It is critical that our nation begin to address the dropout rate for students with emotional disturbance. In a literature review, Sullivan and Sadeh (2016) reported that the graduation rates for students with emotional disturbance have stagnated at approximately 50% for the last 30 years. Pennsylvania’s data suggest similar concerns, indicating a need for systematic and intensive interventions to ameliorate this challenge. Students with emotional disturbance are more likely to have significant mental health needs and less likely to be included with general education peers (Wagner & Cameto, 2004). In addition, they are more likely to have academic deficits (Reid, Gonzalez, Nordness, Trout & Epstein, 2004). All these factors result in poor postsecondary outcomes and increased likelihood of arrest and/or incarceration. Thus, the importance of using instructional practices that result in high student engagement, providing mental health and behavior support, and comprehensive secondary transition planning is critical for these students. Research has identified evidence-based practices that, when implemented with fidelity, will improve desired outcomes for students with emotional disturbance. The grant will provide evidence-based training and resources that will address the above-mentioned factors related to graduation success.