Best Practices in Secondary Transition

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Best Practices in Secondary Transition

• Accessing and Using the
• xxxxxxxxxxEvidence-based Collection

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• 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.

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Session Agenda

• is
• What Works Transition Research Synthesis
• Evidence-based Practice Collection
• Research to Practice Lesson Plan Starters
• More Resources

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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.
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NSTTAC

• 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

• State and local secondary transition personnel
  and researchers

Audience
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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

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What Works Transition Research Synthesis

• Secondary Transition
• Secondary Academic Interventions
• Dropout Prevention

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Secondary Transition

• Functional life skills
• Social/communication interventions
• Transition planning/coordination
• Student self-determination

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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
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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
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Evidence-based Practice Collection

• General practices
• Specific practices
• Research to Practice Lesson Plan Starters

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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)

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Types of research studies

• Group Experimental Designs
• Single Subject Designs
• Correlational Designs
• Literature Reviews and Meta-Analyses

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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

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Taxonomy Categories Levels of Evidence Levels of Evidence Levels of Evidence Levels of Evidence
Taxonomy Categories Strong Moderate Potential (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)
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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

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Research to Practice Lesson Plan Starters
include

• Objective
• Setting and Materials
• Content Taught
• Teaching Procedures
• Method of Evaluation
• Notation of research supporting lesson plan

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The TAXONOMY for TRANSITION 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)
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Student-Focused Planning

• IEP Development
• Student Participation
• Planning Strategies

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EBP Student Focused Planning

• Moderate evidence to teach
• General
• Students to participate in their own IEP process
• Specific
• Self-Advocacy Strategy
• Self-Directed IEP

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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
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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
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Student Development

• Life Skills Instruction
• Career and Vocational Curricula
• Structured Work Experience
• Assessment
• Support Services

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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

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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
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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
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EBP Specific Student Development

• Moderate evidence to teach
• banking skills
• food preparation skills
• grocery shopping skills
• home maintenance skills
• restaurant skills
• safety skills

• life skills using community based instruction
• life skills using computer assisted instruction
• One More Than strategy
• completing job applications
• job skills using CBI

• Potential evidence to teach
• employment skills using computer-assisted
  Instruction
• job related social-communication skills

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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 1119 labeled moderate MR
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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
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Interagency Collaboration

• Collaborative Frameworks
• Collaborative Service Delivery

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Program Structure

• Program Philosophy
• Program Policy
• Strategic Planning
• Program Evaluation
• Resource Allocations
• Human Resource Development

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EBP Specific Program Structure

• Moderate evidence to teach
• Extend services beyond high school
• Provide community-based instruction

• Potential evidence to teach
• Check Connect program

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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
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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
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Family Involvement

• Family Training
• Family Involvement
• Family Empowerment

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Research to Practice Lesson Plan Starters
include

• Objective
• Setting and Materials
• Content Taught
• Teaching Procedures
• Method of Evaluation
• Notation of research supporting lesson plan

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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

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Reflections!Questions? Discussion.
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