1. Best Practices in Secondary Transition Accessing and Using the xxxxxxxxxxEvidence-based Collection

2. December 2008 IDEA Partnership 2 The IDEA Partnership acknowledges the work of  James White, NSTTAC University of North Carolina at Charlotte  David Test, NSTTAC University of North Carolina at Charlotte  Sharon Richter, NSTTAC Appalachian State University  Valerie Mazzotti, NSTTAC University of North Carolina at Charlotte  Catherine Fowler, NSTTAC University of North Carolina at Charlotte whose original presentations of “Effective Practices in Secondary Transition”, “Evidence-based Secondary Transition Practices”, and “Best Practices in Secondary Transition” are the foundation for this presentation -and- is deeply grateful for being allowed to adapt the original presentations in order to provide additional access to all education stakeholders.

3. December 2008 IDEA Partnership 3 Session Agenda is… What Works: Transition Research Synthesis Evidence-based Practice Collection Research to Practice Lesson Plan Starters More Resources

4. December 2008 IDEA Partnership 4 Purposes of NSTTAC are to… Assist SEAs with collection and use of SPP Indicator 13 data Generate knowledge to provide an evidence- based foundation Disseminate information regarding effective practices Build capacity for implementation …improve secondary transition services and post-school outcomes for all youth.

5. December 2008 IDEA Partnership 5 NSTTAC State and local secondary transition personnel and researchers To determine the evidence-base for secondary transition practices, disseminate the information, and make recommendations to the Institute for Education Science for future research and meta-analyses of specific transition services. Purpose Audience

6. December 2008 IDEA Partnership 6 of specific interest to practitioners… What Works: Transition Research Synthesis  Literature reviews  Dialogue Guides Evidence-based Practice Collection  General practices  Specific practices  Research to Practice Lesson Plan Starters

7. December 2008 IDEA Partnership 7 What Works Transition Research Synthesis Secondary Transition Secondary Academic Interventions Dropout Prevention

8. December 2008 IDEA Partnership 8 Secondary Transition Functional life skills Social/communication interventions Transition planning/coordination Student self-determination

9. December 2008 IDEA Partnership 9 Academic Syntheses Effects of Visual Display Interventions Mnemonic Interventions Technology-Based Interventions Self-Management Interventions Academic Peer Assistance Interventions National Post School Outcomes Center www.psocenter.org www.psocenter.org

10. December 2008 IDEA Partnership 10 Dropout Prevention Synthesis Cognitive-behavioral interventions Dropout or dropout-related outcomes Samples of secondary-aged youth with disabilities Cognitive Behavioral Interventions National Dropout Prevention Center for Students with Disabilities www.ndpc-sd.org www.ndpc-sd.org

11. December 2008 IDEA Partnership 11 Evidence-based Practice Collection General practices Specific practices Research to Practice Lesson Plan Starters

12. December 2008 IDEA Partnership 12 Organization of Findings Institute for Education Science Levels of Evidence combined with Quality Indicators from Exceptional Children (2005) -organized within the categories of- Taxonomy for Transition Programming (Kohler, 1996)

13. December 2008 IDEA Partnership 13 Types of research studies Group Experimental Designs Single Subject Designs Correlational Designs Literature Reviews and Meta-Analyses

14. December 2008 IDEA Partnership 14 Levels of Causal Inference level of research evidence that the intervention caused the change in participant behavior Strong – high likelihood of success Moderate – medium likelihood of success Potential - needs additional research before projecting medium or high rate of success Low – case studies, opinions, etc.; little evidence; great need for research

15. December 2008 IDEA Partnership 15 Taxonomy Categories Levels of Evidence StrongModeratePotential (needs additional research) Low Student Focused Planning (SFP) IEP Development Student Participation Planning Strategies Involving students in the IEP process (GP) Using the Self- Advocacy Strategy (SP) Using the Self- Directed IEP (SP)

16. December 2008 IDEA Partnership 16 Practice Descriptions Include: The evidence With whom implemented The practice How practice was implemented Where implemented Relationship to Indicator 13 Relationship to National Standards Best resource describing the practice Full references

17. December 2008 IDEA Partnership 17 Research to Practice Lesson Plan Starters include: Objective Setting and Materials Content Taught Teaching Procedures Method of Evaluation Notation of research supporting lesson plan

18. December 2008 IDEA Partnership 18 The TAXONOMY for TRANSITION PROGRAMMING Student-Focused Planning IEP Development Student Participation Planning Strategies Family Involvement Family Training Family Involvement Family Empowerment Student Development Life Skills Instruction Career & Vocational Curricula Structured Work Experience Assessment Support Services Program Structure Program Philosophy Program Policy Strategic Planning Program evaluation Resource Allocation Human Resource Development Interagency Collaboration Collaborative Framework Collaborative Service Delivery Kohler (1996)

19. Student-Focused Planning IEP Development Student Participation Planning Strategies

20. December 2008 IDEA Partnership 20 EBP: Student Focused Planning Moderate evidence to teach… General:  Students to participate in their own IEP process Specific:  Self-Advocacy Strategy  Self-Directed IEP

21. December 2008 IDEA Partnership 21 Using the Self-Advocacy Strategy: IPLAN I nventory your strengths, areas to improve or learn, goals, and choices for learning or accommodations P rovide your inventory information L isten and respond A sk questions N ame your goals Students: ages 11-21 labeled E/BD, LD, OHI, MR

22. December 2008 IDEA Partnership 22 Using the Self-Directed IEP Program 11 steps 11 lessons Total of six to ten 45-minute sessions Program includes  Assessments  Videotape  Student workbook Students: ages 12-21 labeled E/BD, LD, OHI, OI, MR, ADHD, & Autism

23. Student Development Life Skills Instruction Career and Vocational Curricula Structured Work Experience Assessment Support Services

24. December 2008 IDEA Partnership 24 EBP: General Student Development Strong evidence to teach… self-advocacy skills functional life skills purchasing skills Moderate evidence to teach… self-determination skills functional math skills functional reading skills home maintenance skills job specific employment skills self-management for employment

25. December 2008 IDEA Partnership 25 Functional Life Skills Lesson plan specific skills:  “One More Than” technique for purchasing items  Savings account, bill paying, and money order skills  Housekeeping and janitorial skills  Meal planning and nutrition  Purchasing skills (stores with aisles)  Cleaning appliances and doing laundry  Grocery aisle signs and locating items  Bowling and pinball  Orienting to the environment to reduce stereotypic behaviors Students: ages 13-22 labeled MR

26. December 2008 IDEA Partnership 26 Job-Specific Employment Skills Lesson plan specific skills:  Janitorial job skills  Food service job skills  Office job skills  Cosmetology job skills Students: ages 11 - 26, labeled MR, DD, autism, E/BD, LD

27. December 2008 IDEA Partnership 27 EBP: Specific Student Development Moderate evidence to teach… banking skills food preparation skills grocery shopping skills home maintenance skills restaurant skills safety skills Potential evidence to teach… employment skills using computer-assisted Instruction job related social-communication skills life skills using community based instruction life skills using computer assisted instruction “One More Than” strategy completing job applications job skills using CBI

28. December 2008 IDEA Partnership 28 Teaching Banking Skills Lesson plan specific skills:  Use of debit card to withdraw money from an ATM  Cashing a check at the bank Instructional practices include:  most to least prompting  least to most prompting  picture prompts  task analysis  simulated instruction paired with community- based instruction Students: Ages 11–19 labeled moderate MR

29. December 2008 IDEA Partnership 29 Teaching Job-Related Social/Communication Skills Lesson plan specific skills:  Socialization skills  Core vocabulary  Site-specific vocabulary to complete work tasks Instructional practices include:  dual communication board system  least to most prompting system  community-based instruction  modeling and role-playing in the classroom with on-site training on skills not mastered in the classroom Students: ages 17- 20 labeled LD and deaf/blind

30. Interagency Collaboration Collaborative Frameworks Collaborative Service Delivery

31. Program Structure Program Philosophy Program Policy Strategic Planning Program Evaluation Resource Allocations Human Resource Development

32. December 2008 IDEA Partnership 32 EBP: Specific Program Structure Potential evidence to teach…  Check & Connect program Moderate evidence to teach…  Extend services beyond high school  Provide community-based instruction

33. December 2008 IDEA Partnership 33 Extending Services beyond High School Involves:  Vocational assessment  Agency contacts  IEP meetings  Vocational training  Employability counseling  Job club  Job interview assistance  Job development  Job coaching Students: recent graduates/exiting students, labeled MR, LD, “at-risk”

34. December 2008 IDEA Partnership 34 Using Check & Connect Involves:  Routine monitoring of alterable indicators of engagement  Individualized and timely intervention  Relationship building  Persistence plus  Following students from school to school  Problem-solving  Promoting affiliation with school and learning Students: ages 9th – post-school, labeled E/BD

35. Family Involvement Family Training Family Involvement Family Empowerment

36. December 2008 IDEA Partnership 36 Research to Practice Lesson Plan Starters include: Objective Setting and Materials Content Taught Teaching Procedures Method of Evaluation Notation of research supporting lesson plan

37. December 2008 IDEA Partnership 37 More Resources VISIT www.nsttac.org to find…www.nsttac.org National Resource Map Students and Families Indicator 13 Evidence Based Practices Capacity Building Products and Resources Postsecondary Education Resources

38. December 2008 IDEA Partnership 38 Reflections! Questions? Discussion. ? !. ? ? ! !.