EARLY HEARING DETECTION AND INTERVENTION VIRTUAL CONFERENCE
MARCH 2-5, 2021
(Virtually the same conference, without elevators, airplane tickets, or hotel room keys)
6/18/2018 | 1:45 PM - 3:00 PM | Applying High Leverage Practices to Transition Assessments to Increase Post-School Outcomes | Battle Creek
Applying High Leverage Practices to Transition Assessments to Increase Post-School Outcomes
Utah post-high school data indicate that youth with disabilities are demonstrating low outcomes in graduation rates, employment, and post-secondary education after exiting public schools.* These data raise concerns about Utah schools adequately preparing students with disabilities in the areas of employment, post-school education and training, and independent living.
Participants will obtain knowledge and understanding of assessment practices within special and general education settings.
Participants will obtain knowledge of the research underlying high-leverage practices in Special Education in the area of assessments along with evidence-based strategies for improving post-school outcomes.
Learning activities will focus on increasing participant knowledge, skills, and dispositions toward improving post-school outcomes for students with disabilities, based on a foundation of assessments. Activities will include discussion, knowledge checks and an interactive case study.
*Utah Post High School Outcomes Survey , 2017; www.utahposthighsurvey.org
- Given Indicator 14 Post-School Outcomes data, research on the High-Leverage Practices in Special Education in assessment and an online tool, participants will demonstrate knowledge and understanding of assessments as the foundation in quality transition planning.
- Given 14 Post-School Outcomes data, research on High-Leverage Practices in Special Education in Assessment, evidence-based transition practices founded on assessment and an online tool, participants will demonstrate knowledge and understanding of the essential role that assessments have in creating transition-focused education that results in quality post-secondary outcomes.
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Presenters/Authors
Deanna Taylor
(), UPDN, deanna.taylor@usu.edu;
Deanna Taylor is a Program Specialist for the Utah Professional Development Network. She has been an educator for 35 years and was a charter school Special Education director for 13 years. Deanna Deanna is very interested in Transition, graduated from the Transition Specialist master’s program at Utah State University and serves on the Utah Transition Action Team. She has authored several articles on Transition.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
Lavinia Gripentrog
(), USBE, Lavinia.Gripentrog@schools.utah.gov;
Lavinia has taught special education for 21 years in several Utah school districts. Ten of those years were spent teaching students with significant disabilities in a community based post high school setting in the Murray School District. She spent two years working as a secondary inclusion research instructor at the University of Utah. Lavinia currently serves as the Transition Specialist at the Utah State Board of Education. She holds a Master’s Degree in special education from the University of Utah and a Transition Specialist Master’s degree from Utah State University.
ASHA DISCLOSURE:
Financial -
Nonfinancial -