Under contract by the Connecticut State Department of Education, the University of Connecticut conducts the Post-School Outcomes Survey for Exiters of Special Education Programs based on Indicator 14 of the State Performance Plan. Specifically, this indicator requires that Connecticut collect important statistics reflecting whether or not students enrolled in higher education, became competitively employed, or engaged in another form of postsecondary education/training or employment experience following high school graduation. Additionally, the survey collects data from Exiters regarding post-high school satisfaction, services received while in high school, and for comments specific to how high school helped to prepare individuals for post-graduation as well as how this process could be improved. Following data collection and analysis, results are shared with both the Connecticut State Department of Education and the districts from which students graduated.
Thus far, developing a better understanding for the range of challenges faced by students as well as the various supports received in high school and beyond has been a rewarding experience. It has been particularly interesting to directly hear from Exiters regarding the specific ways in which their high school’s prepared them for post-graduation life as well as what schools could do differently to better support students. In addition to outcome statistics, these comments, once shared with districts, can ultimately help to inform service-based changes.
For more information and as well as reports from previous years can be found at the following link (see Secondary Transition Reports):
Collaboratory on School and Child Health (CSCH) recently held the FY2018 seed grant competition. These grants provide funds to investigators to support projects that align with the vision of CSCH to promote an integrated approach to health and learning through collaborations across the components within the Whole School, Whole Community, Whole Child (WSCC) model. Dr. Lisa Sanetti and her team won one of the grants for their project “Applying the Healthy Workplace Participatory Program to Address Teacher Wellbeing: A Mixed-Methods Pilot Study”. The project will pilot and evaluate the effectiveness, acceptability, and feasibility of a workplace health and wellness intervention for teachers in a public school.
For more information about this project and Dr. Sanetti’s research, please click here.
This past week at the Neag School’s December faculty-staff meeting, Del Siegle, Associate Dean for Research and Faculty Affairs, announced three recipients of the Neag School 2017 Research Awards. Two CBER scientists won the awards. Dr. Coyne was named the recipient of the 2017 Distinguished Scholar Award. Dr. Devin Kearns was named the recipient of the 2017 Outstanding Early Career Scholar Award. Congratulations, Drs. Coyne and Kearns. Thank you both for your contributions!
As part of an initiative to provide multi-media training for CSCH affiliates, the UConn Collaboratory on School and Child Health partnered with the Public Health House Learning Community to host a live filming of TED-like talks on October 30, 2017. CBER researcher Dr. Sandra Chafouleas gave a talk “Think about the Link between Learning and Health: Schools as the Hub for Whole Child Success.” The talk is now online. Please see CSCH Live Filming of Affiliate Talks for more information.
“Conceptualizing and Studying Classroom and School Climate: A Panel Discussion of Cultural Adaptions and International Applications”
Monday, Dec. 11, 2017
9:00 – 10:00 a.m.
Information Technologies Engineering Building (ITE)
UConn Storrs campus
Featuring Neag School faculty members
Tamika La Salle
Bring along your breakfast and join us for our new B3 series. Description of B3 Series: CBER’s Breakfast Brown Bag (B3) Series is designed to provide an early window into innovative research conducted by, or in collaboration with, CBER research scientists. Researchers are invited to share current work, and audience members are encouraged ask questions, engage in problem solving, and discuss issues in applied research with CBER researchers. Faculty, graduate students, and undergraduate students interested in applied research are welcome.