1. Transition Resources for Youth
TR4Y Tools and Rubrics
Good morning. Introductions.

2. 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
Transition Resources for Youth
These are the activities provided on tr4y. Individuals and school teams can utilize all of the features on tr4y.

3. 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.

4. 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.

5. 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.

6. 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.

7. 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.

8. 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.

9. Example Missouri Report

10. 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).

11. 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

12. 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.

13. 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.

14. 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.

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

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
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.

19. 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.

21. 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

24. 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.

25. 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.

29. 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.

30. Predictor Rubric

31. 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

32. 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

34. 1. Career Choices

35. Transition Rubric

36. Add Comments

37. Find Resources

38. Find Resources

39. 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 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.

40. 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

42. 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.