KCMP SELF-ASSESSMENT

PROCESS2010-2011 Winter Reporting Period

WINTER REPORTING PERIOD

Indicators 1, 2, 13, and 14

Timelines:

… January 1, 2011 January 1, 2011 – KCMP documents received in districts

… Prior to February Regional Cooperative Meeting Prior to February Regional Cooperative Meeting - District DRT Meetings held

… February 28, 2011 February 28, 2011 – District documents due to DLS and Cooperative

… March 7-8, 2011 March 7-8, 2011 – State Cooperative Network Meeting to discuss statewide root causes and activities

… March 31, 2011 March 31, 2011 – Regional Cooperative Reports due

DISTRICT REVIEW TEAM MEETING

• Invite guests with an interest /responsibility for indicators for this reporting period. It is critical that general education teachers and administrators are a part of the team since theirs is a lead role for these indicators.

• Carefully plan what data to share and how to present it.

• Use an agenda.

• Review progress on previous activities.

• Make sure to capture thoughts of participants (reporter, chart paper, etc.)

CORRECTION OF NONCOMPLIANCE

• Consider non-compliances identified since May 2010 data submission.

• If no non-compliances have been identified, skip the rest of this page.

• Document what the district is doing to correct identified non-compliances

INDICATOR 1Graduation Rate

INDICATOR 2Dropout Rate

INDICATOR 1 & 2 GRADUATION AND DROPOUT

RATE

Review both district-wide and student-specific data.

Look for patterns and trends that may point to systemic issues in the district.

“Triangulate” the data.

Review Investigative Questions.

Determine Root Cause

Key Predictors forDropping out of School

• Academic progress and retention

•Behavior/discipline

•Attendance

•Extra-curricular Involvement

•Parental Involvement

INDICATOR 1

& 2 ROOT CAUSES

INDICATOR 13Transition Documentation

INDICATOR 13TRANSITION

DOCUMENTATION

Compliance Indicator

No significant changes this year

Documentation reflects Practice

Indicator 13 requirements:

• Postsecondary goals related to (a) training or education, (b) employment, and, (c) as needed, independent living skills.

•Statement of needed transition services

•Invitation of another agency, if appropriate

•Signed Consent for invitation of another agency

•Multi-year course of study

•Annual goal that will reasonably enable the child to meet the postsecondary goal.

•Age appropriate transition assessment

•Child is invited to the ARC

•Postsecondary goals are updated annually.

INDICATOR

13ROOT CAUSES

INDICATOR 14Successful Transition Rates

INDICATOR 14SUCCESSFUL TRANSITION

RATE Exiting Data: Diplomas +

Certificates + Max Age + Drop Outs should equal number of KISTS Record Reviews

“Potential Interviews” = KISTS Record Reviews

“Actual Interviews” = YOYO Interview Completed

# of YOYO Interviews Attempted should match # of KISTS Record Reviews

14A = higher education

14B = higher ed or competitive employment

14C = some postsecondary education or some type of employment

PostSchool Outcome Data Collection

• Student Contact Info After High School Spreadsheetwww.kypso.org/resources.aspx

•KISTS Record Review

•KISTS Student Survey

•YOYO Interviews Attempted

•YOYO Interviews Completed

INDICATOR

14ROOT CAUSES

DATA ANALYSIS

Be real. Don’t try to make the data look better. Make it real and then figure out how to get it to be better. Don’t simply restate the numbers

Document any data errors in the data analysis section.

Describe the patterns and trends indicated by the data.

When appropriate, insert graphs depicting important data into the data analysis section.

Explain why the data are what they are. (Synthesize the information – draw conclusions from the data analysis.)

Give backup data to support hypotheses.

DESCRIPTION OF PREVIOUS ACTIVITIES AND THEIR EFFECTIVENESS

List activities on last year’s KCMP.

For each activity, describe:

… the extent to which the activity was implemented

… whether or not the appropriate audience was reached.

… the extent to which the activities achieved what was intended.

If possible, include data that supports the effectiveness of each activity.

ACTIVITIES

Use chart on page 11-12 of the Instruction Manual to evaluate activities.

Avoid laundry lists of activities that don’t relate to the outcomes needed in the indicator.

Ask yourself, “What will cause the data to improve next year?”

Past tense is data – Future tense is plan