2. Project Overview
The contents of this PowerPoint were developed under a grant from the US Department of Education, H323A120003. However, those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Corinne Weidenthal.
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The Next Steps NH Project is funded through a State Personnel Development Grant (SPDG)
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U.S. Department of Education, Office of Special Education Programs (OSEP)
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5 year project
3. Project Overview
Project Vision
All students successfully transition to post-secondary education or training, employment and community living.
Project Mission
The mission of Next Steps NH is to provide professional development and coaching to selected New Hampshire high schools to implement evidence-informed transition planning practices in order to increase the number of students with disabilities and students at-risk graduating from high school ready for college, career and adult life.
4. Project Overview
Project Strategies
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Enhanced transition planning and opportunities
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Increased use of Extended Learning Opportunities (ELOs)
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Greater family-school engagement
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Other sustaining practices
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Institutes of Higher Education (IHE) curricula
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Regional Intermediaries
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Transition Community of Practices
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Transition Resource Portal www.nextsteps-nh.com
5. SUSTAINABILITY
Sustainability and planning activities must be an active component of every stage
Implementation Science
1. EXPLORATION
The goal of the Exploration Stage is to examine the degree to which a particular program or innovation meets the district’s needs and is feasible.
3. INITIAL IMPLEMENTATION Initial Implementation begins when a new program or practice is first being put to use. As challenges emerge the team develops and engages in strategies to promote continuous improvement and rapid cycle problem solving based upon data. (Based on Dean Fixen et al & SWIFT)
2. INSTALLATION Installation Stage begins as the decision is made to move ahead, and looks at the practical preparations that are needed to make the change.
4. FULL IMPLEMENTATION
Full Implementation is in place when the processes and procedures are in place and the system has largely been recalibrated to accommodate and support the new ways.
6. School Teams
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Leadership Team
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Completes the self assessment, sets goals based on assessment data, monitors progress, eliminates barriers
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ELO Team
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Completes ELO assessment, identifies goal areas and implements strategies to increase ELO’s
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Family Engagement
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Family group that provides feedback to Leadership Team on school/family practices
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RENEW
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Attends RENEW training, implements RENEW within the school* if applicable
7. Family
Engagement
Family Training
Family Involvement
Family Empowerment
Student Development Life Skills Instruction Career & Vocational Curricula Structured Work Experience Assessment Support Services
Program Structure
Program Philosophy
Strategic Planning
Program Policy & Evaluation
Resource Allocation
Human Resource Development
Student-Focused Planning IEP Development Student Participation Planning Strategies
Interagency Collaboration Collaborative Framework Collaborative Service Delivery
Taxonomy
For Transition
Focused Education
Adapted from Kohler, P.D. (1996). Taxonomy for Transition Programming. Champaign: University of Illinois.
8. Student Focused Planning
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Emphasis on planning for the future: IEP development, student participation, and planning strategies
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Identifying goals and creating a plan
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The plan is student- focused: written in a manner that makes sense to the student and their family
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Based on skills, interests and abilities: identifies strengths and areas of growth
Student-Focused Planning IEP Development Student Participation Planning Strategies
9. Student Development
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Emphasis on skills: life skills, employment, and occupational development
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Looks at all areas of life: independent living, career, supports, social and learning
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Access to a variety of means of learning and assessment
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Hands on applications: job shadows, internships, ELO’s
Student Development
Life Skills Instruction
Career & Vocational Curricula
Structured Work Experience
Assessment
Support Services
10. Family Engagement
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Family engagement is critical to the success of all students
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Parent and family involvement in planning and delivering education and transition services
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Family-focused training and family empowerment activities increase the ability of family members to work effectively with educators and other service providers.
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Families are critical as they are the constant in a student’s life
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Post-secondary transition plans where families have been actively engaged are much more likely to be successful
Family Engagement Family Training Family Involvement Family Empowerment
11. Interagency Collaboration
Collaborative Service Delivery
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Interagency Connections
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Comprehensive System of Support
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Access to Community Resources
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Personalized Transition Education and Service Needs that are responsive to cultural and linguistic backgrounds
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School and Community level transition education and service issues
Interagency Collaboration Collaborative Framework Collaborative Service Delivery
12. Interagency Collaboration
Collaborative Framework
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Formal Interagency Processes, Structures and Outcomes
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Schools, employers, employment related agencies, community agencies and post-secondary institutions
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Information sharing Protocol
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Referral Protocol
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Service and Task Responsibilities
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Funding Responsibilities
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Points of contact
Interagency Collaboration Collaborative Framework Collaborative Service Delivery
13. Program structure
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Purpose
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Efficient and Effective delivery of services
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Sustainability of the Practices
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How it impacts transition
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Student-Focused Planning/ Student Development
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Family Engagement
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Interagency Collaboration
Program Structure Program Philosophy Strategic Planning Program Policy & Evaluation Resource Allocation Human Resource Development
