Best Practices in Secondary Transition

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

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. IDEA Partnership

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

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

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

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

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

15. 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 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 IDEA Partnership

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

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

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 IDEA Partnership

21. Using the Self-Advocacy Strategy: IPLAN Inventory your strengths, areas to improve or learn, goals, and choices for learning or accommodations Provide your inventory information Listen and respond Ask questions Name your goals Students: ages 11-21 labeled E/BD, LD, OHI, MR 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 IDEA Partnership

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

24. 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 EBP: General Student Development 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 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 IDEA Partnership

27. 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 EBP: Specific Student Development • life skills using community based instruction • life skills using computer assisted instruction • “One More Than” strategy • completing job applications • job skills using CBI 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 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 IDEA Partnership

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

35. Family Involvement Family Training Family Involvement Family Empowerment

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 IDEA Partnership

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

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