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KCMP Self-assessment process

KCMP Self-assessment process. 2010-2011 Winter Reporting Period. Winter reporting period. Indicators 1, 2, 13, and 14 Timelines: January 1, 2011 – KCMP documents received in districts Prior to February Regional Cooperative Meeting - District DRT Meetings held

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KCMP Self-assessment process

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  1. KCMPSelf-assessment process 2010-2011 Winter Reporting Period

  2. Winter reporting period • Indicators 1, 2, 13, and 14 • Timelines: • January 1, 2011 – KCMP documents received in districts • Prior to February Regional Cooperative Meeting - District DRT Meetings held • February 28, 2011 – District documents due to DLS and Cooperative • March 7-8, 2011 – State Cooperative Network Meeting to discuss statewide root causes and activities • March 31, 2011 – Regional Cooperative Reports due

  3. District Review Team Meeting Invite guests with an interest /responsibility for indicators for this reporting period. It is critical that general education teachers and administrators are a part of the team since theirs is a lead role for these indicators. Carefully plan what data to share and how to present it. Use an agenda. Review progress on previous activities. Make sure to capture thoughts of participants (reporter, chart paper, etc.)

  4. Correction of noncompliance Consider non-compliances identified since May 2010 data submission. If no non-compliances have been identified, skip the rest of this page. Document what the district is doing to correct identified non-compliances

  5. Indicator 1 Graduation Rate

  6. Indicator 2 Dropout Rate

  7. Indicator 1 & 2 Graduation and dropout rate • Review both district-wide and student-specific data. • Look for patterns and trends that may point to systemic issues in the district. • “Triangulate” the data. • Review Investigative Questions. • Determine Root Cause Key Predictors forDropping out of School Academic progress and retention Behavior/discipline Attendance Extra-curricular Involvement Parental Involvement

  8. Indicator 1 & 2 Root Causes

  9. Indicator 13 Transition Documentation

  10. Indicator 13transition documentation • Compliance Indicator • No significant changes this year • Documentation reflects Practice Indicator 13 requirements: Postsecondary goals related to (a) training or education, (b) employment, and, (c) as needed, independent living skills. Statement of needed transition services Invitation of another agency, if appropriate Signed Consent for invitation of another agency Multi-year course of study Annual goal that will reasonably enable the child to meet the postsecondary goal. Age appropriate transition assessment Child is invited to the ARC Postsecondary goals are updated annually.

  11. Indicator 13Root Causes

  12. Indicator 14 Successful Transition Rates

  13. Indicator 14successful transition rate • Exiting Data: Diplomas + Certificates + Max Age + Drop Outs should equal number of KISTS Record Reviews • “Potential Interviews” = KISTS Record Reviews • “Actual Interviews” = YOYO Interview Completed • # of YOYO Interviews Attempted should match # of KISTS Record Reviews • 14A = higher education • 14B = higher ed or competitive employment • 14C = some postsecondary education or some type of employment PostSchool Outcome Data Collection Student Contact Info After High School Spreadsheetwww.kypso.org/resources.aspx KISTS Record Review KISTS Student Survey YOYO Interviews Attempted YOYO Interviews Completed

  14. Indicator 14Root Causes

  15. Data analysis • Be real. Don’t try to make the data look better. Make it real and then figure out how to get it to be better. Don’t simply restate the numbers • Document any data errors in the data analysis section. • Describe the patterns and trends indicated by the data. • When appropriate, insert graphs depicting important data into the data analysis section. • Explain why the data are what they are. (Synthesize the information – draw conclusions from the data analysis.) • Give backup data to support hypotheses.

  16. Description of previous activities and their effectiveness • List activities on last year’s KCMP. • For each activity, describe: • the extent to which the activity was implemented • whether or not the appropriate audience was reached. • the extent to which the activities achieved what was intended. • If possible, include data that supports the effectiveness of each activity.

  17. activities • Use chart on page 11-12 of the Instruction Manual to evaluate activities. • Avoid laundry lists of activities that don’t relate to the outcomes needed in the indicator. • Ask yourself, “What will cause the data to improve next year?” • Past tense is data – Future tense is plan

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