1 catherine fowler, nsttac matt klare, ndpc-sd deanne unruh, npso lorrie sheehy, az dept. of ed
TRANSCRIPT
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STEPSS: State Toolkit for examining post-school success
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Catherine Fowler, NSTTAC
Matt Klare, NDPC-SD
Deanne Unruh, NPSO
Lorrie Sheehy, AZ Dept. of Ed
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Session Outcomes
Participants will:Learn about the structure of the STEPSS tool
Learn how it can be used with LEAs for data based decision-making through an example from Arizona
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What is STEPSS? WEB-BASED APPLICATION
Collaborative Effort
Data-Based Decision Making
Multi-phaseSupports
SEAs to
disseminate data to
LEAs
Drives Programmatic
Improvement
Targets Improving
Student Outcomes
Evidence-based
Practices
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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. 4
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Why is STEPSS needed?
To help state education agencies
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Meet Federal Reporting Requirements
Build the capacity to
consistently and efficiently
disseminate transition data
to local districts for program
improvement
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State Systematic Improvement Plan (SSIP, Proposed Indicator 17)
States must assess the capacity of their current infrastructure systems and their ability to enhance this infrastructure to increase the capacity of LEAs to implement, scale up, and sustain evidence-based practices that will result in improved student outcomes across key measures of performance on assessment, graduation with a regular diploma, and post-school outcomes
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STEPSS: A multi-phase process to:
• Examine graduation, dropout, the secondary transition component of IEPs, and post-school outcomes data
• Assess State/District progress toward meeting targets in each outcome area
• Select predictors of post-school success, and
• Develop and implement an action plan designed to improve in-school, secondary transition programs for students with disabilities
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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 8
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Web-based application:
Can be housed on UO server or portable to SEAs server
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
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State and Local Guides
User Guide: Security Uploading the data Inputting
information for slideshow
Local Facilitator’s Guide: Step-by-Step
process to use STEPSS as part of a DBDM in a district/state
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Support: On-Going TA
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COP, Facilitators’ Guides, Demos
Small group instruction via webinar for one or
multiple states or local districts
1:1, small group,
state specific
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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
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Phase 1: Indicator Data Uploaded by SEA SEA upload of indicator data
Data Manager
Transition Specialist
Contractor
Pre-populates the slideshow and action planning frameworkDistricts do not upload data
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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 results14
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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 15
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Engagement Rate by Males and Females
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Aahberg compliance for quality transition IEPs Using Indicator 13 Checklist A
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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
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Assessing Outcome Areas
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STATE AND DISTRICT PERCENTAGES
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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.
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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 21
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Evidence-based Practices for Indicators 1 & 2
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Indicator 13 & 14 Predictors for Post-School Success
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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:
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Table of Predictors
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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
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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.
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Phase 4: Action Planning
Action Plan describes A. what needs to happen to implement
that program characteristic
B. who needs to be involved
C. what additional data, if any, are needed
D. who is responsible for implementing the step
E. timeline for completing the step28
Repeated for each program characteristic
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Printable Action Plan
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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
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Arizona State line
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Arizona, Diverse Geography, Population and School Systems
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246 School Districts
399 Charter Schools*
(increasing each year)
53 Native BIA/BIE
Schools
13 Joint Technical Education
District (JTED) Schools
48 Secure Care Education
Schools
Education Statistics…
Students:
1,096,040 General
Education
128,281 Special
Education
11.7% SPED
Population
-October 2012
Education Statistics
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Special Education Personnel
6,675 Special education teachers
2,267 Special education related
service providers
634 Special education
administrators
Personnel = Highly
Mobile
13% SPED teachers left their
school
during/after the school year
17% SPED teachers were in their
first
year of teaching
22% SPED administrators were in
their
first year of administration
2011-2012 Annual SPED Data Collection
Special Education
Personnel Statistics…
Special Education Personal Statistics
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Arizona and STEPSS
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Arizona’s Readiness for STEPSSSpring 2010 to Present
Agency focus on improved graduation rates and college and career readiness for all students
ADE/ESS leadership has made PSO and DBDM a priority
Support for ongoing enhancement to the PSO online application to provide PEA and school level reports outlining response rates, representativeness, and disaggregated results
Commitment to providing TA and training to assist PEAs in understanding and using their data
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Strengths for STEPSS Implementation
Arizona is a NPSO intensive TA state High level commitment to using STEPSS in
AZ Proven AZ PSO online data collection and
reporting system Established multi-unit collaboration
including: IT, data management, research and evaluation, and secondary transition
Grant-funded capacity building team training program can serve as pilot for STEPSS in Arizona
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Arizona STEPSS Proposed Implementation Plan
Use NPSO developed system, resources, and technical assistance.
Start with a pilot group Provide training on use of STEPSS. Evaluate pilot; determine if Arizona-
specific system will be developed. Develop plan for full implementation
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Questions
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Contact Information
Catherine Fowler, ([email protected])
Matt Klare, ([email protected])
Deanne Unruh, ([email protected])
Lorrie Sheehy, ([email protected]) 40