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Stopping the Summer Slide with a Summer Transition Institute

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Presenters

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Deidre Gilley

Dr. Jenny Root

Florida State University

Doctoral Student

OSEP Scholar: Project RAISE

Florida State University

Associate Professor

DADD Board Member

Dr. Jenny Root

Florida State University

Associate Professor

Kristy Ward

Leon County Schools

Transition Specialist

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Agenda

Introductions
Program History
Setting the Scene (2020 vs. 2021)
2021 Institute
FSU and LCS Partnership
Research
Questions

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INFOGRAPHIC

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Program History

Let’s talk about the birth of the Summer Institute

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History

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2018

Year 1

Single year grant

25 seats, 2 special educators, 2 paraprofessionals, 2 co-directors, 25 mentors, and 2 classrooms

Year 2

Single year grant

25 seats, 2 special educators, 2 paraprofessionals, 2 co-directors, 25 mentors, and 2 classrooms

2019

2020

Year 3

Single year grant

50 seats, 4 special educators, 4 paraprofessionals, 2 co-directors, 40 mentors, and 4 classrooms

2021

Year 4

3-year grant contract

50 seats, 4 special educators, 4 paraprofessionals, 2 co-directors, 60 mentors, and 4 classrooms

2022

Year 5, upcoming Summer

3-year grant contract

55 seats, 4 special educators, 1 culinary instructor, 6 paraprofessionals, 1 director, 70 mentors, and 4 classrooms

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Setting the Scene

Let’s compare: 2020 versus 2021

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2021 Structure

Summer Institute Format

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Schedule: Monday to Thursday

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8:00-9:15

Teacher and para only: planning, meetings, etc.

9:15-9:30

Attendee arrival

9:30-2:30

Classes

2:30-2:45

Dismissal

2:45-3:00

Teacher and para only: planning, meetings, etc.

6:00-8:00 pm

Thursday night events with mentors

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Curriculum

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Curriculum and Classes

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Independent and Living Skills

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Sex education
Consent and rights
Healthy living

Job and Career Exploration

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In-Demand jobs in the community
Exploration of different career paths
Types of jobs and what skills they require

Post-Secondary Transition

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Existing local supports and services
Government assistance

Workplace Readiness

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Professionalism
Time management
Basic money management and budgeting

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Staff, Attendees, and Peer Mentors

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Teachers

Teachers

2021 1st year to 21 years of teaching
2022: all returning
Master’s degrees from FSU

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Paraprofessionals

Experience

1-9 years

One secondary para
One future educator
One job coach
One year around one-on-one para

2021: one returning

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Attendees

Age: 14-35
Disability:

Autism spectrum disorder
Intellectual disability
Other health impairment
Developmental disability
Multiple disability

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57.4%

White

Black

38.2%

Asian American

2.2%

Multiracial 2.2%

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Differentiation Across Groups

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Group D

n=15

27.3%

Group A

n=13

23.6%

Group B

n=13

23.6%

Group C

n=14

25.5%

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Peer Mentors

Female, n=39
Male, n=14
Prefer not to disclose, n=1
Volunteers

FSU students
Local churches
Private organizations
Non-profits

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20-21

47.1%

18-19

17%

22-23

20.7%

Over 30

7.5%

26-30

7.5%

24-25

.2%

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Peer Mentors Incorporation

Format
Weekly Trainings

Setting standards (i.e., mentor to mentee behavior, etc.)
Demystifying disability
Weekly debriefing
Skills targeted during instruction that week

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Bowling

Movies

District 850

Food Truck Thursday

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Self-Monitoring

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Self-Monitoring: Importance

Self-regulation is the first step in self-monitoring

Intentional effort to direct one’s feelings, thoughts, and actions
To achieve a goal

Also referred to as self-recording, self-assessment, or self-observation
Observe and record the occurrence and nonoccurrence of a target behavior
Standing alone, it does not teach them a brand-new skills, but it supports the decrease or increase of a target behavior through frequency, intensity, and duration.

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Components of Self-Monitoring

Self-Monitoring of Attention

•Appropriate for students who are distracted easily, move around during inappropriate times, exhibit distracting behaviors with other students, etc.

•Monitor the frequency or duration of these types of behaviors

Self-Monitoring of Performance

•Appropriate when wanting an individual to monitor some aspect of academic performance

•Rate of correctly completed work, tasks, etc.

•Rate of independently completed items, tasks, etc.

•Accuracy of performance

•Useful for developing fluency

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How to

Select a behavior to self-monitor
Collect baseline data
Obtaining willing cooperation
Teach self-monitoring procedures
Monitor independent performance

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Range of Applications

Decreasing inappropriate behaviors (Kamps et al., 2015)
Decrease disruptive behavior (Martella et al., 1999
Reading comprehension (Crabetree et al., 2010)
Mathematics and ELA (Holifield et al., 2010)
Mathematical problem solving (Gilley et al., 2020; Root et al., 2020)
General Curriculum access (Agran et al., 2006)
Increase time on task (Legge et al., 2010; Wills & Mason, 2014)
Homework assignments (Falkenberg & Barbetta, 2013)

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Self-Monitoring at the Summer Institute

Thursday night events
End of summer paychecks
HUGE attendee buy-in
Caregiver support
Staff feelings

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Additional Behavioral Supports

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Portfolio

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FSU and LCS

Let’s talk partnership and collaboration

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Mutual Benefit

Transition institute needs

Mentors
Additional personnel to assist during the day

FSU needs

Experience with transition age students
Practicum Placement with in-person & virtual options

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Mutual Benefit

Growing partnership
Publicity
Opportunity to evaluate the Summer Institute and conduct educational research

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If you want to learn more about this, come see us at 10:30 for our second presentation!

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Impacts of Summer Institute

Let’s talk research

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Convergent Mixed-Methods Design (Creswell, 2021)

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AIR Self-Determination Scale

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Note: Parent survey max 90 pts, Attendee survey max 120 pts

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Work-Readiness Vocational Scoring (Level I)

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Work Readiness Scoring (Level II)

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Independence Scoring (Level III)

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Focus Case: H

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Focus Case: Z

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Focus Case: T

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Lessons (already) learned

Caregiver filling out the forms

Literacy, importance, time, accessibility, internet/computer access, etc.

Qualtrics versus pencil and paper method

In person or mailing it out

Preparation of pre-post survey instrument

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GET CONNECTED WITH US!

Our Lab’s Website:

gcalab.org

Summer Institute Website:

summerinstitutetally.org

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Any questions?

Deidre Gilley

Dr. Jenny Root

Florida State University

Doctoral Student

OSEP Scholar: Project RAISE

Florida State University

Associate Professor

DADD Board Member

Dr. Jenny Root

Florida State University

Associate Professor

Kristy Ward

Leon County Schools

Transition Specialist

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