Evidence Based Practices and Predictors for Post School Success Sue Beck Realizing Employment First...
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Transcript of Evidence Based Practices and Predictors for Post School Success Sue Beck Realizing Employment First...
Evidence Based Practices and Predictors for Post School Success
Sue BeckRealizing Employment First for Youth
[email protected] www.ohioemploymentfirst.org
Session Objectives
• Participants will– Be able to describe the difference between
Evidence Based Practices and Predictors– Discuss why they are important for ALL
practitioners to know– Understand how to use the Evidence Based
Practices and Predictors tools
Be First a Word about the Employment First Transition Framework
The Employment
First Task Force directed:
Create a framework that becomes the ‘standard of practice’ for all
professionals in all systems working with transition age youth.
Promote use of a ‘common vocabulary’ for transition professionals across all
agencies
Advance the use across all systems of Evidence Based Practices and Predictors
that support and lead youth to successful community employment
outcomes
Transition Framework FAQ
Employment First is:• A Philosophy of Service
• Prioritizing Meaningful Community Employment
• Systemic Change
Multi-Agency Teams
PlanningCoordinating
Teaming
Assessing
Person-CenteredAgency Neutral
Outcome-Focused
Employment First Transition Framework: A New “Standard of Practice” for Professionals Across Systems
Foundational Elements Essential Functions
Meaningful Community
Employment
Place 4: “Don’t want a job.
Don’t want to work”
Place 3: “Not sure about work. Do not know what
kind of job I would want”
Place 2: “I want to work! I need help
finding a job that fits me.”
Place 1: “I have a job, but I want a better
suited job or to move up in the company.”
Path to Employment
Employment First is a National Policy Priority
Date Legislative ItemJuly 26, 1990 Americans with Disabilities ActJune 22, 1996 Olmstead Supreme Court DecisionJune 22, 2011 Statement of the Department of Justice on
Enforcement of the ADA “integration mandate”
January 2014 Center for Medicaid Services Home and Community Based Services (HCBS) Final Rule
July 22, 2014 Work Innovation and Opportunities Act
Employment First is an Ohio Policy Priority
Date Legislative ItemJuly 1, 2013 Employment First Taskforce Agencies Adopt
a common definition of Community Employment
February 13, 2014 Ohio Department of Developmental Disabilities Employment First Rule
July 1, 2014 Ohio Department of Education, Office for Exceptional Children Operating Standards
September 2, 2014 Opportunities for Ohioans with Disabilities Agency Transition Procedure
Evidence Based Practices and Predictors for Transition
• A specific body of knowledge regarding instructional Practices and programmatic Predictors
• Provides ‘scientifically based research’ • The evidence shows that implementation is linked to
productive adult outcomes for youth with disabilities. • Based on research conducted and compiled by NSTTAC*
and the National Professional Development Center on Autism Spectrum Disorders**
*National Secondary Transition Technical Assistance Center nsttac.org **(www.autismpdc.fpg.unc.edu).
Evidence Based Practices and Predictors for Transition
Why is it so important to look at research to guide what we do?• No Child Left Behind Act in 2001 required that
educators use teaching practices that are shown to be effective through ‘scientifically based research’.
• Over the years, a number of similar terms have emerged within education and other human services fields that may or may not refer to practices with research based evidence.
Evidence Based Practices and Predictors for Transition
What does this mean for transition policy and practice across agencies?• Resources, both human and fiscal, have been cut in all
systems• It is ‘fiscally responsible’ to do what is proven to be effective• Using the same strategies in all systems creates a common
knowledge base that extends and maximizes resources• Using a common knowledge base reduces duplication of
effort across systems and decreases gaps in services for individuals
Evidence Based‘Practices’ and ‘Predictors’ for Transition
Similar Terms, Different UsesPractices
• Specific instructional methods and strategies to teach youth specific transition-related skills
• Useful in a variety of settings: classrooms, work sites, community environments, social settings
• Useful to teach a variety of skills: employment-related, daily living, communication, academics, job routines and tasks, independence, worker behavior
Predictors• Activities, experiences,
services and supports• Occur during the school
years • Associated with higher rates
of success as youth enter adulthood
Evidence Based Practices• Equally useful to teachers,
job coaches, job developers, and….
• The ‘magic’ happens when the right Practice is matched with the right youth for the right instructional situation
In Other Words……….
• Select a practice to use based on:– The specific skill the youth needs to learn– The types of environments where the youth will
need to use the skill– The youth’s learning preferences, strengths,
challenges and supports
Name of Practice and brief
description
Questions to help the team decide
how/when to use this Practice
Additional information about
the Practice
Same information as side 1 of the page
Links to further information about
the Practice
Examples of implementation of
the Practice
Related Skill sets…Means for youth to take charge of their
lives…….the right to make
life decisionsI was surprised by
all of the skills that comprise
this area
Do we use accommodations or
modifications in place of teaching
these skills?
Read the brief description of the
Practice. What key words create meaning and
understanding for you?
Scan additional information about the
Practice. What did you learn about the
Practice?
Look over the Team Discussion Questions. Additional questions
or ideas come to mind?
Did the examples provide you with
ideas about how to implement the
Practice?
Combine teaching software and
research skills with preparing kids to
lead their meetings
Read the brief description of the
Practice. What key words create meaning and
understanding for you?
Memory devices, oh I use lots of mnemonics!
Didn’t realize there were
various types of mnemonics
Had not thought about using
mnemonics in different
environments
Scan additional information about the
Practice. What did you learn about the
Practice?
Look over the Team Discussion Questions. Additional questions
or ideas come to mind?
Did the examples provide you with
ideas about how to implement the
Practice?Great ideas for how to develop memory aids for academics
– especially for visual learners
Evidence Based
Predictors
Collaborative Networks for
Student Support
Individualized Career
Development
Authentic Community Based Work Experiences
Social and Social-Emotional
Instruction and Skills
Academic, Vocational,
Occupational Education/Prepar
ation
Supporting Parental
Involvement and Expectations
Self-Determination Independent Living Skills
Instruction and Skill Building
Inclusive Practices and
Programs
Evidence Based Predictors:
• Shown through research to be associated with improved post school outcomes for youth
• Critical to be considered as transition services
provided within the context of an individual youth’s transition plan
Evidence Based Predictors
• Represent activities, programs, services often provided to groups or available school-wide.
• May require multi-agency regional or community level planning
• Collaborative efforts among agency partners extend the resources and capacity of any single agency
Evidence Based Predictors and Planning Decisions for Individual Youth
• Emphasis on matching the needs of the youth with the features of a program or service
• Based on the PINS of the youth and not the parameters of the program
• Access to the program and participation in the service are guided by transition assessment data
Description of the Predictor
Some of the Evidence from
Research
Some Implications for incorporating the Predictor into
local Practice
Read the Description of the Predictor. What key words
create meaning and understanding for
you?
Scan the Research findings. What
seems especially powerful to you?
Cross agency collaboration/tangi
ble outcomes…formal and
informal networks
3 agencies seems to be a magic number…
informal networks also research-based – not all kids will have
agency assistance
Look over the Implications for
Practice. Do you have additional
ideas?
I wonder how we could combine this
with drop-out prevention strategies?
Read the Description of the Predictor. What key words
create meaning and understanding for
you?
Scan the Research findings. What
seems especially powerful to you?
Parental Involvement
includes having high expectations
It is critical that families are
welcomed and empowered to be actively involved in planning decisions
Look over the Implications for
Practice. Do you have additional
ideas?
Additional ways to empower families as
equal partners
Evidence Based Practices and Evidence Based Predictors are the same thing
True False
Evidence Based Practices and Evidence Based Predictors are the same thing
False
Practices are instructional in nature. Practices areuseful by anyone who is providing instruction in a variety of setting – schools, home, work, community.
Predictors are activities, services, programs, thatoccur during the school years.
“Evidence Based” means the same thing as ‘best’ practice and ‘promising’ practice
True False
“Evidence Based” means the same thing as ‘best’ practice and ‘promising’ practice
False
No. Evidence Based refers to specific sets of Practices and Predictors identified through researchdone by NSTTAC. Other similar terms are oftenused but may or may not refer to practices that truly have rigorous research behind them to provetheir effectiveness.
If we have learned anything in the last few decades it’s that the ability of youth to achieve is more related to
our own beliefs than it is to the severity or complexity of a disability.
Youth we work with may have limitations but they should not be the
ones we impose on them by not believing in their potential or right to
succeed .Adapted from editorial by Barbara Ludlow,
Teaching Exceptional Children, Council for Exceptional Children, Vol. 46. No. 2 November/December 2013