Amber E. McConnell

Identifying Nonacademic Behaviors Associated With Post-School Employment and Education

We conducted an analysis of the secondary transition qualitative and quantitative research literature to build comprehensive constructs and lists of student nonacademic behaviors associated with post–high school employment and education. From a pool of 83 initial quantitative and qualitative studies, 35 met the inclusion criteria, and the analysis of these yielded 10 constructs of student nonacademic behaviors associated with post-school education and employment for high school students with mild to moderate disabilities. The constructs are presented along with lists of representative behaviors, implications for their use are discussed, and the next steps in building a new transition assessment using these constructs and behaviors are described.

Embedding Secondary Transition in the Common Core State Standards

T EA C H IN G E xc ep ti on al C hi ld re n , V ol . 47 , N o. 6 , pp . 32 9 – 33 5. C op yr ig ht 2 01 5 T he A ut ho r( s) . D O I: 1 0. 11 77 /0 04 00 59 91 55 80 03 4 Although standards-based reform has been evolving over a period of 40 years, it is relatively new to the field of special education (Browder et al., 2012). The purpose of standards-based reform is to better align special education programs and policies with larger national school improvement efforts (Nolet & McLaughlin, 2000). For only the last decade, special educators have been feeling the impact of this reform. The No Child Left Behind Act of 2001 and, more recently, the proposed reauthorization of the Elementary and Secondary Education Act (ESEA) have reinforced the standards-based reform for students with disabilities. Included in the Obama Adminstration’s recommendations for reauthorizing the ESEA are incentives for states to adopt academic standards that prepare students to succeed in postsecondary education and the workplace. The document asserts that “every student should graduate from high school ready for college and a career. Every student should have meaningful opportunities to choose from upon graduation from high school” (U.S. Department of Education, 2010a, p. 7). This standards-based reform has become known as the college and career readiness movement. The focus on college and career readiness has been a result of (a) four out of every 10 college students, including those at 2-year institutions, needing to take remedial courses in college and (b) many employers commenting on the inadequate preparation of high school graduates (U.S. Department of Education, 2010b). To help achieve the stated goal of college and career readiness, the proposed reauthorization of ESEA calls for raising standards for all students in English language arts (ELA) and mathematics, developing better assessments aligned with college and career-ready standards, and implementing a complete education through improved professional development and evidence-based instructional models and supports. To address these issues, in June 2010, the National Governors Association Center for Best Practices (NGACBP) and the Council of Chief State School Officers (CCSSO) released final versions of the Common Core State Standards (CCSS) for ELA and mathematics. The CCSS describe the knowledge and skills in ELA and mathematics that students will need when they graduate, whatever their choice of college or career. These sets of standards define the knowledge and skills that students need to succeed in entry-level, credit-bearing academic college courses, as well as in workforce training programs. Together, the CCSS initiative and the proposed ESEA reauthorization recommendations have implications for curricula, instruction, and assessment that are relevant for all students, including students with disabilities at the secondary level. Although academic standards define learning targets for all students, teachers use a variety of curriculum materials and instructional strategies to help students reach those targets. For students with disabilities, teachers tailor the curriculum and use instructional strategies to meet individual learning needs (Hess, 2012). According to the NGACBP and the CCSSO (2010), these standards provide a “historic opportunity to improve access to rigorous academic content standards for students with disabilities” (“Application to Students With Disabilities,” p. 1). To be successful in the general curriculum, students with disabilities should be provided additional supports and services, such as (a) instructional supports for learning based on the principles of universal design for learning, (b) instructional accommodations that include changes in materials or procedures but not changes to the standards, and (c) assistive technology and services. The CCSS provide educators with standards for academic knowledge and skills in both ELA and mathematics. Conley (2012) suggested that there are four keys to college and career readiness: (a) key cognitive strategies, such as interpretation; (b) key content knowledge; (c) key learning skills and 580034 TCXXXX10.1177/0040059915580034Council for Exceptional ChildrenTeaching Exceptional Children research-article2015

Indicators of Postsecondary Employment and Education for Youth With Disabilities in Relation to GPA and General Education

This study examined the relations among research-identified non-academic indicators of post-school education and employment measured by the Transition Assessment and Goal Generator (TAGG), student grade point average (GPA), and percentage of time students with disabilities received instruction in the general education classroom. Participants included 1,219 individuals from 49 school districts, across nine states. Analysis of Pearson product–moment correlation coefficients indicated weak to no relations among variables with the exception of persistence and core GPA. Neither student GPA nor time in the general education setting accounted for meaningful variance in TAGG scores, suggesting the TAGG measures behaviors different from GPA and educational placement. Only scores provided by educators yielded a moderate correlation between core GPA and the construct of persistence. Implications for practice and future research needed are discussed.

The Influence of Gender on Non-Academic Skills Associated With Post-School Employment and Further Education:

Gender differences have been found in post-school outcomes of students with disabilities, yet these differences are rarely examined. To determine whether male and female high school students with disabilities scored differently in non-academic behaviors known to affect post-school education and employment measured by the Transition Assessment and Goal Generator, we analyzed scores provided by 1,537 high school students with disabilities, 836 family members, and 139 professionals from 30 states. Findings revealed no difference in full-scale scores on Professional or Student versions based on gender of the student. Family members’ overall scores for females were significantly higher, yet the difference was slight. Some differences were found at the construct level on all three versions. Construct differences and implications are discussed.

Factor Structure and Basic Psychometric Properties of the "Transition Assessment and Goal Generator".

We examined the theoretical factor structure fit and psychometric properties of the Transition Assessment and Goal Generator (TAGG). In the first study, 349 transition-aged students with disabilities, their special educators, and family members completed TAGG assessments, and using exploratory factor analysis (EFA)/confirmatory factor analysis (CFA), a simple eight-factor structure emerged. In 2 subsequent years, independent samples of students with disabilities (Study II, N = 257; Study III, N = 846), their special educators, and family members completed the TAGG, and the TAGG structure replicated in both years across all versions using CFAs. The results provide evidence of construct validity and reliability. We discuss implications of the results and identify future research needs.

iJobs Summer Work Experience: A Pilot Transition Program to Enhance Job-Readiness Skills Using Evidence-Based Practices

Abstract Secondary transition planning and service coordination using evidence-based practices (EBPs) are a focus at the national, state, and local level to facilitate positive postschool outcomes and higher rates of inclusion for individuals with disabilities. However, research indicates schools and service providers are not effectively implementing EBPs. This study investigated a summer job experience program for students with disabilities as a means to incorporate EBPs and increase student job-readiness skills. Results indicated the vast majority of students gained critical skills and experiences across eight EBP categories. Parents felt student employability skills increased, and host business partners expressed willingness to repeat the summer iJobs experience. Future research, implications for practice, and limitations are discussed.

Predicting Postsecondary Education and Employment Outcomes Using Results From the Transition Assessment and Goal Generator

We conducted an exploratory study to investigate the relation between nonacademic behavior constructs measured by the Transition Assessment and Goal Generator (TAGG) and postsecondary education and employment outcomes for 297 high school leavers who completed the TAGG during their high school years. Four of eight TAGG constructs predicted postsecondary educational outcomes: (a) Interacting With Others, (b) Student Involvement in the Individualized Education Program (IEP), (c) Support Community, and (d) Goal Setting and Attainment. Four constructs predicted postsecondary employment outcomes: (a) Employment, (b) Student Involvement in the IEP, (c) Support Community, and (d) Interacting With Others. The addition of student grade point average (GPA) strengthened some of the models. The findings appear to add predictive validity evidence to support use of TAGG results to assist with transition planning.

Teaching Transition Self-Determination Knowledge and Skills Using the ME! Bell Ringers:

Special education teachers report lack of time and a shortage of appropriate curricula as reasons impeding implementation of transition education in their classrooms. However, research indicates school and postschool outcomes of students with disabilities improve significantly with transition instruction. The ME! Lessons for Teaching Self-Awareness and Self-Advocacy materials and activities were developed to teach students to understand their disability and abilities, rights and responsibilities, and self-advocacy skills, which are all critical self-determination components. This article details a time-efficient means to teach the essence of the ME! Lessons using ME! Bell Ringers, which include instruction in self-advocacy, student involvement in individualized education program (IEP), and disability awareness, using 10-min lessons that can be taught at the beginning of class in a daily or weekly format.