1. 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

2. 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

3. 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

4. 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.

5. 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

6. Academic EBPs, RBPs, and PPs
Dawn

7. Academic EBPs, RBPs, and PPs
Dawn

8. Academic EBPs, RBPs, and PPs
Dawn

9. Where to Find These EBPPs?
Val

10. Where to Find Academic EBPPs?
Val

11. Located at:
Val

12. Practice Descriptions
Val

13. Research to Practice Lesson Plan Starters
Val

14. 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

15. Val

16. Val

17. Predictors to Support Academic Engagement & Outcomes
Dawn

18. Predictors to Support Academic Engagement & Outcomes
Dawn

19. Predictors to Support Academic Engagement & Outcomes
Dawn

20. Assessing Transition Programs: PISA
Catherine
Located at:

21. Using/Scoring the PISA
Catherine

22. 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

23. 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.

24. 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

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

26. Invites You to… Explore our website: www.transitionta.org
Sign up for our listserv:
Follow us on Facebook : at transitionta
…and on Twitter : at transitionta
…and on Pinterest : at transitionta
Contact us:

27. Questions? NTACT Valerie Mazzotti, vmazzott@uoregon.edu
Valerie Mazzotti,
David Test,
Catherine Fowler,