Zoblotsky, Todd; Gallagher, Brenda; O'Daniel, Roland (2020). Retrieved from: https://eric.ed.gov/?id=ED608317
Reviewed: June 2023
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Transition readiness indicator (Kentucky Department of Education) |
Guiding and Engaging Exceptional Teens (Get the Picture?!) vs. Business as usual |
0 Days |
Full sample;
|
39.00 |
23.00 |
Yes |
-- |
|
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
In-school Suspensions |
Guiding and Engaging Exceptional Teens (Get the Picture?!) vs. Business as usual |
0 Days |
Full sample;
|
3.33 |
4.26 |
No |
-- |
Characteristics of study sample as reported by study author.
| Other or unknown | 100% |
| Other or unknown | 100% |
| Free or reduced price lunch (FRPL) | 58% | |
| Other or unknown | 42% |
The study took place in 27 high schools in Kentucky.
A total of 438 students in grades 9 through 12 were included in the study. The study was implemented across four years when students were in grade 9. Across the treatment and matched comparison schools, approximately 49% of the students were female, 58% were eligible for free or reduced-price lunch, and 10% received special education services. The authors did not report race or ethnicity.
The Get the Picture?! Guiding and Engaging Exceptional Teens (the authors refer to the intervention as Get the Picture?!) intervention is a program that is designed to develop self-determination skills among students with disabilities. The goal of the intervention is to increase students’ college/career readiness by meeting Kentucky state assessment benchmarks and/or completing a recognized industry certification. Students work one-on-one with a career strategist, who monitors students’ individual learning plan and supports students’ college and/or career pathways. Students meet at least weekly with the career strategist to discuss their college and/or career readiness and big picture goals. In addition, college/career readiness coaches work directly in the intervention schools to provide ongoing support and modeling.
Students in the comparison group received business-as-usual supports in schools that did not receive the Get the Picture?! (GTP) intervention.
Each intervention school had a school-based support team, which included the college/career readiness coaches, lead career strategist, and career strategist, special education teachers, and counselors who coordinated and monitored the one-on-one work with students.
Reviewed: June 2022
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Number of in-school suspensions |
Guiding and Engaging Exceptional Teens (Get the Picture?!) vs. Business as usual |
0 Days |
Full sample;
|
3.33 |
4.26 |
No |
-- |
Characteristics of study sample as reported by study author.
| Other or unknown | 100% |
| Other or unknown | 100% |
| Free or reduced price lunch (FRPL) | 58% | |
| No FRPL | 42% |
The intervention, Guiding and Engaging Exceptional Teens (Get the Picture?!), focuses on high school students with disabilities in rural Kentucky. The program was originally developed by the Green River Regional Educational Cooperative (GRREC) special educators who worked alongside the teachers, school and district leaders, and specialists from the Kentucky Department of Education (KDE). All eligible high schools were located in the region of South Central Kentucky served by GRREC, were among the lowest performing in terms of College and Career Readiness (CCR), and were not involved in major ongoing initiatives.
Across the treatment and matched comparison schools, 89% of enrolled students were non-minority, 49% were female, 58% were eligible for free or reduced price lunch, and 10% received special education services. Students enrolled in study schools in were eligible for inclusion in the sample if, in the 2015-16 school year, they received special education services, were in 9th grade, and were working toward a regular high school diploma.
Get the Picture?! is an intervention designed to develop the self-determination skills of students with disabilities and help them achieve the Kentucky state standard for college and/or career readiness by meeting established benchmarks on state/national assessments and/or completion of a recognized industry certification. Each student with disabilities receives one-on-one support through a school-based Career Strategist, meeting at least weekly to monitor the student’s Individual Learning Plan, which focuses on college and/or career readiness with realistic, big picture goals and action steps for life after high school. Each school also has a school-based Support Team —the leaders (College/Career Readiness (CCR) Coaches, Lead Career Strategist, and Career Strategist), special education teachers, and counselors — that coordinate and monitor one-on-one work and the Student-to-Strategist match. Each local Support Team is guided by a CCR Coach and meets at least four times per academic year to make data-driven decisions to support college and career readiness for all students with disabilities.
Schools and teachers in the comparison condition implemented their standard approach to serving special education services. Teachers received the professional development and supports offered by the district and school. Students in the comparison group likely received special education services and supports offered by schools and districts prior to the intervention.
Each school in the treatment group had a school-based support team - consisting of College/Career Readiness (CCR) coaches, Lead Career Strategist, Career Strategist, special education teachers, and counselors - to coordinate and monitor one-on-one work and the match between students and Career Strategists.
An indicator of the effect of the intervention, the improvement index can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention.
For more, please see the WWC Glossary entry for improvement index.
An outcome is the knowledge, skills, and attitudes that are attained as a result of an activity. An outcome measures is an instrument, device, or method that provides data on the outcome.
A finding that is included in the effectiveness rating. Excluded findings may include subgroups and subscales.
The sample on which the analysis was conducted.
The group to which the intervention group is compared, which may include a different intervention, business as usual, or no services.
The timing of the post-intervention outcome measure.
The number of students included in the analysis.
The mean score of students in the intervention group.
The mean score of students in the comparison group.
The WWC considers a finding to be statistically significant if the likelihood that the finding is due to chance alone, rather than a real difference, is less than five percent.
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The name and version of the document used to guide the review of the study.
The version of the WWC design standards used to guide the review of the study.
The result of the WWC assessment of the study. The rating is based on the strength of evidence of the effectiveness of the intervention. Studies are given a rating of Meets WWC Design Standards without Reservations, Meets WWC Design Standards with Reservations, or >Does Not Meet WWC Design Standards.
A related publication that was reviewed alongside the main study of interest.
Study findings for this report.
Based on the direction, magnitude, and statistical significance of the findings within a domain, the WWC characterizes the findings from a study as one of the following: statistically significant positive effects, substantively important positive effects, indeterminate effects, substantively important negative effects, and statistically significant negative effects. For more, please see the WWC Handbook.
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Tier 1 Strong indicates strong evidence of effectiveness,
Tier 2 Moderate indicates moderate evidence of effectiveness, and
Tier 3 Promising indicates promising evidence of effectiveness,
as defined in the
non-regulatory guidance for ESSA
and the regulations for ED discretionary grants (EDGAR Part 77).
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