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

Best Practices in Secondary Transition

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Best Practices in Secondary Transition. Accessing and Using the xxxxxxxxxx Evidence-based Collection. 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 - PowerPoint PPT Presentation

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Page 1: Best Practices  in  Secondary Transition

Best Practices in

Secondary Transition

Accessing and Using the

xxxxxxxxxxEvidence-based Collection

Page 2: Best Practices  in  Secondary Transition

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.

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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

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

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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

Strong Moderate Potential (needs additional

research)

Low

Student Focused

Planning (SFP)

IEP DevelopmentStudent ParticipationPlanning 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

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)

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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 goalsStudents: 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 DevelopmentModerate 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

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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 11–19 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

Potential evidence to teach… Check & Connect program

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

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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. !.?

?!

!

.