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STEPSS Overview

STEPSS Overview . Today’s Downloads. Mapping Terms Security Documentation Predictor Table Data Discussion Worksheet . Overview of the Overview. Describe the State Toolkit for Examining Post-School Success ( STEPSS ) Support Security Access . What is STEPSS ? . OPTIONAL.

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STEPSS Overview

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  1. STEPSS Overview

  2. Today’s Downloads • Mapping Terms • Security Documentation • Predictor Table • Data Discussion Worksheet

  3. Overview of the Overview • Describe the State Toolkit for Examining Post-School Success (STEPSS) • Support • Security • Access

  4. What is STEPSS? OPTIONAL Multi-phase Data-Based Decision Making Web-based Application Collaborative Effort

  5. Purpose To help state and local educators, in partnership with other stakeholders, use secondary transition indicator data to improve transition programs for youth with disabilities.

  6. Why is STEPSS needed?

  7. STEPSS: A multi-phase process to: • Examinegraduation, dropout, the secondary transition component of IEPs, and post-school outcomes data • AssessState/District progress toward meeting targets in each outcome area • Selectpredictors of post-school success, and • Develop and implementan action plan designed to improve in-school, secondary transition programs for students with disabilities

  8. Phases of STEPPS • Phase 1: • Upload transition related indicator data (SEA) • Review STEPSS slideshow with stakeholders • Phase 2: Assessing Outcome Areas • Phase 3: Prioritizing Predictors and Essential Characteristics for Implementation • Phase 4: Developing an Action Plan

  9. Stakeholder Meetings • Series of Meetings with Stakeholders • Meeting Time • Flexible, based on the needs of the stakeholders • Each phase is a natural breaking point • Dependent on • pace of the stakeholder group • number of outcome areas identified for improvement • details incorporated into the action plan

  10. Phase 1: Data Upload • SEA upload of indicator data • Data Manager • Transition Specialist • Contractor • Pre-populates the slideshow and action planning framework Districts do not upload data

  11. Phase 1: Review Slideshow • Separate SEA/LEA slideshows • Familiarize stakeholders with • Federal transition Indicators: graduation, dropout, secondary transition component of IEP, and post-school outcomes • How SEA meets reporting requirements for these Indicators • Review SEA and LEA results

  12. Slideshow Outline • Informational Slides • Purpose and Materials • Federal Reporting Requirements • Data Slides • Data displays -- grouped bar and column graphs • Collection Methods and Results Organized by Indicator • Group Activity Slides • Think-Pair-Share • Reflect

  13. Phase 2: Assessing Outcome Areas • To help stakeholders identify any gap/s between the state and or district percentages and the desired (i.e., targeted) percentage for each Indicator. • State and district actual percentages and the state desired target are pulled from data entered by the SEA. • Local district stakeholders enter the district’s desired target

  14. SEA View shows only the state percentages

  15. LEA view shows state and district percentages 82

  16. Summary of Progress • After reviewing data for each indicator: • STEPSS provides an Indicator Summary - each outcome area is sorted based on the assigned Progress Rating: No, Some, or Significant Progress • Predictors aligned with outcomes rated as No Progress or Some Progress are identified for Prioritizing.

  17. Table of Predictors

  18. Phase 3: Prioritizing Predictors • To narrow the scope of the action plan by reviewing evidence-based predictors of post-school success and prioritizing predictors and essential program characteristics for implementation. • Predictor- an in-school experience, typically a program (i.e., work-based learning experiences) correlated with improved post-school outcomes. • 17 Predictors identified by high quality research

  19. Predictors and Program Characteristics • For Each Predictor: • Operational definition • 5 – 15 Essential Program Characteristics • Used to implement and evaluate a predictor at a state or local level • For example:

  20. Community experiences are activities occurring outside of the school setting, supported with in-class instruction, where students apply academic, social, and/or general work behaviors and skills. • Allocate sufficient resources to support meaningful community-based experiences. • Conduct ecological assessments to determine skills needed for various community environments. • Provide instruction on skills needed to access community environments as identified via ecological assessments. • Conduct transition assessments with students and families to determine appropriate community environments for current and future activities. • Use community-based instruction to teach, assess, and monitor the obtainment of desired academic and/or functional skills. • Observe and document students’ attainment of desired behaviors and skills across diverse environments. • Instruct students to use public transportation. • Provide supervision during community experiences to guide and direct students in the development of appropriate behaviors and skills needed for specific environments. • Involve parent and adult service providers to support student involvement in community experiences. • Cooperate with community partners (e.g., employers, recreation facilities) to develop community experience sites. • Provide supports for parents to arrange community experiences after school hours. • Train teachers and paraprofessionals in necessary safety, health policies, and liability coverage necessary for students to participate in community experiences. 

  21. Table of Predictors

  22. Phase 3: Prioritizing Predictors • For each program characteristic of a predictor consider: • Criteria for Prioritizing: • Current Implementation Status • Currently Implemented or Not Currently Implemented • Necessary Implementation • Implementation Timeline • 3 Months or Less -- Adjustable • Available Resources for Implementation • Time, administrative support, materials

  23. Moved to Action Plan Go Away Move Forward

  24. Phase 4: Action Planning • To develop a plan of action that promotes change at the classroom, school, community, or state-level to improve outcomes of youth with disabilities. • These are the action steps that need to occur in order to implement the prioritized predictors and program characteristics.

  25. Phase 4: Action Planning • Action Plan describes • what needs to happen to implement that program characteristic • who needs to be involved • what additional data, if any, are needed • who is responsible for implementing the step • timeline for completing the step Repeated for each program characteristic

  26. Printable Action Plan

  27. Phases of STEPPS • Phase 1: Upload and review transition related indicator data with stakeholders using the STEPSS slideshow component • Phase 2: Assess Progress of Outcome Areas • Phase 3: Prioritize Predictors and Essential Characteristics for Implementation • Phase 4: Develop Action Plan

  28. Support: On-Going TA • 1:1, small group, state specific

  29. Security • Multiple levels of security: • valid login and password from every user • requires and enforces a valid session for every user • passwords are encrypted before being stored in the database and use a salted SHA-256 algorithm before storing them • all traffic between the web browser and the server is encrypted and sent over HTTPS

  30. Access • Coming Soon! • Stepss.uoregon.edu • Available to State Education Agencies: • Upload data • Provide access to districts • Announcements via listservs and on web-site • May 6th, Pre-Conference to the Annual Capacity Building Institute, Charlotte, NC • 12:00 to 4:00 • Webinar for preparing the data set: April

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