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2.  Mapping Terms  Security Documentation  Predictor Table  Data Discussion Worksheet 2

3.  Describe the State Toolkit for Examining Post-School Success (STEPSS)  Support  Security  Access 3

5. To help state and local educators, in partnership with other stakeholders, use secondary transition indicator data to improve transition programs for youth with disabilities. 5

6. 6 Move beyond Federal Reporting Requirements Build the capacity to consistently and efficiently disseminate transition data to local districts for program improvement

7. Examine Examine graduation, dropout, the secondary transition component of IEPs, and post-school outcomes data Assess Assess State/District progress toward meeting targets in each outcome area Select Select predictors of post-school success, and Developimplement Develop and implement an action plan designed to improve in-school, secondary transition programs for students with disabilities

8.  Phase 1:  Upload transition related indicator data (SEA)  Review STEPSS slideshow with stakeholders  Phase 2:  Phase 2: Assessing Outcome Areas  Phase 3:  Phase 3: Prioritizing Predictors and Essential Characteristics for Implementation  Phase 4:  Phase 4: Developing an Action Plan 8

9.  Series of Meetings with Stakeholders  Meeting Time  Flexible, based on the needs of the stakeholders  Each phase is a natural breaking point  Dependent on ▪ pace of the stakeholder group ▪ number of outcome areas identified for improvement ▪ details incorporated into the action plan 9

10.  SEA upload of indicator data  Data Manager  Transition Specialist  Contractor  Pre-populates the slideshow and action planning framework 10 Districts do not upload data

11.  Separate SEA/LEA slideshows  Familiarize stakeholders with ▪ Federal transition Indicators: graduation, dropout, secondary transition component of IEP, and post-school outcomes ▪ How SEA meets reporting requirements for these Indicators  Review SEA and LEA results 11

12.  Informational Slides  Purpose and Materials  Federal Reporting Requirements  Data Slides  Data displays -- grouped bar and column graphs  Collection Methods and Results Organized by Indicator  Group Activity Slides  Think-Pair-Share  Reflect 12

13.  To help stakeholders identify any gap/s between the state and or district percentages and the desired (i.e., targeted) percentage for each Indicator.  State and district actual percentages and the state desired target are pulled from data entered by the SEA.  Local district stakeholders enter the district’s desired target 13

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17.  After reviewing data for each indicator:  STEPSS provides an Indicator Summary - each outcome area is sorted based on the assigned Progress Rating: No, Some, or Significant Progress  Predictors aligned with outcomes rated as No Progress or Some Progress are identified for Prioritizing. 17

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19.  To narrow the scope of the action plan by reviewing evidence-based predictors of post-school success and prioritizing predictors and essential program characteristics for implementation.  Predictor  Predictor - an in-school experience, typically a program (i.e., work-based learning experiences) correlated with improved post-school outcomes.  17 Predictors  17 Predictors identified by high quality research 19

20.  For Each Predictor:  Operational definition  5 – 15 Essential Program Characteristics ▪ Used to implement and evaluate a predictor at a state or local level ▪ For example: 20

21. 1. Allocate sufficient resources to support meaningful community-based experiences. 2. Conduct ecological assessments to determine skills needed for various community environments. 3. Provide instruction on skills needed to access community environments as identified via ecological assessments. 4. Conduct transition assessments with students and families to determine appropriate community environments for current and future activities. 5. Use community-based instruction to teach, assess, and monitor the obtainment of desired academic and/or functional skills. 6. Observe and document students’ attainment of desired behaviors and skills across diverse environments. 7. Instruct students to use public transportation. 8. Provide supervision during community experiences to guide and direct students in the development of appropriate behaviors and skills needed for specific environments. 9. Involve parent and adult service providers to support student involvement in community experiences. 10. Cooperate with community partners (e.g., employers, recreation facilities) to develop community experience sites. 11. Provide supports for parents to arrange community experiences after school hours. 12. Train teachers and paraprofessionals in necessary safety, health policies, and liability coverage necessary for students to participate in community experiences. 21

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24.  For each program characteristic of a predictor consider:  Criteria for Prioritizing:  Current Implementation Status ▪ Currently Implemented or Not Currently Implemented ▪ Necessary Implementation  Implementation Timeline ▪ 3 Months or Less -- Adjustable  Available Resources for Implementation ▪ Time, administrative support, materials 24

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26. 26 Moved to Action Plan Go Away Move Forward

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29.  To develop a plan of action that promotes change at the classroom, school, community, or state-level to improve outcomes of youth with disabilities.  These are the action steps that need to occur in order to implement the prioritized predictors and program characteristics. 29

30.  Action Plan describes A. what needs to happen to implement that program characteristic B. who needs to be involved C. what additional data, if any, are needed D. who is responsible for implementing the step E. timeline for completing the step 30

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35.  Phase 1: Upload and review transition related indicator data with stakeholders using the STEPSS slideshow component  Phase 2: Assess Progress of Outcome Areas  Phase 3: Prioritize Predictors and Essential Characteristics for Implementation  Phase 4: Develop Action Plan 35

36. 36 Phase 1: Review Data Phase 2: Assess Outcomes Phase 3: Prioritize Predictors Phase 4: Action Planning Phase 5: Implement Phase 6: Evaluate

37. 37 COP, Facilitators’ Guides, Demos Small group instruction via webinar for one or multiple states or local districts 1:1, small group, state specific

38.  Multiple levels of security:  valid login and password from every user  requires and enforces a valid session for every user  passwords are encrypted before being stored in the database and use a salted SHA-256 algorithm before storing them  all traffic between the web browser and the server is encrypted and sent over HTTPS 38

39.  Coming Soon!  Stepss.uoregon.edu  Available to State Education Agencies:  Upload data  Provide access to districts  Announcements via listservs and on web-site  May 6 th, Pre-Conference to the Annual Capacity Building Institute, Charlotte, NC  12:00 to 4:00  Webinar for preparing the data set: April 39