Transition Resources for Youth TR4Y Tools and Rubrics Good morning. Introductions. www.tr4y.org

www.tr4y.org Transition Resources for Youth Process 1. Review and Evaluate PSO 4. Assess, Revise, Update  Improvement Plan 2. Self-Assess and Benchmark Transition Practices Transition Resources 3. Create and Implement Improvement Plan www.tr4y.org Transition Resources for Youth These are the activities provided on tr4y. Individuals and school teams can utilize all of the features on tr4y. www.tr4y.org

Goals of the TR4Y Tools and Rubrics To help you/your team explore the evidence-based practices that literature and high quality resources show have a good likelihood of causing positive change for youth of transition age. To gain knowledge of your district’s Post School Outcomes and use this data to track changes over time, with the goal of increasing Indicator 14 engagement over time. Narrow and select “high priority” rubric activities (e.g. it is impossible to implement all 16 Predictors and 106 Predictor Activities in a single plan of action). Reach the required 100% compliance for Indicator 13. Decrease the percentage you youth who dropout of school (Indicator 2) and increase graduation with a diploma (Indicator 1) Assess current transition practices using the National Predictors of Post School Success and Transition Requirements as an individual educator or a school team. www.tr4y.org

1. Review/Evaluate Indicator 14 Outcomes Step 1. Review and Evaluate Post School Outcomes Review Understand Reflect The first step in the process is to look at the district’s Indicator 14 outcomes, the data that is reported to the state, and the state collectively reports to OSEP. www.tr4y.org

A = Enrolled in higher education. Indicator 14 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). Indictor 14 is not a “graduate” study. It includes an assessment of the outcomes of those students who successfully exited with a diploma or alternate certificate, aged-out, or did not return to school as anticipated. www.tr4y.org

Competitive Employment Other Postsecondary Education or Training Indicator 14 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 Employment 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) 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 Unduplicated Count: Former students are counted in only one of these four reporting categories, and counted only in the highest category (with “enrollment in higher education” being highest). Supported employment and self-employment are counted where they meet the criteria. www.tr4y.org

Unduplicated count - only one and in the highest category Indicator 14 for Federal Reporting Unduplicated count - only one and in the highest category Respondents are counted in only one of these four reporting categories, and only in the highest category, with “enrollment in higher education” being highest. States must report a percentage for each A, B, and C in the SPP/APR and to the public. States must also provide the actual numbers for each 1, 2, 3 and 4. States are not required to report those former students who were “doing something other than” or “not engaged” in 1, 2, 3, or 4. However, those leavers will be part of the “total respondents”. Some States look carefully at what is happening with students who are “not engaged” in 1, 2, 3, or 4 and target improvement efforts specifically to get those youth engaged [note: If your state does, be sure to include this information into the presentation. www.tr4y.org

Evaluate PSOs Reviewing your district and state Indicator 14 Outcomes is an important first step in understanding the outcomes you are trying to improve. Indicator 14 - Review of District Post High Outcomes A brief review of 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 DESE has developed a series of data reports that can be used for this review. www.tr4y.org

Example Missouri Report www.tr4y.org

Rate and Prioritize Current Transition Practices Step 2. Self-Assess and Benchmark Transition and Dropout Prevention Practices Predictors of Post School Success Transition Requirements and Enhanced Practices Dropout Prevention Strategies NSTTAC - systematic literature review identified 16 evidence-based predictors of post-school employment, education, and independent living success from the correlational research. The “Predictors” represent those activities that occur while the student is in school that research indicates will have a positive effect on postschool outcomes (PSO). www.tr4y.org

TR4Y Rubrics All three of the Rubrics work the same way Go in any order you want Complete just those you want Work as an individual educator or as part of a school, district or other team Rubrics: Self-Assess – Individual or Team Ratings: Rate/Reflect Prioritize: Which Strategies are First Identify: Resources – TR4Y and Beyond Plan: Priority Improvement Strategies www.tr4y.org

Rubric Components The Ratings and Priorities help you and/or your team determine which to put into your specific, local Plan. Rubric Ratings - help narrow the predictors, transition activities and dropout strategies Rubric Priorities – reflects the predictor activities that are most important to you or your team and will go into your plan Rubric Next Steps Plan of action - specify the action steps and activities that you/your team will be working on during the coming months/school year. Assess current transition practices using the National Predictors of Post School Success and Transition Requirements as an individual educator or a school team. www.tr4y.org

Predictors of Post School Success Introduces teachers and school teams to the “Predictors” of post school success. These “Predictors” are evidence- based transition activities that schools and transition partners should 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. The resources come from national technical assistance centers, universities, state departments of education, and disability-based organizations. Commercial products are included, because sometimes teachers need new materials. www.tr4y.org

National In-School 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. NSTTAC – conducted a systematic literature review identified 16 evidence-based predictors of post-school employment, education, and independent living success from the correlational research. www.tr4y.org

2. Predictors of Post School Success TR4Y groups these 16 Predictors into 5 areas of transition services. www.tr4y.org

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 In addition to the Predictor categories, the NPSO created a “delphi study” to operationalize the Predictors, meaning they worked with 32 professionals to create Activities that should be assessed in each of the Predictors categories. NPSO staff took the many, many activity suggestions, came to consensus, and then pared down the activities to the current activities in the Predictor Rubric. www.tr4y.org

www.tr4y.org

www.tr4y.org

Transition Requirements and Enhanced Practices Rubric Assess practices as an individual educator or a school team. 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 current transition practices using the National Predictors of Post School Success and Transition Requirements as an individual educator or a school team. www.tr4y.org

www.tr4y.org

IEP Results Process for Transition Services Step II: Present Levels of Academic Achievement and Functional Performance Step III: Transition Services Step I Measurable Post-secondary Goals Step IV: Measurable Annual Goals Includes: Courses of study Includes: Instruction Related services Community experiences Employment and other post- school adult living objectives When appropriate: Daily living skills Functional vocational evaluation Training Education Employment Independent Living Skills – where appropriate Age-appropriate transition assessments O’Leary, E., 2005 © Copyright Ed O'Leary, April 2008

www.tr4y.org

www.tr4y.org

Steps for Completing the Transition Rubric Record the percentage (%) of IEPs showing clear evidence the requirement is met for each requirement and enhanced practice in the “Current % Level” column. If you are completing this as a team report your team data, e.g. as a middle or high school, as a group of teachers who work with youth with specific disabilities. If you are completing this as an individual educator, report your student caseload data. If you are involved in the TOPs Project use your most current TOPs data when entering data for the Procedural Requirements Assess current transition practices using the National Predictors of Post School Success and Transition Requirements as an individual educator or a school team. www.tr4y.org

Dropout Prevention Rubric Strategies are evidence-based and come from: National Dropout Prevention Center National Dropout Prevention Center – Students with Disabilities IES What Works Clearinghouse – Students with Disabilities National High School Center University Resources State Departments of Education Rubric strategies listed indicate that if a district, school or classroom is participating in these activities at a high level, the district will have a lower dropout rate, meaning more students will be in school to have a chance at being included in their IEP planning and activities. www.tr4y.org

www.tr4y.org

www.tr4y.org

www.tr4y.org

Completing this rubric as: Click the tab you want to review Completing this rubric as: “Team” Teams are created in “My Toolbox” view Team names are visible when you click on the type of team completing the rubric. Team members chart auto-fills “Individual” - click and start. www.tr4y.org

Predictor Rubric www.tr4y.org

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. 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 www.tr4y.org

The On-Line Directions Include: Directions for Completing the Rubric and Planning The On-Line Directions Include: Steps for Completing the Predictor Rubric Explanation of the “Learn More” links Explanation of the RATING SUMMARY Directions for Next Steps Planning www.tr4y.org

www.tr4y.org

1. Career Choices www.tr4y.org

Transition Rubric

Add Comments www.tr4y.org

Find Resources www.tr4y.org

Find Resources www.tr4y.org

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. The resources come from national technical assistance centers, universities, state departments of education, and disability-based organizations. Commercial products are included, because sometimes teachers need new materials. www.tr4y.org

Resources Repository High quality, evidence-based transition practices Lesson Plans Search/Sort/Save Resources Demographics Most Popular Featured Using tags to get what you are looking for quickly Suggest a Resource www.tr4y.org

www.tr4y.org

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 Adult Agencies Evidence-based practices support students were more likely to be engaged in post school employment or education, live independently and have a higher quality of life when given the opportunity to participate in quality transition programming. www.tr4y.org