Practices and Procedures

Definition: Specific and consistent policies and procedures that support implementation of identified practices are established, clearly communicated, and implemented within educational community, and between educational and community service agencies.


Elements

  • Evidence-based practices
  • Local transition teams

What does evidence-based mean?

Link to Council for Exceptional Children’s report on standards for evidence-based practices in special education (PDF, 15 p., 2014): www.cec.sped.org/Standards/Evidence-Based-Practice-Resources-Original

Evidence-based practices and educational technology, a helpful resource list for teachers: eduscapes.com/tap/evidence.html

The National Secondary Transition Technical Assistance Center’s (NSTTAC) 2013 report, Evidence-Based Practices and Predictors in Secondary Transition: What We Know and What We Still Need to Know (PDF, 10 pages).

National Technical Assistance Center on Transition (NTACT) has defined the differences between evidence-based, research-based, promising, and unestablished practices in one chart, Descriptors of Levels of Evidence (PDF, 1 page).

Local transition teams

NSTTAC developed a Transition Team Leader Sustainability Toolkit (PDF, 2011, 158 pages) to help transition planning team leaders in building teams and implementing team plans. Transition teams can be faced with high rates of turnover, and often new team leaders must start over as documents and team history are lost. The Transition Team Leader Sustainability Toolkit is a collaborative effort to assist in sustaining team effort.

Related framework pages

This area overlaps with other areas of the Framework. See the pages below, depending on your area of interest.