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Thea Staley

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MASTER OF EDUCATION: SPECIAL EDUCATION MASTER OF EDUCATION: CURRICULUM & INSTRUCTION (TECHNOLOGY FOCUS) ADMINISTRATIVE LICENSE: PK-12 June 5, 2016 Thea Staley Portfolio of Data Driven, Research Based and Results Focused Work
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Page 1: Thea Staley

MASTER OF EDUCATION: SPECIAL EDUCATION MASTER OF EDUCATION: CURRICULUM & INSTRUCTION (TECHNOLOGY FOCUS)

ADMINISTRATIVE LICENSE: PK-12

June 5, 2016

Thea Staley

Portfolio of Data Driven, Research Based and Results Focused Work

Page 2: Thea Staley

Table of Contents

SECTION 1. RESUME .................................................................................................................. 1 – 2

SECTION 2. OGT: DATA TO RESULTS .......................................................................................... 3 – 4

SECTION 3. RESPONSE TO INTERVENTION ................................................................................ 5 – 6

SECTION 4. TAFT IT: AGAINST ALL ODDS ................................................................................... 7 – 8

SECTION 5. REES E PRICE: MINDSET SHIFT ........................................................................... 9 – 10

SECTION 6. STRATEGIC PLANNING........................................................................................ 11 – 16

Page 3: Thea Staley

WEST CLERMONT FOREST HILLS, SYCAMORE

CINCINNATI PUBLIC SCHOOLS

Section 1. Resume

Highlights From a Teaching and Administrative Career

Page 4: Thea Staley

Alethea (THEA) Staley 975 Caribou Run Lane, Milford, OH 45150

513-307-7710; [email protected]

Education/Certification

M.Ed. – Curriculum & Instruction: focus on technology, Ohio Dominican University

M.Ed. – Special Education, University of Cincinnati

BA – Psychology with High Honors, Cum Laude, University of Cincinnati

Senior Professional Educator License: Special Education K-12

Principal Licensure PK-12

Leadership Experience

Student Services Manager/Consultant – HCESC: CPS (2014 – present)

Contract through Hamilton County Educational Service Center to manage operations for over1200 students across 12 buildings in Cincinnati Public Schools

Team with principals to implement best practice, provide PD, and coach teachers

Use data to drive master schedule restructure so that high quality instruction in the leastrestrictive environment can be delivered to all students

Collaborate with Legal Aid Society, private attorneys, JFS, and other agencies to formulate bestoutcomes for students

Participate in district level committees including Best Instructional Practices and PostsecondaryTransition

Lead the implementation of Goalbook, an instructional tool that utilizes the UDL model to giveteachers resources to provide differentiated instruction to all students (special education togifted) through standards organized in the CPS pacing guides

Special Education Supervisor – Sycamore Schools: Sycamore Jr. High (2013 – 2014)

Oversaw the daily operations of the special education department

Planned with ELA and Math departments to deliver interventions for all students throughresearch based programs

Co-taught Algebra in a class with a diverse population of learners including students withdisabilities, English language learners, and regular education students

Monitored quality and compliance of documents and service delivery

Managed the department budget

Served as district representative for IEP and ETR meetings

Oversite of District and State testing for students with disabilities

Page 1Page 1Page 1Page 1

Page 5: Thea Staley

Teaching Experience

Intervention Specialist – Forest Hills: Turpin High School (2005 - 2013)

Co-taught ELA, Math, Science and Social Studies across grade levels

Member of the Response to Invention team responsible for data analysis

Collaborated with the IEP team to develop specific post-secondary transition plans so that studentscould access job placements, vocational training and/or college

Successfully provided OGT intervention

Arranged consultation through Skype with Ira Socol, professor, author and advocate for assistivetechnology in order for me and my students to gain knowledge about the “Toolbox Theory”

Piloted assistive technology (text to speech, audio books, online textbooks, organizational tools…) withstudents in order to share pros and cons with all teachers and provide support with implementation

Organized phone conference (free of charge) with Les Brown, international motivational speaker tospeak with co-taught 10th grade math classes

Adjunct through Ashland University to provide college credit for professional development

Provided PD for high school special education teachers in the district focusing on best practices inreading instruction

Intervention Specialist – West Clermont: Summerside Elementary School (2003 – 2005)

Collaboratively taught with 4th and 5th grade Regular Education Teachers in all subject areas

Worked with School Psychologists to implement Intervention Based Services at a building level

References

Susan Bunte Director of Student Services Cincinnati Public Schools 2651 Burnet Ave. Cincinnati, OH 45219 [email protected]

Sally Demmler Director of Intervention and Support Services Hamilton County Educational Service Center 11083 Hamilton Avenue Cincinnati, OH 45231 [email protected]

Stacey Spencer Director of Special Education Sycamore Community Schools 5959 Hagewa Drive Cincinnati, OH 45242 [email protected]

Peggy Johnson Principal Loveland High School Former Principal Turpin High School Loveland City Schools 1 Tiger Trail Loveland, OH 45140 [email protected]

Page 2Page 2Page 2Page 2

Page 6: Thea Staley
Page 7: Thea Staley

BUILDING WIDE COLLABORATION TO MEET ALL STUDENTS’ NEEDS

Section 2. OGT: Data to Results

Analyzing State, District and Building Data to Design Systematic Intervention

Page 8: Thea Staley

OGT Question Analysis Used to Design Interventions

1. OGT district data

was analyzed to

account for

question

complexity.

2. Tests were made

based on how likely

Turpin students

were to get an

answer correct.

Test 1: 95%-100%

Test 2: 90%-94%

Test 3: 85%-89%

Test 4: 80%-85%

3. Pretest, Teach,

Retake, Then Next

Test.

4. After 90% accuracy

on tests 1 - 4

students take a full

practice OGT.

Mastery at 70%

allowed for success

on a real OGT.

Page 3Page 3Page 3Page 3

Page 9: Thea Staley

OGT Question Analysis Used to Design Interventions

Page 4Page 4Page 4Page 4

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Page 11: Thea Staley

ALLOWING RESEARCH TO LEAD TO WAY THROUGH ROUGH TERRAINE

Section 3. Response to Intervention

Initial Implementation of RtI at the Secondary Level

Page 12: Thea Staley

RtI Data Analysis

Approximately 600 Students in 8th and 9th Grade

District

Admission

Date

IEP 504Discipline

Referrals

Excused

Absence

Unexcused

Absence2010 Reading 2011 Reading 2012 Reading 2010 Math 2011 Math 2012 Math M1 M4 LA1 LA4 S1 S4 SS1 SS4 MAZE Fall

MAZE

Winter

SPRING

MAZE

7/1/2010 4 Accelerated Accelerated Accelerated Advanced Accelerated Accelerated 95 96 91 99 88 90 77 91 29 24 36

8/21/2003 1 4 Advanced Proficient Advanced Advanced Proficient Proficient 72 82 79 97 85 92 88 175 19 21 19

9/2/2009 1 4 4 Accelerated Proficient Accelerated Accelerated Proficient Accelerated 85 82 88 93 85 80 72 75 28 19 24

8/1/2008 Yes 2 1 Proficient Basic Proficient Accelerated Basic Proficient 90 75 81 87 83 77 87 82 24 13 28

8/21/2003 Advanced Advanced Advanced Advanced Accelerated Accelerated 88 79 95 98 89 91 96 81 24 36 44

8/25/2004 17 3 Accelerated Proficient Accelerated Advanced Accelerated Accelerated 82 83 89 93 94 87 93 93 20 21 21

7/1/2011 2 5 2 Advanced Advanced 88 75 94 81 93 88 87 64 30 31

8/1/2009 1 Advanced Advanced Advanced Advanced Advanced Advanced 93 92 94 100 101 99 98 97 38 26 37

8/21/2003 19 1 Advanced Advanced Advanced Advanced Advanced Advanced 96 90 97 94 93 97 100 98 26 25 28

8/21/2003 1 Advanced Accelerated Advanced Advanced Advanced Advanced 99 96 96 98 103 104 100 99 21 22 30

8/21/2003 4 Advanced Accelerated Accelerated Advanced Advanced Advanced 92 93 87 95 94 97 95 96 30 22 27

8/21/2003 5 Accelerated Accelerated Advanced Advanced Advanced Accelerated 78 86 83 89 94 88 86 97 40 31 34

8/21/2003 1 Accelerated Advanced Accelerated Advanced Advanced Accelerated 92 87 96 93 91 95 85 95 26 21 33

8/21/2003 Accelerated Accelerated Proficient Accelerated Accelerated Accelerated 97 94 97 93 95 94 90 93 24 17 19

8/21/2003 1 3 Advanced Advanced Advanced Advanced Accelerated Accelerated 85 77 95 86 84 89 91 83 33 33 36

8/1/2009 12 5 Accelerated Accelerated Accelerated Advanced Proficient Accelerated 88 95 82 89 90 86 82 92 22 17 27

8/21/2003 3 Accelerated Proficient Proficient Advanced Proficient Proficient 87 87 80 77 64 78 82 74 26 23 32

8/21/2003 Proficient Proficient Advanced Advanced Accelerated Accelerated 95 95 85 87 93 90 91 88 19 18 21

8/21/2003 1 4 4 Advanced Advanced Advanced Advanced Advanced Advanced 83 83 88 91 88 88 94 93 26 27 28

8/21/2003 Accelerated Proficient Advanced Advanced Accelerated Accelerated 95 91 97 94 93 94 97 96 19 27 31

8/21/2003 Advanced Advanced Advanced Advanced Advanced Advanced 92 90 91 92 91 95 92 93 27 33 40

8/21/2003 SDL Proficient Proficient Proficient Advanced Accelerated Proficient 90 90 79 83 77 82 90 88 24 16 35

8/21/2003 5 Advanced Advanced Advanced Advanced Advanced Advanced 93 90 89 87 97 96 91 91 28 26 34

8/21/2003 1 Advanced Accelerated Advanced Advanced Advanced Advanced 97 100 96 95 101 97 97 98 34 24 34

8/21/2003 Accelerated Accelerated Accelerated Advanced Accelerated Accelerated 93 85 89 94 84 91 94 95 26 18 23

8/26/2002 OHI-min 11 2 Proficient Basic Basic Basic Proficient Proficient 73 61 76 55 73 55 58 55 14 6 15

8/1/2008 2 3 4 Proficient Proficient Proficient Accelerated Proficient Proficient 82 90 92 94 74 84 89 75 17 14 19

8/21/2003 5 1 Advanced Proficient Accelerated Advanced Advanced Advanced 94 92 94 92 97 91 95 99 35 28 31

8/25/2004 SLD 3 Proficient Proficient Proficient Proficient Proficient Proficient 90 100 89 92 88 94 92 93 25 17 29

8/21/2003 3 2 Accelerated Accelerated Advanced Advanced Advanced Accelerated 94 90 93 93 87 92 93 94 35 26 29

8/21/2003 2 Accelerated Accelerated Accelerated Advanced Advanced Advanced 97 91 98 96 99 98 99 96 22 23 25

8/21/2003 9 Accelerated Accelerated Accelerated Advanced Accelerated Proficient 85 77 91 94 95 94 97 91 19 23 20

8/21/2003 3 Advanced Accelerated Advanced Advanced Proficient Accelerated 91 84 98 101 94 83 98 97 32 23 23

8/21/2003 OHI-min 1 13 Proficient Basic Proficient Basic Basic Proficient 85 84 88 77 92 88 95 76 39 19 24

8/22/2007 2 Proficient Accelerated Proficient Basic Basic Basic 83 80 89 96 88 71 81 62 23 17 25

8/1/2009 1 2 Advanced Accelerated Accelerated Advanced Accelerated Accelerated 82 81 91 89 96 86 93 88 25 20 27

8/21/2003 3.5 Accelerated Accelerated Proficient Advanced Accelerated Proficient 71 62 71 64 89 76 74 55 23 18 22

8/21/2003 Advanced Advanced Advanced Advanced Advanced Advanced 90 88 90 93 95 98 92 88 39 34 40

8/25/2004 Advanced Accelerated Advanced Advanced Accelerated Accelerated 95 91 98 98 102 98 98 99 40 36 46

8/22/2007 3 10 Proficient Basic Accelerated Accelerated Proficient Accelerated 86 85 80 86 79 73 78 75 15 19 22

8/21/2003 2 1 Accelerated Accelerated Accelerated Advanced Accelerated Accelerated 90 81 89 80 80 85 92 71 32 19 31

8/21/2003 Proficient Accelerated Proficient Advanced Accelerated Accelerated 84 80 78 82 91 86 92 171 19 18 22

1/7/2002 14 Accelerated Proficient Accelerated Advanced Accelerated Proficient 79 70 70 86 89 80 81 81 21 15 22

8/25/2004 5 Proficient Accelerated Proficient Advanced Proficient Accelerated 81 80 88 87 78 80 85 92 29 18 25

8/25/2004 3 Advanced Advanced Advanced Advanced Advanced Advanced 92 95 93 98 103 97 99 99 22 11 21

8/25/2004 1 7 Accelerated Accelerated Advanced Advanced Accelerated Accelerated 92 92 92 87 94 93 98 97 31 34 39

8/1/2008 4 7 Advanced Proficient Accelerated Advanced Accelerated Advanced 78 74 84 81 87 88 92 90 27 20 24

8/20/2003 Accelerated Accelerated Proficient Advanced Advanced Advanced 98 93 94 100 94 95 99 97 24 19 14

8/13/2008 1 Accelerated Accelerated Advanced Advanced Accelerated Accelerated 95 94 89 108 89 99 89 92 18 25 23

8/21/2003 5 5 Advanced Accelerated Advanced Advanced Accelerated Accelerated 90 87 87 83 94 88 92 94 32 30 37

8/21/2003 1 Proficient Proficient Accelerated Proficient Proficient Proficient 81 92 59 73 80 66 75 70 24 21 38

8/21/2003 3 12 Proficient Proficient Proficient Advanced Proficient Proficient 60 61 55 62 81 82 54 70 21 19 21

8/25/2004 5 1 Accelerated Accelerated Accelerated Accelerated Proficient Proficient 76 69 55 80 85 78 84 80 37 25 45

8/22/2007 2 Proficient Basic Proficient Proficient Proficient Proficient 89 88 79 75 82 76 78 75 12 19 20

Page 5Page 5Page 5Page 5

Page 13: Thea Staley

8th and 9th Grade Sample Data Filtering

Demographics, Behavior, OAAs, Grades, CBMs

BASIC DATA Years in District Behavior

Student # Admission Date IEP 504 Referrals Excused Absences

Excused Tardies

Unexcused Absences

Unexcused Tardies

1 8/1/2009 2 3 3 22 8/21/2003 SLD 33 8/21/2003 1 1 3 2

TESTING

Student # 2010 2011 2012 2010 Math 2011 Math 2012 Math

1 ACC ACC AD AD AD ACC2 P Limited Limited Limited Basic Basic3 P Basic P Basic Basic P

GRADES

Student # 1st 2nd 3rd 4th 1st 2nd 3rd 4th

1 78% 68% 54% 64% 82% 66% 75% 66%2 77% 86% 80% 73% 82% 84% 75% 90%3 89% 89% 93% 97% 85% 80% 80% 84%

GRADES

Student # 1st 2nd 3rd 4th 1st 2nd 3rd 4th

1 72% 63% 67% 82% 71% 54% 69% 86%2 86% 84% 90% 78% 90% 91% 90% 86%3 78% 80% 73% 81% 81% 85% 85% 82%

CBM

Student # Fall MAZE Winter MAZE Spring MAZE Winter M-Comp Spring M-Comp Winter M-Cap Spring M-CAP

1 26 23 25 21 32 9 172 17 8 11 1 1 2 43 20 13 17 8 18 34 12

B

Attendence

A

C

OAA Reading OAA Math

Math 8th

Special Education

Science 8th

D

Math 8thReading 8th

History 8th

Languange Arts 8th

Page 6Page 6

Page 14: Thea Staley
Page 15: Thea Staley

FROM LAST PLACE TO A SCHOOL TO WATCH

Section 4. Taft IT: Against All Odds

From Compliance 101 to Implementation of Best Instructional Practice

Page 16: Thea Staley

Pag

e 8

Pag

e 8

Pag

e 8

Page 17: Thea Staley

Change Through Coaching

Taft IT High School: 30% Special Education Rate

Problem Intervention Outcome

Contentious relationship with Legal Aid Society

Facilitated conversation that focused on collaboration

A cooperative relationship that centered on students and lead to positive outcomes

More noncompliant documents than any other building in the district

Shared data that lead to administrators taking steps to immediately rectify the situation

Continued compliance on deadlines and continued improvement on the quality of documents

Ineffective postsecondary transition planning

Provided individual and group coaching with continued professional development opportunities

Taft IT is closely following the Post-secondary plan

Lack of consistent discipline procedures for students with disabilities

Facilitated conversation that allowed Principals access to A2S/A2E

Coached teachers in developing FBAs, BIPs and use of the Manifestation Process

Use of district discipline options

Students are now receiving services on a continuum with decisions being driven by data

Lack of continuum of services

Exposed Taft to data about student outcomes when taught in the least restrictive environment

Consistent targeted reading interventions

The development of a three year plan to offer a continuum of services

The master schedule reflects co-teaching, planning time, parallel teaching and additional interventions in math and reading

Page 7Page 7Page 7Page 7

Page 18: Thea Staley
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PRACTICES HAD REMAINED UNCHAINED FOR 20 YEARS AND TEACHERS ARE CONVINCED THEIR WAY IS THE ONLY WAY FOR THEIR STUDENTS. THIS IS A TWO YEAR WALK

THROUGH COACHING A TEAM TO SHIFT THEIR THINKING AND THEN PRACTICES.

Section 5. Price: Mindset Shift

Bottom 5%, Special Education 30%, Poverty 99%

Page 20: Thea Staley

Data Based System to Designing a Master Schedule

Grade 16-17 # of Students

# IS NEEDED 1 2 3 4 5 6 7 8 9 10 11 12

Chass Anthony

ELA 3 1

Math 3 1

Behavior 1 2

Keilynn Jack La'Bri Dominic Usher Dominique Daniel

ELA 1 2 2 2 1 3 2

Math 1 2 3 2 2 2 2

Behavior 2 2 1 2 2 2 1

Gabriella Mariah Omar Madison Tacori Arianna Gail Antonie Alexis Eloina Faith Allen

ELA 3 2 3 1 3 1 2 2 3 1 3 1

Math 3 2 2 2 3 2 2 2 3 1 3 1

Behavior 1 1 2 1 1 1 1 2 2 1 1 2

Ryan John Keagan Leshawn Desmoin Braydon Jeffery Anthony Jihair Ah'Keela Major Deamar

ELA 3 1 2 2 2 3 2 1 2 3 3 3

Math 3 2 2 2 2 3 2 2 2 3 2 3

Behavior 1 3 2 3 1 1 1 2 1 3 1 1

Javon Tramyia Mariah Ja'Nasia Zion Cha'Mel Arankai Dontonio RasAkil Damian Rickale Jumonnie

ELA 1 3 3 3 3 3 1 3 1 3 1 3

Math 2 2 3 3 3 2 1 1 2 3 1 3

Behavior 1 1 1 1 1 2 2 2 1 3 1 3

Jashawn Jordan Naeemah Makayla Fredrick Jasmine Austin Emiyah Johann Jy'Onn Markees Rodney

ELA 3 3 3 3 3 3 3 3 2 3 3 3

Math 3 3 3 3 2 2 2 2 3 3 2

Behavior 3 2 1 1 3 1 1 2 1 1 1 1

6 21 1.4

4 30 1.7

5 22 1.4

2 7 0.5

3 13 0.9

K ?

1 2 0.2

Page 9

Page 21: Thea Staley

Master Schedule for Students with Disabilities

1 2 3 4 5 6 7 8 9 10 11 12

All Brown

All Neal

All Merz

ELA/SS Shadee-Barkley

Math/Sc Gadd

Math/Sc Dornbusch Zyvionn Chass Anthon

ELA/SS Casey

Math/Sc Brennen Deonta Keilynn Usher Domin

ELA/SS Moorwessel Daitoron Jack

Math/Sc Kohls La'Brie Dominic

ELA/SS Wineberg Javion

Math/Sc Hinzmann Madison Evan Arianna Antonie Alexis

Math/Sc Sabatelli Mariah Omar Elijah Gail

ELA/SS Ward Gabriel Tracor

Sc/SS Ballman Ryan Keagan Leshaw Anthony Keela

ELA Sinkfield Bradon Jeffery Major Deamarr

Math Kelly John Gregory Jihair

Sc/SS Becker Javon Tramyia Mariah Cha'Mel Dontonio Jumon

ELA Stephenson Ja'Nasia Zion Rickal

Math Crawford Arank RasAkil Damian

Sc/SS Siemer Jashan Naeem Emiyah Jy'Onn Rodney

ELA Klodell Makayla Fredrick Hy'On

Math Woebkenberg Jordan Jasmin Austin Johann

5th

6th

Distribution of Special Education Students Based on Identified Needs in the IEPGrade Content

AreaRegular Ed.

Teacher# IS per Team # Sped # IS

NEEDED

Kind

1st

2nd

3rd

4th

1.4

22

21

3

?0 IS

1.3

1 IS

4 IS

9

12

1.4

0.2

0.6

0.8

2 IS 20

Page 10

Page 22: Thea Staley
Page 23: Thea Staley

PLANNING WITH SST TO DESIGN A POST SECONDARY PLAN THAT WILL LEAD TO COMPLIANCE AND BEST INSTRUCTIONAL PRACTICES FOR STUDENTS; SO THAT ALL CAN

LEAVE HIGH SCHOOL PREPARED TO LIVE UP TO THEIR HIGHEST POTENTIAL.

Section 6. Strategic Planning

Analysis, Design, Implementation, and Measurement

Page 24: Thea Staley

Post‐Secondary Transition 7‐12 Three Year Strategic Plan 

*Refer to the National Secondary Transition Technical Assistance Center’s (NSTTAC) Evidence Based Practices Chart: Appendix A

Journey A   Year 1       7th Grade      2015‐2016 

Activity to be Completed  Transition Planning Activities  Person(s) Responsible 

Data Collection 

Benchmark Criteria 

*NSTTACEvidenceBased 

Practices 

Timeline Implementation 

Professional Development and Program Evaluation 

All SWD will complete one Career Awareness Naviance activity per quarter  

The Intervention Specialist will structure time for each SWD to complete the following Naviance activities: Career Awareness, Learning Style Survey, Set Academic Goals, Interest survey  

Intervention Specialist 

DSS will monitor through quarterly Naviance reports 

Naviance Reports 

75% of assessments 

Career Awareness 

Student Support 

October 15 

January 16 

March 11 

May 27 

Professional Development to include the following topics for 7th grade transition:  

Ohio Transitional Study  Guidelines for College and Career 

Readiness for All Students  Three year plan for SWD and How It

Intertwines with the District and State Plan 

Naviance  Career Technical offerings in CPS 

(Health Sciences, Information Technology, Construction, etc…) 

Transition Facilitator’s Role IEP and Transition Coordination Electronic Portfolio System High School Course of Study (how it

is determined, high schools that specialize…) 

21st Century Curriculum (soft skills) Transition guidelines for SWD at the 

following district‐level meetings: Case Coordinator and Transition Coordinator Meetings.

Monitor use and need for more PD by eliciting feedback at monthlySpecial Education Department meetings in the months of January and May

All SWD will attend at least 2 Career Guest Speaker sessions per year 

The Intervention specialist will process with each SWD after participating in a listening session and then monitor as each SWD completes a worksheet 

Transition Facilitator  

Student Transition Portfolio 

100% of SWD be given opportunity to hear at least one guest speaker 

Career Awareness 

Student Support 

Vocational Education 

Jan. 31 

May 30 

All SWD will explore at least 1 CPS career technical program per quarter 

The Intervention Specialist will supervise as students document information gathered through a variety of methods (online, phone calls and/or emails)   

Transition Facilitator creates worksheet 

Intervention Specialist monitors activity 

Student Transition Portfolio 

75% of students 

Career Awareness 

Community Experience 

October 15 

January 16 

March 11 

May 27 

All SWD will participate in a curriculum for 21st Century Skills  (Self‐Advocacy,  Self‐Determination,  Social Skills…)  

The Intervention Specialist will instruct SWD how to develop 21st Century Skills (soft skills) needed for college and career readiness  

DSS  

Intervention Specialist  

Curriculum Assessments  1 day a week 

Self‐Advocacy 

Social Skills 

Weekly lessons (Soft Skill lesson every Wednesday) 

All SWD with participate in the IEP process The Intervention Specialist will invite each student to participate in the IEP process so that the student can give input and participate in the IEP meeting  

Intervention Specialist 

Student Signature on IEP and/or Invitation 

100% of students 

Self‐Advocacy 

Social Skills Annually 

Page 11

Page 25: Thea Staley

The Post-Secondary Transition Plan

The Strategic Plan was developed 2014-2015 and implemented in 2015-2016 for students in 7th – 9th grade in 21 Buildings.

Data was collected at the building level throughout the year and at the district level at the end of the year.

All students had activities to complete based on the type of curriculum they were engaged in throughout the year.

How many Naviance

Activites did the

student complete?

How many guest

speakers sessions did

the student

attend/will attend?

Did the student

explore a CPS

Vocational Program

1st Semester?

Did the student

explore a CPS

Vocational Program

2nd Semester?

Did the student

participate in the IEP

process?

8th Grade ONLY: Did

the student work

with the IS to discuss

High School Course of

Study?

9th Grade ONLY: Did

the student and IS

discuss their

postsecondary

transition plan and

how it relates to the

IEP?

The student used

Unique to Create 1) A

Transition Resource

Binder, 2) Participate

in Transition &

Passport Activities,

9th Only 3)

Completed a WS

after participating in

any Unique transition

activity.

How many of the

following activities

were completed in

Unique/Naviance by

the student: Learning

Styles Surveys, Job

Readiness &

Employability Skills

and Checklists?

Did the student

attend a guest

speaker event or

watch a Naviance

video about careers

1st semester?

Did the student

attend a guest

speaker event or

watch a Naviance

video about careers

2nd semester?

How many times did

the student

participate in

monthly 21st century

(soft skill) lessons

through Unique

The student

participated in the

IEP process by using

Unique to identify

their Preferences,

Interests, Needs and

Strengths

8th Grade ONLY: Did

the student work

with the IS to discuss

High School Course of

Study?

Journey A - Typically students who take the Standard State Tests

Journey A Extended - Typically Students Participating in the Unique CurriculumDoes the

student have

access to the

Unique

Curriculum?

Page 12

Page 26: Thea Staley

Post‐Secondary Data Collection2015‐2016

Assessment 

Name  Grade School TOR 

Does the student have access to the Unique Curriculum?

How many Naviance 

Activites did the student 

complete?

How many guest speakers sessions did the student attend/will attend? 

Did the student explore a CPS Vocational Program 1st Semester?

Did the student explore a CPS Vocational Program 2nd Semester?

Did the student participate in 

the IEP process? 

 8th 

grade:Did the student work with the IS to 

discuss High School 

Course of Study? 

9th grade: Did the student and IS discuss their post secondary transition plan and how it 

relates to the IEP? 

Christopher 7 RIVE Aimee  No. Please go to Jo 1 2 yes yes Yes: attended me ‐Chaney 7 RIVE Aimee  No. Please go to Jo 2 2 yes yes Yes: attended me ‐

Kyla Marie  7 RIVE Aimee  No. Please go to Jo 0 2 yes yes Yes: attended me ‐Ni'Kyra C.S.  7 RIVE Aimee  No. Please go to Jo 0 2 yes yes Yes: attended me ‐renton Mike 7 RIVE Aimee  No. Please go to Jo 3 2 yes yes Yes: attended me ‐‐Devin Lewis 7 RIVE Aimee  No. Please go to Jo 1 2 yes yes Yes: attended me ‐Gerraill  7 RIVE Aimee  No. Please go to Jo 1 2 yes yes Yes: attended me ‐Leontae  7 RIVE Aimee  No. Please go to Jo 0 2 yes yes Yes: attended me ‐Jared R  7 RIVE Aimee  No. Please go to Jo 0 2 yes yes Yes: attended me ‐Jason  7 RIVE Aimee  No. Please go to Jo 2 2 yes yes Yes: attended me ‐

ake Matthe 7 RIVE Aimee  No. Please go to Jo 0 2 yes yes Yes: attended me ‐Kaanzaisha  7 RIVE Aimee  No. Please go to Jo 0 0 yes no No: was invited w ‐James  7 RIVE  Henke Yes. Please go to Journey Extended A (yellow) to complete the survey

ustin Andrew 7 RIVE  Henke Yes. Please go to Journey Extended A (yellow) to complete the survey

Christopher 8 RIVE  Henke Yes. Please go to Journey Extended A (yellow) to complete the survey

 Farrell 8 RIVE  Fragale No. Please go to Jo 1 2 yes yes Yes: attended me YesShantina  8 RIVE  Fragale No. Please go to Jo 2 2 yes yes Yes: the IEP was r YesDavearies  8 RIVE  Fragale No. Please go to Jo 2 2 yes yes Yes: attended me Yes

Jale 8 RIVE  Fragale No. Please go to Jo 3 2 yes yes Yes: attended me YesCody 8 RIVE  Fragale No. Please go to Jo 1 2 yes yes Yes: attended me YesReco  8 RIVE  Fragale No. Please go to Jo 2 2 yes yes Yes: attended me YesElijaht 8 RIVE  Fragale No. Please go to Jo 3 2 yes yes Yes: attended me YesDarrell  8 RIVE  Fragale No. Please go to Jo 3 2 yes yes Yes: attended me YesChandler  8 RIVE  Fragale No. Please go to Jo 4 2 yes yes Yes: attended me YesJah'Eisha  8 RIVE  Fragale No. Please go to Jo 4 2 yes yes Yes: attended me YesDemond  8 RIVE  Fragale No. Please go to Jo 1 2 yes yes Yes: attended me YesPerrion  8 RIVE  Fragale No. Please go to Jo 2 2 yes yes Yes: attended me Yes Rayon 8 RIVE  Fragale No. Please go to Jo 3 2 yes yes Yes: attended me YesNeliece  8 RIVE  Fragale No. Please go to Jo 4 2 yes yes Yes: attended me Yes

Tytiaunna  8 RIVE  Fragale No. Please go to Jo 4 2 yes yes Yes: attended me YesYehuda 8 RIVE  Fragale No. Please go to Jo 2 2 yes yes Yes: the IEP was r Yes

Mahaghanie 8 RIVE  Fragale No. Please go to Jo 2 2 yes yes Yes: the IEP was r YesDemetrius  8 RIVE  Fragale No. Please go to Jo 3 2 yes yes Yes: the IEP was r YesLucien  8 RIVE  Fragale No. Please go to Jo 3 2 yes yes Yes: the IEP was r YesThomas  9 RIVE Adam  No. Please go to Jo 2 2 yes yes No: was invited w Yes YesCody  9 RIVE Adam  No. Please go to Jo 0 2 yes yes No: was invited w Yes Yes

Dewayne  9 RIVE Adam  No. Please go to Jo 4 2 yes no No: was invited w Yes YesSamara  9 RIVE Adam  No. Please go to Jo 4 2 yes no No: was invited w Yes YesAlix  9 RIVE Adam  No. Please go to Jo 4 2 yes no No: was invited w Yes YesTrinity 9 RIVE Adam  No. Please go to Jo 4 2 yes yes No: was invited w Yes Yes

Samantha r 9 RIVE Adam  No. Please go to Jo 4 2 yes yes Yes: attended me Yes YesKody 9 RIVE Adam  No. Please go to Jo 2 2 yes yes No: was invited w Yes Yes

Nevaeh  9 RIVE Adam  No. Please go to Jo 1 2 yes yes Yes: the IEP was r Yes YesJeremy 9 RIVE Adam  No. Please go to Jo 4 2 yes yes Yes: attended me Yes YesT'Von  9 RIVE Adam  No. Please go to Jo 1 2 yes no Yes: the IEP was r Yes YesJaymon 9 RIVE Adam  No. Please go to Jo 2 2 yes yes Yes: attended me Yes Yes

Cheyenne  9 RIVE Adam  No. Please go to Jo 3 2 yes yes Yes: attended me Yes YesJaden  9 RIVE Adam  No. Please go to Jo 2 2 yes yes No: was invited w Yes YesIvory 9 RIVE Adam  No. Please go to Jo 0 2 yes no No: was invited w Yes Yes

Demographics Journey A  ‐ Typically students who take the Standard State Tests

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Assessment 

Name  Grade School TOR 

Does the student have access to the 

Unique Curriculum?

The student used Unique to Create 1) A Transition Resource Binder, 2) Participate in Transition & Passport Activities, 

How many of the following activities were completed in Unique by the student: Learning Styles Surveys & Job Readiness?

Did the student attend a guest speaker event or watch a Naviance video about careers 1st semester?

Did the student attend a guest speaker event or watch a Naviance video about careers 2nd semester?

How many times did the student participate in monthly 21st century (soft skill) lessons through Unique

The student participated in the IEP process by using Unique to identify their Preferences, Interests, Needs and Strengths

8th Grade 

ONLY: Did the student work with the IS to discuss High School Course of Study? 

Christopher  7 RIVE Aimee  No. Please go to Journey A (blue)  to complete the survey.

Chaney 7 RIVE Aimee  No. Please go to Journey A (blue)  to complete the survey.

Kyla Marie  7 RIVE Aimee  No. Please go to Journey A (blue)  to complete the survey.

Ni'Kyra C.S.  7 RIVE Aimee  No. Please go to Journey A (blue)  to complete the survey.

Trenton Mikel 7 RIVE Aimee  No. Please go to Journey A (blue)  to complete the survey.

Devin Lewis 7 RIVE Aimee  No. Please go to Journey A (blue)  to complete the survey.

Gerraill  7 RIVE Aimee  No. Please go to Journey A (blue)  to complete the survey.

Leontae  7 RIVE Aimee  No. Please go to Journey A (blue)  to complete the survey.

Jared R  7 RIVE Aimee  No. Please go to Journey A (blue)  to complete the survey.

Jason  7 RIVE Aimee  No. Please go to Journey A (blue)  to complete the survey.

Blake Matthew  7 RIVE Aimee  No. Please go to Journey A (blue)  to complete the survey.

Kaanzaisha  7 RIVE Aimee  No. Please go to Journey A (blue)  to complete the survey.

James  7 RIVE  Henke Yes. Please go  Binder 7 Neither Neither 9 Completed the acn/aJustin Andrew  7 RIVE  Henke Yes. Please go  Binder 6 Neither Neither 9 Completed the acn/aChristopher  8 RIVE  Henke Yes. Please go  Binder 8 Neither Guest Speaker 9 Completed the acYes

 Farrell 8 RIVE  Fragale No. Please go to Journey A (blue)  to complete the survey.

Shantina  8 RIVE  Fragale No. Please go to Journey A (blue)  to complete the survey.

Davearies  8 RIVE  Fragale No. Please go to Journey A (blue)  to complete the survey.

Jale 8 RIVE  Fragale No. Please go to Journey A (blue)  to complete the survey.

Cody 8 RIVE  Fragale No. Please go to Journey A (blue)  to complete the survey.

Reco  8 RIVE  Fragale No. Please go to Journey A (blue)  to complete the survey.

Elijaht 8 RIVE  Fragale No. Please go to Journey A (blue)  to complete the survey.

Darrell  8 RIVE  Fragale No. Please go to Journey A (blue)  to complete the survey.

Chandler  8 RIVE  Fragale No. Please go to Journey A (blue)  to complete the survey.

Jah'Eisha  8 RIVE  Fragale No. Please go to Journey A (blue)  to complete the survey.

Demond  8 RIVE  Fragale No. Please go to Journey A (blue)  to complete the survey.

Perrion  8 RIVE  Fragale No. Please go to Journey A (blue)  to complete the survey.

 Rayon 8 RIVE  Fragale No. Please go to Journey A (blue)  to complete the survey.

Neliece  8 RIVE  Fragale No. Please go to Journey A (blue)  to complete the survey.

Tytiaunna  8 RIVE  Fragale No. Please go to Journey A (blue)  to complete the survey.

Yehuda 8 RIVE  Fragale No. Please go to Journey A (blue)  to complete the survey.

Mahaghanie  8 RIVE  Fragale No. Please go to Journey A (blue)  to complete the survey.

Demetrius  8 RIVE  Fragale No. Please go to Journey A (blue)  to complete the survey.

Lucien  8 RIVE  Fragale No. Please go to Journey A (blue)  to complete the survey.

Thomas  9 RIVE Adam  No. Please go to Journey A (blue)  to complete the survey.

Cody  9 RIVE Adam  No. Please go to Journey A (blue)  to complete the survey.

Dewayne  9 RIVE Adam  No. Please go to Journey A (blue)  to complete the survey.

Samara  9 RIVE Adam  No. Please go to Journey A (blue)  to complete the survey.

Alix  9 RIVE Adam  No. Please go to Journey A (blue)  to complete the survey.

Trinity 9 RIVE Adam  No. Please go to Journey A (blue)  to complete the survey.

Samantha r 9 RIVE Adam  No. Please go to Journey A (blue)  to complete the survey.

Kody 9 RIVE Adam  No. Please go to Journey A (blue)  to complete the survey.

Nevaeh  9 RIVE Adam  No. Please go to Journey A (blue)  to complete the survey.

Jeremy 9 RIVE Adam  No. Please go to Journey A (blue)  to complete the survey.

T'Von  9 RIVE Adam  No. Please go to Journey A (blue)  to complete the survey.

Jaymon 9 RIVE Adam  No. Please go to Journey A (blue)  to complete the survey.

Cheyenne  9 RIVE Adam  No. Please go to Journey A (blue)  to complete the survey.

Jaden  9 RIVE Adam  No. Please go to Journey A (blue)  to complete the survey.

Ivory 9 RIVE Adam  No. Please go to Journey A (blue)  to complete the survey.

Journey A Extended ‐ Typically Students Participating in the Unique CurriculumDemographics

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Strategic Plan for TransitionMeeting Data 2014‐2016

9/16/2015 10/14/2015 11/18/2015 1/20/2016 2/10/2016 4/20/2016

# of Coordinators in attendance by 

month15 17 17 ‐ 12 11

% of Coordinators in attendance by 

month68% 77% 77% ‐ 55% 50%

Building

Meetings Attended (out 

of 5)          Avg: 3.29

2014 ‐ 2015 (46%)

2015 ‐2016 (65%)Hand out 

Transition BooksWong /More 

Books

Joan Pack‐Rowe 

NavianceSNOW DAY

Mental Health ‐ Lisa, 

Wong

Viaquest, Grad. Survey, EOY survey, Plant Seeds, Grant 

Aiken 5 50% 100% 1 1 1 ‐ 1 1AMIS 2 50% 40% 1 1 Emailed ‐ 0 0

AWL 2 33% 40% 1 1 0 ‐ 0 0

Clark 3 50% 60% 1 1 1 ‐ 0 0

Dater 4 67% 80% 1 1 0 ‐ 1 1

Gamble  4 33% 80% 1 1 1 ‐ 1 0

Hartwell 3 50% 60% Assigned Nov Assigned Nov 1 ‐ 1 1

Hughes  5 33% 100% 1 1 1 ‐ 1 1

Oyler 3 50% 60% 1 1 1 ‐ Emailed Emailed

Riverview 4 33% 80% 1 1 1 ‐ 0 1

Roberts 2 0% 40% 1 ‐ 1 Emailed

Roselawn 3 0% 60% Assigned Oct 1 1 ‐ 1 0

Sayler Park 2 83% 40% Assigned Oct 1 1 ‐ 0 0

SCPA 3 83% 60% 1 ill 1 ‐ 1 0

Shroder 2 33% 40% Goalbook 1 Emailed ‐ 0 1

STEP/WRC 5 33% 100% 1 1 1 ‐ 1 1

Taft IT 5 67% 100% 1 1 1 ‐ 1 1

Virtual 3 67% 60% 1 1 med. leave ‐ 0 1

Walnut Hills 1 67% 20% 1 ‐ 0 0

West High 4 83% 80% 1 1 1 ‐ 1 Emailed

Withrow 3 0% 60% Assigned Nov Assigned Nov 1 ‐ 1 1

Woodward 4 50% 80% 1 1 1 ‐ 0 1

Cummulative Data 

14.40

65%

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0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Transition Coordinator Attendance2014 ‐ 2015 (46%) vs. 2015 ‐ 2016 (65%) 

2014 ‐ 2015 (46%) 2015 ‐2016 (65%)

14‐15 avg

15‐16 avg

Page 15Page 16


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