 Transition Resources for Youth "Enhancing the transition planning process for improved post school outcomes of youth with disabilities“ 1

Transition Resources for Youth Welcome! We hope your day is productive and that you find the tools and resource on this new website valuable today and well into the future. 2

Introduces teachers and school teams to the “Predictors” of post school success. These “Predictors” are evidence- based transition activities that schools and transition partners provide to students with disabilities to increase the percentage of youth who go on to postsecondary education or training or enter high quality employment following their secondary school exit. 3

If the transition service requirements are met and embraced, young people with disabilities will be better prepared and will ultimately demonstrate fulfilling, meaningful adult lives, including participation in further education or training, high quality employment, and participation in their community. Guiding assumptions 4 So, the big question is, “ Are the transition services we are providing to youth preparing them for post school engagement?”

IF Schools: Meet the Indicator 13 requirements at 100% Implement the “Enhanced Indicator 13 Practices” Implement the “National Predictors of Post School Success” THEN Schools: Can demonstrate, with data, a measurable impact on the post school outcomes and results (engagement): Further education or training High quality employment Adult Living Participation in the community 5 Premise

2. Self-Assess and Benchmark Transition Practices 1. Review and Evaluate PSO 4. Assess, Revise, Update Improvement Plan 3. Create and Implement Improvement Plan Transition Resources Transition Resources for Youth Teams and Individuals Can

7 TR4Y Website

Review/Evaluate Indicator 14 Outcomes 8 Review Understand Reflect Step 1. Review and Evaluate Post School Outcomes

9 Reviewing your district and state Indicator 14 Outcomes is an important first step in understanding the outcomes you are trying to improve. Evaluate PSOs  Indicator 14 - Review of District Post High Outcomes A brief review district response rates. Data on the major reporting requirements for Indicator 14. Questions to guide a thoughtful review of the data. Planning questions to prepare for the next survey and the direction of improvement activities. Located in tr4y’s “My Toolbox”.

10 The unduplicated count and percent of youth who are no longer in secondary school, had Individualized Education Programs (IEPs) in effect at the time they left school, and within one year of leaving high school, were: A =Enrolled in higher education. B =Enrolled in higher education or competitively employed. C =Enrolled in higher education or in some other postsecondary education or training program; or competitively employed or in some other employment. “No longer in school” includes youth who exited with a diploma, a certificate of attendance, reached the maximum age of eligibility for services, and dropped-out (did not return to school as anticipated). Indicator 14 Post-school Outcomes

Indicator 14 Outcomes

12 Unduplicated count - only one and in the highest category Indicator 14 for Federal Reporting

Assess/Benchmark Current Transition Programming 13 Step 2. Self-Assess and Benchmark Transition Practices Predictor Self-Assessment

14 Assess practices as an individual educator or a school team.  Predictor Rubric Determine the degree to which your program is implementing practices (predictors) which are likely to lead to positive post school outcomes for students with disabilities. Select those Predictor Activities in which improvement planning will occur.  Transition Rubric Requirements: Determine if your IEPs meet the Indicator 13 requirements and learn which requirements are most problematic. Enhanced Practices: Go beyond the I-13 requirements to determine if your program efforts include “enhanced practices” that surpass the minimum I-13 requirements to improve the transition planning process. Assess/Benchmark Current Transition Programming

15 National In-School Predictors of Post School Success Predictors of Post School Success Practices which are likely to lead to positive post- school outcomes for students with disabilities. Extracted from high quality correlational research Operational definitions and essential program characteristics from experts in the field.

16 NPSO Added Activities to the NSTTAC Predictors Purpose: To provide a research-based description of each Predictor that will enable educators to implement and evaluate the in-school experiences of youth with disabilities

2. Predictors of Post School Success 17

18 Predictor Rubric

19 Predictor Assessment Predictor Assessment Steps Read through the Predictor Category Read through all of the Predictor Activities Click “Learn More” Click “Add Comments” to capture individual thoughts or team discussion. Click “Find Resources “ to link directly to the repository to find related resources. Degree of Implementation: Select a Rating for the category as a whole. Click “Select for Planning” to add this Predictor Category to your Plan

20 Complete all of the Predictor Assessments, or narrow your focus based on PSO reviews Predictor Rubric

21 Predictor Rubric Ratings Implementation Ratings Scale Ratings indicate the % of students that have participated in this activity or demonstrate this skill at some time prior to postsecondary exit. 0 Not being implemented; students do not experience or participate in this activity or program characteristic. 0% of students with disabilities 1 Inconsistent implementation. Few students experience or participate in this activity or program characteristic. 1% – 24% of students with disabilities 2 Intermittent implementation - in some classrooms or schools but not frequently or with consistency. 25% – 49% of students with disabilities 3 Emerging implementation; concerted efforts are being made to make these program characteristics available to many students in the classroom and school. 50% – 74% of students with disabilities 4 Consistent district-wide implementation for most or all students; a consistently used/demonstrated practice in the district. 75% – 100% of students with disabilities

Career Choices

23 Add Comments

24 Add Comments

25 Find Resources

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Tr4y Resources The resources repository provides a place to gather and categorize high quality, relevant transition-related, information. Resources are directly connected to the Predictor categories. There are currently over 500 resources in the repository, with new resources always being added. 27

28 Resources Repository Locate high quality, related transitions resources EBPs and Lesson Plans Search/Sort/Save Resources Demographics Most Popular Featured Using tags to get what you are looking for quickly Suggest a Resource Evidence-Based Practices for Educators

29 Saving Your Work

Assess/Benchmark Current Transition Programming 30 Step 2. Self-Assess and Benchmark Transition Practices Indicator 13 Self-Assessment  Requirements  Enhanced Practices

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IEP Results Process for Transition Services Includes: Courses of study Includes: InstructionInstruction Related servicesRelated services Community experiencesCommunity experiences Employment and other post-Employment and other post- school adult living objectives school adult living objectives When appropriate: Daily living skillsDaily living skills Functional vocational evaluationFunctional vocational evaluation Step I Measurable Post-secondary Goals Step I Measurable Post-secondary Goals Step II: Present Levels of Academic Achievement and Functional Performance Step III: Transition Services Step IV: Measurable Annual Goals Age- appropriate transition assessments TrainingTraining EducationEducation EmploymentEmployment Independent LivingIndependent Living Skills – where Skills – where appropriate appropriate O’Leary, E., 2005 © Copyright

Transition Rubric

35 Transition Rubric

36 Transition Rubric - Find Resources

Improvement Planning and Implementation 37 Step 3. Create and Implement Improvement Plans Prioritize Set Goals Identify Activities and Responsibilities Set Timelines Locate Resources

38 Next Steps Planning

39 Next Steps Planning This form will: Show individual and team comments Provide questions to prep for your improvement planning Auto-fill those areas selected for planning

40 Review the resources, evidence based practices and lesson plans that correspond to those areas you want to work on. Link To related resources from the Rubrics. Search Search through the library of resources to find what you need to move beyond the basics and into enhanced practices. Sort and narrow resources by search criteria. Perform advanced searches by resource origin, transition requirements, keywords, and much more. Save Save your favorite resources to view, sort, delete, print and include in your Improvement Plan. Share your favorite resources Evidence-Based Practices for Educators

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43 Repository Search

Continuous Improvement Planning 44 Step 4. Assess, Revise and Update Your Improvement Plan Reassess Progress Review Goals Identify New Activities Set new timelines

45 Predictor Ratings At-A-Glance and Over Time From this page, you can: See all of your ratings for both the current rubric and past rubrics. You can print this page; it is also within the full report.

46 This tool lets you evaluate the Professional Development you are providing to schools, based on Thomas Guskey’s “Evaluating Professional Development” Evaluation of Professional Development Evaluation

47 Evaluation of Professional Development Level 1. Evaluation of the Activity Today: Participant Reactions Purpose: To gauge the participants' reactions to the professional development, e.g. were basic human needs met, was their time well- spent? Techniques: Usually a questionnaire This evaluation can be used on multiple levels: When the consultants provide PD to a district When the district provides PD within the district

48 Evaluation of Professional Development Level 2. Evaluation of the Activity Today: Participant Learning Purpose: Examine participants’ level of attained learning, e.g. measuring the knowledge, skills and attitudes or beliefs participants gain as a result of their professional development experience. Techniques: Test, simulation, personal reflection, full-scale demonstration.

49 Evaluation of Improvement Planning This Tool lets you evaluate progress at the end of the planning period. Level 3. Evaluation of the Activity/Actions Steps Planning: Organizational Support and Learning Purpose: Analyze organizational support for skills gained in staff development. Techniques: Minutes of district meetings, questionnaires, structured interviews or unobtrusive observations.

50 Evaluation of Improvement Planning Level 4. Evaluation of Outcomes: Participant Use of New Knowledge and Skills Purpose: Determine whether participants are incorporating what participants have learned, e.g. have there been changes to professional behavior or practices? Techniques: Questionnaires, structured interviews, oral or written personal reflections, examination of journals or portfolios, or direct observation

51 Evaluation of Improvement Planning Level 5. Evaluation of Outcomes: Student Learning Outcomes Purpose: Analyze the correlating student learning objectives, e.g. what is the impact on student learning; how do we know this? Techniques: Classroom grades, tests, direct observation, school indexes such as drop-out rates, school attendance, student discipline and behaviors

Engage Transition Partners 52 Invite Youth and Families Involve Agencies Create a True Transition Partnership Also, Engage Transition Partners

53 “Transition” embraces movement from secondary education to activities of adult living.  Implement your plan and invite youth, families, educators and agency representatives to become part of school or district teams to help you implement your plan and become partners in the transition planning process.  Create teams that include students and parents as well as other educators in your district.  Engage team members and share in the work to accomplish the goals. Share resources and reports between team members.  Benefit from being a member of a community geared towards learning and continuous improvement. Engage Transition Partners

54 Getting Started

55 TR4Y is intended to help individuals and teams: Identify current strengths, needs and priorities Develop a plan that can be implemented Show growth in Educator Effectiveness over time

56 Getting Started Go to On the upper right side, click “Registration Form” Click on the picture of the category that best describes the role for which you will use TR4Y. Read through the “TR4Y Terms and Disclaimer” (they vary based on type of user) and “check” that you understand and agree to the terms. You will receive an stating your registration request has been received and will be reviewed with 24 hours. You can also send a message back if needed.

57 Create a TR4Y Account

58 My Toolbox

59 TR4Y Navigation Click on the “tr4y” logo any time to go back to the Home/Welcome page Click on “My Toolbox” to: Access saved Resources Manage your account Add Designee(s) Add Team(s) Team members Your Your District

60 As you review the Repository Resources, alone or related to a Rubric Assessment, you can Save what you find to review later. Sort by the title, date added to your resources, date added to the repository Sort by Individual Resource or Team Resources

61 My Toolbox Log-in Page After you log-in, you can: Manage your account Your work can go with you when you get a new or change jobs.

62 My Toolbox Designee(s) Invite Key School or District personnel to be the lead in schools. Assign passwords Edit/Delete

63 Individual Educator Accounts Users access and use tools and resources is based on the type of user account established. Any educator can create a tr4y account, even if they are also on a district team. Educators can create their personal "My Toolbox". With a tr4y account, individual educators can save the resources they have located in "My Favorite Resources", and can complete the tools accessible to teachers. The individual educator is the only one able to view and access the tools completed in "My Tools".

64 My Toolbox Teams Easily set up the school or district teams Either you or your Designee can set up teams Invite members Monitor acceptance Edit/Delete members

65 Team Accounts With a tr4y account, teams can save the resources they have located in "My Favorite Resources“ and resources can then be sorted by “Team Resources”. Invited team members do not have to create a TR4Y account to be part of the team. All team members can open and view the Team Rubric and Resources if they also have a TR4Y account.

66 Edit an “In-Progress” Rubric View PDF – the entire report with all tabs; you can print this report Delete reports Make sure to select “Who” is completing the Rubric or it will be blank Start a New Predictor Rubric Start a New Transition Rubric View Individual and Team Rubrics Edit, View, Delete all Rubrics From this page, you can: Rubric Management

67 Select how you will be completing the Rubric Individual District / School / Building / Other Team – Select from the teams you have created Start a Rubric Rubric

Next Steps 68 What happens next? What supports will you need back in your district? What parts of the website will you continue to use? Will you try to get others interested in using this site? Most applicable for: Colleagues Youth Parents/families Other agencies