Connecting Post-School Outcome Data with Evidence-based Practices and Predictors NPSO Cross Regional Meeting Denver, CO March 2, 2011

Evidence-Based Practice Evidence-Based Practice is a process of making decisions informed by four sources of influence: a)frameworks or principles b)best available research evidence c)professional judgment d)student needs and values (Detrich, Spencer, & Slocum, 2009)

A Framework for Secondary Transition: The Taxonomy for Transition Programming  Student-Focused Planning  Student Development  Family Involvement  Interagency Collaboration  Program Structure (Kohler, 1996)

4 Have used rigorous research designs Have demonstrated a record of success for improving student outcomes Have undergone systematic review process using quality indicators to evaluate level of evidence Evidence- Based Practices Have used rigorous research designs Have demonstrated a record of success for improving student outcomes Research- Based Practices Developed based on research Have demonstrated limited success for effectiveness Have used a ‘weak’ research design Promising Practices Are not based on research No data have been collected Based on Anecdotal evidence and professional judgment exists Unestablished Practices ( Helsel, Hitchcock, Miller, Malinow, & Murray, 2006; Lembke & Stormont, 2005; Twyman & Sota, 2008)

Need to Consider

What resources do we have in place or need? Inputs What strategies/ evidence-based practices will we use? Outputs What student outcomes do we need to improve? Outcomes

7 Post-School Outcomes Lesson Plans Evidence-based Practices

8 Post- School Outcomes EmploymentEducation Independent Living

Predictors/Outcomes EducationEmploymentIndependent Living Career Awareness XX Community Experiences X Exit Exam Requirements/High School Diploma Status X Inclusion in General Education XXX Interagency Collaboration XX Occupational Courses XX Paid Employment/Work Experience XXX Parental Involvement X In-School Predictors by Post-School Outcome Area

Predictors/Outcomes EducationEmploymentIndependent Living Program of Study X Self-Advocacy/Self- Determination XX Self-Care/Independent Living XXX Social Skills XX Student Support XXX Transition Program XX Vocational Education XX Work Study X In-School Predictors by Post-School Outcome Area

11 5 Types of Predictors created to assist in developing, expanding, and evaluating transition programs: Student Achievement  Courses passed; achieving diploma; GPA Student Factors  Paid job during school; parent; student support Student Skills and Aptitudes  Self-determination skills; social skills; job search skills School Transition Program Characteristics  Vocational education; school integration; interagency collaboration; work study; CBI Specific Intervention  Bridge’s School-to-Work Program; published curricula; specific instructional strategy Affecting Change on a Larger Scale

State’s Engagement Rates Of the [TOTAL NUMBER] youth who responded to the interview/survey across the state… Data Source: Sample PSO SY 200x-0x

Increased enrollment in Postsecondary education Inclusion in general education Self- advocacy/self- determination Social Skills

State’s Engagement Rates Of the [TOTAL NUMBER] youth who responded to the interview/survey across the state… Data Source: Sample PSO SY 200x-0x

Increased Rates of Employment Occupational Coursework Interagency collaboration Community Experiences

16  Provides practitioners information about secondary transition program characteristics that have been empirically linked to improved post- school success for students with disabilities  Can be used to: develop and expand programs at the school or district level evaluate existing programs  Can help IEP teams design annual IEP goals and transition services that are more likely to help students achieve their stated post-school goals Affecting Change on a Smaller Scale

[DISTRICT’S] Engagement Rates Of the [TOTAL NUMBER] youth who responded to the interview/survey across the district… Data Source: Sample PSO SY 200x-0x

Increased enrollment in Postsecondary education Self- Determined Learning Model of Instruction Self-Advocacy Strategy Whose Future is it Anyway?

[DISTRICT’S] Engagement Rates Of the [TOTAL NUMBER] youth who responded to the interview/survey across the district… Data Source: Sample PSO SY 200x-0x

Increased Rates of Employment Teaching job specific skills Teaching self- management skills Providing community- based vocational training

Let's Examine Together 21 And share!

Engagement Rate 22 Engagement Rate by Disability Categories AO = All Other Disabilities Data Source: Sample (SY 200x-0x)

What should you consider for students with MR in this district? Academic/General Education Career Awareness Community Experiences Exit Exam Requirements/ High School Diploma Status Interagency Collaboration Occupational Courses Paid Work Experience Parental Involvement School Integration Self- Advocacy/Determination Self-Care/ Independent Living Skills Social Skills Student Support Transition Program Vocational Education Work Study 23 NSTTAC, 2008

What should you consider for students with ED in this district? Academic/General Education Career Awareness Community Experiences Exit Exam Requirements/ High School Diploma Status Interagency Collaboration Occupational Courses Paid Work Experience Parental Involvement School Integration Self- Advocacy/Determination Self-Care/ Independent Living Skills Social Skills Student Support Transition Program Vocational Education Work Study 24 NSTTAC, 2008

Let's Look at Your Data Examine the slide we asked you to create yesterday Identify a Gap Discuss what programs you currently have in place to address this gap Compare the predictors to the strengths and area identified for improvement for the district. 25

Let's Look at Your Data Are some or most of the predictors evident in your programs for youth with disabilities? If not, what would it take to incorporate the predictors into your program? What are some changes you can make in your district in order to address the identified gap in services? 26

Engagement Rate 27 Engagement Rate by Disability Categories AO = All Other Disabilities Data Source: Sample (SY )

Engagement Rate 28 Engagement Rate by Disability Categories AO = All Other Disabilities Data Source: Sample (SY 200x-0x)

Engagement Rate 29 Percent of Males & Females Engaged 29 Data Source: Sample (SY 200x-0x)

Kansas Engagement Rates Of the 179 youth who responded to the interview/survey across the state… Data Source: Sample PSO SY 200x-0x 30

31 Data Source: Sample PSO SY 200x-0x Clinton’s Method of Exit Of the 30 youth who left school across the district…

State’s Engagement Rates Of the [TOTAL NUMBER] youth who responded to the interview/survey across the state… Data Source: Sample PSO SY 200x-0x 32

COLORADO’S Engagement Rates Of the 299 youth who responded to the interview/survey across the state… Data Source: Sample PSO SY 200x-0x 33

State’s Method of Exit Of the ND youth who left school across the state… 34 Data Source: Sample PSO SY 200x-0x

State’s Engagement Rates Of the [TOTAL NUMBER] youth who responded to the interview/survey across the state… Data Source: Sample PSO SY 200x-0x 35

36 Data Source: Sample PSO SY 200x-0x North Carolina Method of Exit Of the youth who left school across the district…

State & District Engagement Rates 37

Dawn A. Rowe