transition supporting districts in a continuous improvement process joanne lacrosse david brewer...
TRANSCRIPT
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Transition
Supporting Districts
in a
Continuous Improvement Process
Joanne LaCrosse
David Brewer
Therese Zona
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Private Schools
Colleges
Museums
TV Stations
VESID District Offices
University of the State of New YorkPublic Schools
Public libraries
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State Supported School Improvement Initiatives
University of the State of New York (USNY)Contract for ExcellenceRegional Network Strategy (RNS)Research Based Technical Assistance Designating Districts for Assistance &
Intervention Special Education Quality Assurance (SEQA)
Focused Reviews Quality Improvement Process (QIP) Literacy, Behavior, Special Education Services
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State Supported Transition Initiatives
Transition Coordination SitesHistory/FundingProfessional DevelopmentRole
Targeted TA-SPP IndicatorsSchool-Community ConnectionsWorkgroupsProduct Development
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State Supported Transition Initiatives
New York State Longitudinal Post School Indicators Study (NYSLPSI)
SSI Incentive Projects
ILC Transition Projects
VR-Transition RFP
VR Transition Counselors
TransQUAL
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Features of the TransQUAL Web Site
Password-Protected Accounts
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CollaborativeSelf-Assessment
Features of the
TransQUAL Web Site
Based on P.Kohler’s Taxonomy for Transition Programming
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Features of the TransQUAL
Web Site
Work Plan Development
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Features of the TransQUAL
Web Site
ProgressReporting
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Numbers of TransQUAL Online Planning Teams, Work Plans, and Repeat Users: 2000-2006
0
50
100
150
200
Calendar Years
Nu
mb
ers
of
Work
Pla
ns
an
d P
lan
nin
g T
eam
s
# of Work Plans 3 84 141 154 103 120 163
# of PlanningTeams
1 46 93 100 83 84 95
# of RepeatUsers
0 1 19 41 45 42 52
2000 2001 2002 2003 2004 2005 2006
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What Makes a Difference in Successful Transitions?
What Makes a Difference in Successful Transitions?
Transition Planning, K-12.
Career Preparation, especially Paid or Unpaid Work Experiences in the Community.
Safe, Supportive Educational Environment.
Integrated Learning Environments.
Attainment of a Standards Based Diploma.
Collaboration among Student, Parents, School and Community
New York State Education Department, Office of Vocational and Educational Services for Individuals with Disabilities, LPSI Study
Source: NYSED Longitudinal PSI Study Preliminary Data, Senior Class 2001- One Year Out Interviews (Catalog 10, DJ 9/15/06)
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Therese Zona, Project DirectorMidwestern Transition Coordination Site
Supporting a Cycle of Change
Needs Assessment
Deal and Steal
Data Collection
Transition Technical
Assistance
Follow up
Interventions
Strategic Plan Development
TransQUAL Crosswalk
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Needs Assessment
Regional
Each district :
• Identifies a representative team to rate the Transition Quality Indicators (TQI) in all 5 areas in preparation for Transition Workday (strategic plan development)
• Reviews Pupil Data (PD5)
• State Performance Plan (SPP) data
• Graduation and Drop Out data
• Post School Indicator data
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State Performance Plan
Indicator 13
Transition Quality Indicators (TQI)
1.District Program
Structure 2. Student Involvement 3. Student Development 4. Interagency
Collaboration 5. Family Involvement
TQI #6
TransQUAL Crosswalk
SPP Indicator 13
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TransQUAL Crosswalk
Regional
Districts
• Complete rating scale on the TQI #6
• Focus on the linkage between the State Performance Plan (SPP) citations in Indicator 13 and Preliminary Question #6
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Strategic Plan Development
(leading to Corrective Action Plan)
Regional
District Strategic planning process:
•Review TQI need areas to develop problem statement.
•Identify the root of the problem.
•Develop goal statement which addresses the solution and has the biggest impact on student outcomes.
•Create activities and tasks to support the goal and/or the implementation of the Corrective Action Plan (SPP 13).
•Establish a timeline.
•Assign personnel.
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Follow up
Interventions
Regional
•Review Strategic Work Plans and establish common needs.
•Design professional development around identified needs for school and adult agency personnel.
•Review curriculum and transition materials that support identified need areas.
•Develop programs and services to meet student transition needs.
•Provide training on integrating transition into the IEP.
•Coordinate and conduct reviews with districts on indicator 13.
•Facilitate linkage of districts to community resources.
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Data Collection
Regional
Evaluation and impact reporting
•Data collection representing multiple measures
• Demographic
• Perceptual
• Student Learning
• School Process
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Regional
Deal and Steal
•Establish forums for districts to collaborate and share ideas and materials with other districts
TransQUAL Funding, Links,
Sharing, and Connecting with
Others
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Regional
Deal and Steal
•Establish forums for districts to collaborate and share ideas and materials with other districts
Connect to other schools via
TransQUAL and TCS network
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National
Deal and Steal
•Establish forums for districts to collaborate and share ideas and materials with other districts
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For More Information…
Joanne LaCrosse, TCS Project Manager New York State Education Department (518) 486-7462 [email protected]
Therese Zona, Midwest TCS Director Monroe 1 BOCES (585) 383-6677 [email protected]
David Brewer, TransQUAL Manager Employment and Disability Institute Cornell University (607) 254-4696 [email protected]