Mcec2014 jg (1)

50 %
50 %
Information about Mcec2014 jg (1)
Education

Published on March 10, 2014

Author: ScottMcNamara1

Source: slideshare.net

Description

Transition

The Future of Transition: It’s all About Quality Now! MCEC 75th Annual Conference March 5, 2014 June Gothberg, Ph.D., Director Maria Peak, Coordinator Michigan Transition Projects, MDE-OSE

Transition Structure in Michigan Michigan Department of Education, Office of Special Education Michigan Transition Projects June Gothberg, Director Graduation and Transition Education, Services, and Dropout Prevention Post-school Outcomes Leisa Gallagher, Coordinator Maria Peak, Coordinator

Major Projects Graduation and Dropout Transition Education, Prevention Services, and Post-school Outcomes

OSEP’s Near Future Direction De-emphasizing compliance, emphasizing quality, outcomes, and results • SPP/APR - Moving away from individual indicator reporting • New Indicator B17/C11 Statewide Systemic Improvement Plan

Our Near Future Direction • Changes in B13 • Still must look at compliance • Piloting a rubric to emphasize quality transition planning and student engagement • Gathering input around the state to identify transition needs • Piloting BackStory – a data dashboard and student engagement app • RTSL statewide scale up

RTSL Statewide Scale Up

Transition Community Conversations Selection Criteria: • Volunteers solicited • Core team selected a sample from volunteers representing broad context of locals in Michigan:  Rural, suburban, urban  Upper and lower peninsula  Socio-economic status

The State of Michigan Transition • 2011-2013 • Michigan Transition Outcomes Project (MI-TOP) • Transition-focused Community Conversations in local districts across the state • Teams included: • ISD Transition Coordinator • Other ISD staff • Teachers • Administrators • CTE • Community College Representatives • Community Business Representatives • Other Community Partners • Parents

Transition Community Conversations Logistics: • Held between April 2011 and March 2013 • 13 intermediate school districts (ISDs) representing 564 local school districts • Time allowed for conversations varied from 2 to 3.5 hours based on availability of participants

Transition Community Conversations Guided Questions: • Are schools preparing students to belong and succeed in their community? • Is the community prepared to support students in their community once they leave school? • How do we know?

Your Turn Take a few minutes with your neighbor and jot down your thoughts and examples for your local community Guided Questions: • Are schools preparing students to belong and succeed in their community? • Is the community prepared to support students in their community once they leave school? • How do we know?

Share Out

Reported Strengths

Reported Strengths Taxonomy Area and Practice Interagency Collaboration Revenue sharing with Michigan Rehabilitation Services Interagency collaboration happening Strong relationship between schools and business Agencies provided/supported in-school programs Agency provided non-school programs Strong relationship between schools and agencies Program Structures Community-based programming Innovative exemplary programs (DELTA, SAID, Career Forward, WBL) Accessing grant funding Successful stand-alone programs f Percent 10 8 6 6 6 5 76.92 61.54 46.15 46.15 46.15 38.46 10 8 6 6 76.92 61.54 46.15 46.15 Note. Percentage of community conversations in which the practice was identified as a strength.

Reported Needs

Reported Needs Taxonomy Area and Practice Interagency Collaboration Collaboration needed to address mental health needs Need specific services (training, job coach, transportation, time) Need to increase collaboration with community agencies Need to define transition roles between school and agencies Need more consistent services Program Structures Data collection and use Policy to better align academic and transition requirements Increase transition programs for all students Clarity in use of diploma, personal curriculum, and certificates Transportation Programs for specific populations (ASD, LD, Transient, Dropout) Increase evidence-based knowledge and practice f Percent 8 7 6 5 5 61.54 53.85 46.15 38.46 38.46 12 9 8 8 7 6 5 92.31 69.23 61.54 61.54 53.85 46.15 38.46 Note. Percentage of community conversations in which the practice was identified as a needs.

Family Community Conversations • February 2014 • Michigan Transition Outcomes Project (MI-TOP) assisted ISD Transition Coordinators to run their own community conversations • Transition-focused Community Conversations with families

Family Community Conversations Logistics: • Completed within two weeks in February 2014 • 6 communities totally 9 conversations • 44 family member involved • Transition Coordinators were provided: • Guidance on how to choose family member • Suggestions on determining additional listeners

Family Community Conversations Five questions: • What was your involvement in your child’s education and transition planning? • How were you informed about academic expectations and progress? • How were you informed about things you could do at home to support your child’s education? • Was family involvement encouraged? If so, how? • What training opportunities and resources have been offered? Final Question: Do you believe schools are doing what is necessary to engage parents?

Your Turn Take a few minutes with your neighbor and jot down your thoughts on what you think families of transition-aged students with disabilities in your community would say: Five questions: • What was your involvement in your child’s education and transition planning? • How were you informed about academic expectations and progress? • How were you informed about things you could do at home to support your child’s education? • Was family involvement encouraged? If so, how? • What training opportunities and resources have been offered? Final Question: Do you believe schools are doing what is necessary to engage parents?

Share Out

Ah-has • Parents need transition guidance earlier (elementary, middle school) • Parents need correct information • Personal curriculum • Consequences of non-diploma track • Michigan Merit Curriculum • Parents learn most from other parents • Parents are doing a lot outside of the school environment to support their child • Tutoring • Homework assistance • Providing social opportunities • Access to a Transition Coordinator had a positive impact for information and guidance on the transition process • Elementary school was hard, Middle School was horrible and once connected with a supportive adult – High School was pretty good. • Parents received information and saw growth in their child when they entered Transition Specific Programs

Using Data for Transition Planning

The Future of Transition: It’s all About Quality Now! MCEC 75th Annual Conference March 5, 2014 June Gothberg, Ph.D., Director Maria Peak, Coordinator Michigan Transition Projects, MDE-OSE

Add a comment

Related presentations

Related pages

Jg emr206 - Education - documents

Jg emr206; Jg emr206 Nov 11, 2014 Education jessica-gillies. of 19 ... Mcec2014 jg (1) Jg letter shortest_letterever_3q11 Jg Music Proforma[2]
Read more

J&G Distributors.docx - Documents

J&G should try to realize as much value as possible in the tied up inventory. ... Mcec2014 jg (1) Jg letter shortest_letterever_3q11 Jg Music Proforma[2]
Read more

1 jg alibroinmigracion - Documents - Discover, share ...

1 jg alibroinmigracion. by libia-nurys-espitia-hernandez. on May 21, 2015. Report Category: Documents. Download: 0 Comment: 0. 299. views. Comments ...
Read more