Title: Evidencebased
1Evidence-based Secondary Transition Practices
(as of 12/18/07) David W. Test, University
of North Carolina at Charlotte National
Secondary Transition Technical Assistance
CenterTeleconference Presentation/ OSEPs
Exiting Community NSTTAC
2- 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 (David Test, UNC
Charlotte) - Build capacity of states and local educational
agencies to implement effective secondary
transition services that improve post-school
outcomes (Paula Kohler, Western Michigan
University) - Disseminate information to state personnel,
practitioners, researchers, parents, and students
regarding effective secondary transition services
that improve post-school outcomes (Larry
Kortering, Appalachian State University)
3Generate Knowledge Literature Review
- Purpose To determine the evidence-base for
secondary transition practices, disseminate the
information, and make recommendations to IES for
future research and meta-analyses of specific
transition services. - Primary audience is state and local secondary
transition personnel and researchers.
4Current Activity
- Reviewing 1070 studies
- Interrater reliability on inclusion of studies
86.8 - Interrater reliability on 20 of coded studies
(first round of review) 90.5 - Trained 14 additional reviewers (willing to train
others)
5Organization of Findings
- Categories from the Taxonomy for Transition
Programming (Kohler, 1996) - -organized by-
- IES Levels of Evidence combined with Quality
Indicators from Exceptional Children (2005)
6(No Transcript)
7NSTTACs Levels of Evidence
8Secondary Transition Evidence-Based Practices
- Student-Focused Planning. http//www.nsttac.org/?
FileNamestudent_focused_planning This category
includes practices in the areas of IEP
development, student participation in planning,
and planning strategies. - Student Development. This category includes
strategies in the areas of life skills
instruction, career and vocational curricula,
structured work experience, assessment, and
support services. - Interagency Collaboration. This category includes
practices in the areas of collaborative
frameworks and collaborative service delivery. - Family Involvement. This category includes
practices in family training, family involvement,
and family empowerment. - Program Structure. This category includes
practices in program philosophy, policy and
evaluation, strategic planning, resource
allocation, and human resource development.
9Secondary Transition Evidence-Based Practices
- Student-Focused Planning. This category includes
practices in the areas of IEP development,
student participation in planning, and planning
strategies. - Student Development. http//www.nsttac.org/?FileNa
mestudent_development This category includes
strategies in the areas of life skills
instruction, career and vocational curricula,
structured work experience, assessment, and
support services. - Interagency Collaboration. This category includes
practices in the areas of collaborative
frameworks and collaborative service delivery. - Family Involvement. This category includes
practices in family training, family involvement,
and family empowerment. - Program Structure. This category includes
practices in program philosophy, policy and
evaluation, strategic planning, resource
allocation, and human resource development.
10Secondary Transition Evidence-Based Practices
- Student-Focused Planning. This category includes
practices in the areas of IEP development,
student participation in planning, and planning
strategies. - Student Development. This category includes
strategies in the areas of life skills
instruction, career and vocational curricula,
structured work experience, assessment, and
support services. - Interagency Collaboration. This category includes
practices in the areas of collaborative
frameworks and collaborative service delivery. - Family Involvement. This category includes
practices in family training, family involvement,
and family empowerment. - Program Structure. http//www.nsttac.org/?FileName
program_structures - This category includes practices in program
philosophy, policy and evaluation, strategic
planning, resource allocation, and human resource
development.
11Practice 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
12Research to Practice Lesson Plan Starters
include Objective Setting and Materials
Content Taught Teaching Procedures Method of
Evaluation Lesson Plan Based on (full reference)
13Evidence-based Student Focused Planning Practices
- General Practices
- Teach students to participate in their IEP
process (moderate) - Specific Practices
- Use the Self-Advocacy Strategy (moderate)
- Use the Self-Directed IEP (moderate)
14Evidence-based Student Development Practices
- General Practices
- Teach self-advocacy skills (strong)
- Teach self-determination skills (moderate)
- Teach functional life skills (strong)
- Teach purchasing skills (strong)
- Teach functional math skills (moderate)
- Teach functional reading skills (moderate)
- Teach home maintenance skills (moderate)
- Teach students job specific employment skills
(moderate) - Teach self-management for employment (moderate)
15Evidence-based Student Development Practices
- Specific Practices
- Teach banking skills (moderate)
- Teach food preparation skills (moderate)
- Teach grocery shopping skills (moderate)
- Teach home maintenance skills (moderate)
- Teach restaurant skills (moderate)
- Teach safety skills (moderate)
- Teach employment skills using computer-assisted
Instruction (potential)
16Evidence-based Student Development Practices
- Specific Practices
- Teach life skills using community based
instruction (CBI) (moderate) - Teach life skills using computer assisted
instruction (moderate) - Use the One More Than strategy (moderate)
- Teach completing job applications (moderate)
- Teach job skills using CBI (moderate)
- Teach job related social-communication skills
(potential)
17Evidence-based Program Structure Practices
- Specific Practices
- Extend services beyond high school (moderate)
- Provide community-based instruction
- Check Connect program (potential)
18What Works in Transition Synthesis Project
Resources http//www.nsttac.org/?FileNamewhat_wo
rks
- Secondary Transition
- life skills, social-communication interventions,
transition planning and coordinating,
self-determination - Secondary Academic Interventions
- Dropout Prevention
19Evidence-based Secondary Academic Interventions
- Mnemonic interventions (HOMES, TREE, SELECT,
IPLAN) - Technology-based interventions (computer, video,
audio, multimedia) - Self-management interventions
- Peer-assistance interventions
- www.psocenter.org/publications.html
20Evidence-Based Dropout Prevention Interventions
- Cognitive Behavioral Interventions
- http//www.ndpc-sd.org/resources/research.htm
21Using EBP Resources
- Teaching/Training Ideas
- Use Research-to-Practice Lesson Plan Starters to
write and teach a lesson to students (including
evaluating effects of lesson). - Have students/participants write their own
Research-to-Practice Lesson Plan Starters from
intervention studies that include an explicit
description of the intervention. - Have students/participants identify additional
high or acceptable quality studies on a practice
that is currently identified with a moderate,
potential, or low level of evidence. - Use Coding Forms and Decision Rules to identify
other evidence-based practices. - Create a checklist for teachers to determine the
extent to which their own instructional practices
align with current list of evidence-based
practices in transition.
22To Contact Us
- David Test, Principal Investigator
dwtest_at_uncc.edu - Catherine Fowler, Project Coordinator
chfowler_at_uncc.edu - NSTTAC (www.nsttac.org)
- 704-687-8606
- 704-687-6327(TTY)
- 704-687-2916 (fax)