Project Activities
The project consists of two phases. In Phase I, the researchers will develop the professional development training program; in Phase II, they will conduct an initial pilot test of the professional development training. In Phase I, the research team will: establish the technical adequacy of the instruments, collect and analyze data to inform content and activities within the professional development model, and develop and field test the components of the professional development model through a series of design studies. In Phase II, the researchers will conduct a pilot study of the professional development training with 20 IEP case managers. Scores from document reviews and cognitive interviews and measures of knowledge attainment will be used to assess the ability of case managers to improve the meaningfulness, implementation, and monitoring of IEPs.
Structured Abstract
Setting
Research will be conducted in high schools in Oregon.
Sample
The sample will include 20 case managers from 3 to 5 local high schools. From each of the 20 case managers' workloads, 10 IEPs will be randomly selected (total 200 IEPs) to examine compliance and alignment of IEP documents with student outcomes.
The professional development model will focus on a strategic planning process that IEP case managers can use to develop IEPs that are future-oriented and result in coordination across key IEP components (i.e., post-school goal, statement of needed transition services, present level of performance, annual goals, objectives, activities, and progress monitoring). The successful application of this process will result in IEPs that are compliant with regulations and components that are in alignment with each other, which means that the IEP will be based on post-school goals that are developed with student strengths, interests, and present level of performance in mind.
Research design and methods
A pre/post experimental design will be used to gather preliminary data assessing the utility of a professional development intervention for enhancing IEPs. Ten case managers randomly assigned to treatment will participate in a professional development intervention, including initial training and extended research to practice.
Control condition
The control group will receive standard professional development practices in place by schools.
Key measures
The main outcome measures that will be used to assess treatment effects are document review scores and cognitive interviews. The case manager profile questionnaire and additional interview questions will be used to collect case manager background and characteristics. Additionally, a curriculum-based measure of knowledge attainment will be developed for case managers participating in the professional development training and activities.
Data analytic strategy
Scores on document reviews will be used to measure compliance and alignment of student IEPs. Results of the cognitive interviews will be used to understand fidelity of implementation of the intervention and changes in cognitive processes. Regression analysis will be used to understand how student and case manager characteristics influence the professional development program. Information from the case manager profile questionnaire will be used to enter potential covariates into the analysis and to understand differential activities or events that may have occurred between case managers in the intervention group and those in the control group.
People and institutions involved
IES program contact(s)
Project contributors
Products and publications
Products: The products of this project include a new professional development training model designed to help IEP case managers improve the meaningfulness, implementation, and monitoring of IEPs at the secondary level; publications; and presentations.
Journal article, monograph, or newsletter
Doren, B., Flannery, K.B., and Lombardi, A. (2013). The Impact of Professional Development and Student and Teacher Characteristics on the Quality of Postsecondary Goals. Remedial and Special Education, 34(4): 215-224. doi:10.1177/0741932512468037
Flannery, K.B., Lombardi, A., and Kato, M.M. (2015). The Impact of Professional Development on the Quality of the Transition Components of IEPs. Career Development and Transition for Exceptional Individuals, 38(1): 14-24. doi:10.1177/2165143413489727
Supplemental information
Funded under the Individualized Education Programs topic prior to the establishment of the Systemic Interventions and Policies for Special Education topic.
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
