Figure 1. Taxonomy for Transition Programming Taxonomy for Transition Programming eae tia se prone cag ae gana FES Bete STUDENT DEVELOPMENT Capers erduerinee + Lite sxe metrustion + Employment same + Program pntosopny fnstruction + Program Poly + Coroor & veestionst Cuneta + Strategie Panning + stractures Worx Experonce + program Evauition + Abeseement + Roeouree Aloestion * Suppor Services + Human Roesurea Development INTERAGENCY COLLABORATION * Camboratne Framework * Geneboratne Service Detvery In more recent years, OSEP funded national transition technical assistance centers to conduct reviews of research to identify practices shown by rigorous research to improve outcomes for students with disabilities. The National Secondary Transition Technical Assistance Center (NSTTAC), reviewed evidence- based research and identified 63 transition practices and 17 transition predictors. Practices are classroom and community-based instructional strategies derived from experimental research studies. Predictors are interventions that occur while a student is in-school that lead to improved post-school outcomes; derived from correlational research studies. These predictors validated again much of the original research included in the Taxonomy. The table below identifies the predictor and the post-school outcome correlated with that predictor.eee Moar cee ce Co eet) 3 xm Fi FA 3 Career awareness x Occupational courses x Paid employment/work experience x | Vocational education x Community experiences Exit exam requirements/high school diploma status | | Inclusion in general education x Program of study Self-advocacy/self-determination Self-care/independent living Social skills Interagency collaboration Parent expectations >< [>< ]><| ><] >< Parental involvement Student support x Transition program Xx >< | >< ]><]><| >< }>¢ ><] ><] ><) >< Joe} >< [>< |<] 35 >< x [Work study In addition to the NSTTAC identification of evidence-based practices that predict post-school success, others have identified early warning signs and student engagement activities proven to be strong dropout predictors. These predictors include: attendance, behavior, and course proficiency (ABCs), extracurricular activities, and social proficiency. These factors have an 80% accuracy rate of predicting risk of dropout and a 90% accuracy rate of predicting graduation rates within four years (Michigan Department of Education, 2013 Practice Dropout Graduation Attendance - misses more than 5% of school K Behavior- more than one office disciplinary referral x ai Course proficiency — fails one or more semester course x Extracurricular activities — engaged in one or more x activities Social proficiency - behaviors that promote forming and 9 | sustaining relationships 90% or more of the dayAta systems level, the evidence-based research helps inform best practices for system improvement by providing information about secondary transition program characteristics that have been empirically linked to improved post- school success for students with disabilities. At a student planning level, evidence-based practices can support the development of IEP goals and objectives, support the need for student skill development, and may help identify appropriate transition services. In addition to applying research-based transition practices found in the Taxonomy for Transition Programming, Early Warning Signs (EWS) and student engagement practices for dropout prevention, and NSTTAC predictors of post- school success to inform transition team plans, four integrated activities are known to foster increased capacity and facilitate the implementation of evidence- based practices. These include: (1) data-based decision making, (2) professional development, (3) technical assistance, and (4) policy analysis and change. When these capacity building tools are focused and coordinated, they provide powerful strategies to improve transition education and services, which in turn improves student outcomes.