1. 1 Lauran Ziegler, Assistant Director for Special Education, lziegler@hcps.uslziegler@hcps.us Emily Snead, Specialist for Secondary Schools, esnead@hcps.usesnead@hcps.us Shellie Waldron, Coordinator for Secondary Schools, swaldron@hcps.usswaldron@hcps.us

2. Staff Support Overview  Transition Assessments › Focus on inclusion of at least 3 main assessments for students middle school age and older.  Brigance › New Materials › Play time!  Community Based Instruction  VAAP

3.  Director of Special Education › Diane Brown  Assistant Director of Special Education › Lauran Zeigler  Secondary Team › Specialist ~ Emily Snead › Coordinator ~ Shellie Waldron › Autism Consultative Teacher(s) ~ Sue Palko & TBA  Elementary Team › Specialist ~ Martha Thompson › Coordinator ~ Meredith Eads › Autism Consultative Teacher ~ Heather Weston  Senior Teachers  Department Chairs

4. Patrick Henry High School ~ Karla Bloom Liberty Middle School ~ Rima Wiggin Hanover High School ~ Judy Lewis Oak Knoll Middle School ~ Lara Dugolinsky Atlee High School ~ Katherine Buhse Chickahominy Middle School ~ Jill Godard Lee-Davis High School ~ Sue Barcus Stonewall Jackson Middle School ~Stacie Johnson

5.  3 transition staff members: › Leigh Folds, LDHS & HHS › Sharon Brownlee, PHHS & AHS › Jennifer Hueston, all middle and high schools  Paper-based and computer assisted assessment beginning in middle school  Continuum of Services: › Assessment › School-based employment processes › Community based instruction › Job/career community exposure & assessment › Short term job acquisition and on-site support › IEP team support / teacher support › Project SEARCH

6.  BRAINSTORM: › What transition assessments have you used in the past? › What transition assessments would you like to see us use in the future? › How do you maintain organized records/files of the transition activities that have been done?  See list of current assessments available.

7.  Informal assessment begins as soon as a student identifies any career interest, or 6 th grade.  Transition Planning Inventory (TPI): Grades 7 & 10. › Training will take place each month in department meetings.  Vocational Readiness Rating Rubric (VR3): Grades 9-12  Resources listed on the handout will be used each year, beginning at grade 6. At least 3 assessments should be used each year, in addition to any parent/student transition interview guides.

8.  Brainstorm: › How will you take your SBE to the next level this year?  BIG IDEAS….  Small measurable steps….

11.  Number of trips/month is not yet determined  Routinely scheduled CBI to the SAME business location, to develop work skills

12.  Integrated Classroom, or Cooperative Work Experience is a sequence of courses designed to prepare students with the knowledge and skills to be make successful transitions from high school to the world of work.  These classes combine classroom instruction with hands on work experience in community job settings.

13. Each week students participate in classroom activities to build skills necessary for success in the workplace: › Job seeking skills › Understanding employment regulations › Understanding employer expectations › Knowing how to interact with co-workers › Knowing how to interact with customers.

14.  Hands on experience in community job settings helps to bring these lessons to life, and allows students to practice these skills with supervision from HCPS staff.  Employers allow us to use their settings and samples of their work to provide these work experiences and enhance students’ understanding of classroom activities.

15.  Some of the skills students are encouraged to practice on the job sites include: › Working safely › Working efficiently › Showing initiative › Demonstrating problem solving skills › Caring for customers › Getting along with co-workers › Dressing appropriately › Appropriate hygiene/ grooming

16.  Provides direct experience with potential jobs/ employers  Further develops job interests  Builds confidence  Develops understanding of employer- employee relationships and work attitudes  Students enter the workforce with real work experience  Facilitates transition from school to work

17. What kind of hours are the students on the job? › Students typically spend about 1 to 1 ½ hours per session on their job site. This usually occurs mid morning to early afternoon, but is determined by jobsite management, class times, and transportation availability.

18. How do the students get to/from the jobsite? › Students and school staff are transported via Hanover County Public Schools Special Transportation.

19. Who supervises the students on the job site? › Though the student experience on the jobsite is definitely enhanced from interaction with employees and management of the business site, Hanover County Public Schools will provide direct instruction and supervision for the Co-WEP students for the entire time they are on the jobsite.

20. What code appears on a student’s transcript for completing this type of classroom and community integrated work experience? › NC54; Integrated Classroom is the proper code to denote a student is participating in these activities. › A set schedule for business experiences is required.

21. Who covers the liability of students and school staff on the job site? › As school staff and students are engaged in this activity during normal school hours, they are covered by the schools’ liability insurance.

22. What kind of a commitments do I have to make as an employer? › What we ask of employers is that they provide us with assignments and space to complete these assignments. › There is no commitment of employment for any of the students. › There is no commitment of ongoing participation in the program.

23.  What businesses can you think of in your immediate that may be able to accommodate a small group of students?  What jobs/types of job are available there?  In what way could the business benefit from your students?  NOTE! Please DO NOT contact businesses without talking first with your transition teacher! In all cases, she will be doing business development with you.

24. 24 Is about 75% complete, thanks to our fantastic transition teachers! More information to come at the next meeting!

25. 25  Tour: › Friday, October 25 › Permission slips are coming out through your Senior Teacher  Student Selection: › Friday, November 22 › 8-12 › AHS  Orientation: › Friday, December 13 › 6-7 › SBO  Prep Visits: › TBA  PERT program: › TBA

26.  http://www.doe.virginia.gov/testing/alter native_assessments/vaap_va_alt_assessm ent_prog/implementation_manual.pdf http://www.doe.virginia.gov/testing/alter native_assessments/vaap_va_alt_assessm ent_prog/implementation_manual.pdf

28.  An evidence-based alternative assessment for students with significant cognitive disabilities  Available to eligible students with disabilities in grades 3-8 and high school who are working on academic content reduced in depth and complexity  Available in reading, writing, mathematics, science and history  High school students participating in VAAP must submit Collections of Evidence (COE) that include reading, writing, mathematics, science and history/social science by the end of their 11 th grade school year 28

29. Get rid of any manual not dated 2013-2014 29

30.  Participation is determined by the IEP team based on the VAAP participation criteria.  Participation Criteria forms and additional information are provided in the Procedures for Participation of Students with Disabilities in Virginia’s Accountability System available at www.doe.virginia.gov/testing/participation/index.shtml 30

31. Student Evidence  Multiple attempts by students to complete the same work samples via worksheets, tests, or quizzes are not accepted as evidence. Work samples that are submitted as evidence must not have been attempted before by the student individually or as a member of an instructional group. 2013-2014 VAAP Implementation Manual, p. vii 31

32.  VAAP evidence must be completed under “testing conditions” in which the student does not have access to the subject content or curriculum, hints, clueing, prompts, or test taking strategies that would provide an unfair advantage.  Anecdotal records submitted as evidence must include the date of performance, a detailed description of the learning environment, a detailed description of observed student performance, and a statement of accuracy describing the student’s level of achievement. 2013-2014 VAAP Implementation Manual, p. x 32

33.  Teachers are required to select ASOL in the content areas of Reading, Writing, Mathematics, and Science from the grade level in which the student is enrolled.  Teachers will not be permitted to select ASOL above or below the student’s grade level in these content areas. 2013-2014 VAAP Implementation Manual, p. 3 33

34.  The selection of History/Social Science ASOL will continue to be determined by using the student’s grade level of enrollment as the starting point.  If there are no appropriate History/Social Science ASOL at the student’s grade level, the ASOL may be selected from a higher or lower grade level for each reporting category. 2013-2014 VAAP Implementation Manual, p. 4 34

35.  The Levels of Performance assist teachers in determining the level of performance for each ASOL that is most appropriate for the individual student. Level I: The ASOL is demonstrated with significant support and modification Level II: The ASOL is partially demonstrated Level III: The ASOL is fully demonstrated 2013-2014 VAAP Implementation Manual, p. ix 35

36. 36 VAAP and Functional Curriculum Training October 8

37. Read your manual. Begin assessing your students. Begin to determine which ASOLs to work on for each student. Bring any questions you have about technical features of VAAP collections. Come ready to dig deep into ASOLS. 37