1. Evidence Based Practices and Predictors for Post School Success Sue Beck Realizing Employment First for Youth Sue_beck@ocali.org www.ohioemploymentfirst.org

2. Session Objectives Participants will – Be able to describe the difference between Evidence Based Practices and Predictors – Discuss why they are important for ALL practitioners to know – Understand how to use the Evidence Based Practices and Predictors tools

3. Be First a Word about the Employment First Transition Framework The Employment First Task Force directed: Create a framework that becomes the ‘standard of practice’ for all professionals in all systems working with transition age youth. Promote use of a ‘common vocabulary’ for transition professionals across all agencies Advance the use across all systems of Evidence Based Practices and Predictors that support and lead youth to successful community employment outcomes

4. Transition Framework FAQ Employment First is: A Philosophy of Service Prioritizing Meaningful Community Employment Systemic Change

5. Multi-Agency Teams Planning Coordinating Teaming Assessing Person-Centered Agency Neutral Outcome-Focused Employment First Transition Framework: A New “Standard of Practice” for Professionals Across Systems Foundational ElementsEssential Functions

6. Meaningful Community Employment Place 4: “Don’t want a job. Don’t want to work” Place 3: “Not sure about work. Do not know what kind of job I would want” Place 2: “I want to work! I need help finding a job that fits me.” Place 1: “I have a job, but I want a better suited job or to move up in the company.” Path to Employment

7. Employment First is a National Policy Priority DateLegislative Item July 26, 1990Americans with Disabilities Act June 22, 1996Olmstead Supreme Court Decision June 22, 2011Statement of the Department of Justice on Enforcement of the ADA “integration mandate” January 2014Center for Medicaid Services Home and Community Based Services (HCBS) Final Rule July 22, 2014Work Innovation and Opportunities Act

8. Employment First is an Ohio Policy Priority DateLegislative Item July 1, 2013Employment First Taskforce Agencies Adopt a common definition of Community Employment February 13, 2014Ohio Department of Developmental Disabilities Employment First Rule July 1, 2014Ohio Department of Education, Office for Exceptional Children Operating Standards September 2, 2014Opportunities for Ohioans with Disabilities Agency Transition Procedure

9. Evidence Based Practices and Predictors for Transition A specific body of knowledge regarding instructional Practices and programmatic Predictors Provides ‘scientifically based research’ The evidence shows that implementation is linked to productive adult outcomes for youth with disabilities. Based on research conducted and compiled by NSTTAC* and the National Professional Development Center on Autism Spectrum Disorders** *National Secondary Transition Technical Assistance Center nsttac.org ** (www.autismpdc.fpg.unc.edu).

10. Evidence Based Practices and Predictors for Transition Why is it so important to look at research to guide what we do? No Child Left Behind Act in 2001 required that educators use teaching practices that are shown to be effective through ‘scientifically based research’. Over the years, a number of similar terms have emerged within education and other human services fields that may or may not refer to practices with research based evidence.

11. Evidence Based Practices and Predictors for Transition What does this mean for transition policy and practice across agencies? Resources, both human and fiscal, have been cut in all systems It is ‘fiscally responsible’ to do what is proven to be effective Using the same strategies in all systems creates a common knowledge base that extends and maximizes resources Using a common knowledge base reduces duplication of effort across systems and decreases gaps in services for individuals

12. Evidence Based ‘Practices’ and ‘Predictors’ for Transition Similar Terms, Different Uses Practices Specific instructional methods and strategies to teach youth specific transition-related skills Useful in a variety of settings: classrooms, work sites, community environments, social settings Useful to teach a variety of skills: employment-related, daily living, communication, academics, job routines and tasks, independence, worker behavior Predictors Activities, experiences, services and supports Occur during the school years Associated with higher rates of success as youth enter adulthood

14. Evidence Based Practices Equally useful to teachers, job coaches, job developers, and…. The ‘magic’ happens when the right Practice is matched with the right youth for the right instructional situation

15. In Other Words………. Select a practice to use based on: – The specific skill the youth needs to learn – The types of environments where the youth will need to use the skill – The youth’s learning preferences, strengths, challenges and supports

16. Name of Practice and brief description Questions to help the team decide how/when to use this Practice Additional information about the Practice

17. Same information as side 1 of the page Links to further information about the Practice Examples of implementation of the Practice

18. Related Skill sets… Means for youth to take charge of their lives… ….the right to make life decisions Related Skill sets… Means for youth to take charge of their lives… ….the right to make life decisions I was surprised by all of the skills that comprise this area Do we use accommodations or modifications in place of teaching these skills? Read the brief description of the Practice. What key words create meaning and understanding for you? Scan additional information about the Practice. What did you learn about the Practice? Look over the Team Discussion Questions. Additional questions or ideas come to mind?

19. Did the examples provide you with ideas about how to implement the Practice? Combine teaching software and research skills with preparing kids to lead their meetings

20. Read the brief description of the Practice. What key words create meaning and understanding for you? Memory devices, oh I use lots of mnemonics! Didn’t realize there were various types of mnemonics Had not thought about using mnemonics in different environments Scan additional information about the Practice. What did you learn about the Practice? Look over the Team Discussion Questions. Additional questions or ideas come to mind?

21. Did the examples provide you with ideas about how to implement the Practice? Great ideas for how to develop memory aids for academics – especially for visual learners

23. Evidence Based Predictors Collaborative Networks for Student Support Individualized Career Development Authentic Community Based Work Experiences Social and Social- Emotional Instruction and Skills Academic, Vocational, Occupational Education/Preparation Supporting Parental Involvement and Expectations Self-Determination Independent Living Skills Instruction and Skill Building Inclusive Practices and Programs Evidence Based Predictors: Shown through research to be associated with improved post school outcomes for youth Critical to be considered as transition services provided within the context of an individual youth’s transition plan

24. Evidence Based Predictors Represent activities, programs, services often provided to groups or available school-wide. May require multi-agency regional or community level planning Collaborative efforts among agency partners extend the resources and capacity of any single agency

25. Evidence Based Predictors and Planning Decisions for Individual Youth Emphasis on matching the needs of the youth with the features of a program or service Based on the PINS of the youth and not the parameters of the program Access to the program and participation in the service are guided by transition assessment data

26. Description of the Predictor Some of the Evidence from Research

27. Some Implications for incorporating the Predictor into local Practice

28. Read the Description of the Predictor. What key words create meaning and understanding for you? Scan the Research findings. What seems especially powerful to you? Cross agency collaboration/tangi ble outcomes…formal and informal networks 3 agencies seems to be a magic number…informal networks also research-based – not all kids will have agency assistance

29. Look over the Implications for Practice. Do you have additional ideas? I wonder how we could combine this with drop-out prevention strategies?

30. Read the Description of the Predictor. What key words create meaning and understanding for you? Scan the Research findings. What seems especially powerful to you? Parental Involvement includes having high expectations It is critical that families are welcomed and empowered to be actively involved in planning decisions

31. Look over the Implications for Practice. Do you have additional ideas? Additional ways to empower families as equal partners

32. Evidence Based Practices and Evidence Based Predictors are the same thing True False

33. Evidence Based Practices and Evidence Based Predictors are the same thing False Practices are instructional in nature. Practices are useful by anyone who is providing instruction in a variety of setting – schools, home, work, community. Predictors are activities, services, programs, that occur during the school years.

34. “Evidence Based” means the same thing as ‘best’ practice and ‘promising’ practice True False

35. “Evidence Based” means the same thing as ‘best’ practice and ‘promising’ practice False No. Evidence Based refers to specific sets of Practices and Predictors identified through research done by NSTTAC. Other similar terms are often used but may or may not refer to practices that truly have rigorous research behind them to prove their effectiveness.

36. If we have learned anything in the last few decades it’s that the ability of youth to achieve is more related to our own beliefs than it is to the severity or complexity of a disability. Youth we work with may have limitations but they should not be the ones we impose on them by not believing in their potential or right to succeed. Adapted from editorial by Barbara Ludlow, Teaching Exceptional Children, Council for Exceptional Children, Vol. 46. No. 2 November/December 2013