Next Steps NH: College, Career and Life Readiness Cohort 1 Kick Off Training

1. Next Steps NH: College, Career and Life ReadinessCohort 1 Kick Off Training Tuesday, January 28, 2014 9:00AM - 3:30PM NH Local Government Center

2. Introductions

3. Management Team

4. Regional Intermediaries

5. Expert Trainers

6. Other Leadership Team Members

7. Agenda&Outcomes for Today

8. Agenda • Review of Outcomes for the Day • Overview of the NSNH Project • School Introductions (15 minutes each) • Introduction of the Framework for Transition Focused Education • Framework Fidelity Tool Introduction and Team Time • PIC Presentation • VR Presentation • RENEW Presentation • ELO Presentation • Team Time and Closing

9. Outcomes today • Cohort 1 School Introductions • Framework for Transition Focused Education • Introduction to the Framework Fidelity Tool • Assess your strengths • Determine focus areas • Examples of Project Practices & Strategies • Family Engagement Practices (Parent Information Center) • Interagency Collaboration (Vocational Rehabilitation) • Extended Learning Opportunities (ELOs) • Rehabilitation, Empowerment, Natural Supports, Education and Work (RENEW)

10. Next Steps NH Project Overview

11. Project Overview • The Next Steps NH Project is funded through a State Personnel Development Grant (SPDG) • U.S. Department of Education, Office of Special Education Programs (OSEP) • 5 year project 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.

12. 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.

13. Project Overview Project Values We believe: • The student is at the center of transition planning, and the student drives the plan. • All students must have access to the opportunity to prepare for postsecondary education, employment and independent living. • All students must have access to personalized learning strategies. • Everyone benefits when families actively engage as partners in transition planning.

14. Project Overview Project Values (cont.) We believe: • All educators, including Institutions of Higher Education faculty, need to work together to improve transition outcomes for NH youth. • Positive working relationships with open communication and dialogue are foundational to the transition planning process. • Transition practices must be school-wide, evidence-informed, systematic, and sustainable. • All project activities must align with these values.

15. Project Overview Project Strategies • Increased use of Extended Learning Opportunities (ELOs) • Enhanced transition planning and opportunities • Greater family-school engagement • Other sustaining practices • Institutes of Higher Education (IHE) curricula • Regional Intermediaries • Transition Community of Practices • Transition Resource Portal

16. Project Overview Implementation Science • The research base to support the strategies for Next Steps NH Project implementation. • Closing the Research-to-Practice Gap • Outcomes based • Program and Practice Fluency • Implementation Team (Based on Dean Fixen et al) Act Plan Study Do

17. Implementation Science 1. EXPLORATION The goal of the Exploration Stage is to examine the degree to which aparticular program or innovation meets the district’s needs and isfeasible. 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. SUSTAINABILITY Sustainability and planning activities must be an active component of every stage 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) 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.

18. Cohort 1 School Introductions

19. School Introductions • Kennett High School • Kingswood Regional High School • Mascoma Valley Regional High School • Merrimack Valley High School

20. 15 Minute Break

21. Framework for Transition Focused Education

22. Framework for Transition Focused Education • How did we get to this framework? • Required to use research or evidence-based approach • Various frameworks or models reviewed • Transition Outcomes Projects (TOPS) • Quality Indicators (Univ. of Kansas) • NH Transition COP Secondary Transition Practice Profile • Kohler Taxonomy for Transition Programming • We decided to base our framework on the Kohler Taxonomy

23. The Taxonomy identifies 5 transition practices that have been comprehensively researched and validated.

24. Framework for Transition Focused Education Why we selected this model Changes to meet the needs of our project Align with: NH Secondary Transition Template for Secondary Transition to address needs of students with disabilities and students at risk. Family Engagement components –NH Standards for Family-School-Community Partnerships • Research-based • Included all the critical components from across other models • Included tools for implementation • Connection to NH Transition CoPand Capacity Building Institute Plans • Vetted with National experts

25. Family Engagement Family Training Family Involvement Family Empowerment Student-Focused Planning IEP Development Student Participation Planning Strategies Taxonomy For Transition Focused Education 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 Interagency Collaboration Collaborative Framework Collaborative Service Delivery Adapted from Kohler, P.D. (1996). Taxonomy for Transition Programming. Champaign: University of Illinois.

26. Student Focused Planning • Emphasis on planning for the future: IEP development, student participation, and planning strategies. • Identifying goals and creating a plan • The plan is student focused- written in a manner that makes sense to the student and their family • Based on skills, interests and abilities- identifies strengths and areas of growth Student-Focused Planning IEP Development Student Participation Planning Strategies

27. Student Development • Emphasis on skills: life skills, employment, and occupational development • Looks at all areas of life: independent living, career, supports, social and learning • Access to a variety of means of learning and assessment • Hands on applications - job shadows, internships, ELO’s Student Development Life Skills Instruction Career & Vocational Curricula Structured Work Experience Assessment Support Services

28. Family Engagement Family Engagement Family Training Family Involvement Family Empowerment • Family engagement is critical to the success of all students, as well as those with a disability or who are at-risk. • Parent and family involvement in planning and delivering education and transition services. • Family-focused training and family empowerment activities increase the ability of family members to work effectively with educators and other service providers. • Families are critical as they are the constant in a student’s life. • Post-secondary transition plans where families have been actively engaged are much more likely to be successful.

29. Interagency Collaboration Collaborative Service Delivery • Interagency Connections • Comprehensive System of Support • Access to Community Resources • Personalized Transition Education and Service Needs that are responsive to cultural and linguistic backgrounds • School and Community level transition education and service issues Interagency Collaboration Collaborative Framework Collaborative Service Delivery

30. Interagency Collaboration Interagency Collaboration Collaborative Framework Collaborative Service Delivery Collaborative Framework • Formal Interagency Processes, Structures and Outcomes • Schools, employers, employment related agencies, community agencies and post-secondary institutions • Information sharing Protocol • Referral Protocol • Service and Task Responsibilities • Funding Responsibilities • Points of contact

31. Program structure • Purpose • Efficient and Effective delivery of services • Sustainability of the Practices • How it impacts transition • Student-Focused Planning/Student Development • Family Engagement • Interagency Collaboration Program Structure Program Philosophy Strategic Planning Program Policy & Evaluation Resource Allocation Human Resource Development

32. Team Activity Within your team choose one of the following to discuss: Do all students in your school receive annual career guidance and counseling that meets their individual needs and assesses their progress towards graduation? Please describe this process. Please explain how age appropriate transition assessments collected and used to inform transition planning. What kinds of connections have you made to community resource, services and supports in secondary transition planning for your students? Describe how your school has engaged in meaningful two-way communication with families in the secondary transition planning process. Discuss whether your educational programs and curricula incorporate transition-focused strategies.  Is your curriculum competency based? Can your students demonstrate their competence in a variety of ways?

33. LUNCH Break45 minutes

34. FRAMEWORK FOR TRANSITION FOCUSED EDUCATION FIDELITY TOOL

35. Framework Fidelity Tool • Purpose • Track Implementation Progress • Across practices • Over time • Overview • Based on the Kohler Taxonomy • Project Leadership Team Contributed to development • Aligned with NH Transition CoP Template for Secondary Transition • NH Standards for Family-School-Community Partnership • Directions • Google Doc link for each school • Directions are in the first tab entitled “Introduction”

36. Framework Fidelity Tool • Online Form • Google Document • Each school has their own link Framework Fidelity Tool

37. Framework Fidelity Tool • Action Planning • Framework Fidelity Tool (FFT) Results Worksheet • Who filled out the form • Dates started and completed • Identify focus area(s) for each practice • Framework Fidelity Tool (FFT) Action Planning Worksheet • Detailed action planning around focus areas • Identify goal and goal related activities • Person Responsible/Timeframe • Output/Products, Expected Outcomes, Indicators/Evidence • Additional stakeholders or TA needed

38. Team Time • Review the Framework and Fidelity Tool • Discuss how to begin filling out the tool • Who needs to be at the table? • Ensure you understand each critical component • Focus on one section at a time • Appoint a person to record choices online

41. PIC, Next Steps NH and Family Engagement Develop and provide training, technical assistance, resources and strategies to LEAs and families to increase capacity for greater family engagement in transition.

42. PIC, Next Steps NH and Family Engagement • Materials and resources • Online training modules • Free interactive workshops • Professional Development • Parent Support • Family Focus Groups

43. Family Focus Groups • Family Focus Groups • Purpose • Developing/Outreach/Facilitation • Parent Liaison • Group Structures and Basics • Impacts and Outcomes

44. Identify priorities Assess Identify potential members Incorporation of feedback and ideas Outreach to families Focus Group Meetings

46. The Role of NH Vocational Rehabilitation in Transition Planning Next Steps NH Cohort 1 Kick Off Training January 28, 2014

47. Vocational Rehabilitation 101 • VR is an eligibility based program. Eligibility is based upon three criteria • The individual must have a documented disability • The disability must be a barrier to them attaining or maintaining employment on their own • It can be demonstrated that VR support is necessary to attain or maintain employment • Students can be referred to VR two years prior to graduation or exit • Age 16 if on track to graduate at 18 • Age 19 if exiting at 21

48. VR 101 Continued • VR counselors will work with the student, their family/guardian and transition team to help to identify and explore what they would like to do for employment or education and training after high school • All services that VR provides to a student are individualized and must be linked to their employment goal • As the student gets closer to graduation or exit from high school, the VR counselor will work with them toward securing a job or entering into further education or training

49. It’s All About the Relationship • Student • Meet throughout the year with VR counselor • Working to ensure that he or she takes ownership of their planning for life after high school • Family • Family engagement can often be a measure of student success • Educating family members on available services and the shift from entitlement to eligibility • Transition Team • Possess more knowledge and information about the student than is realized • Important to recognize the need that we all bring something to the table and must work together to help the student to achieve their goals

50. Partnering With NSNH • Provides for a needed and unique opportunity to strengthen connections between the work of NH Vocational Rehabilitation and Special Education at the state and local levels • ACES • Earn and Learn • Teacher and Special Education Internship Programs