2018 OSEP Project Directors’ Conference

2018 OSEP Project Directors’ Conference
OSEP Disclaimer 2018 OSEP Project Directors’ Conference DISCLAIMER: The contents of this presentation were developed by the presenters for the 2018 Project Directors’ Conference. However, these contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. (Authority: 20 U.S.C. 1221e-3 and 3474)

Deciphering Sustainability: Strategies from Five Years of Scaling-Up
Margo V. Izzo, PhD, Principal Investigator Alexa Murray, Program Manager Andrew Buck, Program Manager The Ohio State University Nisonger Center A University Center for Excellence in Developmental Disabilities (UCEDD) Columbus, Ohio This presentation and related EIT products were produced under the U.S. Department of Education (USDOE), Office of Special Education Programs Grant H327S

Presentation Objectives/Agenda
Describe the Scaling-Up EnvisionIT grant and intervention Share research findings Discuss strategies for achieving intervention sustainability This presentation and related EIT products were produced under the U.S. Department of Education (USDOE), Office of Special Education Programs Grant H327S

Background and Description of Intervention
This presentation and related EIT products were produced under the U.S. Department of Education (USDOE), Office of Special Education Programs Grant H327S

Food for Thought College and Career Readiness (CCR) initiatives and standards expect our high school graduates to be scholarly and employable with 21st century skills, but.… How do we prepare students with and without disabilities for college and careers? How do we provide career development and guide students to articulate postsecondary goals and plans based upon their learning preferences, interests, and skills? This presentation and related EIT products were produced under the U.S. Department of Education (USDOE), Office of Special Education Programs Grant H327S

Need for Evidenced-Based, Standards-Aligned 21st Century Curricula
“Special educators need assistance to develop […] standards-based [Individualized Education Program] IEP goals” (Caruana, 2015). Writing IEPs with goals that are meaningful and aligned to CCR standards is difficult (Best & Cohen, 2013). “In 37 states, officials report facing challenges with providing professional development to help teachers align instruction for students with disabilities to the Common Core” (Frizzell, 2013). This presentation and related EIT products were produced under the U.S. Department of Education (USDOE), Office of Special Education Programs Grant H327S

EIT Curriculum History
Developed and evaluated since 2003 Funded through successive U.S. Department of Education (USDOE) grants Current Scaling-Up EnvisionIT (EIT) grant was awarded to OSU Nisonger Center in 2012 from Office of Special Education Programs (OSEP) at USDOE through Stepping-Up Technology Implementation Program Purpose of current grant is to scale-up and sustain EIT in Ohio and other states In 2014, we recruited Connecticut and New York through a Request for Proposals (RFP) process EnvisionIT is being used in 31 schools in Ohio in inclusion, special education, and general education classrooms This presentation and related EIT products were produced under the U.S. Department of Education (USDOE), Office of Special Education Programs Grant H327S

Highlights of EIT Curriculum
FREE Evidenced-based and standards-aligned Blended and differentiated project-based learning Supports Individualized Education Programs (IEPs), Individual Learning Plans (ILPs),Student Success Plans (SSPs), and Individualized Plans for Employment (IPEs) 12 customizable units delivered online through learning management systems (LMS) such as Google Classroom, Schoology, and Canvas This presentation and related EIT products were produced under the U.S. Department of Education (USDOE), Office of Special Education Programs Grant H327S

Highlights of EIT Curriculum
Course files also available on Google Drive Pre-unit and post-unit quizzes to gauge learning Learning supports (e.g., guided notes, review sheets, glossary, videos) Supplemental content on reading, writing, and test-taking strategies Enrichment activities and resource blog This presentation and related EIT products were produced under the U.S. Department of Education (USDOE), Office of Special Education Programs Grant H327S

21st Century Curriculum The EnvisionIT (EIT) curriculum:
Serves transition age youth with and without disabilities in grades 7-12 Can be used by general educators, special educators/intervention specialists, and guidance counselors across a variety of educational settings Is customizable and supports blended learning through use of Internet and Learning Management Systems (LMS) This presentation and related EIT products were produced under the U.S. Department of Education (USDOE), Office of Special Education Programs Grant H327S 10

21st Century Curriculum The EnvisionIT (EIT) curriculum aligns with state and national standards in: English Language Arts (ELA) Ohio ELA Extended Standards Technology Literacy College and Career Readiness (CCR) Career-Based Intervention (CBI), Financial Literacy Career Technical Education (CTE) Field Standards Strand 1 This presentation and related EIT products were produced under the U.S. Department of Education (USDOE), Office of Special Education Programs Grant H327S 11

& Self-Directed Planning Information Technology & Computer
21st Century Curriculum Common Core Standards Transition Assessment & Self-Directed Planning Information Technology & Computer Literacy This presentation and related EIT products were produced under the U.S. Department of Education (USDOE), Office of Special Education Programs Grant H327S 12

Alignment with Federal Mandate: ESSA
Every Student Succeeds Act (ESSA) 21 U.S.C. 812(c) (3) Digital learning means any instructional practice that effectively uses technology to strengthen a student’s learning experience and encompasses a wide spectrum of tools and practices, including the following: This presentation and related EIT products were produced under the U.S. Department of Education (USDOE), Office of Special Education Programs Grant H327S

Alignment with Federal Mandate: ESSA
EIT meets Every Student Succeeds Act (ESSA) criteria through content and delivery: Use of a Learning Management System (LMS) allows for interactive learning Students connect with databases such as O*NET Students take online age-appropriate assessments such as the VARK and O*NET Interest Profiler to help shape their career goals Students can use blog features in selected LMS EIT well-suited for blended learning where the teacher instructs and leads students through the digital content EIT can be accessed through the Internet and is compatible with computers, tablets, and smart phones Many activities can be printed off and require collaborative learning This presentation and related EIT products were produced under the U.S. Department of Education (USDOE), Office of Special Education Programs Grant H327S

Alignment with Federal Mandate: IDEA Indicator 13
"Percent of youth with IEPs aged 16 and above with an IEP that includes appropriate measurable postsecondary goals that are annually updated and based upon an age appropriate transition assessment, transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals….” (20 U.S.C. 1416(a)(3)(B)) In EnvisionIT, students complete age appropriate transition assessments and develop postsecondary education and employment goals EnvisionIT supports students to become active participants in their IEP meetings This presentation and related EIT products were produced under the U.S. Department of Education (USDOE), Office of Special Education Programs Grant H327S

Alignment with Federal Mandate: WIOA
EIT meets Workforce Innovation and Opportunity Act (WIOA) required Pre-Employment Transition Services (Pre-ETS) in the following areas: Job exploration counseling Work-based learning Counseling on postsecondary education programs Workplace readiness training Self-advocacy skills This presentation and related EIT products were produced under the U.S. Department of Education (USDOE), Office of Special Education Programs Grants H327S (awarded to OSU) and H027A160111A (awarded to ODE).

21st Century Curriculum The EnvisionIT (EIT) curriculum:
Guides students in building a digital Transition Portfolio Includes age-appropriate transition assessments and activities to write measurable, postsecondary goals for employment and education/training Incorporates Universal Design for Learning (UDL) and Evidenced-Centered Design (ECD) features This presentation and related EIT products were produced under the U.S. Department of Education (USDOE), Office of Special Education Programs Grant H327S 17

EIT Transition Portfolio
Students create a self-directed Transition Portfolio that includes any or all of the following: 1. Title Page 2. Age-Appropriate Transition Self-Assessment Results Career Vision Survey VARK O*NET Interest Profiler 3. Compare and Contrast Careers Chart 4. Postsecondary Education/Training Research Chart This presentation and related EIT products were produced under the U.S. Department of Education (USDOE), Office of Special Education Programs Grant H327S 18

Students create a self-directed Transition Portfolio that includes any or all of the following: 5. Postsecondary Goals for Career Plans A and B 6. High School Course Schedule 7. Short-Term Goals 8. Resume This presentation and related EIT products were produced under the U.S. Department of Education (USDOE), Office of Special Education Programs Grant H327S 19

Students create a self-directed Transition Portfolio that includes any or all of the following: 9. Cover Letter 10. Job and/or College Applications 11. Job Interview Questions and Answers 12. Digital Presentation 13. Career Essay This presentation and related EIT products were produced under the U.S. Department of Education (USDOE), Office of Special Education Programs Grant H327S 20

Sample Courses (Ohio) Career Exploration Career Advising
Postsecondary Planning Business Education Transitions and Careers Freshman Seminar English Language Arts Life Skills Financial Literacy 21st Century Skills Technology Literacy College and Career Readiness This presentation and related EIT products were produced under the U.S. Department of Education (USDOE), Office of Special Education Programs Grant H327S

Why EnvisionIT? By having students establish meaningful career goals and plans through development of a Transition Portfolio, EIT can help students: Gain important reading and 21st literacy skills Move toward postsecondary education and/or employment This presentation and related EIT products were produced under the U.S. Department of Education (USDOE), Office of Special Education Programs Grant H327S

Quasi-Experimental Research: Project Years 3 (2014-2015) and 4 (2015-2016)

Research Study Characteristics (2014-2017)
Research Hypotheses: Students who take EnvisionIT will score significantly higher in 1) Reading Achievement 2) Information Technology (IT) Literacy 3) College and Career Readiness (CCR) 4) Self-Determination (SD) Setting: Intervention implemented in special and general education classrooms at high schools in Ohio and Connecticut for one semester or full school year This presentation and related EIT products were produced under the U.S. Department of Education (USDOE), Office of Special Education Programs Grant H327S

Research Question: Does EIT Impact Reading?
RQ1: What is the effect of EnvisionIT on reading? RQ2: Does this effect differ by grade and length of class (semester or year)? Measure: AIMSweb 8th Grade Reading Maze This presentation and related EIT products were produced under the U.S. Department of Education (USDOE), Office of Special Education Programs Grant H327S

Data Analytic Sample 18 teachers from 10 high schools in Ohio and Connecticut who participated in Year 3 ( ) and first semester of Year 4 ( ) 11 teachers implemented EIT (intervention group, n = 235) and 7 teachers did not implement (comparison group, n = 120) (total n = 355) Intervention group: 49% of students were on IEPs, 3% were on 504 plans, and 35% did not have a documented disability (with 13% missing data) Comparison group: 51% of students were on IEPs, 3% on 504 plans, and 45% did not have a documented disability (with 5% missing data) This presentation and related EIT products were produced under the U.S. Department of Education (USDOE), Office of Special Education Programs Grant H327S

Method: Data Analysis Students (Level 1) were nested within teachers (Level 2) Dependent variable = difference score on AIMSweb representing change in reading achievement from pre to post Multilevel Linear Modeling (MLM; Snijders & Bosker, 1999) was utilized To test this assumption a random effects analysis of variance model was estimated so that the ICC – representing the proportion of variance between teachers – could be calculated ICC = 0.129 Effect size was calculated with partial correlation (Rosenthal & Rubin, 2003), where Large Effect = 0.52, Medium Effect = 0.36, Small Effect = 0.14 This presentation and related EIT products were produced under the U.S. Department of Education (USDOE), Office of Special Education Programs Grant H327S

Findings Significant and large effect of EnvisionIT on reading scores
Intervention group students made more meaningful gains in reading (i.e., AIMSweb8 scores increased) 9th graders +3.11 10th graders +4.56 11th graders +6.99 12th graders +6.22 Effect differs by grade Length of class was not statistically significant This presentation and related EIT products were produced under the U.S. Department of Education (USDOE), Office of Special Education Programs Grant H327S

Quasi-Experimental Research: Project Year 5 (2016-2017)

Research Question: Do Setting, Fidelity, and Dosage Matter?
RQ1. What is the effect of the EnvisionIT intervention on gains in career readiness and is the effect moderated by class setting? RQ2. After controlling for class setting, does the effect differ by instructional quality (i.e., fidelity) and dosage? This presentation and related EIT products were produced under the U.S. Department of Education (USDOE), Office of Special Education Programs Grant H327S

Measuring Fidelity (Years 3-5)
EIT Fidelity Checklist included: Instructional best practices adapted from: Ohio Department of Education: Teacher Performance Evaluation Rubric Connecticut Department of Education: Common Core of Teaching Rubric for Effective Teaching Qualitative classroom observations Curriculum specific practices Scoring protocol Designed to gauge relationship between effective teaching and student achievement This presentation and related EIT products were produced under the U.S. Department of Education (USDOE), Office of Special Education Programs Grant H327S

Measuring Fidelity (Years 3-5)
EIT Fidelity Checklist consisted of 4 parts with 29 items Part I: General Teacher Behavioral Standards 9 items on a 3-point Likert scale with observer comments and real-world examples Part II: Lesson Specifics: Computer Work 1 descriptive item and 8 dichotomous items with observer comments and real-world examples Part III: Lesson Specifics: EIT Activity 7 dichotomous items with observer comments and real-world examples Part IV: Global Rating of Fidelity 1 global rating item on a 3-point Likert scale and 3 items for required observer comments Included companion planning, scoring, and instructional coaching protocol This presentation and related EIT products were produced under the U.S. Department of Education (USDOE), Office of Special Education Programs Grant H327S

Measuring Fidelity (Year 5)
Teacher Lesson Logs (i.e., dosage) Checklist of core components Transition Portfolio activities Supporting content and activities Qualitative teacher notes Additional activities (e.g., 21st Century Wednesdays) Classroom Coding (i.e., setting stratified by dosage) Dedicated Integrated Resource Room This presentation and related EIT products were produced under the U.S. Department of Education (USDOE), Office of Special Education Programs Grant H327S

Training and Fidelity Initial Trainings Classroom Observations
Customized based on teacher needs and schedules Hands-on with focus on use of LMS Classroom Observations EIT Fidelity Checklist Initial site visit conducted to gather baseline data Site visits conducted 1x/month or until consecutive passing scores (i.e., >75%) Teachers could also rate themselves Instructional Coaching and Technical Assistance Built rapport with teachers, observations were not judgements Provided written, verbal, and visual feedback Highlighted strengths and identify areas for improvement On-going communication Follow-up trainings at school or via webinar This presentation and related EIT products were produced under the U.S. Department of Education (USDOE), Office of Special Education Programs Grant H327S

Method: Data Analysis Multilevel linear models were estimated in R using the lme4 R package using full information maximum likelihood RQ 1: Intercept-as-outcome model Intervention effect Setting, disability, grade level covariates RQ 2: Moderating effects Teacher fidelity and dosage scores (grand mean centered) were tested as moderators of the intervention effect This presentation and related EIT products were produced under the U.S. Department of Education (USDOE), Office of Special Education Programs Grant H327S

Results: VSSE Scores as Function of Fidelity and Dosage

Results: SCCI Scores as Function of Fidelity and Dosage

Findings Significant effect of intervention on career readiness gains as measured by scores on the career measures (Vocational Skills Self-Efficacy Scale (VSSE and Student Career Construction Inventory (SCCI) Intervention effect significant while controlling for setting Students who received intervention from teacher with above average fidelity showed amplified effects (i.e., career readiness gains) Students who received intervention from teacher who taught above average percentage of the lessons showed amplified effects (i.e., career readiness gains) This presentation and related EIT products were produced under the U.S. Department of Education (USDOE), Office of Special Education Programs Grant H327S

Findings Students with and without disabilities in intervention group (i.e., those receiving EIT) showed significantly higher gains in career readiness scores than students in comparison group The curriculum is ideal for general education settings Students showed the largest gains in career readiness when: They were taught more than 75% of the curriculum – on average these students gained approximately 3 points on the VSSE and 2 points on the SCCI Teacher fidelity scores were above average indicating higher instructional quality This presentation and related EIT products were produced under the U.S. Department of Education (USDOE), Office of Special Education Programs Grant H327S

EIT Implications In past grants, EIT pre-post gains were statistically significant in ICT literacy and CCR/transition with trend gains in reading In current grant, EIT pre-post gains were statistically significant in reading, ICT literacy, and CCR/transition EIT is an evidenced-based tool This presentation and related EIT products were produced under the U.S. Department of Education (USDOE), Office of Special Education Programs Grant H327S

Establishing An Evidence-Based Curriculum
1 Lombardi, A. R., Izzo, M. V., Gelbar, N., Murray, A., Buck, A., Johnson, V., Hsiao, J., Wei, Y., & Kowitt, J. (2017). Leveraging information technology literacy to enhance college and career readiness for secondary students with disabilities. Journal of Vocational Rehabilitation, 46(3), Available at 2 Lombardi, A. R., Izzo, M. V., Rifenbark, G. G., Murray, A., Buck, A., Monahan, J., & Gelbar, N. (2017). The impact of an online transition curriculum on secondary student reading: A multilevel examination. Career Development and Transition for Exceptional Individuals, 40(1), Available at 3 Izzo, M.V., Yurick, A., Nagaraja, H.N., & Novak, J.A. (2010). Effects of a 21st-Century curriculum on students’ information technology and transition skills. Career Development for Exceptional Individuals, 33(2), Available at This presentation and related EIT products were produced under the U.S. Department of Education (USDOE), Office of Special Education Programs Grant H327S

EIT Research Limitations 2014-2017
Lack of randomization due to need to recruit schools – many schools not comfortable with randomization Selection bias with convenient sampling Self-report bias on CCR and SD measures Difficulties defining, measuring, and enforcing fidelity This presentation and related EIT products were produced under the U.S. Department of Education (USDOE), Office of Special Education Programs Grant H327S

Sustainability This presentation and related EIT products were produced under the U.S. Department of Education (USDOE), Office of Special Education Programs Grant H327S

Fidelity Versus Sustainability
How does fidelity How do you achieve fidelity for an innovative intervention that requires a flexible and customizable approach in order to achieve sustainability across diverse sites? The focus of the USDOE OSEP Stepping-Up Technology Implementation Program is more on scaling-up and sustaining an intervention than pure research This presentation and related EIT products were produced under the U.S. Department of Education (USDOE), Office of Special Education Programs Grant H327S

Balancing Project Priorities: Fidelity
Sustainability Uniformity Protocol Replication Generalizability Relevance Cost Per Pupil Accessibility This presentation and related EIT products were produced under the U.S. Department of Education (USDOE), Office of Special Education Programs Grant H327S

Balancing Project Priorities: Sustainability
Fidelity Sustainability Relevance Cost Per Pupil Accessibility Customizability Protocol Replication Generalizability This presentation and related EIT products were produced under the U.S. Department of Education (USDOE), Office of Special Education Programs Grant H327S

Barriers to Sustainability
Competing school or district priorities Lack of resources (e.g., technology, staff) School restructuring and schedule changes Lack of teacher/administrator support This presentation and related EIT products were produced under the U.S. Department of Education (USDOE), Office of Special Education Programs Grant H327S

Barriers to Sustainability
Bureaucracy especially in large urban districts Inaccurate perceptions regarding curriculum value and purpose Resistance to change including unwillingness to integrate EIT into school goals or infrastructure This presentation and related EIT products were produced under the U.S. Department of Education (USDOE), Office of Special Education Programs Grant H327S

Strategies that Encourage Sustainability (School)
Leveraging EIT as a resource to help comply with federal mandates and/or enhance current district or state initiatives Simultaneous teacher and administrator champions Customizability of EIT to allow teachers to help meet student learning needs This presentation and related EIT products were produced under the U.S. Department of Education (USDOE), Office of Special Education Programs Grant H327S

Availability of EIT across venues Availability of sample course models as well as full curriculum Availability of training and teacher resources (e.g., curriculum pacing guides, site maps) This presentation and related EIT products were produced under the U.S. Department of Education (USDOE), Office of Special Education Programs Grant H327S

Memorandums of Understanding (MOUs) Ongoing in-person or online training including encouraging teacher leaders to train other teachers Evidence of intervention effectiveness (research and anecdotally) This presentation and related EIT products were produced under the U.S. Department of Education (USDOE), Office of Special Education Programs Grant H327S

Strategies that Encourage Sustainability (State/National)
Strong partnerships between State Education Agencies (SEAs) and Local Education Agencies (LEAs) in order to recruit and train schools/districts on using, adapting, and integrating EIT into school/district infrastructure Promotion of, and training on, EIT through state-sponsored professional development (PD) networks, teams, and venues This presentation and related EIT products were produced under the U.S. Department of Education (USDOE), Office of Special Education Programs Grant H327S

Strategies that Encourage Sustainability (State/National)
A Request for Applications process to recruit states and build capacity to sustain the EIT intervention in those states Partnerships with national organizations for distribution through their networks This presentation and related EIT products were produced under the U.S. Department of Education (USDOE), Office of Special Education Programs Grant H327S

EIT and Implementation Science Framework

Installation Initial Training Fidelity Visits Technical Assistance
On-site computer lab or classroom setting Schedule times with teacher to observe class Maintain regular communication with sites Structured, yet customized, agenda Complete fidelity checklist and assess coaching needs Address specific issues quickly on case-by-case basis Interactive to promote practice and group work Ask teacher to complete a fidelity checklist as self-assessment Post general responses and updates to group online Professional development resources and supports Respond to questions, gather feedback, provide support and coaching Encourage group to share resources, ideas, questions and feedback online End goal is ability to use intervention effectively End goal is improving fidelity and rapport End goal is enhancing support and capacity This presentation and related EIT products were produced under the U.S. Department of Education (USDOE), Office of Special Education Programs Grant H327S

Initial Implementation
Implementation Driver Activity (Ohio Rural High School) Competency Enact communication protocols Schedule site visits to observe and assess fidelity Maintain regular communication Execute coaching plan Assess fidelity and review results with teachers Provide immediate feedback Organization Measure and report outcomes Gauge student outcomes through pre-post quizzes in EIT units Collect pretest-posttest data and present findings to key personnel report fidelity Gauge teacher performance with assessment Update training, coaching, and fidelity checklist Leadership Review recommendations for process improvement Differentiate curriculum for students with and without disabilities and across grades Implement curriculum in an inclusive classroom, such as freshman seminar elective Table adapted from Blase, K., van Dyke, M. & Fixsen, D. (2013). Stages of implementation analysis: Where are we? National Implementation Research Network. Retrieved from This presentation and related EIT products were produced under the U.S. Department of Education (USDOE), Office of Special Education Programs Grant H327S

Full Implementation Ohio Suburban School District:
District needed a high school curriculum that would address transition planning needs of students with and without IEPs Transition planning course would be for a semester and worth one-half (0.5) elective credit One special education teacher and one general education teacher would be selected as instructors (separate classrooms) The school district already used Schoology and needed an online transition curriculum that would work with the LMS The curriculum would address college and career readiness and support technology literacy to address new state requirements This presentation and related EIT products were produced under the U.S. Department of Education (USDOE), Office of Special Education Programs Grant H327S

Other Projects: Strategies That Work

Strategies That Work Survey
Survey was: Developed by committee in winter 2017 in order to collect process information about lessons learned regarding project implementation, scale-up, and sustainability Created using Qualtrics online survey tool Distributed to OSEP Stepping-Up Technology Implementation Program Grant Cohorts 8-12 representing initial grant awards from 2012 to 2016

Survey Questions What is it that you know now that would have been really helpful or useful to know at the start of your project? Knowing what you know now, how can a particular challenge be avoided or successfully confronted? What resources did you/are you/will you acquire, develop, enhance, or leverage in order to promote implementation, scale-up, and sustainability of the innovation? In this context, resources are broadly defined as tools, knowledge, relationships, monies, etc.

Survey Questions In your opinion, what is the most significant factor or set of factors that contribute to the successful implementation of your innovation? Add your own lesson/strategy learned from project Categories of lessons/strategies

Categories of Lessons/Strategies
___ Technology development/refinement ___ Training/professional development/instructional coaching ___ Fidelity of technology implementation (adherence to how technology should be used) ___ Research design/measurement ___ Field testing ___ Site recruitment ___ Product dissemination/distribution ___ Scale-up and sustainability ___ Quality assurance ___ Buy-in or support from stakeholders ___ Other: please indicate:

Response Rate A total of 21 individuals responded to the survey
14 projects out of 20 were represented (70%)

Results: Descriptive Categories

Results: Qualitative Feedback
There was a lot of good feedback across categories – 40 pages of single spaced comments Comments were distilled into 15 pages – while that may still be long, decision was made to preserve meaning of direct quotes for handout Attempt was made to retain integrity of direct quotes while highlighting key points

Discussion This presentation and related EIT products were produced under the U.S. Department of Education (USDOE), Office of Special Education Programs Grant H327S

Discussion Question 1 In your projects, a) what challenges have you experienced with implementing and sustaining products or interventions, and b) how did you work around these challenges? This presentation and related EIT products were produced under the U.S. Department of Education (USDOE), Office of Special Education Programs Grant H327S

Discussion Question 2 In your projects, a) what strategies did you employ in order to increase the use and sustainability of your products or interventions, and b) were these strategies successful? This presentation and related EIT products were produced under the U.S. Department of Education (USDOE), Office of Special Education Programs Grant H327S

Discussion Question 3 In your projects, who were the implementation drivers or key players that enhanced success of your products or interventions? This presentation and related EIT products were produced under the U.S. Department of Education (USDOE), Office of Special Education Programs Grant H327S

Discussion Question 4 Think about a current or recent project you directed or helped implement. Knowing what you know now, what aspect of the project, if any, would you have liked to have done differently in order to augment project success? This presentation and related EIT products were produced under the U.S. Department of Education (USDOE), Office of Special Education Programs Grant H327S

EIT Published Journal Articles
Izzo, M.V., Yurick, A., Nagaraja, H.N., & Novak, J.A. (2010). Effects of a 21st-Century curriculum on students’ information technology and transition skills. Career Development for Exceptional Individuals, 33(2), Available at Lombardi, A. R., Izzo, M. V., Gelbar, N., Murray, A., Buck, A., Johnson, V., Hsiao, J., Wei, Y., & Kowitt, J. (2017). Leveraging information technology literacy to enhance college and career readiness for secondary students with disabilities. Journal of Vocational Rehabilitation, 46(3), Available at This presentation and related EIT products were produced under the U.S. Department of Education (USDOE), Office of Special Education Programs Grant H327S

EIT Published Journal Articles
Lombardi, A. R., Izzo, M. V., Rifenbark, G. G., Murray, A., Buck, A., & Johnson, V. (2016). A preliminary psychometric analysis of a measure of information technology literacy skills. Career Development and Transition for Exceptional Individuals, 39(4). Available at Lombardi, A. R., Izzo, M. V., Rifenbark, G. G., Murray, A., Buck, A., Monahan, J., & Gelbar, N. (2017). The impact of an online transition curriculum on secondary student reading: A multilevel examination. Career Development and Transition for Exceptional Individuals, 40(1), 15-24, Available at This presentation and related EIT products were produced under the U.S. Department of Education (USDOE), Office of Special Education Programs Grant H327S

EIT Contact Information Margo Vreeburg Izzo, Ph.D. Project Director The Ohio State University (614) Alexa Murray Program Manager (614) Andrew Buck Learning and Development Consultant (614) For general inquiries please contact OSU Nisonger Center Transition Services at (614) or This presentation and related EIT products were produced under the U.S. Department of Education (USDOE), Office of Special Education Programs Grants H327S (awarded to OSU) and H027A160111A (awarded to ODE).

Additional Resources EIT Curriculum in Google Drive: EIT Teacher Training Videos: EIT Student Videos: U.S. Department of Education (USDOE) Office of Special Education Programs (OSEP): The Ohio State University Nisonger Center EIT Website: The Ohio State University Nisonger Center Website: University of Connecticut Neag School of Education: This presentation and related EIT products were produced under the U.S. Department of Education (USDOE), Office of Special Education Programs Grant H327S

Additional Resources University of Rochester Institute for Innovative Transition: Schoology Learning Management System: Council for Exceptional Children Division on Career Development and Transition: Association of University Centers on Disabilities: University of Oklahoma Zarrow Center for Learning Enrichment: The National Implementation Research Network’s Active Implementation Hub State Implementation and Scaling-Up of Evidence-Based Practices Center This presentation and related EIT products were produced under the U.S. Department of Education (USDOE), Office of Special Education Programs Grant H327S

References Best, J., & Cohen, C. (2013). Common Core State Standards and Implications for Special Populations (Policy brief). Denver, CO: McREL. Available at Caruana, V. (2015). Accessing the Common Core Standards for Students with Learning Disabilities: Strategies for Writing Standards-Based IEP Goals, Preventing School Failure: Alternative Education for Children and Youth, 59:4, , DOI: / X : Available at Frizzell, M. (2013). Year 3 of Implementing the Common Core State Standards Transitioning to CCSS-aligned Curriculum and Assessments for Students with Disabilities (Policy brief). Center on Education Policy. Available at Rosenthal, R. & Rubin, D. B (2003). R-equivalent: A simple effect size indicator. Psychological Methods, 8 (4), Snijders, T. & Bosker, R. (1999). Multilevel analysis: An introduction to basic and advanced multilevel modeling. New York, NY: Sage. This presentation and related EIT products were produced under the U.S. Department of Education (USDOE), Office of Special Education Programs Grant H327S

Funding Support and Disclaimer
This presentation and related EIT products were produced under the U.S. Department of Education (USDOE), Office of Special Education Programs Grant H327S (CFDA S). The views expressed herein do not necessarily represent the positions or polices of the USDOE. No official endorsement by the USDOE of any product, commodity, service, or enterprise mentioned in this presentation is intended or should be inferred. This presentation and related EIT products were produced under the U.S. Department of Education (USDOE), Office of Special Education Programs Grants H327S (awarded to OSU) and H027A160111A (awarded to ODE).

Funding Support and Disclaimer
There are no copyright restrictions on this document. However, please cite and credit the source when copying all or part of this document. This document was supported in whole or in part by the U.S. Department of Education, Office of Special Education Programs (Award H027A160111A, CFDA A, awarded to the Ohio Department of Education). The opinions expressed herein do not necessarily reflect the policy or position of the U.S. Department of Education, Office of Special Education Programs, and no official endorsement by the Department should be inferred. This presentation and related EIT products were produced under the U.S. Department of Education (USDOE), Office of Special Education Programs Grants H327S (awarded to OSU) and H027A160111A (awarded to ODE).

Acknowledgements We sincerely thank the following for their support of the EnvisionIT (EIT) initiative: Ohio Department of Education (ODE) U.S. Department of Education (USDOE) Association of University Centers on Disabilities (AUCD) University of Connecticut University of Rochester This presentation and related EIT products were produced under the U.S. Department of Education (USDOE), Office of Special Education Programs Grants H327S (awarded to OSU) and H027A160111A (awarded to ODE).

2018 OSEP Project Directors’ Conference
OSEP Disclaimer 2018 OSEP Project Directors’ Conference DISCLAIMER: The contents of this presentation were developed by the presenters for the 2018 Project Directors’ Conference. However, these contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. (Authority: 20 U.S.C. 1221e-3 and 3474)

2018 OSEP Project Directors’ Conference

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2018 OSEP Project Directors’ Conference

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Presentation on theme: "2018 OSEP Project Directors’ Conference"— Presentation transcript:

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