1. Evidence-Based and Promising Practices to Increase Graduation and Improve Outcomes Dr. Loujeania Bost Dr. Catherine Fowler Dr. Matthew Klare

2. NTACT’s Purpose Assist State Education Agencies, Local Education Agencies, State VR Agencies, and VR service providers to implement evidence- based and promising practices ensuring students with disabilities, including those with significant disabilities, graduate prepared for success in postsecondary education and employment. 2

3. 3 Knowledge Development Academic Rigor Career Development Professional Development & Technical Assistance Data-Based Decision Making Quality Transition Planning School Completion

4. Effective Practices Matrix Level of Evidence EducationEmploymentIndependent Living Evidence-Based Practices Student involvement in the IEP practices Some school completion strategies Student involvement in the IEP practices Practices to teach home maintenance & purchasing skills Research-Based Practices Some academic skill instructional practices Some more school completion practices Predictors of post- school engagement in higher education Some employment skill instructional practices Predictors of post- school employment Many life skill instructional practices Predictors of post- school quality of life Promising Practices Some more academic skill instructional practices Some more employment skill practices Effective practices for VR Some more life skill instructional practices 4

5. Predictors and Practices Predictors = interventions that occur while a student is in-school that lead to improved post-school or in-school outcomes; derived from correlational research studies Practices = classroom and community-based instructional strategies derived from experimental research studies 5

6. Predictors of Post-School Success Career Awareness Occupational Courses Paid Employment Vocational Education Work Study Community Experiences Exit Exam Requirements/ Diploma Status Inclusion in General Education Program of Study Interagency Collaboration Parent Expectations Parent Involvement Student Support Transition Program Goal Setting Self-Determination Skills Self-Care Skills Social Skills Travel Skills Youth Autonomy/ Decision Making 6

7. Ten Things you can do to Improve Graduation Rates Utilize data systems to identify, inform, monitor and track increased graduation rates for students with disabilities Implement increasingly intensive evidence based methodologies toward improved academic outcomes in core academic areas Implement increasingly intensive evidence based methodologies to improve social, emotional, and behavioral outcomes

8. Ten Things you can do to Improve Graduation Rates Promote the implementation of attendance strategies and alternative programs to increase the likelihood that students with attend school regularly Promote and ensure culturally responsive learning environments and instructional practices Provide rigorous and relevant instruction to better engage students in learning both academic and career skills.

9. Ten Things you can do to Improve Graduation Rates Provide options for students with disabilities to be engaged in increasing intensive opportunities to participate in career related, work based, and supported employment. Embrace a philosophy of partnerships that empowers families, communities, and other stakeholders to become meaningfully involved in the improvement of outcomes for all students

10. Ten Things you can do to Improve Graduation Rates Promote the development of personalized learning environments that creates a sense of belonging and fosters a school climate where students and teachers get to know one another and can provide academic, social, and behavioral encouragement. Provide educators with ongoing professional development and technical assistance to expand their knowledge and improve their skills in implementing increasing intensive EBPPs related to 1-9.

11. 11

12. How can we do ____ in all contexts? Geographic – rural? urban? Demographic – highly mobile? generational poverty? Building leadership – supportive? disengaged? Supporting or competing priorities

13. Fit & Feasibility Context 13

14. What’s in your infrastructure? What is your current system for reaching districts? Working well? Who will be your “experts”? What do your implementers know? Not know? Not know that they don’t know? What else are they currently receiving PD around? Related Who will be your coaches? What policies/ procedures align with your efforts? Do some impede? 14

15. 15 The Hexagon Tool The Hexagon Tool helps states, communities, and agencies systematically evaluate new and existing interventions via six broad factors: 1.Needs of individuals; how well the program or practice might meet identified needs. 2.Fit with current initiatives, priorities, structures and supports, and parent/community values. 3.Resource Availability for training, staffing, technology supports, data systems and administration.

16. 16 The Hexagon Tool 4.Evidence indicating the outcomes that might be expected if the program or practices are implemented well. 5.Readiness for Replication of the program, including expert assistance available, number of replications accomplished, exemplars available for observation, and how well the program is operationalized. 6.Capacity to Implement as intended and to sustain and improve implementation over time.

17. What do you (your districts) need to be ready? 17

18. Implementation team Professional development plan Evaluation of impact (tomorrow) Evaluation of fidelity (tomorrow) Plan for next phase – More districts? More schools? More teachers? More students? More intervention? Installation Stage

19. Let’s spend time asking the questions that can help you choose the right “it” and plan your next steps 19

20. Questions 20

21. Contact NTACT www.TransitionTA.org ntactmail@uncc.edu 704-687-8606 Loujeania Bost, lbost8@uncc.edulbost8@uncc.edu Catherine Fowler, chfowler@uncc.educhfowler@uncc.edu Matthew Klare, mklare@uncc.edumklare@uncc.edu 21