1. Evidence-Based Secondary Transition Practices for Enhancing School Completion James White University of North Carolina at Charlotte and National Secondary Transition Technical Assistance Center

2. nsttac is a partnership focused on improving the lives of youth with disabilities and their families by helping them achieve their desired post-school outcomes.
To do this, nsttac assists states in developing replicable, systematic transition programs based on evidence-based practices that support and improve secondary transition planning, services, and outcomes for youth with disabilities.

3. Assist State Education Agencies with collecting and using SPP Indicator 13 data to improve secondary transition services
Generate knowledge that provides an evidence-based foundation for states to use to improve secondary transition services that enhance post-school outcomes
Build capacity of states and local educational agencies to implement effective secondary transition services that improve post-school outcomes
Disseminate information to state personnel, practitioners, researchers, parents, and students regarding effective secondary transition services that improve post-school outcomes

4. Purpose
Present the findings of a review of the literature to identify evidence-based secondary transition practices that promote school completion for students with disabilities

5. Current Trends
National Center for Educational Statistics data indicate dropout rates in between 4.0% and 10.3% for all students (NCES, 2004).
National Longitudinal Transition Study-2 reported that 28% of students with disabilities did not complete school (NLTS2, 2005).
Research indicates that students who do not graduate have higher rates of unemployment or underemployment
Experience higher rates of unexpected parenthood
Have higher rates of drug use

6. Factors Associated with Positive Postschool Outcomes
Participation in vocational education (occupationally-specific instruction) during last two years of high school.
Participation in paid work experiences in the community during the last two years of high school
Competence in functional academics, community living, personal social, vocational, and self-advocacy skills
Participation in transition planning
Graduation from high school

7. What’s the Quality of Our IEPs?
Post-School Outcomes
~Indicator 14~
Postsecondary education and/or training
Employment
Independent living
Dropping Out
~Indicator 2~
Why?
Appropriate programs?
Address student and family needs?
Graduation
~Indicator 1~
Expectations and standards?
Various pathways available?
Linkage to post-school environments?
What’s the Quality of Our IEPs?
~Indicator 13~
Measurable post-school and annual goals
Transition-related assessments
Course of study, services, and activities
Coordination of services
Not so good?
Good?
Why? Why Not?

8. Transition-focused Education
Transition-focused education means guiding students towards adult outcomes using academic, career, and extracurricular instruction and activities implemented through instructional and transition approaches and services based on local context and student need
(Kohler, 1998)

9. Taxonomy for Transition Programming
Family Involvement
Student-Focused Planning
Program Structures
Taxonomy implements the Transition Perspective a BROAD approach to “transition planning”
Developed by the field
Organizes the many practices we talk about in a way that makes sense to them
The model is applied rather than theoretical -- extends Will’s and Halpern’s models
We’re using in planning, implementation, and evaluation
Student Development
Interagency Collaboration 9

10. Taxonomy for Transition Programming
Five primary areas and secondary practices of the taxonomy
Student-focused planning
Student development
Interagency collaboration
Family involvement
Program structure

11. Student-Focused Planning
Student participation in the development of their IEP linked to school completion Ensuring IEP teams identify and engage responsible agencies, resources, and accommodations required for a student to successfully achieve positive post-school outcomes
Promoting the value of preparing for, and participating in, postsecondary education
Identifying specific types and levels of accommodations and supports a student will need to participate in post-school environments
(Benz, Lindstrom, & Yovanoff, 2000; Repetto, Pankaskie, Hankins, & Schwartz,1997)

12. Evidence-based Student Focused Planning Practices
Teach students to participate in their IEP process
Use the Self-Advocacy Strategy
Use the Self-Directed IEP

13. Practice Descriptions Include:
What is the evidence?
With whom has it been implemented?
What is the practice?
How has the practice been implemented?
Where has it been implemented?
How does this practice relate to Indicator 13?
How does this practice relate to National Standards?
Where is the best place to find out how to do this practice?
Full references
This is where I will introduce the practice descriptions and provide examples

14. Research to Practice Lesson Plan Starters include:
Objective
Setting and Materials
Content Taught
Teaching Procedures
Method of Evaluation
Lesson Plan Based on (full reference)
This is where I will introduce the research to practice lesson plans and provide examples

15. Student development Self-advocacy Goal setting and attainment
Problem solving
Life skills instruction
Leisure skill instruction
Employment skills instruction
Lack of employment experiences
Inability to sustain employment
Inability to attainment of employment goals
(Repetto et al. 1997); Benz, Lindstrom, and Yovanoff, 2000)

16. Student development
Generic vocational programming which consisted of classes that focused on employability skills across a variety of occupations
Occupationally-specific programming which reflected preparation for a specific trade
On-the-job programming in which students earned credits for being competitive employment Problem solving
(Corbett, Clark, and Blank (2002)

17. Student development
Having a curriculum that was relevant to post-school environments
Opportunities for career exploration
Making connections with post school settings and school-to-work programs
Students in the check & connect intervention were more likely to have IEPs
More likely to have transition components, including articulated postsecondary goals regarding education
Community participation, and recreation activities
Transition services in the IEP
(Tobin, & Sugai (2002); Sinclair, Christensen, & Thurlow, 2005)

18. Evidence-based Student Development Practices
Teach self-advocacy skills
Teach students job specific employment skills
Teach self-determination skills
Teach functional life skills
Teach functional reading sight words
Teach functional math skills
Teach purchasing skills
Teach home maintenance skills
Activity 1

19. Program Structure
More interesting classes, “like welding, agriculture, or ROTC”
More classes with age peers without disabilities
Creative approaches such as “pay me for…coming to school”
Shortened school days
Alternatives to in and out of school suspensions, which remove students from instruction
Additional academic and behavioral support from school staff
Student-centered services that focused on outcomes for students
(Kortering et al. 2002; Repetto et al. (1997)

20. Evidence-based Program Structure Practices
Structure programs to extend services beyond secondary school
Provide Community-Based Instruction
Check and Connect

21. Interagency Collaboration
Collaboration between school staff and community agencies to wrap services around a student and his/ her family including behavior programming
Community agency referral services for families
Working with community businesses so that curricula are relevant
Teamwork and team building instruction for school and community personnel
Coordinate and integrate academic and vocational services
(Martin et al. 2002); Repetto et al. 1997)

22. Family Involvement Case management services to families
Transportation to meetings
Home visits
(Sinclair et al., 2005)
Empowering families through advocacy activities
Attention to family needs
Mental health services
Medical services
(Repetto et al. 1997)

23. Why Do Age Appropriate Transition Assessment?
Efficient process that is predictive
Great way to develop rapport w/ students
Students enjoy it
Generates useful and relevant information
Legally required in IDEIA 2004 (see
Helps you understand the student in a new way

24. Definition of Transition Assessment
Transition assessment is the ongoing process of collecting data on the individual’s needs, preferences, and interests as they relate to the demands of current and future working, educational, living, and personal and social environments.
Not 1 TPI or Student Styles Questionnaire, or _____ - can be each of those and observations, progress notes from language arts, the career tech. ed. (greenhouse) teacher, resource teacher – as well as the information from the student themselves
8th, 9th, 10th, 11th….

25. Categories of Assessment
Informal
Formal
Overview – don’t need to define here
Will spend the next few minutes talking about the categories and areas that should ALL be included in the transition assessment process

26. Self-Determination Skills Transition Skills
Areas of Assessment
Self-Determination Skills
Transition Skills
Vocational Interests & Skills
Overview – don’t need to define here
Transition (all areas for learning, working, playing [socializing], living)

27. Areas of Vocational Assessment Information
Achievement and Mental Ability scores from the current psychological report
Paper/pencil tests in the areas of interests, personality, career readiness, work adjustment, and aptitude
Physical functioning (observation or tested)
Family and student background (interview or survey)
Job Samplings – recreate community jobs
Work Site Evaluations

28. Levels of Vocational Assessment
Level 1: Screening
Level 2: Exploration
Level 3: Vocational Evaluation
(Leconte, 1999)

29. Transition Assessment Guide
Providing background information on assessment
Providing access to resources and information
Providing sample assessment tools
Getting feedback on how to do it better

30. AIR Self-Determination Assessment
Parent Version
Teacher Version
Student Version
Available at
Cost: free

31. Arc Self-Determination Assessment
University of Kansas, Beach Center
Click on downloads, then select books, manuals, reports - full pubs
Cost: free

32. ChoiceMaker SD Assessment
Curriculum Referenced Assessment
Choosing Goals
Participating in IEP Meetings
Taking Action on Goals
Sopris West (search by author: Martin)
Cost: $12.95 for 25 copies

33. The Self-Determination Assessment Battery
Hoffman, Field, & Sawilowsky (1996, 2005)
measures cognitive, affective, and behavioral factors related to self-determination
Related to the Steps to Self-Determination curriculum (Field & Hoffinan, 1996)
five components: Know Yourself, Value Yourself, Plan, Act, and Experience Outcomes and Learn
five instruments in the battery: The Self-Determination Knowledge Scale (forms A and B), The Self-Determination Observation Checklist, The Self-Determination Student Scale, The Teacher Perception Scale, and the Parent Perception Scale
Pro-Ed OR The Council for Exceptional Children
Information about the Self-Determination Assessment Battery is available from the Self-Determination and Transition Projects Office

34. Casey Life Skills Web based and FREE!!!
Spanish or English, with numerous supplemental assessments
Youth and caregiver formats
Automatically scored and sent to you
Can obtain class summaries
Provides different levels of questions for students across functioning levels
Activity 2
(Martin, 2007)

35. Implications for Practice
The current study provides additional support for
Mentoring
Academic engagement
Cognitive-behavioral strategies
(Dunn et al., 2004; Kemp, 2006; Sinclair et al., 2005; Sinclair et al., 1998; Corbett et al., 2002); Martin et al., 2002)
Evidence-based support for secondary transition practices
Completing vocational education coursework including career awareness, career exploration, generic and occupationally-specific coursework, and paid employment
Involving students in their IEP/transition planning process Changing program structures such as additional electives (Kortering et al., 2002) and reducing class sizes and increasing alternative education programs (Benz et al., 2000; Corbett et al., 2002; Kemp, 2006; Malian & Love, 1998; Martin et al., 2002; Benz et al., 2000; Sinclair et al., 2005; Martin et al., 2002)

36. To Contact Us: David Test, dwtest@email.uncc.edu
James White,
NSTTAC (
(TTY)
(fax)