T ransition R esources for Y outh

1. Transition Resources forYouth "Enhancing the transition planning process for improved post school outcomes of youth with disabilities“ Mary Kampa mkampa@cesa10.k12.wi.us 715-416-0609 Ed O’Leary eoleary@rapidnet.com 605-355-0649 www.tr4y.org November 2013

2. Transition Resources for Youthwww.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. www.tr4y.org November 2013

3. Transition Resources for Youthwww.tr4y.org www.tr4y.org November 2013

4. Transition Resources for Youthwww.tr4y.org • 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. www.tr4y.org 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 November 2013

6. 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. www.tr4y.org November 2013

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 So, the big question is, “Are the special education services we are providing to youth preparing them for post school engagement?” www.tr4y.org November 2013

8. Premise • 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 November 2013

9. Teams and Individuals Can. . . Review and Evaluate PSO • Assess, Revise, Update Improvement Plan Self-Assess and Benchmark Transition Practices Transition Resources Create and Implement Improvement Plan www.tr4y.org Transition Resources forYouth www.tr4y.org November 2013

10. Step 1. • Review and Evaluate Post School Outcomes Review/Evaluate Indicator 14 Outcomes Review Understand Reflect www.tr4y.org November 2013

11. 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). www.tr4y.org November 2013

12. 1. Indicator 14 Outcomes www.tr4y.org November 2013

13. Indicator 14 for Federal Reporting Unduplicated count - only one and in the highest category www.tr4y.org November 2013

14. Evaluate PSO • 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. www.tr4y.org November 2013

15. Review of Post School Outcomes Data - Indictor 14 • 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. www.tr4y.org November 2013

16. Assess/Benchmark Current Transition Programming • Step 2. • Self-Assess and Benchmark Transition Practices www.tr4y.org November 2013

17. National In-School Predictors of Post School Success • 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. www.tr4y.org November 2013

18. 2. Predictors of Post School Success www.tr4y.org November 2013

19. 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 www.tr4y.org November 2013

20. Assess/Benchmark Current Transition Programming • 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. www.tr4y.org November 2013

21. Improvement Planning and Implementation Prioritize Set Goals Identify Activities and Responsibilities Set Timelines Locate Resources • Step 3. • Create and Implement Improvement Plans www.tr4y.org November 2013

22. Resources and Repository Rubric Planning Form Features • Assess Transition Practices • Predictor Rubric • Transition Rubric • Implementation Rating • Evidence Rating • Select for Planning • “Learn More” • Add Comments • Locate Resources www.tr4y.org November 2013

23. Evidence-Based Practices for Educators • 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 www.tr4y.org November 2013

24. 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 www.tr4y.org November 2013

25. www.tr4y.org November 2013

26. www.tr4y.org November 2013

27. Repository Search www.tr4y.org November 2013

28. Continuous Improvement Planning Reassess Progress Review Goals Identify New Activities Set new timelines • Step 4. • Assess, Revise and Update Your Improvement Plan www.tr4y.org November 2013

29. Engage Transition Partners Invite Youth and Families Involve Agencies Create a True Transition Partnership • Also, • Engage Transition Partners www.tr4y.org November 2013

30. Engage Transition Partners • “Transition” embraces movement from secondary education to activities of adult living. • Implement your plan and Invite youth, families, educatorsand 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. www.tr4y.org November 2013

31. Getting Started www.tr4y.org November 2013

32. 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 www.tr4y.org November 2013

33. 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. www.tr4y.org November 2013

34. Create a TR4Y Account www.tr4y.org November 2013

35. My Toolbox Page www.tr4y.org November 2013

36. 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 www.tr4y.org November 2013

37. 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 www.tr4y.org November 2013

38. 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. www.tr4y.org November 2013

39. My Toolbox Designee(s) • Invite Key School or District personnel to be the lead in schools. • Assign passwords • Edit/Delete www.tr4y.org November 2013

40. 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". www.tr4y.org November 2013

41. 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 www.tr4y.org November 2013

42. 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. www.tr4y.org November 2013

43. Rubric Management From this page, you can: • 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 www.tr4y.org November 2013

44. Start a Rubric Rubric • Select how you will be completing the Rubric • Individual • District / School / Building / Other Team – Select from the teams you have created www.tr4y.org November 2013

45. Predictor Activities - Implementation Ratings Transition Improvement Plan www.wsti.org November 2013 IDEA CFDA #84.027

46. Predictor Activities – Evidence Ratings Transition Improvement Plan www.wsti.org November 2013 IDEA CFDA #84.027

47. Sample Activity - Implementation Ratings 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. Transition Improvement Plan www.wsti.org November 2013 IDEA CFDA #84.027

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

49. Predictor Rubric Complete all of the Predictor Assessments, or narrow your focus based on PSO reviews www.tr4y.org November 2013

50. 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 www.tr4y.org November 2013