Transition Resources for Youth "Enhancing the transition planning process for improved post school...

Transition Resources for Youth

www.tr4y.org

"Enhancing the transition planning process for improved post school outcomes of

youth with disabilities"

www.tr4y.org March 2013 IDEA CFDA #84.027

1

Mary KampaDirector, Wisconsin Post High [email protected]

Wendi DawsonEducation Consultant, Special Education [email protected] 608-266-1146

Transition Resources for Youth www.tr4y.org

www.tr4y.org March 2013 IDEA CFDA #84.027 2


www.tr4y.org• This site offers tools to help users

navigate to the most appropriate and effective resources evidenced by identified postschool predictors.

• There are currently over 600 resources in the repository with new resources being added every day.


www.tr4y.orgThe resources repository also provides a place to gather and categorize high quality transition-related information from•Handbooks/Guidebooks•Websites/e-Newsletters •Publications •Power Points•Journal articles •Transition programs and presentations•Transition agencies


• There is a direct relationship between I-13 and I-14, therefore meeting the transition service requirements (I-13) will result in positive post school results (I-14).


Guiding Assumptions

• Implementation of all of the transition service requirements (Indicator 13) will lead toward improved adult lives, and will be measurable by Indictor 14.

• While the ultimate support of a relationship between what is required for transition services and post school outcomes is based upon individual student data, one might be able to determine if there are trends between how well schools meet the requirements for transition services (I-13) and the post school results (I-14) of their exiters.

• Educators can make these connections and have a positive impact on post school results.


Guiding Assumptions

If trend data show a relationship, what are If trend data show a relationship, what are the implications?the implications?


Further EducationFurther Education

WorkingWorking

Adult LivingAdult Living

Participation in the Participation in the communitycommunity

tr4y.orgtr4y.orgTransition Resources for Youth

TR4Y website has one clear purpose . . .


To enhance the transition planning process to improve post school outcomes for youth with

disabilities.

Benchmark Progress

Evaluate Results

Engage Partners

Enhance Practices

Transition Resources

tr4y.orgtr4y.orgTransition Resources for Youth

Teams or Individuals Can. . .


Why use TR4Y?


Youth benefit•Educators really do want to see their students do well after high school, but it is difficult to know what to do and where to find information on what works. •Learning about “what works” guides daily practices.•Research indicates that networking and engaging transition partners have many positive in-school (Indicator 1 & 2) and post high benefits (Indicator 14) for youth in many areas of adult living and is reflected in parent survey (Indicator 8).

Educator Benefit•TR4Y resources and tools support the development of the required transition components of the PTP (Indicator 13).•TR4Y can be used as a resource to quickly locate the high quality, “evidence-based practices” referred to in IDEA.•When you use the Rubrics, you can record your current implementation of practices, then record your progress over time; this shows growth and supports increased performance.• The tools and resources can be used to facilitate writing your PDP.


Website Features

View Featured Resources, Calendar of Events, Glossary, Learning Center



Website Features• About TR4Y• Description of website features • Learning Center

• Featured Resources

• Each month a new website, journal article, resource, and event is featured

• Calendar and events

• Glossary of transition terms and abbreviations

• Contact Us


TR4Y Resources• Resources

• Evidence-Based Practices (EBPs) and Lesson Plans

• Searching/Sorting/Saving Resources• New• Most Popular• Featured• Using tags to locate items quickly• Suggest a Resource


TR4Y Tools• About the Tools

• Tools include• Indicator 14 - Review of District Post High Outcomes • Predictor Rubric • Transition Requirements and Enhanced Practices Rubric • Transition 101 for Youth• Transition 101 for Families • Transition 101 for Educators• Transition 101 for Adult Agencies

tr4y.org


Evaluate Results


Indicator 14 - Review of District Post High OutcomesIndicator 14 - Review of District Post High Outcomes • Brief review of district response rates and outcomes

of the major reporting requirements for Indicator 14.

• Questions to guide a thought-provoking review of district results.

• Planning questions to prepare for the next survey.

•Use these data to determine the outcome areas needing the most attention.

•Develop a focused plan that delivers the most impact on your transition initiatives.

Evaluate ResultsEvaluate Results

tr4y.org


Benchmark Progress


• Focus on specific Indictor improvement, including:• Indicators 1 and 2: Drop-out Prevention Rubric –

Classroom Systems• Indicator 13: Transition Requirements and Enhanced

Practices Rubric• Indicator 14: Post High School Outcomes • Indicator 14: Predictor Rubric

• Discover the best evidence-based practices for specific areas of focus.

• Save results and compare over time to measure improvement in key areas.

• Evaluate team or individual progress.

Benchmark ProgressBenchmark Progress


• “Learn More” about In-School Predictors of Post-School Outcomes based on high levels of evidence.

• Rate Predictor transition practices and select priorities for improvement planning.

• Quickly locate related resources, evidence-based practices and lesson plans.

• Use activity and improvement planning forms.

• Evaluate professional development and planned activities.

• Save ratings on-line and update rubrics annually.

Predictor RubricPredictor Rubric


Evidence-Based Secondary Transition Practices, Lesson Plans, Kohler Taxonomy, and the Postschool Predictors

Predictors of Post-school Success•NSTTAC conducted a systematic literature review to identify in-school predictors of post-school success in the areas of employment, education, and independent living for secondary students with disabilities.

•As a result, NSTTAC has identified 16 evidence-based predictors of post-school employment, education, and independent living success from the correlational research.

1. Career Choices• Career Awareness• Occupational Courses• Vocational Education


Predictor Rubric

3. Networking• Family Involvement• Student Support• Interagency Collaboration• Transition Program

2. Work Preparation •Paid Employment/ Work Experiences•Work Study

5. Personal Competence•Self-Advocacy/Self-Determination•Self-Care/Independent Living Skills

4. Delivery of Instruction•Exit Exam/High School Diploma Status•Inclusion in General Ed.•Program of Study

• Social Skills• Community Experiences


• “Learn More” about transition procedural requirements and enhance practices.

• Rate implementation of transition procedural requirements and enhanced transition practices.





Transition Requirements and Enhance Practices RubricTransition Requirements and Enhance Practices Rubric


• Drop-out Prevention - Classroom Strategies • Based on Sandra Covington-Smith’s (National Drop-out Prevention

Center – Students with Disabilities) dissertation on effective classroom strategies to increase retention.





Drop-out Prevention – Classroom StrategiesDrop-out Prevention – Classroom Strategies

tr4y.org


Enhance Practices


• Search through the library of resources to find what you need to move beyond the basics and into enhanced practices.

• Locate evidence-based practices, lesson plans, curriculum, strategies.

• Perform advanced searches by resource origin, transition requirements, keywords, and much more.

• Save and share your favorite resources with colleagues, parents, and students.

Enhance PracticesEnhance Practices

tr4y.org


Engage Partners


• Educators can create teams that include students and parents as well as other educators in your district.

• Share resources and reports between team members.

• Benefit from being a member of a community geared towards learning and continuous improvement.

Engage Transition PartnersEngage Transition Partners


• Engaging transition partners in the transition planning process benefits everyone.

• Transition partners can learn about the transition process and the skills related to effectively participating at transition IEP meetings, and can easily locate related transition resources.

• Transition 101 for Youth• Transition 101 for Families • Transition 101 for Educators• Transition 101 for Agencies

Tools and Resources for Youth, Families and Agencies


Getting Started

Create a TR4Y account to set up your TR4Y Toolbox, access tools, and save located

resources



• Search, view and print any of the resources on TR4Y.

• Sort resources many ways, including:• Resource Type• Demographics• Outcomes Improvement Area

• View all homepage features:• Featured resources, websites, journals, events• Calendar of events• Most popular resources searched• Glossary

• Suggest a resource for entry into repository.

General public features without a TR4Y Account


• Users with a TR4Y account can save located resources in "My Favorite Resources“.

• Resources saved to your "My Favorite Resources" portion of "My Toolbox" can be sorted by:• Title of Resource• Date Saved to Favorites• Date Added to Repository• Delete resources.

• View personally saved resources, and "team resources" if the user belongs to a school team.

Features with a TR4Y Account


Create a TR4Y Account

• 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.


Create a TR4Y Account


District or Other Teams•An administrator (DSE/Pupil Services or their Designee) can also create teams.•Teams can be at the district, building or school level. •Teams are usually lead by educators or a transition coordinator so they can complete the Rubrics together for improvement planning.

Educator Teams•An individual educator can create a "team". •This team is usually composed of students the teacher invites so they can complete the Transition 101 for Youth under their guidance. •The team can also include or be created for families or agencies.

After Creating a TR4Y AccountIndividual Accounts•Create an individual account to complete tools and save resources.•Completed rubrics and saved resources stay on TR4Y for future use. •Create a “team”.


My TR4Y ToolboxAfter you have received confirmation of successful registration, log-in and click “My Toolbox”; you will see:

• My Favorite Resources• Save located resources• Sort saved resources

• View Team resources• Individual resources

•My Tools• Team tools• Individual tools

• My Team


Search / Sort Resources

Locate resources related to the tools, search by topic, sort by type of resource, demographics, outcomes areas


Transition Resources

Leadership Conference November 2012 IDEA CFDA #84.027 37


Search/Sort OptionsSearch all of the repository resources and narrow your search by using additional sort criteria. Any combination of search or sort features can be selected.

Search Resources by• Keywords – includes key words and key phrases• Type of Resource – includes subcategories• Origin of the Resource – state, national, university and TA Center

resources• Transition Requirements – compliance and enhanced practices

Advanced Search Options• Lesson Plans/Strategies• Predictor Categories• Kohler Taxonomy• Outcomes Areas• Time Sensitive Materials


Additional Search Options

Narrow Search by Additional Criteria:• Gender• Ethnicity/Race• Exit Type• Age

• User Type• School Setting• Indicator• Wisconsin Educator Standards

Sort Resources by:• Keyword Weight• Date Added to the repository• Most frequently searched • New within the last week/quarter


Evidence-Based Practices for Educators

Post high school outcomes, transition compliance and practices, drop-out prevention




• One of the charges of the National Secondary Transition Technical Assistance Center (NSTTAC) is to identify evidence-based practices (EBPs) in secondary transition.

• A large review of the transition literature resulted in • Evidence-Based Secondary Transition Practices• Lesson Plans• Kohler Taxonomy• In-school Predictors of Post School Success



Lesson Plans

•Both the practice descriptions and lesson plan starters were developed to help educators use evidence-based practices (EBPs) in the classroom.

•Each of the EBPs includes a set of “research-to-practice” Lesson Plans.

•While not ‘guaranteed’ to work, educators can be confident that practices with strong and moderate levels of evidence will produce similar effects with their students.

•The current list provides educators with a starting point for implementing evidence-based practices and is not an exhaustive review of the literature.



Kohler Taxonomy

•These 33 practices (Lesson Plans) are categorized using Kohler’s Taxonomy for Transition Programming.

•The Kohler Taxonomy is a widely accepted framework for comprehensive secondary transition programs.

•Educators use the practices listed under each category of the Taxonomy as a starting point for provided quality transition services to students.



Evidence-Based Practices Organized by Taxonomy•Student-Focused Planning This category includes practices in the areas of IEP development, student participation in planning, and planning strategies.

•Student Development This category includes strategies in the areas of life skills instruction, career and vocational curricula, structured work experience, assessment, and support services.

•Family Involvement This category includes practices in family training, family involvement, and family empowerment.

•Program Structure This category includes practices in program philosophy, policy and evaluation, strategic planning, resource allocation, and human resource development.

TR4Y Tools and Resources


• The journal articles used to develop the Predictors were shared by NSTTAC and are included in the TR4Y Resources.

• The TR4Y Rubrics operationalize NSTTAC’s literature review and research-to-practice strategies.

• The TR4Y Resources also include the Lesson Plans and other transition resources and evidence-based practices.

• The TR4Y resources are “curated” and linked to specific items on the tools.


Next Steps Planning

Develop an activity plan that supports improvement efforts


Next Steps Planning


After completing the rubric ratings, determine:•What rubric items will be the focus of improvement efforts?

•What are our improvement activities?

•Who will be responsible for these activities?

•What is our timeline for implementation of activities?

•What supports will be needed to be successful?

•How will progress be evaluated?


Evaluation of Activity Planning

Evaluate progress towards activity planning and improvement efforts


Evaluation


At the end of the activity planning period discuss: •Were your activities implemented as planned?

•What are your outcomes?

•How do you know this?

•What needs to change in the future?


TR4Y.org provides the tools and resources needed to make a measurable impact on the lives of youth

with disabilities.

Sign up for your own tr4y.org account!

Transition Resources for Youth www.tr4y.org

The Wisconsin Statewide Transition Initiative and the Wisconsin Post High School Outcomes Survey (CFDA #84.027) acknowledge the support of the Wisconsin Department of Public Instruct in the development of this resource and for the continued support of this federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material.

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