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It Takes a Village: Improving Post Secondary Outcomes. California Leadership Team on Transition. COP. Continued collaboration with all entities pivotal to move forward in the current economy!!. California Community of Practice on Secondary Transition (CoP) Statewide Action Plan. Purpose.

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it takes a village improving post secondary outcomes

It Takes a Village: Improving Post Secondary Outcomes

California Leadership Team on Transition

COP

purpose
Purpose
  • Understand the use of a CoP as an improvement strategy
  • Understand the purpose and structure of a secondary transition statewide leadership team
  • Identify and understand the purpose of a statewide secondary transition goal
  • Identify and understand the impact of evidence-based practices and predictors on post-school outcomes
  • Understand the structure of an effective transition program (Transition Taxonomy)
purpose continued
Purpose (continued)
  • Identify goals for the 2011-12 school year as determined by the statewide leadership team
  • Understand how the goals relate to the transition taxonomy
  • Identify strategies that will be used to improve post-school outcomes
  • Understand research-to-practice science
ca cop structure
CA CoP Structure
  • Community of Practice on Secondary Transition
  • strategic alliance that focuses on transition for youth with disabilities
    • statewide listserve and monthly teleconferences
  • Secondary Transition Leadership Team
    • Multiple stakeholders
    • Establish goals and priorities for the state
    • Collaborate with regional leaders
  • Regional Leadership Teams –
    • Establish goals and priorities for their region
    • Collaborate with local leaders
  • Local CoPs
    • Collaboration with local agencies
    • Provide direct services to students
ca secondary transition leadership team
CA Secondary Transition Leadership Team
  • Advisory Commission on Special Education (ACSE)
  • California Comprehensive Center (WestEd)
  • California Department of Education (CDE)
  • CARS+ The Organization for Special Educators
  • California Teachers Association (CTA)
  • Department of Rehabilitation (DOR)
  • Diagnostic Centers
  • Parent Training and Information Centers (PTI)
  • San Diego State University (SDSU)
  • Special Education Local Planning Areas (SELPA)
  • State Independent Living Council (SILC)
  • Transition Alliance
  • Transition Partnership Program (TPP)
  • WorkAbility (WA1)
state performance plan spp
State Performance Plan (SPP)
  • Annual Performance Report (APR)
    • Federal reporting requirement on 20 Indicators
      • Indicator 1 – Graduation
      • Indicator 2 – Drop-out
      • Indicator 13 – Secondary Transition
      • Indicator 14 – Post school Outcomes
using transition indicators to improve what we do
Using Transition Indicators to Improve What We Do
  • Post-School Outcomes
  • ~Indicator 14~
  • Postsecondary education and/or training
  • Employment
  • Independent living

Satisfied?

Not satisfied?

Why? Why Not?

  • Dropping Out
  • ~Indicator 2~
  • Why?
  • Appropriate programs?
  • Address student and family needs?
  • Graduation
  • ~Indicator 1~
  • Expectations and standards?
  • Various pathways available?
  • Linkage to post-school environments?
  • What’s the Quality of Our IEPs?
  • ~Indicator 13~
  • Measurable post-school and annual goals
  • Transition-related assessments
  • Services and activities
  • Coordination of services

Paula D. Kohler, Ph.D.

September 20, 2006

taxonomy for transition programming
Taxonomy for Transition Programming

STUDENT-FOCUSED PLANNING

  • IEP Development
  • Student Participation
  • Planning Strategies

INTERAGENCY COLLABORATION

  • Collaborative Framework
  • Collaborative Service Delivery
  • FAMILY INVOLVEMENT
  • Family Training
  • Family Involvement
  • Family Empowerment
  • STUDENT DEVELOPMENT
  • Life Skills Instruction
  • Employment Skills Instruction
  • Career & Vocational Curricula
  • Structured Work Experience
  • Assessment
  • Support Services
  • PROGRAM STRUCTURES
  • Program Philosophy
  • Program Policy
  • Strategic Planning
  • Program Evaluation
  • Resource Allocation
  • Human Resource Development
our challenge
Our Challenge

How do we link what

we’ve learned from

transition research

with practices in our

schools and

communities?

Implementation

Research

Practice

Evaluation

slide15

Evidence-based Practices

(Helsel, Hitchcock, Miller, Malinow, & Murray, 2006; Twyman, 2008)

15

statewide transition goal 2011 12 school year
Statewide Transition Goal 2011-12 School Year

All (100%) students with disabilities, age 16 or older and eligible for special education services, shall have IEPs that meet all Indicator 13 requirements in the areas of postsecondary education, employment and independent living and include statements describing the implementation of evidence-based transition practices (EBTPs) or predictors.

evidence based practices and predictors
Evidence-based Practices and Predictors
  • Priority shall be placed on supporting implementation of the following EBTPs and predictors.
    • Work-based learning including but not limited to a career development continuum that includes career awareness, career exploration, career-technical education, career pathways, occupational certification, and/or paid-work experience.
    • Inclusion of youth with disabilities in general education core curriculum and career development programs and activities.
    • Self-determination/self-advocacy
    • Self Care / Independent Living Skills
program structures
Program Structures
  • Goals
    • Support and sustain a core Statewide Secondary Transition Leadership and Policy Development Team.
    • Increase access to technical assistance, resources, information and support that will promote implementation of EBTPs and predictors.
    • Revise and expand current work-based learning programs and resources for alignment with EBTPs and predictors
program structures continued
Program Structures (continued)
  • Goals
    • Identify, disseminate and market agencies, organizations, programs, projects and individuals engaged in the implementation of EBTPs and predictors who have achieved successful outcomes.
    • Increase response rates to Indicator 13 and Indicator 14 data collection efforts.
student focused planning
Student-focused Planning
  • Goals
    • Provide target audiences and persons involved with promoting the transition of youth with disabilities access to resources, training and supports.
    • Increase understanding, knowledge, competence and implementation of EBTPs and predictors with a focus on work-based learning including but not limited to:
      • Career awareness and development
      • Career Technical Education, including linked learning
      • Occupational training and/or paid work experience
      • Preparation for post-secondary education
student focused planning continued
Student-focused Planning (continued)
  • Goals - continued
    • Include youth with disabilities in general education for:
      • Career awareness and development
      • Career Technical Education, including linked learning
      • Occupational training and/or paid work experience
      • Preparation for post-secondary education
family involvement
Family Involvement
  • Goal
    • Increase family involvement and shared leadership in the implementation of EBTPs
    • Increase training
interagency collaboration
Interagency Collaboration
  • Utilize a Community of Practice (CoP) to support and sustain practices that yield positive transition outcomes
    • Statewide leadership team
    • Regional leadership teams
    • Local leadership teams
remember this
Remember this…

There’s a direct relationship between in-school experiences and post-school outcomes.

We can effect positive outcomes by providing a standards-based education and evidence-based transition services.

TogetherEveryone Achieves More

how can we provide service and support to you
How can we provide service and support to you?

For more information about the CA CoP, contact:

Jill Larson, CDE John Kimura, DOR

jlarson@cde.ca.gov jskimura@dor.ca.gov

resources
Resources
  • Monthly, statewide CoP meetings
  • CoP subcommittees
  • Shared Work/Wiki (www.sharedwork.org)
  • National Secondary Transition Technical Assistance Center (NSTTAC)(www.nsttac.org)
  • Cross referencing the taxonomy with other indicators

(http://www.nsttac.org/pdf/cross_references.pdf)

  • CalSTAT (www.calstat.org)
  • WestEd (www.wested.org)
  • National Postschool Outcomes Center (www.psocenter.org)
  • National Dropout Prevention Center

(www.ndpc-sd.org)

slide33

Preparing Youth for College, Career and Life Success

Learn About Self-Interests, Skills,Personality

Find the Jobthat is Rightfor YOU!

Investigate/Research/Explore Career &Education/TrainingOptions

Prepare: Learn Skills

Reflect on InsightsGained

Test the Waters:Gain Experience

Develop YourPersonal Career Plan

ADVOCATEFORYOURSELF!

CAREER PREPARATION

Gain Work Experience,

Education and Training

Primary Purpose

Preparing for enter into a specific profession

Classroom and School

Core Academic Preparation

Career Technical Programs/courses

Career Related Project Based Learning

Student Competitions

School Based Enterprise

Social Enterprises

Simulated Work-Based Learning

Workplace

Work Experience

Internships

Volunteer Experiences

Technical Mentor

Starts in grades 11-13

CAREER AWARENESS

Learn about a Wide Variety

of Jobs and Careers.

Primary Purpose:

Explore options in order to foster motivation, consideration of opportunities an informed decision-making.

Classroom and School

Core Academic Preparation

Web research of careers, interests

Guest Speakers

Career Interest Assessments

College and Career Fairs

Career Contextual Instruction

College Awareness

Workplace

Tours

Career/Job Fairs

Informational Interviews

Service Learning

Entrepreneurship

Starts in K-8 Grades

CAREER EXPLORATION

Explore, Research and

Plan for the Future

Primary Purpose

Learning through real experiences in order to reinforce academics, promote higher-order thinking, promote personal development and deepen career and workplace related knowledge.

Classroom and School

Core academic preparation

Career Pathway Courses and Clubs

Integrated Curriculum

Classroom simulations

Career Plan Development

Career Focused Projects, assignments

College Exploration

Workplace

Job shadowing

Career Mentoring

Service Learning

Starts in early High School

PRODUCTIVE FUTURE

Educated!

Experienced!

Engaged!

Aware!

Skilled!

Connected!

Prepared!

Post-Secondary Options

4 yr. College/University

Community College

Trade Technical School

Military or National Service

Apprenticeship

Enter workforce

Self Employment/Entrepreneurship

Sources of Information: California Career Planning Guide, 2009New Ways to Work

The Work-Based Learning in California Report,James Irvine Foundation / Report from WestEd

The Career Planning Cycle is a Modification referenced inThe California Career Planning Guide, 2004

The Career Planning Cycle

acronyms
Acronyms
  • APR – Annual Performance Report
  • CARS+ - The Organization for Special Educators
  • CDE – California Department of Education
  • CHIIP – California Health Incentives Improvement Project
  • CoP – Community of Practice
  • DOR – Department of Rehabilitation
  • EBTPs – Evidence-based Transition Practices
  • IEP – Individualized
  • ISES – Improving Special Education Services
  • NSTTAC – National Secondary Transition Technical Assistance Center
  • SELPA – Special Education Local Planning Areas
  • SPP – State Performance Plan
  • TPP – Transition Partnership Program
  • UCLA – University of California, Los Angeles