1 Slide 2 Mapping Terms Security Documentation Predictor Table
Data Discussion Worksheet 2 Slide 3 Describe the State Toolkit for
Examining Post-School Success (STEPSS) Support Security Access 3
Slide 4 Slide 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 Slide 6
6 Move beyond Federal Reporting Requirements Build the capacity to
consistently and efficiently disseminate transition data to local
districts for program improvement Slide 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 Slide 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 Slide 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 Slide 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 Slide 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 Slide 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 Slide 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
districts desired target 13 Slide 14 14 Slide 15 15 82 Slide 16 16
Slide 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 Slide 18 18 Slide 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 Slide 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
Slide 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 Slide 22 22 Slide 23 23
Slide 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 Slide 25 25 Slide 26 26 Moved to Action Plan Go Away
Move Forward Slide 27 27 Slide 28 28 Slide 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 Slide 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 Slide
31 31 Slide 32 32 Slide 33 Slide 34 34 Slide 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 Slide 36 36
Phase 1: Review Data Phase 2: Assess Outcomes Phase 3: Prioritize
Predictors Phase 4: Action Planning Phase 5: Implement Phase 6:
Evaluate Slide 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 Slide 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 Slide 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
