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Evidence-Based Secondary Transition Practices for Enhancing School Completion
James White
University of North Carolina at Charlotte and National Secondary Transition Technical Assistance Center
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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.
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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
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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
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Current Trends National Center for Educational Statistics data indicate
dropout rates in 2003-2004 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
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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
Factors Associated with Positive Postschool Outcomes
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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?Why? Why Not?
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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)
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Student-Focused Planning
Student Development Interagency
Collaboration
Program Structures
Family Involvement
Taxonomy for Transition Programming
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Taxonomy for Transition Programming
Five primary areas and secondary practices of the taxonomy Student-focused planning Student development Interagency collaboration Family involvement Program structure
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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)
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Teach students to participate in their IEP process
Use the Self-Advocacy StrategyUse the Self-Directed IEP
Evidence-based Student Focused Planning Practices
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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
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Objective Setting and Materials Content Taught Teaching Procedures Method of Evaluation Lesson Plan Based on (full reference)
Research to Practice Lesson Plan Starters include:
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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)
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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)
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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)
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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
Evidence-based Student Development Practices
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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)
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Structure programs to extend services beyond secondary school
Provide Community-Based Instruction Check and Connect
Evidence-based Program Structure Practices
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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)
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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)
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•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 www.nsttac.org)
•Helps you understand the student in a new way
Why Do Age Appropriate Transition Assessment?
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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.
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Categories of Assessment
InformalFormal
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Areas of Assessment
Self-Determination SkillsTransition SkillsVocational Interests & Skills
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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
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Levels of Vocational Assessment
Level 1: Screening Level 2: Exploration Level 3: Vocational
Evaluation (Leconte, 1999)
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Providing background information on assessment
Providing access to resources and information
Providing sample assessment tools
Getting feedback on how to do it better
http://www.nsttac.org/?FileName=tag#Transition
Transition Assessment Guide
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AIR Self-Determination Assessment
Parent Version Teacher Version Student Version Available at
www.ou.edu/zarrow/sdetermination.html www.sdtac.uncc.edu
Cost: free
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Arc Self-Determination Assessment
University of Kansas, Beach Center www.beachcenter.org Click on downloads, then select books, manuals,
reports - full pubs Cost: free
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ChoiceMaker SD Assessment
Curriculum Referenced Assessment Choosing Goals Participating in IEP Meetings Taking Action on Goals
Sopris West (search by author: Martin) www.sopriswest.com
Cost: $12.95 for 25 copies
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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 [email protected].
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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 www.caseylifeskills.org
(Martin, 2007)
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Implications for PracticeThe 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)
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To Contact Us:
David Test, [email protected] James White, [email protected] NSTTAC (www.nsttac.org)
704-687-8606 704-687-6327(TTY) 704-687-2916 (fax) [email protected]