1/5/2016 Next t Ste teps NH H Pre/Post t Training As Assessment Sustainability Training Series 2016 Similar to the need for teachers to gain data on student understanding, we need to determine what impact our training has on your understanding of the training The Essentials of topic/content. Full Implementation • Purpose: Sust stain inab abili ility PD Serie ies s Pre/P /Post Resu sult lts Part I: Evaluate Next Steps NH Training 51% Average Program Structures 73% NOT participants 36% Module 1 70% January 12, 2016 62% • Measure the Impact of Knowl wledg dge Module 2 88% 1:00pm - 3:00pm Pre-test - assess prior 55% Module 3 knowledge 63% Post-test - assess knowledge 61% Module 4 93% gain 39% Additional questions - quality & Module 5 52% usefulness 0% 25% 50% 75% 100% From Piloting to Sustaining Practices Pre Post Making the Most of a GTM Agenda Day 1 Day 2 Muting & unmuting Project Overview Day 1 Recap Where are you Now? Maintaining Supports & Using chat function Professional Development What are “Program Group activities Participatory Adults Structures” Learning Strategies Leadership Team, Data, Participation via Go To Meeting and Procedures 1
1/5/2016 Learning Objectives Materials Participants will be able to identify: Today’s Slides Sustainability Resources Handout Part 1 Activity Sheet Recommended Program Structures for sustaining Program Structures Handout transition-focused education efforts, and related resources. Stages of Implementation of Next Steps Initiatives in their school Goal for future transition-focused Leadership Team, Data, and Procedures NSNH Essentials Participatory Adult Learning Styles Next Steps NH offers training and coaching on embedding evidence-informed transition practices in schools to increase the graduation rate of students with disabilities and students at-risk of dropping out and prepare them for college, career and adult life. Training introduces and illustrates the practice. Coaching supports putting the training to use. 2
1/5/2016 NSNH Essentials NSNH Essentials Implementing practices with fidelity is a primary Transition practices include: focus. The use of planning tools ensures fidelity. Enhanced transition planning, activities & opportunities, including RENEW Not In Partially In Place Critical Component of Practice Place In Place Best practice Extended Learning Opportunities (ELOs) X Students-at-risk and students with IEPs High level family-school engagement participate meaningfully in the development of their post school goals. Evidence shows that embedding new practices requires When implemented with fidelity these practices multi-stage implementation. will increase the graduation rates of students with disabilities and students at-risk of dropping out and prepare them for college, career and adult life. Putting the Pieces Together Family y Student-Focuse sed Engagement Planning 2. INSTALLATION 1. EXPLORATION Two-way communication • Develop action plans • Student Led IEPs Develop & Meet w/ Project Teams Shared decision making RENEW • Participate in foundational trainings Transition-related training (Leadership – ELO – FEG – RENEW) Transition Assessment • opportunities RENEW student mapping • Complete Fidelity tools • Pilot a high quality ELO, EI Transition- transition practices Focused • Offer parent education SUSTAINABILITY Education Student Leadership, ELO, Framework Program Structure Deve velopment 4. FULL RENEW & Family 3. INITIAL IMPLEMENTATION Leadership Teams IMPLEMENTATION Engagement Teams • Best Practice ELOs Ongoing Strategic Planning Processes & • Implement action plans & Self-Determination Policy and Procedure procedures in place • RENEW Identify & address Transition Competencies for Program Structures Interagency y challenges Staff • Collaboration System recalibrated to Transition Coordinator • Scale up ELOs, RENEW & ELO Board accommodate & support • Transition Practices Community Services new initiatives Colleges/Universities • Integrate family-school partnership ELO Partners Adapted from Taxonomy for Transition strategies Programming , Kohler, P.D. (1996) & NH CoP Template for Secondary Transition & NH (Based on Dean Fixen et al & SWIFT) Standards for Family /School Partnerships 3
1/5/2016 ACTIVITY 1: Where are you? Cohort 2 Timeline Recap June 2014: Introduction Complete Activity 1 to determine what stage of implementation your school is in with Next Steps LT meetings and Data Collection begins (Transition and ELO Fidelity Tools, ELO Characteristics Database) activities and strategies in the left column. Action plans developed Use the descriptions of each stage to help you decide February 2015: Exploration activities begin what stage you are in. RENEW, ELO Trainings, Family Focus Groups, Transition Course May 2015-present: Installation and Initial Implementation begins: RENEW, ELO, Family Engagement, Transition Activities Transition-Related Program Structures: Program Philosophy Leadership Team and Data with Transition as a priority Strategic Planning and Program Evaluation Policies and Procedures Professional Development Resource Allocation 4
1/5/2016 E. Program Structures Practices Show Framework Philosophy Program Structures Next Steps Vision/Values/Mission Leadership Team Data Why a Leadership Team? Leadership teams Promote collaboration Provide direction and support Enhance communication Identify resources Provide an environment for sharing and problem solving 5
1/5/2016 ACTIVITY 2: Team Leader Maintaining Momentum Beyond Next Steps, will you: Plans and facilitates meetings EXPLICITLY focus on transition for these populations? How? Recruits new members Have a separate Leadership Team? If so, re the right people on the team? Who is Oversees an action plan missing? Is there anyone who no longer needs to be there? Next Steps Transition Liaison Who will be your leader? Philosophy Program Structures Maintaining your Leadership Team NSTTAC has a Transition Team Leader Sustainability Next Steps Vision/Values/Mission Toolkit. The toolkit addresses: Leadership Team Team leader strategies Needs assessments Data Resources Evaluation materials Guide provides a step-by-step process for developing and sustaining leadership teams 6
1/5/2016 Data and Next Steps Data Types Student, Program, District Next Steps Data Tools/Methods Transition Focused Education Framework Referral source ELO Fidelity Tool and Characteristics Database “Students are eligible for participation in RENEW if….” RENEW Readiness Checklist Family Focus Groups Progress monitoring “Case Manager John has increased his skill with student engagement as evidenced by…” Next Steps Data Reports Outcome measures “ABC High Schools post - school employment rates have increased by ….” ACTIVITY 3: Data Ideas and Discussion Program Evaluation Program Structure: As a team, discuss: Of the initiative you have under way, what data exists? What data do you wish you had? Fidelity Tools provide Data Please the chat box to share any specific measures you Are you implementing with Fidelity? are using in your Next Steps work. NSTTAC Evaluation Toolkit 7
1/5/2016 Policies and Procedures Strategic Planning Program Program Structure Structure: ● Internal Review current practices, data and make decisions ● External about “what’s next” Multiple perspectives provide richest options and ● Consistency prevents loss due to turnover possibilities Align with other community outreach/planning. ● Promotes fidelity and best practice Thank You! The contents of this presentation were developed under a grant from the US Department of Education, H323A120003. However, those contents do not Amy Jenks necessarily represent the policy of the US Department of Education, and you Amy.jenks@doe.nh.gov should not assume endorsement by the Federal Government. Project Officer, 271-3842 Corinne Weidenthal. This product is public domain. Authorization to reproduce it in whole or in part Sherry Burbank is granted. While permission to reprint is not necessary, the citation should be: Sherry.burbank@doe.nh.gov NH State Personnel Development Grant – Next Steps NH (2012-2017). New 271-3294 Hampshire Department of Education, Concord. 8
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