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Florida Education: The Next Generation DRAFT. March 13, 2008 Version 1.0 . “Is it Friday the 13th or The Wizard of Oz?” Indicator 13: What have we learned, and where do we go from here? Presented by: Sheila Gritz, Program Specialist for Transition

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Florida Education: The Next GenerationDRAFT

March 13, 2008

Version 1.0

“Is it Friday the 13th or The Wizard of Oz?”

Indicator 13: What have we learned, and where do we go from here?

Presented by:

Sheila Gritz, Program Specialist for Transition

Bureau of Exceptional Education and Student Services

Jordan Knab, Director, Project 10

University of South Florida St. Petersburg

Florida Department of Education

Dr. Eric J. Smith,

Commissioner


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Objectives

  • To explore findings from self-assessment for Indicator 13 during 2007-08 and 2008-09

  • To develop an understanding of changes to requirements for secondary transition

  • To identify strategies for achieving 100% compliance on Indicator 13

  • To identify methods for merging compliance and evidence-based practices to improve outcomes for all secondary transition indicators



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SPP Indicator 13 (Compliance Indicator)

  • 100% percent of youth aged 16 and above with an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the student to meet the postsecondary goals.

    • 2007-08: 24% of 389 IEPs reviewed met requirements

    • 2008-09: 61% of 601 IEPs reviewed met requirements

      Data reflects the total number of IEPs reviewed that met requirements.


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Self-Assessment Findings (Items 1 – 6)Data reflects district totals by standard that did not meet requirements.


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Self-Assessment Findings (Items 7 – 14)Data reflects district totals by standard that did not meet requirements.


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Self-Assessment Findings (Items 15-16)Data reflects district totals by standard that did not meet requirements.



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Ages 14 and 15

  • Notice –

    • Purpose will be identifying transition services needs of the student

    • Student invited

  • Student’s strengths, preferences and interests taken into account and other steps taken if student doesn’t attend

  • Identifying transition services needs, so that needed postsecondary goals are in place by age 16

  • Course of study

  • Diploma selected


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Ages 16 and Older (Not calculated for I-13)

  • Notice

    • Purpose will be consideration of the postsecondary goals and transition services for the student

    • Student invited

    • Agency invited to send a representative

  • Student’s strengths, preferences and interests taken into account and other steps taken if student doesn’t attend


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Ages 16 and Older (Not calculated for I-13)

  • Diploma selected

  • Self-determination instruction or information

  • IEP team reconvened if agency fails to provide service

  • Transfer of rights documented in the IEP at 17

  • Transfer of rights notice at 18

  • Summary of Performance (SOP)


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Ages 16 and Older (Calculated for I-13)

  • Measurable postsecondary goals

  • Age-appropriate transition assessment

    • Training or Education

    • Employment

    • Independent Living (where appropriate)

  • Annual goal(s)or short-term objectives or benchmarks related to the students transition services needs

  • Transition services

  • Courses of study

  • Agency invited

  • Consent obtained to invite agency


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Strategies for Achieving100% Compliance


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Data

  • Access 2007-08 ESE Compliance Self-Assessment data for ST 1 – 16 and 2008-09 ESE Compliance Self-Assessment data for T 1 – 16.

  • Review and analyze ESE Compliance Self-Assessment data for ST 1 – 16 and T 1 – 16 to determine which requirements are problematic (e.g., measurable postsecondary goals).


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Policies and Procedures

  • Review district and school policies and procedures to determine if existing policies or procedures may be impacting Indicator 13 outcomes

  • Identify and implement evidence-based practices that are known to facilitate development of compliant IEPs


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Training and Professional Development

  • Identify areas of need and develop a schedule of professional development activities designed to impact Indicator 13 outcomes

  • Solicit training from Project 10: Transition Education Network, other Bureau discretionary projects, and/or the Bureau of Exceptional Education and Student Services to improve outcomes on all of the secondary transition indicators.

    • School-Based E-Training

    • District-Wide E-Training

    • Face-to-Face District-Wide Training

    • Face-to-Face School-Based Training

    • Web-based Training Modules

    • Web-based Training Modules with Follow-Up


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Technical Assistance

  • Solicit technical assistance from Project 10: Transition Education Network, other Bureau discretionary projects, and/or the Bureau of Exceptional Education and Student Services to improve outcomes on all of the secondary transition indicators.

    • School-Based E-Technical Assistance (TA)

    • District-Wide E-TA

    • Face-to-Face District-Wide TA

    • Face-to-Face School-Based TA


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District Strategies

  • Sharing effective practices


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Staff Experience

  • ESE Classroom

  • District Level Transition

  • Directed Hiring Practices Initiative (HPI)

  • Agency Experience: APD, VR, Mental Health

  • District Training with Partners in Transition

  • Postsecondary Education, Community College & University


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Languages Spoken by Staff

English

Spanish

Portuguese

German

Se habla Espanol: 727.873.4661


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Capacity Building

Regional Transition Representatives

Needs Assessment of Districts

Strategic Targeting of Priority Needs

Prioritizing Targeted Districts

Training, Technical Assistance & Resources

Preferred Method of Delivery

Seek to Address Challenges

District Mentoring Network


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Capacity Building cont.

Collaboration with other Projects & Agencies

  • Florida DD Council, Inc. / Partners in Transition

  • Family Network on Disabilities

  • Florida Diagnostic and Learning Resources System (FDLRS)

  • Vocational Rehabilitation (VR)


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Interagency Collaboration

Provide Support to State Transition Steering Committee: input from stakeholders

Collaborate in Related State Activities

Health Care Transition Task Force

Traumatic Brain Injury/Spinal Cord Injury Transition Committee

Florida Developmental Disabilities Council, Inc.

Governor’s Commission on Disabilities

Support District Level Interagency Councils


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Transition Legislation & Policy

Timely Information when Educators Need It and CAN Access It: A-Z Transition Library of Terms and Resources

“Transition Wheel”


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Student Development & Outcomes

Product Review, Revision & Update

Support Pilot Activities using Best Practices

Regional Institutes 2009-2010


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727-873-4661www.project10.info

QUESTIONS?

CONCERNS / IDEAS?


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Methods for Merging Compliance and Evidence-Based Practices to Improve Outcomes on All Secondary Transition Indicators


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Evidence-Based Secondary Transition Practices to Improve Outcomes on All Secondary Transition Indicators

  • Student-focused planning

  • Student development

  • Interagency collaboration

  • Family involvement

  • Program structure

    http://www.nsttac.org/ebp/evidence_based_practices.aspx


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The to Improve Outcomes on All Secondary Transition IndicatorsTAXONOMYforTRANSITION PROGRAMMING

  • Student-Focused Planning

  • IEP Development

  • Student Participation

  • Planning Strategies

  • Family Involvement

  • Family Training

  • Family Involvement

  • Family Empowerment

  • Program Structure

  • Program Philosophy

  • Program Policy

  • Strategic Planning

  • Program evaluation

  • Resource Allocation

  • Human Resource Development

  • Student Development

  • Life Skills Instruction

  • Career & Vocational Curricula

  • Structured Work Experience

  • Assessment

  • Support Services

  • Interagency Collaboration

  • Collaborative Framework

  • Collaborative Service Delivery

Kohler (1996)


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Evidence-Based Practices’ Relationship to Indicator 13: Student-Focused Planning

  • Involving Students in IEP Meetings

    • Identification of postsecondary goals

    • Identification of annual goals

    • Identification of transition services

    • Consent for coordination

    • Use of age-appropriate transition assessment information

    • Selection of relevant courses of study


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Evidence-Based Practices’ Relationship to Indicator 13: Student-Focused Planning

  • Using the Self-Advocacy Strategy

    • Identification of postsecondary goals

    • Identification of strengths, needs, and preferences within transition assessment process

  • Using the Self-Directed IEP

    • Identification of postsecondary goals


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Evidence-Based Practices’ Relationship to Indicator 13: Student Development

  • Life Skills

    • May be an IEP objective that supports a student’s postsecondary independent living goal(s)

    • May reflect transition assessment information

    • May be a part of a student’s course of study that aligns with a postsecondary goal in the area of independent living


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Evidence-Based Practices’ Relationship to Indicator 13: Family Involvement

  • Training Parents and Families in Transition Training

    • May improve the quality of a student’s identified postsecondary goals

    • May increase evidence of family and other agency involvement in the transition planning process

    • May expand sources of transition assessment information which contribute to a student’s postsecondary goals


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Evidence-Based Practices’ Relationship to Indicator 13: Program Structure

  • Community-Based Instruction (CBI)

    • Could be an appropriate transition service to prepare a student to meet postsecondary goals

  • Structure program to extend services beyond school

    • Beyond the scope of the IEP but facilitates better post-school outcomes

  • Check and Connect

    • Could be transition services including instruction, community experiences, related services that support the students postsecondary education and/or employment goals


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Predictors of Post-School Success… Program Structure

  • Career awareness

  • Community experience

  • Exit exam requirements/high school diploma status

  • Inclusion in general education

  • Interagency collaboration

  • Occupational courses

  • Paid employment/work experience

  • Program of study


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…Predictors of Post-School Success Program Structure

  • Self-advocacy/self-determination

  • Self-care/independent living

  • Social skills

  • Student support

  • Transition program

  • Vocational education

  • Work study

    http://www.nsttac.org/ebp/PredictorResources.aspx


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Research to Practice Lesson Plan Starter Library Program Structure

  • Student-focused planning

  • Student development

  • Employment skills

  • Program structure

    http://www.nsttac.org/LessonPlanLibrary/Main.aspx


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Literature Review Program Structure

  • Procedures

  • Decision rules

  • Coding

  • What’s needed to increase the level of evidence

    http://www.nsttac.org/ebp/LiteratureReview.aspx


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What Works Transition Research Synthesis Project Program Structure

  • Functional life skills

  • Social/communication interventions

  • Transition planning/coordination

  • Student self-determination

    http://www.nsttac.org/ebp/what_works.aspx


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Cross-Center Intervention Resources Program Structure

  • National Post-School Outcomes Center (NPSO) http://www.psocenter.org/index.html

  • National Dropout Prevention Center for Students with Disabilities (NDPC-SD)

    http://www.ndpc-sd.org/default.php

  • National High School Center

    http://www.betterhighschools.org/default.asp

  • National Secondary Transition Technical Assistance Center

    http://www.nsttac.org/about_us/about_us.aspx


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Academic Synthesis Program Structure

  • Visual display interventions

  • Mnemonic interventions

  • Technology-based interventions

  • Self-management interventions

  • Academic peer assistance interventions

    National Post-School Outcomes Center (NPSO)

    http://www.psocenter.org/pubs.html


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Dropout Prevention Synthesis Program Structure

  • Cognitive-behavioral interventions

  • Dropout or dropout-related outcomes

  • Samples of secondary-aged youth with disabilities cognitive behavioral interventions

    National Dropout Prevention Center for Students with Disabilities (NDPC-SD)

    http://www.ndpc-sd.org/knowledge/research_syntheses.php


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Connections Between IEPs and Post-School Outcomes… Program Structure

  • Johnson, C., et al., found disconnections between students’ postsecondary goals and actual post-school outcomes. Perceived reasons included "a lack of preparation for postsecondary education including academic skills, knowledge of disabilities and needed accommodations as well as late planning and inadequate documentation" (Johnson, C., et al., 2005, p. 27).


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…Connections Between IEPs and Post-School Outcomes Program Structure

  • To assess why this is happening in any specific LEA or school, the researchers recommended that local staff:

    • Determine whether the goal is realistic and supported by assessment data;

    • Assure that students are successfully taking academic preparation courses for college entrance; and

    • Support these students in the college application process to assure necessary accommodations and successful transition" (Johnson, C., et al., 2005, p. 12).

      Johnson, C., Hasko, D., & Scheib, L. (2005, July). Post-school status report: 2004 special education graduates. Seattle, WA: Center for Change in Transition Services, Seattle University.


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For additional information: Program Structure

  • Sheila Gritz, Program Specialist for Transition

    Florida Department of Education

    Bureau of Exceptional Education and Student Services

    [email protected]

    (850) 245-0478

  • Jordan Knab, Ed.S., Project Director

    University of South Florida St. Petersburg

    529 1st Street South, SVB 108

    St. Petersburg, FL 33701

    p (727) 873-4662

    f (727) 873-4660

    [email protected]


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Florida Education: The Next Generation Program StructureDRAFT

March 13, 2008

Version 1.0

Questions?


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