1.  Transition Resources for Youth "Enhancing the transition planning process for improved post school outcomes of youth with disabilities“ Mary Kampa mkampa@cesa10.k12.wi.us 715-416-0609 www.tr4y.org 1 Ed O’Leary eoleary@rapidnet.com 605-355-0649

2. 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 www.tr4y.org Transition Resources for Youth www.tr4y.org 2 Transition Resources for Youth Process

3. 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. 3 www.tr4y.org

4. Transition Resources for Youth Is a model process and system designed to provide educators with the tools and knowledge to take local information, nationally validated practices and proven resources to develop and implement a results driven plan and practices that will improve the post school outcomes of students with disabilities. This is accomplished through a comprehensive local individual educator or team driven process of: Review and reflection of local post school results data. Self-assessment and prioritizing of National Predictors of Post School Success. Self-assessment and prioritizing of transition requirements and ‘enhanced practices’. www.tr4y.org 4

5. Transition Resources for Youth www.tr4y.org TR4Y is designed to provide tools and resources to Help educators improve post school results and make a measurable impact on the lives of youth with disabilities. Provide educators, parents, students and agencies with the tools and resources needed to locate and implement effective transition activities and practices. Improve and enhance the transition process for youth with disabilities by using evidence-based resources and engaging transition partners. www.tr4y.org 5

6. 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 www.tr4y.org 6 Premise

7. 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 www.tr4y.org 7 So, the big question is, “ Are the special education transition services we are providing to youth preparing them for post school engagement?”

8. www.tr4y.org 8 Getting Started

9. www.tr4y.org 9 My TR4Y Toolbox Register 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

10. www.tr4y.org 10 Getting Started Go to www.tr4y.org.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.

11. www.tr4y.org 11 Create a TR4Y Account

12. www.tr4y.org 12 My Toolbox Page

13. www.tr4y.org 13 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

14. www.tr4y.org 14 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

15. www.tr4y.org 15 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.

16. www.tr4y.org 16 My Toolbox Designee(s) Invite Key School or District personnel to be the lead in schools. Assign passwords Edit/Delete

17. www.tr4y.org 17 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".

18. www.tr4y.org 18 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

19. www.tr4y.org 19 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.

20. www.tr4y.org 20 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

21. www.tr4y.org 21 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

22. www.tr4y.org 22 TR4Y 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

23. Review/Evaluate PSO Data (Indicator 14 Outcomes) www.tr4y.org 23 Review Understand Reflect Step 1. Review and Evaluate Post School Outcomes

24. www.tr4y.org 24 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

25. www.tr4y.org 25 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) 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

26. www.tr4y.org 26 Unduplicated count - only one and in the highest category Indicator 14 for Federal Reporting

27. www.tr4y.org 27 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 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

28. www.tr4y.org 28 Example Missouri Report

29. Current Transition Programming Predictors of Post School Success Transition Requirements and Enhanced Practices www.tr4y.org 29 Step 2. Self-Assess and Benchmark Transition Practices Rate/Reflect Prioritize Identify Resources Plan

30. www.tr4y.org 30 TR4Y Website

31. 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. www.tr4y.org 31

32. 32 National In-School Predictors of Post School Success www.tr4y.org 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.

33. 2. Predictors of Post School Success 33 www.tr4y.org

34. 34 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

35. www.tr4y.org 35 Predictors of Post School Success Self Assess Rate/Reflect

36. www.tr4y.org 36 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

37. www.tr4y.org 37 The ‘GOAL’ is to complete a “Next Steps Plan” of action specifying the action steps and activities that you/your team will be working on during the coming months/school year. It is impossible to deal with all 16 predictors and 106 predictor activities in a single plan of action. To help in narrowing the predictor activities that will go into your plan, you will be ‘rating’ each of the predictor activities that are most important to you. The ‘rating’ for each activity is the percent of students that have participated in the activity or can demonstrate the skill at some time prior to postsecondary exit. Steps for Completing the Predictor Rubric

38. www.tr4y.org 38 Suggested steps in developing the “Next Steps Plan” of action. 1.Become familiar with each GROUP, PREDICTOR CATEGORY and the ACTIVITIES. 2.Become familiar with the Implementation Rating Scale. 3.Decide/prioritize which of the 16 PREDICTOR CATEGORIES and which of the 106 PREDICTOR ACTIVITIES will go into your “Next Steps Plan”. To help decide the rating and prioritize which PREDICTORS and PREDICTOR ACTIVITITES ‘click’ on and read “LEARN MORE” at the bottom of each of the 5 PREDICTOR CATEGORIES. 4.RATE EACH OF THE PREDICTOR ACTIVITIES. The rating should be based upon the percentage of students that have participated in this activity or demonstrate this skill at some time prior to postsecondary exit. 5.IDENTIFY (Select for Planning) the PREDICTOR ACTIVITIES that will go into your NEXT STEPS PLAN. Steps for Completing the Predictor Rubric

39. www.tr4y.org 39 Predictor Rubric

40. www.tr4y.org 40 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

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42. www.tr4y.org 42 Predictor Rubric

43. www.tr4y.org 43 1. Career Choices

44. www.tr4y.org 44 Add Comments

45. www.tr4y.org 45 Find Resources

46. 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. www.tr4y.org 46

47. www.tr4y.org 47 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

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49. www.tr4y.org 49 Predictors of Post School Success NEXT STEPS Planning

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53. Transition Programming Procedural Requirements (I-13) Enhanced Practices www.tr4y.org 53 Step 2. Self-Assess and Benchmark Transition Practices Self-Assess Rate/Reflect Prioritize Identify Resources Plan

54. www.tr4y.org 54 Assess practices as an individual educator or a school team.  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. Self-Asses/Rate/Prioritize Transition Requirements and Enhanced Practices

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56. 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

57. www.tr4y.org 57 Transition Procedural Requirements (I-13) and Enhanced Practices Self Assess Rate/Reflect

58. www.tr4y.org 58 Directions for Completing the Transition Rubric The On-Line Directions Include: Steps for Completing the Transition Rubric Explanation of the “Learn More” “Comments” and “Find Resources” links Explanation of the RATING SUMMARY Directions for Next Steps Planning

59. www.tr4y.org 59 The ‘GOAL’ is to complete a “Next Steps Plan” of action specifying the action steps and activities that you/your team will be working on during the coming months/school year. If completing the Rubric as a team, read through and discuss each requirement and enhanced practice. 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 Steps for Completing the Transition Rubric

60. www.tr4y.org 60 To select an item for further planning, click the box in the “Select for Active Planning” column. (NOTE: Any I-13 requirement that is less than 100% will automatically fill into the Next Steps Action Plan) To capture group discussion or individual thoughts around any of the items, click the “Comments” button after the relevant requirements section and add your comments. As you work through the Rubric, you can locate resources specifically related to the requirement or enhanced practice by clicking the Find Resources button after each requirement section. You will be directed to the Repository and the selected requirement will auto-fill in the search field and all of the resources located in the repository will be shown. Continue until all items have been rated and items for transition improvement planning have been selected. Steps for Completing the Transition Rubric

61. Transition Rubric

63. www.tr4y.org 63 Transition Rubric

64. www.tr4y.org 64 Transition Rubric - Find Resources

65. www.tr4y.org 65 Transition Assessment Rubric Transition Assessment Steps Read the Transition Procedural Requirements and Enhanced Practices Percentage of IEP’s showing evidence: Select from the drop down the percentage of IEP’s that show evidence for each procedural requirement and enhanced practice.(Use results from your TOPs Project for the Procedural Requirements) 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. Click “Select for Planning” to add a Procedural Requirement or Enhanced Practice to your Plan

66. Improvement Planning and Implementation www.tr4y.org 66 Step 3. Create and Implement Improvement Plans Prioritize Set Goals Identify Activities and Responsibilities Set Timelines Locate Resources

67. www.tr4y.org 67 Next Steps Planning – Predictor Rubrics

68. www.tr4y.org 68 Next Steps Planning Form – Cont’d 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

69. www.tr4y.org 69 Next Steps Planning – Predictor Rubrics – “Comments”

70. www.tr4y.org 70 Predictor Rubrics - Next Steps Planning N/A Administration – building level and central administration Fall 2015 Time !!! Lack of funds Schedule conflicts

71. www.tr4y.org 71 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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74. www.tr4y.org 74 Repository Search

75. Continuous Improvement Planning www.tr4y.org 75 Step 4. Assess, Revise and Update Your Improvement Plan Reassess Progress Review Goals Identify New Activities Set new timelines

76. www.tr4y.org 76 Predictor Rubric Ratings At-A-Glance Rating Summary/Predictor Selections 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.

77. www.tr4y.org 77 Transition Rubric Ratings At-A-Glance From this page, you can: See a one page summary of your ratings for all practices. See a summary all of your ratings for both the current rubric and past rubrics. You can print this page; it is also within the full report.

78. www.tr4y.org 78 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

79. www.tr4y.org 79 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

80. www.tr4y.org 80 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.

81. www.tr4y.org 81 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.

82. www.tr4y.org 82 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

83. www.tr4y.org 83 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

84. Engage Transition Partners www.tr4y.org 84 Invite Youth and Families Involve Agencies Create a True Transition Partnership Also, Engage Transition Partners

85. www.tr4y.org 85 “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

86. Next Steps www.tr4y.org 86 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