E PRICE: MINDSET SHIFT ........................................................................... 9 – 10
SECTION 6. STRATEGIC PLANNING........................................................................................ 11 – 16
WEST CLERMONT FOREST HILLS, SYCAMORE
CINCINNATI PUBLIC SCHOOLS
Section 1. Resume
Highlights From a Teaching and Administrative Career
Alethea (THEA) Staley 975 Caribou Run Lane, Milford, OH 45150
513-307-7710; [email protected]
Education/Certification
M.Ed. – Curriculum & Instruction: focus on technology, Ohio Dominican University
M.Ed. – Special Education, University of Cincinnati
BA – Psychology with High Honors, Cum Laude, University of Cincinnati
Senior Professional Educator License: Special Education K-12
Principal Licensure PK-12
Leadership Experience
Student Services Manager/Consultant – HCESC: CPS (2014 – present)
Contract through Hamilton County Educational Service Center to manage operations for over1200 students across 12 buildings in Cincinnati Public Schools
Team with principals to implement best practice, provide PD, and coach teachers
Use data to drive master schedule restructure so that high quality instruction in the leastrestrictive environment can be delivered to all students
Collaborate with Legal Aid Society, private attorneys, JFS, and other agencies to formulate bestoutcomes for students
Participate in district level committees including Best Instructional Practices and PostsecondaryTransition
Lead the implementation of Goalbook, an instructional tool that utilizes the UDL model to giveteachers resources to provide differentiated instruction to all students (special education togifted) through standards organized in the CPS pacing guides
Special Education Supervisor – Sycamore Schools: Sycamore Jr. High (2013 – 2014)
Oversaw the daily operations of the special education department
Planned with ELA and Math departments to deliver interventions for all students throughresearch based programs
Co-taught Algebra in a class with a diverse population of learners including students withdisabilities, English language learners, and regular education students
Monitored quality and compliance of documents and service delivery
Managed the department budget
Served as district representative for IEP and ETR meetings
Oversite of District and State testing for students with disabilities
Page 1Page 1Page 1Page 1
Teaching Experience
Intervention Specialist – Forest Hills: Turpin High School (2005 - 2013)
Co-taught ELA, Math, Science and Social Studies across grade levels
Member of the Response to Invention team responsible for data analysis
Collaborated with the IEP team to develop specific post-secondary transition plans so that studentscould access job placements, vocational training and/or college
Successfully provided OGT intervention
Arranged consultation through Skype with Ira Socol, professor, author and advocate for assistivetechnology in order for me and my students to gain knowledge about the “Toolbox Theory”
Piloted assistive technology (text to speech, audio books, online textbooks, organizational tools…) withstudents in order to share pros and cons with all teachers and provide support with implementation
Organized phone conference (free of charge) with Les Brown, international motivational speaker tospeak with co-taught 10th grade math classes
Adjunct through Ashland University to provide college credit for professional development
Provided PD for high school special education teachers in the district focusing on best practices inreading instruction
Intervention Specialist – West Clermont: Summerside Elementary School (2003 – 2005)
Collaboratively taught with 4th and 5th grade Regular Education Teachers in all subject areas
Worked with School Psychologists to implement Intervention Based Services at a building level
References
Susan Bunte Director of Student Services Cincinnati Public Schools 2651 Burnet Ave. Cincinnati, OH 45219 [email protected]
Sally Demmler Director of Intervention and Support Services Hamilton County Educational Service Center 11083 Hamilton Avenue Cincinnati, OH 45231 [email protected]
Stacey Spencer Director of Special Education Sycamore Community Schools 5959 Hagewa Drive Cincinnati, OH 45242 [email protected]
Peggy Johnson Principal Loveland High School Former Principal Turpin High School Loveland City Schools 1 Tiger Trail Loveland, OH 45140 [email protected]
Page 2Page 2Page 2Page 2
BUILDING WIDE COLLABORATION TO MEET ALL STUDENTS’ NEEDS
Section 2. OGT: Data to Results
Analyzing State, District and Building Data to Design Systematic Intervention
OGT Question Analysis Used to Design Interventions
1. OGT district data
was analyzed to
account for
question
complexity.
2. Tests were made
based on how likely
Turpin students
were to get an
answer correct.
Test 1: 95%-100%
Test 2: 90%-94%
Test 3: 85%-89%
Test 4: 80%-85%
3. Pretest, Teach,
Retake, Then Next
Test.
4. After 90% accuracy
on tests 1 - 4
students take a full
practice OGT.
Mastery at 70%
allowed for success
on a real OGT.
Page 3Page 3Page 3Page 3
OGT Question Analysis Used to Design Interventions
Page 4Page 4Page 4Page 4
ALLOWING RESEARCH TO LEAD TO WAY THROUGH ROUGH TERRAINE
Section 3. Response to Intervention
Initial Implementation of RtI at the Secondary Level
RtI Data Analysis
Approximately 600 Students in 8th and 9th Grade
District
Admission
Date
IEP 504Discipline
Referrals
Excused
Absence
Unexcused
Absence2010 Reading 2011 Reading 2012 Reading 2010 Math 2011 Math 2012 Math M1 M4 LA1 LA4 S1 S4 SS1 SS4 MAZE Fall
MAZE
Winter
SPRING
MAZE
7/1/2010 4 Accelerated Accelerated Accelerated Advanced Accelerated Accelerated 95 96 91 99 88 90 77 91 29 24 36
8/21/2003 1 4 Advanced Proficient Advanced Advanced Proficient Proficient 72 82 79 97 85 92 88 175 19 21 19
9/2/2009 1 4 4 Accelerated Proficient Accelerated Accelerated Proficient Accelerated 85 82 88 93 85 80 72 75 28 19 24
8/1/2008 Yes 2 1 Proficient Basic Proficient Accelerated Basic Proficient 90 75 81 87 83 77 87 82 24 13 28
8/21/2003 Advanced Advanced Advanced Advanced Accelerated Accelerated 88 79 95 98 89 91 96 81 24 36 44
8/25/2004 17 3 Accelerated Proficient Accelerated Advanced Accelerated Accelerated 82 83 89 93 94 87 93 93 20 21 21
7/1/2011 2 5 2 Advanced Advanced 88 75 94 81 93 88 87 64 30 31
8/1/2009 1 Advanced Advanced Advanced Advanced Advanced Advanced 93 92 94 100 101 99 98 97 38 26 37
8/21/2003 19 1 Advanced Advanced Advanced Advanced Advanced Advanced 96 90 97 94 93 97 100 98 26 25 28
8/21/2003 1 Advanced Accelerated Advanced Advanced Advanced Advanced 99 96 96 98 103 104 100 99 21 22 30
8/21/2003 4 Advanced Accelerated Accelerated Advanced Advanced Advanced 92 93 87 95 94 97 95 96 30 22 27
8/21/2003 5 Accelerated Accelerated Advanced Advanced Advanced Accelerated 78 86 83 89 94 88 86 97 40 31 34
8/21/2003 1 Accelerated Advanced Accelerated Advanced Advanced Accelerated 92 87 96 93 91 95 85 95 26 21 33
8/21/2003 Accelerated Accelerated Proficient Accelerated Accelerated Accelerated 97 94 97 93 95 94 90 93 24 17 19
8/21/2003 1 3 Advanced Advanced Advanced Advanced Accelerated Accelerated 85 77 95 86 84 89 91 83 33 33 36
8/1/2009 12 5 Accelerated Accelerated Accelerated Advanced Proficient Accelerated 88 95 82 89 90 86 82 92 22 17 27
8/21/2003 3 Accelerated Proficient Proficient Advanced Proficient Proficient 87 87 80 77 64 78 82 74 26 23 32
8/21/2003 Proficient Proficient Advanced Advanced Accelerated Accelerated 95 95 85 87 93 90 91 88 19 18 21
8/21/2003 1 4 4 Advanced Advanced Advanced Advanced Advanced Advanced 83 83 88 91 88 88 94 93 26 27 28
8/21/2003 Accelerated Proficient Advanced Advanced Accelerated Accelerated 95 91 97 94 93 94 97 96 19 27 31
8/21/2003 Advanced Advanced Advanced Advanced Advanced Advanced 92 90 91 92 91 95 92 93 27 33 40
8/21/2003 SDL Proficient Proficient Proficient Advanced Accelerated Proficient 90 90 79 83 77 82 90 88 24 16 35
8/21/2003 5 Advanced Advanced Advanced Advanced Advanced Advanced 93 90 89 87 97 96 91 91 28 26 34
8/21/2003 1 Advanced Accelerated Advanced Advanced Advanced Advanced 97 100 96 95 101 97 97 98 34 24 34
8/21/2003 Accelerated Accelerated Accelerated Advanced Accelerated Accelerated 93 85 89 94 84 91 94 95 26 18 23
8/26/2002 OHI-min 11 2 Proficient Basic Basic Basic Proficient Proficient 73 61 76 55 73 55 58 55 14 6 15
8/1/2008 2 3 4 Proficient Proficient Proficient Accelerated Proficient Proficient 82 90 92 94 74 84 89 75 17 14 19
8/21/2003 5 1 Advanced Proficient Accelerated Advanced Advanced Advanced 94 92 94 92 97 91 95 99 35 28 31
8/25/2004 SLD 3 Proficient Proficient Proficient Proficient Proficient Proficient 90 100 89 92 88 94 92 93 25 17 29
8/21/2003 3 2 Accelerated Accelerated Advanced Advanced Advanced Accelerated 94 90 93 93 87 92 93 94 35 26 29
8/21/2003 2 Accelerated Accelerated Accelerated Advanced Advanced Advanced 97 91 98 96 99 98 99 96 22 23 25
8/21/2003 9 Accelerated Accelerated Accelerated Advanced Accelerated Proficient 85 77 91 94 95 94 97 91 19 23 20
8/21/2003 3 Advanced Accelerated Advanced Advanced Proficient Accelerated 91 84 98 101 94 83 98 97 32 23 23
8/21/2003 OHI-min 1 13 Proficient Basic Proficient Basic Basic Proficient 85 84 88 77 92 88 95 76 39 19 24
8/22/2007 2 Proficient Accelerated Proficient Basic Basic Basic 83 80 89 96 88 71 81 62 23 17 25
8/1/2009 1 2 Advanced Accelerated Accelerated Advanced Accelerated Accelerated 82 81 91 89 96 86 93 88 25 20 27
8/21/2003 3.5 Accelerated Accelerated Proficient Advanced Accelerated Proficient 71 62 71 64 89 76 74 55 23 18 22
8/21/2003 Advanced Advanced Advanced Advanced Advanced Advanced 90 88 90 93 95 98 92 88 39 34 40
8/25/2004 Advanced Accelerated Advanced Advanced Accelerated Accelerated 95 91 98 98 102 98 98 99 40 36 46
8/22/2007 3 10 Proficient Basic Accelerated Accelerated Proficient Accelerated 86 85 80 86 79 73 78 75 15 19 22
8/21/2003 2 1 Accelerated Accelerated Accelerated Advanced Accelerated Accelerated 90 81 89 80 80 85 92 71 32 19 31
8/21/2003 Proficient Accelerated Proficient Advanced Accelerated Accelerated 84 80 78 82 91 86 92 171 19 18 22
1/7/2002 14 Accelerated Proficient Accelerated Advanced Accelerated Proficient 79 70 70 86 89 80 81 81 21 15 22
8/25/2004 5 Proficient Accelerated Proficient Advanced Proficient Accelerated 81 80 88 87 78 80 85 92 29 18 25
8/25/2004 3 Advanced Advanced Advanced Advanced Advanced Advanced 92 95 93 98 103 97 99 99 22 11 21
8/25/2004 1 7 Accelerated Accelerated Advanced Advanced Accelerated Accelerated 92 92 92 87 94 93 98 97 31 34 39
8/1/2008 4 7 Advanced Proficient Accelerated Advanced Accelerated Advanced 78 74 84 81 87 88 92 90 27 20 24
8/20/2003 Accelerated Accelerated Proficient Advanced Advanced Advanced 98 93 94 100 94 95 99 97 24 19 14
8/13/2008 1 Accelerated Accelerated Advanced Advanced Accelerated Accelerated 95 94 89 108 89 99 89 92 18 25 23
8/21/2003 5 5 Advanced Accelerated Advanced Advanced Accelerated Accelerated 90 87 87 83 94 88 92 94 32 30 37
8/21/2003 1 Proficient Proficient Accelerated Proficient Proficient Proficient 81 92 59 73 80 66 75 70 24 21 38
8/21/2003 3 12 Proficient Proficient Proficient Advanced Proficient Proficient 60 61 55 62 81 82 54 70 21 19 21
8/25/2004 5 1 Accelerated Accelerated Accelerated Accelerated Proficient Proficient 76 69 55 80 85 78 84 80 37 25 45
8/22/2007 2 Proficient Basic Proficient Proficient Proficient Proficient 89 88 79 75 82 76 78 75 12 19 20
Page 5Page 5Page 5Page 5
8th and 9th Grade Sample Data Filtering
Demographics, Behavior, OAAs, Grades, CBMs
BASIC DATA Years in District Behavior
Student # Admission Date IEP 504 Referrals Excused Absences
Excused Tardies
Unexcused Absences
Unexcused Tardies
1 8/1/2009 2 3 3 22 8/21/2003 SLD 33 8/21/2003 1 1 3 2
TESTING
Student # 2010 2011 2012 2010 Math 2011 Math 2012 Math
1 ACC ACC AD AD AD ACC2 P Limited Limited Limited Basic Basic3 P Basic P Basic Basic P
GRADES
Student # 1st 2nd 3rd 4th 1st 2nd 3rd 4th
1 78% 68% 54% 64% 82% 66% 75% 66%2 77% 86% 80% 73% 82% 84% 75% 90%3 89% 89% 93% 97% 85% 80% 80% 84%
GRADES
Student # 1st 2nd 3rd 4th 1st 2nd 3rd 4th
1 72% 63% 67% 82% 71% 54% 69% 86%2 86% 84% 90% 78% 90% 91% 90% 86%3 78% 80% 73% 81% 81% 85% 85% 82%
CBM
Student # Fall MAZE Winter MAZE Spring MAZE Winter M-Comp Spring M-Comp Winter M-Cap Spring M-CAP
1 26 23 25 21 32 9 172 17 8 11 1 1 2 43 20 13 17 8 18 34 12
B
Attendence
A
C
OAA Reading OAA Math
Math 8th
Special Education
Science 8th
D
Math 8thReading 8th
History 8th
Languange Arts 8th
Page 6Page 6
FROM LAST PLACE TO A SCHOOL TO WATCH
Section 4. Taft IT: Against All Odds
From Compliance 101 to Implementation of Best Instructional Practice
Pag
e 8
Pag
e 8
Pag
e 8
Change Through Coaching
Taft IT High School: 30% Special Education Rate
Problem Intervention Outcome
Contentious relationship with Legal Aid Society
Facilitated conversation that focused on collaboration
A cooperative relationship that centered on students and lead to positive outcomes
More noncompliant documents than any other building in the district
Shared data that lead to administrators taking steps to immediately rectify the situation
Continued compliance on deadlines and continued improvement on the quality of documents
Ineffective postsecondary transition planning
Provided individual and group coaching with continued professional development opportunities
Taft IT is closely following the Post-secondary plan
Lack of consistent discipline procedures for students with disabilities
Facilitated conversation that allowed Principals access to A2S/A2E
Coached teachers in developing FBAs, BIPs and use of the Manifestation Process
Use of district discipline options
Students are now receiving services on a continuum with decisions being driven by data
Lack of continuum of services
Exposed Taft to data about student outcomes when taught in the least restrictive environment
Consistent targeted reading interventions
The development of a three year plan to offer a continuum of services
The master schedule reflects co-teaching, planning time, parallel teaching and additional interventions in math and reading
Page 7Page 7Page 7Page 7
PRACTICES HAD REMAINED UNCHAINED FOR 20 YEARS AND TEACHERS ARE CONVINCED THEIR WAY IS THE ONLY WAY FOR THEIR STUDENTS. THIS IS A TWO YEAR WALK
THROUGH COACHING A TEAM TO SHIFT THEIR THINKING AND THEN PRACTICES.
Section 5. Price: Mindset Shift
Bottom 5%, Special Education 30%, Poverty 99%
Data Based System to Designing a Master Schedule
Grade 16-17 # of Students
# IS NEEDED 1 2 3 4 5 6 7 8 9 10 11 12
Chass Anthony
ELA 3 1
Math 3 1
Behavior 1 2
Keilynn Jack La'Bri Dominic Usher Dominique Daniel
ELA 1 2 2 2 1 3 2
Math 1 2 3 2 2 2 2
Behavior 2 2 1 2 2 2 1
Gabriella Mariah Omar Madison Tacori Arianna Gail Antonie Alexis Eloina Faith Allen
ELA 3 2 3 1 3 1 2 2 3 1 3 1
Math 3 2 2 2 3 2 2 2 3 1 3 1
Behavior 1 1 2 1 1 1 1 2 2 1 1 2
Ryan John Keagan Leshawn Desmoin Braydon Jeffery Anthony Jihair Ah'Keela Major Deamar
ELA 3 1 2 2 2 3 2 1 2 3 3 3
Math 3 2 2 2 2 3 2 2 2 3 2 3
Behavior 1 3 2 3 1 1 1 2 1 3 1 1
Javon Tramyia Mariah Ja'Nasia Zion Cha'Mel Arankai Dontonio RasAkil Damian Rickale Jumonnie
ELA 1 3 3 3 3 3 1 3 1 3 1 3
Math 2 2 3 3 3 2 1 1 2 3 1 3
Behavior 1 1 1 1 1 2 2 2 1 3 1 3
Jashawn Jordan Naeemah Makayla Fredrick Jasmine Austin Emiyah Johann Jy'Onn Markees Rodney
ELA 3 3 3 3 3 3 3 3 2 3 3 3
Math 3 3 3 3 2 2 2 2 3 3 2
Behavior 3 2 1 1 3 1 1 2 1 1 1 1
6 21 1.4
4 30 1.7
5 22 1.4
2 7 0.5
3 13 0.9
K ?
1 2 0.2
Page 9
Master Schedule for Students with Disabilities
1 2 3 4 5 6 7 8 9 10 11 12
All Brown
All Neal
All Merz
ELA/SS Shadee-Barkley
Math/Sc Gadd
Math/Sc Dornbusch Zyvionn Chass Anthon
ELA/SS Casey
Math/Sc Brennen Deonta Keilynn Usher Domin
ELA/SS Moorwessel Daitoron Jack
Math/Sc Kohls La'Brie Dominic
ELA/SS Wineberg Javion
Math/Sc Hinzmann Madison Evan Arianna Antonie Alexis
Math/Sc Sabatelli Mariah Omar Elijah Gail
ELA/SS Ward Gabriel Tracor
Sc/SS Ballman Ryan Keagan Leshaw Anthony Keela
ELA Sinkfield Bradon Jeffery Major Deamarr
Math Kelly John Gregory Jihair
Sc/SS Becker Javon Tramyia Mariah Cha'Mel Dontonio Jumon
ELA Stephenson Ja'Nasia Zion Rickal
Math Crawford Arank RasAkil Damian
Sc/SS Siemer Jashan Naeem Emiyah Jy'Onn Rodney
ELA Klodell Makayla Fredrick Hy'On
Math Woebkenberg Jordan Jasmin Austin Johann
5th
6th
Distribution of Special Education Students Based on Identified Needs in the IEPGrade Content
AreaRegular Ed.
Teacher# IS per Team # Sped # IS
NEEDED
Kind
1st
2nd
3rd
4th
1.4
22
21
3
?0 IS
1.3
1 IS
4 IS
9
12
1.4
0.2
0.6
0.8
2 IS 20
Page 10
PLANNING WITH SST TO DESIGN A POST SECONDARY PLAN THAT WILL LEAD TO COMPLIANCE AND BEST INSTRUCTIONAL PRACTICES FOR STUDENTS; SO THAT ALL CAN
LEAVE HIGH SCHOOL PREPARED TO LIVE UP TO THEIR HIGHEST POTENTIAL.
Section 6. Strategic Planning
Analysis, Design, Implementation, and Measurement
Post‐Secondary Transition 7‐12 Three Year Strategic Plan
*Refer to the National Secondary Transition Technical Assistance Center’s (NSTTAC) Evidence Based Practices Chart: Appendix A
Journey A Year 1 7th Grade 2015‐2016
Activity to be Completed Transition Planning Activities Person(s) Responsible
Data Collection
Benchmark Criteria
*NSTTACEvidenceBased
Practices
Timeline Implementation
Professional Development and Program Evaluation
All SWD will complete one Career Awareness Naviance activity per quarter
The Intervention Specialist will structure time for each SWD to complete the following Naviance activities: Career Awareness, Learning Style Survey, Set Academic Goals, Interest survey
Intervention Specialist
DSS will monitor through quarterly Naviance reports
Naviance Reports
75% of assessments
Career Awareness
Student Support
October 15
January 16
March 11
May 27
Professional Development to include the following topics for 7th grade transition:
Ohio Transitional Study Guidelines for College and Career
Readiness for All Students Three year plan for SWD and How It
Intertwines with the District and State Plan
Naviance Career Technical offerings in CPS
(Health Sciences, Information Technology, Construction, etc…)
Transition Facilitator’s Role IEP and Transition Coordination Electronic Portfolio System High School Course of Study (how it
is determined, high schools that specialize…)
21st Century Curriculum (soft skills) Transition guidelines for SWD at the
following district‐level meetings: Case Coordinator and Transition Coordinator Meetings.
Monitor use and need for more PD by eliciting feedback at monthlySpecial Education Department meetings in the months of January and May
All SWD will attend at least 2 Career Guest Speaker sessions per year
The Intervention specialist will process with each SWD after participating in a listening session and then monitor as each SWD completes a worksheet
Transition Facilitator
Student Transition Portfolio
100% of SWD be given opportunity to hear at least one guest speaker
Career Awareness
Student Support
Vocational Education
Jan. 31
May 30
All SWD will explore at least 1 CPS career technical program per quarter
The Intervention Specialist will supervise as students document information gathered through a variety of methods (online, phone calls and/or emails)
Transition Facilitator creates worksheet
Intervention Specialist monitors activity
Student Transition Portfolio
75% of students
Career Awareness
Community Experience
October 15
January 16
March 11
May 27
All SWD will participate in a curriculum for 21st Century Skills (Self‐Advocacy, Self‐Determination, Social Skills…)
The Intervention Specialist will instruct SWD how to develop 21st Century Skills (soft skills) needed for college and career readiness
DSS
Intervention Specialist
Curriculum Assessments 1 day a week
Self‐Advocacy
Social Skills
Weekly lessons (Soft Skill lesson every Wednesday)
All SWD with participate in the IEP process The Intervention Specialist will invite each student to participate in the IEP process so that the student can give input and participate in the IEP meeting
Intervention Specialist
Student Signature on IEP and/or Invitation
100% of students
Self‐Advocacy
Social Skills Annually
Page 11
The Post-Secondary Transition Plan
The Strategic Plan was developed 2014-2015 and implemented in 2015-2016 for students in 7th – 9th grade in 21 Buildings.
Data was collected at the building level throughout the year and at the district level at the end of the year.
All students had activities to complete based on the type of curriculum they were engaged in throughout the year.
How many Naviance
Activites did the
student complete?
How many guest
speakers sessions did
the student
attend/will attend?
Did the student
explore a CPS
Vocational Program
1st Semester?
Did the student
explore a CPS
Vocational Program
2nd Semester?
Did the student
participate in the IEP
process?
8th Grade ONLY: Did
the student work
with the IS to discuss
High School Course of
Study?
9th Grade ONLY: Did
the student and IS
discuss their
postsecondary
transition plan and
how it relates to the
IEP?
The student used
Unique to Create 1) A
Transition Resource
Binder, 2) Participate
in Transition &
Passport Activities,
9th Only 3)
Completed a WS
after participating in
any Unique transition
activity.
How many of the
following activities
were completed in
Unique/Naviance by
the student: Learning
Styles Surveys, Job
Readiness &
Employability Skills
and Checklists?
Did the student
attend a guest
speaker event or
watch a Naviance
video about careers
1st semester?
Did the student
attend a guest
speaker event or
watch a Naviance
video about careers
2nd semester?
How many times did
the student
participate in
monthly 21st century
(soft skill) lessons
through Unique
The student
participated in the
IEP process by using
Unique to identify
their Preferences,
Interests, Needs and
Strengths
8th Grade ONLY: Did
the student work
with the IS to discuss
High School Course of
Study?
Journey A - Typically students who take the Standard State Tests
Journey A Extended - Typically Students Participating in the Unique CurriculumDoes the
student have
access to the
Unique
Curriculum?
Page 12
Post‐Secondary Data Collection2015‐2016
Assessment
Name Grade School TOR
Does the student have access to the Unique Curriculum?
How many Naviance
Activites did the student
complete?
How many guest speakers sessions did the student attend/will attend?
Did the student explore a CPS Vocational Program 1st Semester?
Did the student explore a CPS Vocational Program 2nd Semester?
Did the student participate in
the IEP process?
8th
grade:Did the student work with the IS to
discuss High School
Course of Study?
9th grade: Did the student and IS discuss their post secondary transition plan and how it
relates to the IEP?
Christopher 7 RIVE Aimee No. Please go to Jo 1 2 yes yes Yes: attended me ‐Chaney 7 RIVE Aimee No. Please go to Jo 2 2 yes yes Yes: attended me ‐
Kyla Marie 7 RIVE Aimee No. Please go to Jo 0 2 yes yes Yes: attended me ‐Ni'Kyra C.S. 7 RIVE Aimee No. Please go to Jo 0 2 yes yes Yes: attended me ‐renton Mike 7 RIVE Aimee No. Please go to Jo 3 2 yes yes Yes: attended me ‐‐Devin Lewis 7 RIVE Aimee No. Please go to Jo 1 2 yes yes Yes: attended me ‐Gerraill 7 RIVE Aimee No. Please go to Jo 1 2 yes yes Yes: attended me ‐Leontae 7 RIVE Aimee No. Please go to Jo 0 2 yes yes Yes: attended me ‐Jared R 7 RIVE Aimee No. Please go to Jo 0 2 yes yes Yes: attended me ‐Jason 7 RIVE Aimee No. Please go to Jo 2 2 yes yes Yes: attended me ‐
ake Matthe 7 RIVE Aimee No. Please go to Jo 0 2 yes yes Yes: attended me ‐Kaanzaisha 7 RIVE Aimee No. Please go to Jo 0 0 yes no No: was invited w ‐James 7 RIVE Henke Yes. Please go to Journey Extended A (yellow) to complete the survey
ustin Andrew 7 RIVE Henke Yes. Please go to Journey Extended A (yellow) to complete the survey
Christopher 8 RIVE Henke Yes. Please go to Journey Extended A (yellow) to complete the survey
Farrell 8 RIVE Fragale No. Please go to Jo 1 2 yes yes Yes: attended me YesShantina 8 RIVE Fragale No. Please go to Jo 2 2 yes yes Yes: the IEP was r YesDavearies 8 RIVE Fragale No. Please go to Jo 2 2 yes yes Yes: attended me Yes
Jale 8 RIVE Fragale No. Please go to Jo 3 2 yes yes Yes: attended me YesCody 8 RIVE Fragale No. Please go to Jo 1 2 yes yes Yes: attended me YesReco 8 RIVE Fragale No. Please go to Jo 2 2 yes yes Yes: attended me YesElijaht 8 RIVE Fragale No. Please go to Jo 3 2 yes yes Yes: attended me YesDarrell 8 RIVE Fragale No. Please go to Jo 3 2 yes yes Yes: attended me YesChandler 8 RIVE Fragale No. Please go to Jo 4 2 yes yes Yes: attended me YesJah'Eisha 8 RIVE Fragale No. Please go to Jo 4 2 yes yes Yes: attended me YesDemond 8 RIVE Fragale No. Please go to Jo 1 2 yes yes Yes: attended me YesPerrion 8 RIVE Fragale No. Please go to Jo 2 2 yes yes Yes: attended me Yes Rayon 8 RIVE Fragale No. Please go to Jo 3 2 yes yes Yes: attended me YesNeliece 8 RIVE Fragale No. Please go to Jo 4 2 yes yes Yes: attended me Yes
Tytiaunna 8 RIVE Fragale No. Please go to Jo 4 2 yes yes Yes: attended me YesYehuda 8 RIVE Fragale No. Please go to Jo 2 2 yes yes Yes: the IEP was r Yes
Mahaghanie 8 RIVE Fragale No. Please go to Jo 2 2 yes yes Yes: the IEP was r YesDemetrius 8 RIVE Fragale No. Please go to Jo 3 2 yes yes Yes: the IEP was r YesLucien 8 RIVE Fragale No. Please go to Jo 3 2 yes yes Yes: the IEP was r YesThomas 9 RIVE Adam No. Please go to Jo 2 2 yes yes No: was invited w Yes YesCody 9 RIVE Adam No. Please go to Jo 0 2 yes yes No: was invited w Yes Yes
Dewayne 9 RIVE Adam No. Please go to Jo 4 2 yes no No: was invited w Yes YesSamara 9 RIVE Adam No. Please go to Jo 4 2 yes no No: was invited w Yes YesAlix 9 RIVE Adam No. Please go to Jo 4 2 yes no No: was invited w Yes YesTrinity 9 RIVE Adam No. Please go to Jo 4 2 yes yes No: was invited w Yes Yes
Samantha r 9 RIVE Adam No. Please go to Jo 4 2 yes yes Yes: attended me Yes YesKody 9 RIVE Adam No. Please go to Jo 2 2 yes yes No: was invited w Yes Yes
Nevaeh 9 RIVE Adam No. Please go to Jo 1 2 yes yes Yes: the IEP was r Yes YesJeremy 9 RIVE Adam No. Please go to Jo 4 2 yes yes Yes: attended me Yes YesT'Von 9 RIVE Adam No. Please go to Jo 1 2 yes no Yes: the IEP was r Yes YesJaymon 9 RIVE Adam No. Please go to Jo 2 2 yes yes Yes: attended me Yes Yes
Cheyenne 9 RIVE Adam No. Please go to Jo 3 2 yes yes Yes: attended me Yes YesJaden 9 RIVE Adam No. Please go to Jo 2 2 yes yes No: was invited w Yes YesIvory 9 RIVE Adam No. Please go to Jo 0 2 yes no No: was invited w Yes Yes
Demographics Journey A ‐ Typically students who take the Standard State Tests
Page 13Page
Assessment
Name Grade School TOR
Does the student have access to the
Unique Curriculum?
The student used Unique to Create 1) A Transition Resource Binder, 2) Participate in Transition & Passport Activities,
How many of the following activities were completed in Unique by the student: Learning Styles Surveys & Job Readiness?
Did the student attend a guest speaker event or watch a Naviance video about careers 1st semester?
Did the student attend a guest speaker event or watch a Naviance video about careers 2nd semester?
How many times did the student participate in monthly 21st century (soft skill) lessons through Unique
The student participated in the IEP process by using Unique to identify their Preferences, Interests, Needs and Strengths
8th Grade
ONLY: Did the student work with the IS to discuss High School Course of Study?
Christopher 7 RIVE Aimee No. Please go to Journey A (blue) to complete the survey.
Chaney 7 RIVE Aimee No. Please go to Journey A (blue) to complete the survey.
Kyla Marie 7 RIVE Aimee No. Please go to Journey A (blue) to complete the survey.
Ni'Kyra C.S. 7 RIVE Aimee No. Please go to Journey A (blue) to complete the survey.
Trenton Mikel 7 RIVE Aimee No. Please go to Journey A (blue) to complete the survey.
Devin Lewis 7 RIVE Aimee No. Please go to Journey A (blue) to complete the survey.
Gerraill 7 RIVE Aimee No. Please go to Journey A (blue) to complete the survey.
Leontae 7 RIVE Aimee No. Please go to Journey A (blue) to complete the survey.
Jared R 7 RIVE Aimee No. Please go to Journey A (blue) to complete the survey.
Jason 7 RIVE Aimee No. Please go to Journey A (blue) to complete the survey.
Blake Matthew 7 RIVE Aimee No. Please go to Journey A (blue) to complete the survey.
Kaanzaisha 7 RIVE Aimee No. Please go to Journey A (blue) to complete the survey.
James 7 RIVE Henke Yes. Please go Binder 7 Neither Neither 9 Completed the acn/aJustin Andrew 7 RIVE Henke Yes. Please go Binder 6 Neither Neither 9 Completed the acn/aChristopher 8 RIVE Henke Yes. Please go Binder 8 Neither Guest Speaker 9 Completed the acYes
Farrell 8 RIVE Fragale No. Please go to Journey A (blue) to complete the survey.
Shantina 8 RIVE Fragale No. Please go to Journey A (blue) to complete the survey.
Davearies 8 RIVE Fragale No. Please go to Journey A (blue) to complete the survey.
Jale 8 RIVE Fragale No. Please go to Journey A (blue) to complete the survey.
Cody 8 RIVE Fragale No. Please go to Journey A (blue) to complete the survey.
Reco 8 RIVE Fragale No. Please go to Journey A (blue) to complete the survey.
Elijaht 8 RIVE Fragale No. Please go to Journey A (blue) to complete the survey.
Darrell 8 RIVE Fragale No. Please go to Journey A (blue) to complete the survey.
Chandler 8 RIVE Fragale No. Please go to Journey A (blue) to complete the survey.
Jah'Eisha 8 RIVE Fragale No. Please go to Journey A (blue) to complete the survey.
Demond 8 RIVE Fragale No. Please go to Journey A (blue) to complete the survey.
Perrion 8 RIVE Fragale No. Please go to Journey A (blue) to complete the survey.
Rayon 8 RIVE Fragale No. Please go to Journey A (blue) to complete the survey.
Neliece 8 RIVE Fragale No. Please go to Journey A (blue) to complete the survey.
Tytiaunna 8 RIVE Fragale No. Please go to Journey A (blue) to complete the survey.
Yehuda 8 RIVE Fragale No. Please go to Journey A (blue) to complete the survey.
Mahaghanie 8 RIVE Fragale No. Please go to Journey A (blue) to complete the survey.
Demetrius 8 RIVE Fragale No. Please go to Journey A (blue) to complete the survey.
Lucien 8 RIVE Fragale No. Please go to Journey A (blue) to complete the survey.
Thomas 9 RIVE Adam No. Please go to Journey A (blue) to complete the survey.
Cody 9 RIVE Adam No. Please go to Journey A (blue) to complete the survey.
Dewayne 9 RIVE Adam No. Please go to Journey A (blue) to complete the survey.
Samara 9 RIVE Adam No. Please go to Journey A (blue) to complete the survey.
Alix 9 RIVE Adam No. Please go to Journey A (blue) to complete the survey.
Trinity 9 RIVE Adam No. Please go to Journey A (blue) to complete the survey.
Samantha r 9 RIVE Adam No. Please go to Journey A (blue) to complete the survey.
Kody 9 RIVE Adam No. Please go to Journey A (blue) to complete the survey.
Nevaeh 9 RIVE Adam No. Please go to Journey A (blue) to complete the survey.
Jeremy 9 RIVE Adam No. Please go to Journey A (blue) to complete the survey.
T'Von 9 RIVE Adam No. Please go to Journey A (blue) to complete the survey.
Jaymon 9 RIVE Adam No. Please go to Journey A (blue) to complete the survey.
Cheyenne 9 RIVE Adam No. Please go to Journey A (blue) to complete the survey.
Jaden 9 RIVE Adam No. Please go to Journey A (blue) to complete the survey.
Ivory 9 RIVE Adam No. Please go to Journey A (blue) to complete the survey.
Journey A Extended ‐ Typically Students Participating in the Unique CurriculumDemographics
Page 14Page
Strategic Plan for TransitionMeeting Data 2014‐2016
9/16/2015 10/14/2015 11/18/2015 1/20/2016 2/10/2016 4/20/2016
# of Coordinators in attendance by
month15 17 17 ‐ 12 11
% of Coordinators in attendance by
month68% 77% 77% ‐ 55% 50%
Building
Meetings Attended (out
of 5) Avg: 3.29
2014 ‐ 2015 (46%)
2015 ‐2016 (65%)Hand out
Transition BooksWong /More
Books
Joan Pack‐Rowe
NavianceSNOW DAY
Mental Health ‐ Lisa,
Wong
Viaquest, Grad. Survey, EOY survey, Plant Seeds, Grant
Aiken 5 50% 100% 1 1 1 ‐ 1 1AMIS 2 50% 40% 1 1 Emailed ‐ 0 0
AWL 2 33% 40% 1 1 0 ‐ 0 0
Clark 3 50% 60% 1 1 1 ‐ 0 0
Dater 4 67% 80% 1 1 0 ‐ 1 1
Gamble 4 33% 80% 1 1 1 ‐ 1 0
Hartwell 3 50% 60% Assigned Nov Assigned Nov 1 ‐ 1 1
Hughes 5 33% 100% 1 1 1 ‐ 1 1
Oyler 3 50% 60% 1 1 1 ‐ Emailed Emailed
Riverview 4 33% 80% 1 1 1 ‐ 0 1
Roberts 2 0% 40% 1 ‐ 1 Emailed
Roselawn 3 0% 60% Assigned Oct 1 1 ‐ 1 0
Sayler Park 2 83% 40% Assigned Oct 1 1 ‐ 0 0
SCPA 3 83% 60% 1 ill 1 ‐ 1 0
Shroder 2 33% 40% Goalbook 1 Emailed ‐ 0 1
STEP/WRC 5 33% 100% 1 1 1 ‐ 1 1
Taft IT 5 67% 100% 1 1 1 ‐ 1 1
Virtual 3 67% 60% 1 1 med. leave ‐ 0 1
Walnut Hills 1 67% 20% 1 ‐ 0 0
West High 4 83% 80% 1 1 1 ‐ 1 Emailed
Withrow 3 0% 60% Assigned Nov Assigned Nov 1 ‐ 1 1
Woodward 4 50% 80% 1 1 1 ‐ 0 1
Cummulative Data
14.40
65%
Page 15
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Transition Coordinator Attendance2014 ‐ 2015 (46%) vs. 2015 ‐ 2016 (65%)
2014 ‐ 2015 (46%) 2015 ‐2016 (65%)
14‐15 avg
15‐16 avg
Page 15Page 16