t ransition r esources for y outh

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Transition Resources for Youth

"Enhancing the transition planning process for improved post school outcomes of

youth with disabilities“

Mary [email protected]

715-416-0609

www.tr4y.org November 2013

Ed O’[email protected]

mailto:[email protected]

http://www.tr4y.org/

mailto:[email protected]

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Transition Resources for Youth www.tr4y.org

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.


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TR4Y is designed to provide tools and resources to • Help individual educators and school teams better

understand transition from high school.

• Improve and enhance the transition process for youth with disabilities.


www.tr4y.org November 2013 5

TR4Y provides educators, parents, students and agencies the tools and resources needed to make a measurable impact on the lives of youth with disabilities.

www.tr4y.org


www.tr4y.org• Tools help users navigate to the most

appropriate and effective resources based on their transition improvement planning.

• The resources repository provides a place to gather and categorize high quality, relevant transition-related, information.

• There are currently over 500 resources in the repository, with new resources being added every day.

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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


So, the big question is, “Are the special education services we are providing to youth

preparing them for post school engagement?”

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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, improved post school outcomes and results (engagement):

Further education or training

High quality employment

Adult Living

Participation in the community


Premise

Self-Assess and Benchmark Transition

Practices

Review and Evaluate PSO

Assess, Revise, Update Improvement

PlanCreate and Implement

Improvement Plan

Transition Resources

www.tr4y.orgTransition Resources for Youth

Teams and Individuals Can. . .


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Review/Evaluate Indicator 14 Outcomes


Review

Understand

ReflectStep 1.

Review and Evaluate Post

School Outcomes


The 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


• Enrolled full- or part-time • Community/technical college (2-year program) • College/university (4-year or more year program) • Completed at least 1 term

Higher Education

• Worked for pay at or above the minimum wage• In a setting with others who are nondisabled• Average of 20 hours a week• 90 days at any time in the year since leaving high school• Includes military employment

Competitive Employmen

t

• enrolled full- or part-time• education or training program that is less than a 2-year

program (e.g. adult education, vocational school, short-term training, humanitarian, GED, on-the-job training)

• Completed at least 1 term

Other Postsecondary Education or Training

• 90 days at any time since leaving high school• Hours, wages and setting are not considered -hours may

be less than 20/week; compensation may be below minimum wage; setting may be other than the community

Other Employment

1. Indicator 14 Outcomes


Unduplicated count - only one and in the highest category

Indicator 14 for Federal Reporting


Reviewing your district and state Indicator 14 Outcomes is an important first step in understanding the outcomes you are trying to improve.

Indicator 14 Post School Outcomes Data Provided by DESE. • This information is provided as data sheets to the

district Director of Special Education • Represents the number and percent of Indicator 14

reporting data by Gender, Race, Disability and Exit Reason.

Evaluate PSO


Indicator 14 - Review of District Post High Outcomes • A brief review district response rates and 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

Data Use Toolkit (DUT) • A deeper, guided analysis of post high school outcomes data

by gender, ethnicity/race, disability, and exit reason• Comparison of state and local outcomes • Use this information to determine if certain populations are

underserved or require additional supports to realize equitable outcomes.

Review of Post School Outcomes Data - Indictor 14

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Assess/Benchmark Current Transition Programming


Step 2. Self-Assess and

Benchmark Transition Practices


National In-School Predictors of Post School SuccessPredictors of Post School SuccessPractices 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.


2. Predictors of Post School Success


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

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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.

• Complete the Predictor Rubric to identify and rate the level these predictor activities are implemented.

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


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Improvement Planning and Implementation


Step 3. Create and Implement

Improvement Plans

Prioritize

Set Goals

Identify Activities and Responsibilities

Set Timelines

Locate Resources


Assess Transition Practices• Predictor Rubric

• Transition Rubric

• Implementation Rating• Evidence Rating• Select for Planning• “Learn More” • Add Comments• Locate Resources

Resources and Repository

Rubric Planning Form Features


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


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


Repository Search

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Continuous Improvement Planning


Step 4. Assess, Revise

and Update Your Improvement

Plan Reassess Progress

Review Goals

Identify New Activities

Set new timelines

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Engage Transition Partners


Invite Youth and Families

Involve Agencies

Create a True Transition Partnership

Also,Engage Transition

Partners


“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


Getting Started


My TR4Y ToolboxRegister for a TR4Y account• As an individual educator• As a school team

Log into “My Toolbox”• My Team• My Favorite Resources

Save located resources Individual resources Team resources

• My Tools Individual tools Team tools


Getting Started• Go to www.tr4y.org.

• 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 e-mail stating your registration request has been received and will be reviewed with 24 hours. You can also send a message back if needed.




Create a TR4Y Account


My Toolbox Page


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


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


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 e-mail or change jobs.


My Toolbox Designee(s)

Invite Key School or District personnel to be the lead in schools.• Assign passwords• Edit/Delete


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".


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


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.


• 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


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

Transition Improvement Plan www.wsti.org November 2013 IDEA CFDA #84.027

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Predictor Activities - Implementation Ratings


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Predictor Activities – Evidence Ratings


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Ratings Implementation Scoring Example. Career Awareness 1.1. Your community offers a Technical College Career Fair on a week day in the fall every year; all district students are invited to attend.

0 = 0%. Students do not attend; notices of the career fair are not sent out.1 = 1% – 24%. Students are excused to attend but there is no formal

procedure for attending, such as a bus or notices to students and families; few students attend.

2 = 25% – 49%. Some years the students go as a group and some years they don’t. You may mention it in class, and may or may not arrange a bus for the students to go; some students attend.

3 = 50% – 74%. Notices about the career fair are sent home and a bus is provided. You encourage your students to attend, and many do attend.

4 = 75% – 100%. It is a practice of the school to send home information about the career fair home, arrange for transportation, and make sure all interested students attend every year.

Sample Activity - Implementation Ratings


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Sample Activity - Evidence Ratings

0 = No evidence is collected and no effort is spent following-up with those who attended the fair.

1 = There is limited evidence of student participation, including a list of students who attended provided to teachers.

2 = You review the students’ IEPs and talked to them prior to attending the career fair. You prepared the students for the day by discussing their interests with them, the schedule for the day, and how to make the most of the fair; you arranged for them to visit the departments in their interest areas and learn where the disability specialist’s office is located; and you attend the fair with them when possible.

3 = Within a few days of returning to school, you meet with the students to ask about the fair and discuss the programs they liked and didn’t like; you connect the technical college programs with real jobs and ask who would like further information on the degrees/jobs they found interesting, like a job-shadow, a review of their course of study, further investigation on WiscCareers.

4 = You visit with the principal or other administrators to share the insight you have gained from the career fair follow-up with the students. You share the students’ needs for classes, activities, and community connections based on your assessment and observations. The administrator uses this information to develop future course offerings.


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

Predictor Rubric


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.

• Select your Level of Evidence for the category as a whole.

• Click “Select for Planning” to add this Predictor Category to your Plan


Predictor Ratings At-A-Glance

Rating Summary/Predictor SelectionsFrom 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.


Rubric Planning Form

This form will:• Show individual and team comments• Provide questions to prep for your

improvement planning• Auto-fill those areas selected for

planning

Next Steps Planning


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



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



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.


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.



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



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


Next Steps• 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


The TIP is intended to help individuals and teams:• Identify current

strengths, needs and priorities• Develop a plan that can

be implemented• Show growth in Teacher

Effectiveness over time

t ransition r esources for y outh

Documents

oip transition resources

transition services

transition process

new resources

resources repository

post school results

post school engagement

high school