Involving Key Community Partners in the Implementation of Effective Practices

This “View From the Field” column is part of a series highlighting the important roles stakeholders (e.g., peers, families, community members) and school staff have in supporting the implementation of effective practices (i.e., evidence-based, research-based) for students with disabilities. In previous columns in this series, Rowe et al. (2022) described the various roles peers have in the implementation of effective practices. Authors highlighted strategies for developing and sustaining peer support programs in schools to support students with disabilities. Garbacz et al. (2022) followed with a column focused on approaches to promote parent collaboration in the implementation of effective practices. In this column, we describe how different community stakeholders can successfully partner with school intervention teams to improve transition outcomes. We offer examples of effective practices community stakeholders can implement to support successful transition outcomes

Conceptualizing and Developing the Secondary Transition Fidelity Assessment to Support Transition Programming and Practice

In this paper, we describe the conceptualization and development of the Secondary Transition Fidelity Assessment (STFA), a measure intended for use by high school leadership teams to examine secondary programs and practices demonstrated by research to lead to meaningful outcomes for secondary students with and without disabilities. We describe our conceptualization and development efforts, which resulted in a measure with six critical features: adolescent engagement, district-level capacity, school-level capacity, community engagement, family engagement, and professional capacity. Based on stakeholder feedback, we revised the STFA and developed an instruction manual and action planning guide to support the self-evaluation of secondary programs and practices using data from the STFA. Recommendations for the field related to research, policy, and practice are provided

sj-docx-1-cde-10.1177_21651434231163498 – Supplemental material for Conceptualizing and Developing the Secondary Transition Fidelity Assessment to Support Transition Programming and Practice

Supplemental material, sj-docx-1-cde-10.1177_21651434231163498 for Conceptualizing and Developing the Secondary Transition Fidelity Assessment to Support Transition Programming and Practice by Valerie L. Mazzotti, Mary E. Morningstar, Allison Lombardi, Sheida K. Raley, Dawn A. Rowe, Marcus Poppen, Kyle Reardon, Sarah R. Carlson, Deanne Unruh, Jessica Monahan, Jessica G. Rousey, Janie N. Vicchio and David W. Test in Career Development and Transition for Exceptional Individuals</p

sj-docx-2-cde-10.1177_21651434231163498 – Supplemental material for Conceptualizing and Developing the Secondary Transition Fidelity Assessment to Support Transition Programming and Practice

Supplemental material, sj-docx-2-cde-10.1177_21651434231163498 for Conceptualizing and Developing the Secondary Transition Fidelity Assessment to Support Transition Programming and Practice by Valerie L. Mazzotti, Mary E. Morningstar, Allison Lombardi, Sheida K. Raley, Dawn A. Rowe, Marcus Poppen, Kyle Reardon, Sarah R. Carlson, Deanne Unruh, Jessica Monahan, Jessica G. Rousey, Janie N. Vicchio and David W. Test in Career Development and Transition for Exceptional Individuals</p