NTACT Knowledge Development & Technical Assistance NTACT Evidence-Based Practices, Tools, and Resources to Support Academic Engagement for Secondary Students with Disabilities Valerie L. Mazzotti NTACT Knowledge Development & Technical Assistance University of Oregon October 19, 2017

Agenda Purpose and Outcomes Academic EBPs, RBPs, and PPs Predictors that support academic engagement & student outcomes NTACT tools and resources for implementation and evaluation of secondary academic evidence-based practices

Purpose and Outcomes Purpose: To provide information about secondary academic evidence-based practices (EBPs) identified by NTACT staff, including tools and resources to support academic engagement. Participants will gain knowledge of: current secondary academic EBPs identified from the NTACT systematic literature review Predictors identified by NTACT that are linked to improved academic engagement and outcomes for secondary students with disabilities tools and resources to support implementation and evaluation of secondary academic evidence-based practices

The Search for EBPPs … Currently 649 articles published from 2010 to present have been reviewed 393 did not meet criteria 256 support existing practices or new practices Latest findings indicate: additional research to support existing practices (e.g., self-management, response prompting) 50+ new practices: academics (e.g., corrective reading, graphic organizers, mnemonics, peer assisted learning/tutoring, Self-Regulated Strategy Development) transition (e.g., project search, Take Charge curriculum) Dawn We have approximately 50 or so articles left to code from the original search.

EBPP Findings to Date… 174 EBPPs Varying levels of evidence (174 practices across approximately 249 skills) 87 secondary academic EBPPs 11 dropout prevention EBPPs 60 secondary transition EBPPs 16 vocational rehabilitation EBPPs Outcomes organized by relevant transition area Education Employment Independent Living Population Stated in practice descriptions Dawn

Academic EBPs, RBPs, and PPs Dawn

Academic EBPs, RBPs, and PPs Dawn

Academic EBPs, RBPs, and PPs Dawn

Where to Find These EBPPs? Val

Where to Find Academic EBPPs? Val

Located at: https://transitionta.org/system/files/effectivepractices/EPP_Matrix_Academics.pdf?file=1&type=node&id=1223&force= Val

Practice Descriptions Val

Research to Practice Lesson Plan Starters Val

Predictor Findings to Date… 19 predictors Outcomes organized by relevant transition area Education Employment Independent Living Current review indicates: additional research to support existing predictors: Val Social Skills Goal-Setting Paid Employment Travel Skills Self-Determination CTE Course Taking (new, but falls under Vocational Education) Parent Expectations Youth Autonomy/ Decision Making

Val

Val

Predictors to Support Academic Engagement & Outcomes Dawn

Predictors to Support Academic Engagement & Outcomes Dawn

Predictors to Support Academic Engagement & Outcomes Dawn

Assessing Transition Programs: PISA Catherine Located at: https://www.transitionta.org/sites/default/files/Predictor_Self-Assessment2.0.pdf

Using/Scoring the PISA Catherine

Degree of Implementation Evidence of Implementation Using/Scoring the PISA Self-Determination Program Characteristic Degree of Implementation Evidence of Implementation Utilize a student driven IEP process to allow students to demonstrate self-awareness, goal setting, problem solving, and self-advocacy. 1 Not currently being implemented No evidence = 0 Collaborate with general education teachers to embed choices into the general curriculum and daily lessons and provide opportunities for students to practice self-determination skills. 2 Intermittent Implementation Teacher lesson plans include activities in which students have choices = 1 (weak evidence) Teach students to self-monitor self-determination skills (e.g., accommodations and modifications) and provide opportunities for students to practice the self-monitoring strategy. 4 Currently being implemented At beginning of school year, students write letters to their teachers describing accommodations needed. All SPED teachers are using the SDLMI to teach students to set goals, and monitor progress toward goals. All students are administered the AIR self-determination scale each year = 3 (strong evidence) Catherine

Effective Practices and Predictor Resources to Support Secondary Academics Quick Guides Culturally and Linguistically Diverse Youth and Transition Planning Response to Intervention Tier 1 and Tier 2 Positive Behavior Interventions and Supports Universal Design for Learning at the Secondary Level Dave NTACT develops annotated bibliographies on current topics in secondary transition, school completion, and post-school success to assist novice and seasoned researchers. We are currently updating some of the annotated bibliographies written under the NSTTAC grant. NTACT develops Quick Guides on topics that have relevance to secondary students with disabilities, but have been thoroughly researched and described by other organizations or centers. The Quick Guides overview the topic and its relevance for secondary students with disabilities and provide links to resources that may be useful for administrators, practitioners, family members, or youth.

Effective Practices and Predictor Resources to Support Secondary Academics Annotated Bibliographies: Assistive Technology Culturally and Linguistically Diverse Transition Planning Data-Based Decision Making Early Warning Systems Family Involvement    Financial Literacy Peer Mediated Supports Professional Development Dave

If we have time… Let’s take a look at the resources on the NTACT website for academic EBPs Dave

Invites You to… Explore our website: www.transitionta.org Sign up for our listserv: http://uncc.surveyshare.com/s/AYASDJA Follow us on Facebook : at transitionta …and on Twitter : at transitionta …and on Pinterest : at transitionta Contact us: ntactmail.@uncc.edu

Questions? NTACT Valerie Mazzotti, vmazzott@uoregon.edu www.transitionta.org ntactmail@uncc.edu Valerie Mazzotti, vmazzott@uoregon.edu David Test, dwtest@uncc.edu Catherine Fowler, chfowler@uncc.edu