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T ransition R esources for Y outh. "Enhancing the transition planning process for improved post school outcomes of youth with disabilities“ Mary Kampa [email protected] 715-416-0609. Ed O’Leary [email protected] 605-355-0649. T ransition R esources for Y outh www.tr4y.org. - PowerPoint PPT Presentation
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Transition Resources for Youth
"Enhancing the transition planning process for improved post school outcomes of
youth with disabilities“
Mary [email protected]
715-416-0609
www.tr4y.org November 2013
Ed O’[email protected]
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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.
www.tr4y.org November 2013
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Transition Resources for Youth www.tr4y.org
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Transition Resources for Youth www.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.
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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
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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.
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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
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So, the big question is, “Are the special education services we are providing to youth
preparing them for post school engagement?”
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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
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Premise
Self-Assess and Benchmark Transition
Practices
Review and Evaluate PSO
Assess, Revise, Update Improvement
PlanCreate and Implement
Improvement Plan
Transition Resources
www.tr4y.orgTransition Resources for Youth
Teams and Individuals Can. . .
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Review/Evaluate Indicator 14 Outcomes
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Review
Understand
ReflectStep 1.
Review and Evaluate Post
School Outcomes
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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
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• 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 Employmen
t
• 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
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Unduplicated count - only one and in the highest category
Indicator 14 for Federal Reporting
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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.
Evaluate PSO
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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.
Review of Post School Outcomes Data - Indictor 14
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Assess/Benchmark Current Transition Programming
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Step 2. Self-Assess and
Benchmark Transition Practices
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National In-School Predictors of Post School SuccessPredictors of Post School SuccessPractices 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.
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2. Predictors of Post School Success
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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
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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.
Assess/Benchmark Current Transition Programming
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Improvement Planning and Implementation
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Step 3. Create and Implement
Improvement Plans
Prioritize
Set Goals
Identify Activities and Responsibilities
Set Timelines
Locate Resources
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Assess Transition Practices• Predictor Rubric
• Transition Rubric
• Implementation Rating• Evidence Rating• Select for Planning• “Learn More” • Add Comments• Locate Resources
Resources and Repository
Rubric Planning Form Features
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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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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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Repository Search
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Continuous Improvement Planning
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Step 4. Assess, Revise
and Update Your Improvement
Plan Reassess Progress
Review Goals
Identify New Activities
Set new timelines
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Engage Transition Partners
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Invite Youth and Families
Involve Agencies
Create a True Transition Partnership
Also,Engage Transition
Partners
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“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
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Getting Started
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My TR4Y ToolboxRegister 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
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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.
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Create a TR4Y Account
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My Toolbox Page
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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
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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
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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.
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My Toolbox Designee(s)
Invite Key School or District personnel to be the lead in schools.• Assign passwords• Edit/Delete
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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".
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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
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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.
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• 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
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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
Transition Improvement Plan www.wsti.org November 2013 IDEA CFDA #84.027
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Predictor Activities - Implementation Ratings
Transition Improvement Plan www.wsti.org November 2013 IDEA CFDA #84.027
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Predictor Activities – Evidence Ratings
Transition Improvement Plan www.wsti.org November 2013 IDEA CFDA #84.027
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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.
Sample Activity - Implementation Ratings
Transition Improvement Plan www.wsti.org November 2013 IDEA CFDA #84.027
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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.
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Complete all of the Predictor Assessments, or narrow your focus based on PSO reviews
Predictor Rubric
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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
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Predictor Ratings At-A-Glance
Rating Summary/Predictor SelectionsFrom 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.
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Rubric Planning Form
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
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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
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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
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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.
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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.
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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
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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
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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• Other agencies
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The TIP 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