Student Recruitment and Selection
and
Data Collection and Assessment System
Cannon Cameron, Ph.D.
Program Specialist
Jennifer Michaels
Instructional Support
Teacher
ESE Transition Services
NSTTAC Webinar Follow-Up
5/28/14
Getting to know us
Cannon Cameron, Ph.D.
Program Specialist
ESE Transition Services
Jennifer Michaels
Instructional Support Teacher
ESE Transition Services
Community and Business
Partnerships
Orange County Public Schools
Orange County Profile
•
•
•
•
•
1.2 million people
Estimated household income $48,000
Per capita income of $25,000
46% White, 28 % Hispanic, 20 % Black
Unemployment rate of about 6 %
Community Resource Partners
Community Based Vocational Education (CBVE)
• One district position dedicated to developing partnerships and
monitoring policies and procedures.
– 19 HS (66 partnerships)
• Typically 2-3 hour blocks of training off campus
• Identify businesses for on the job training opportunities within a 10
mile radius of the schools
• Work closely with Community Relations to build lasting relationships
All of our business partner’s sites are made
•
•
Requires a simple one page agreement
OCPS ensures:
•
•
•
•
close supervision by OCPS personnel
transportation
adherence to business policy and procedures
every student must have verification of insurance
MOA’s and Contracts
• Corporate entities typically require a Memorandum of Agreement (MOA) or
may require a contract
• Negotiations between legal entities
– School Board and Business Representation
• Planning begins at least a year in advance
• Ask for classroom and storage space
– School board may incur additional costs such as utilities
Liability
• Risk Management maintains a self-insurance program with general liability
limits
• All students must present proof of insurance to participate in off campus
CBVE
– OCPS will purchase 24 hr. accident coverage
• Orange County School Board shall not be obligated for anything more than
the rights, privileges, and immunities outlined for sovereign immunity.
OCPS ESE Transition Services
7 Step Student Recruitment
& Selection Process
Learning goal: Participants will understand the steps in the OCPS
student recruitment and selection process for Post High School
Transition programs and Project SEARCH Internships.
1. Generate potential candidate list from GRAD database
• Special Diploma
• Career Experience Course Code
2. Elicit recommendations from school personnel based on CBVE experience
3. Transition team shares overview video with students and provides support
through the application process
14
4. Analyze TIEPs and rubrics
5. Conduct observations and document findings in secured, shared Google Docs
6. Suggest sites that meet the students’ needs and schedule tour for student and family.
7. Conduct T-IEP meeting
Learning goal: Participants will understand the steps in the OCPS
student recruitment and selection process for Post High School
Transition programs and Project SEARCH Internships.
Data Collection and Assessment System
Learning Goal: Participants will understand how to use a data collection and
assessment system that has been developed to document progress made in
community based vocational education courses.
Scale of Understanding
4
Data Guru
3
Analyzer
2
I can make instructional decisions based on my analysis of
student data and document instructional changes in my
data collection and assessment system.
I can collect data and document students progress in
graphic form to identify specific areas of strength and
need.
I am interested in refining my data collection system.
Documenter
1
Collector
I need a data collection system for goals involving career
experience.
Today’s Agenda
•
Understand the need to systematize the
Transition Services data collection and
assessment system
•
Explore effective methods of collecting and
representing data
•
Analyze data to inform instruction in
meaningful ways and document
instructional changes that demonstrate
responsive teaching
Why do we need a system for
collecting and representing data?
Why do we need a system for
collecting and representing data?
• Strengthen transition continuum
– Promote inter-rater reliability
– Increase the validity of results
– Data-based decisions inform
instruction
Rationale
Original Work Maturity Spreadsheet
Field Testing
We reformed the data collection
and assessment system and field
tested it.
Goals:
• User-Friendly
• Increased inter-rater reliability
• Data-based decisions
• Strong documentation
Based on feedback, many revisions and
refinements were made.
Let’s divide and conquer the
Work Maturity Skills
Data Collection and Assessment System 2.0
Instructions
POLICY ADHERENCE
ACCURACY AND EFFICIENCY
INTERPERSONAL SKILLS
SELF-RELIANCE
Anatomy of the System
• 4 ESSENTIAL EMPLOYABILITY ELEMENTS (EEE)
provide categories for clusters of Work Maturity Skills
Work Maturity Skills
22 Work Maturity Skills (WMS)
The WMS cells self-populate with
the data from the sub-skills.
Sub-Skills
5 sub-skills for each WMS
The sub=skills are
the items you rate
with 0, 1, or 2.
2 = independently
1 = with prompts
0 = unable to do
Data Graphs
Anatomy of the System
Comprehension Check: How many?
Essential Employability Elements
4
Work Maturity Skills
22
Sub-skills
110
(5 per WMS)
Anatomy of the System
Comprehension Check: So how do you enter data for these items?
Essential Employability Elements
No Rating
Work Maturity Skills
Self-Populates
Sub-skills
Input 0, 1 or 2
What rating does this warrant?
INDEPENDENTLY DEMONSTRATED SKILL
DEMONSTRATED WITH PROMPTS
UNABLE TO DEMONSTRATE SKILL
2
1
0
Coding Performance
Can you match the performance to the color?
• Intensive Need?
• Need?
• On Target?
Green
On Target
Yellow
Need
Red
Intensive Need
Data Collection Guidelines
Level of Functioning
Independent
Supported
Data Collection
Baseline 110 sub-skills
Weekly 110 sub-skills
Baseline 110 sub-skills
Cluster of sub-skills in one EEE
Benchmark 110 sub-skills 1x/quarter
Constructing Learning
Opportunities:
Data Chats
https://drive.google.com/a/ocps.net/file/d/0B3IEXxOqhIBFT09DNGhVa0NINzg/edit?usp=sharing
Documenting Instructional Changes
The data graph plateaued indicating a
need for an instructional change to
improve the student’s ability to accept
constructive criticism.
In order to improve the student’s
response to constructive criticism the
following choice chart with sentence
stems was created.
Learning Goal: Participants will understand how to use a data collection and
assessment system that has been developed to document progress made in
community based vocational education courses.
Scale of Understanding
4
Data Guru
3
Analyzer
2
I can make instructional decisions based on my analysis of
student data and document instructional changes in my
data collection and assessment system.
I can collect data and document students progress in
graphic form to identify specific areas of strength and
need.
I am interested in refining my data collection system.
Documenter
1
Collector
I need a data collection system for goals involving career
experience.
Contact Information
Jennifer Michaels
ESE Specialized Services
Transition Services
Instructional Support Teacher
Dr. Cannon Cameron
ESE Specialized Services
Transition Services
Program Specialist
Jennifer.Michaels@ocps.net
Cannon.Cameron@ocps.net