Post-school success ntact electricity meaning


In 2009, through the work of the National Secondary Transition Technical Assistance Center (NSTTAC), Test, Mazzotti, et al. published a summary of high quality correlational literature to identify in-school factors that were predictors of post-school success. This manuscript and related materials were operationalized through a Delphi study (Rowe et al., 2014) and the Predictor Implementation Self-Assessment ( PDF version) was developed by the National Post-School Outcomes Center and the NSTTAC. This resource is intended to be completed by a team at the school, community, or state level as they examine the existence of programmatic predictors of post-school success in their current practices and procedures, as well as the quality of evidence. An additional document, Moving from Assessment to Practice, may assist a team or teacher as they move from identifying areas of need to selecting practices for implementation.

NTACT has identified several effective practices to teach students skills associated with post-school success (e.g., self-determination). The Effective Practices Matrix provides an organization of the practices and related lesson plan starters identified by NTACT to support Post-School Success, as well as brief descriptions of the individual predictors of success (noted above). The Matrix also includes resrouces regarding effective practices associated with the Transition Planning Process and implementation of Transition Services and Graduation.

The National Secondary Transition Technical Assistance Center (NTACT) has developed a tool to help schools organize and track their data related to the various transition activities they provide to their students. This Excel-based tool is organized around major areas from the NTACT Predictors of Post-School Success. Its drop-down menus provide users with a quick means of recording the activities a student has participated in as well as the dosage of each activity that student received. The tool also tracks some of the factors that put a student at risk of dropping out. It generates a printable, one-page summary for each student, which can be shared with parents, teachers, or members of an IEP team/transition team. Questions or for possible customization of the tool, contact: Predictors of Post-School Success

This Practice Description is a research-based practice for students with disabilities based on one methodologically sound group study with random assignment across 20 students with disabilities, one methodologically sound group study without random assignment across 18 students with disabilities and one methodologically sound single-subject study across three students with disabilities; a research-based practice for students with learning disabilities based on one methodologically sound group study with random assignment across 12 participants with learning disabilities and one methodologically sound group study without random assignment across 12 participants with learning disabilities; and a research-based practice for students with emotional disorders based on one methodologically sound group study with random assignment across eight participants with emotional disorders, one methodologically sound group study without random assignment across six participants with emotional disorders, and one methodologically single-subject study across three participants with emotional disabilities.

Career Exploration involves visits by youth to workplaces to learn about jobs and the skills required to perform them. Visits and meetings with employers and people in identified occupations outside of the workplace are also types of career exploration activities from which youth can learn about jobs and careers." (Luecking, 2009, p.l3)

"Work Sampling is work by a youth that does not materially benefit the employer but allows the youth to spend meaningful time in a work environment to learn aspects of potential job task and "soft skills" required in the workplace." (Luecking, 2009,p. l3)

"Service Learning is hands-on volunteer service to the community that integrates with course objectives. It is astructured process that provides time for reflection on the service experience and demonstration of the skills and knowledge required." (Luecking, 2009, p. l3)

"Internships are formal agreements whereby a youth is assigned specific tasks in a workplace over a predetermined period of time. Internships may be paid or unpaid, depending on the nature of the agreement with the company and the nature of the tasks." (Luecking, 2009, p.l3)

"Apprenticeships are formal, sanctioned work experiences of extended duration in which an apprentice learns specific occupational skills related to a standardized trade, such as carpentry, plumbing, or drafting. Many apprenticeships also include paid work components." (Luecking, 2009, p.l3)

"Paid Employment may include existing standard jobs in acompany or customized work assignments that are negotiated with an employer, but these jobs always feature a wage paid directly to the youth. Such work may be scheduled during or after the school day. It may be integral to a course of study or simply a separate adjunctive experience." (Luecking, 2009,p.l3)

"Mentoring is a person who through support, counsel, friendship, reinforcement and constructive example helps another person, usually a young person, to reach his or her work and life goals. Mentoring relationships provide valuable support to young people, especially those with disabilities, by offering not only academic and career guidance, but also effective role models for leadership, interpersonal and problem-solving skills."(Office of Disability Employment Policy, 20 12)

A frequent challenge or barrier to developing meaningful, quality work-based learning experiences for students are creating partnerships between schools, businesses, and other community partners. NTACT and TransCen, Inc. have developed A Guide to Developing Collaborative School-Community-Business Partnerships as a resource.

Communicating Interagency Relationships and Collaborative Linkages for Exceptional Students (CIRCLES) was developed as a model for interagency collaboration to support the successful transition of students with disabilities. The CIRCLES model is made up of three levels of interagency collaboration. The community-level team provides administrative leadership for the array of transition services offered and assists in finding solutions for problems that may arise in service delivery. The school-level team provides each student with access to an array of representatives from community agencies that may provide services to the student after graduation. The individual-level team writes the IEP including the transition component.

Family Involvement and Family Expectations are predictors of post-school success. NTACT has developed resources on topics for which there is limited evidence of effects that are relevant to transition planning and preparing students for post-school success including Annotated Bibliographies. Parent and Family Involvement Annotated Bibliography