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

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

description

Next Steps NH: College, Career and Life Readiness Cohort 1 Kick Off Training. Tuesday, January 28, 2014 9:00AM - 3:30PM NH Local Government Center. Introductions. Management Team. Regional Intermediaries. Expert Trainers. Other Leadership Team Members. Agenda & Outcomes for Today. - PowerPoint PPT Presentation

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

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Next Steps NH: College, Next Steps NH: College, Career and Life ReadinessCareer and Life Readiness

Cohort 1 Cohort 1 Kick Off TrainingKick Off Training

Tuesday, January 28, 2014Tuesday, January 28, 2014

9:00AM - 3:30PM9:00AM - 3:30PM

NH Local Government CenterNH Local Government Center

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IntroductionsIntroductions

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Management TeamManagement Team

Name Role

Mary Steady Project Director

Donna Couture Project Coordinator

Janelle Cotnoir Grants and Contracts Technician

Amy Jenks Project Consultant

McKenzie Harrington-Bacote

Project Consultant

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Regional IntermediariesRegional Intermediaries

Name School

North Country Educational Services (NCES)Sarah Parsons

Kennett High School

Strafford Learning Center (SLC)Heidi WymanJill Heath

Kingswood Regional High School

Monadnock Developmental Services (MDS), Monadnock Center for Successful Transitions (MCST)Sheila Mahon

Mascoma Valley Regional High School

Granite State Independent Living (GSIL)Maureen O’DonnellMarybeth HammondPeter Darling

Merrimack Valley High School

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Expert TrainersExpert Trainers

Name Practice

Q.E.D. FoundationKim CarterElizabeth Cardine

Extended Learning Opportunities (ELOs)

Parent Information Center (PIC)Kimm PhillipsBarbara PublicoverSylvia Abbott

Family Engagement

Institute on Disability at UNHJoAnne MalloyKathy Francoeur

Rehabilitation, Empowerment, Natural Supports, Education and Work (RENEW)

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Other Leadership Team Other Leadership Team MembersMembers

Name Role

Vocational Rehabilitation Tina Greco, Transition Coordinator

Project Consultant Interagency Collaboration

Keene State CollegeBetsy Street

Transition Resource Portal

Keene State CollegeSteve Bigaj

Institutions of Higher Education Coordinator

Evergreen Evaluation and ConsultingBrent GarrettDavid Merves

Project Evaluators

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AgendaAgenda&&

Outcomes for TodayOutcomes for Today

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AgendaAgenda

• Review of Outcomes for the DayReview of Outcomes for the Day

• Overview of the NSNH ProjectOverview of the NSNH Project

• School Introductions (15 minutes each) School Introductions (15 minutes each)

• Introduction of the Framework for Transition Focused Introduction of the Framework for Transition Focused Education Education

• Framework Fidelity Tool Introduction and Team TimeFramework Fidelity Tool Introduction and Team Time

• PIC PresentationPIC Presentation

• VR PresentationVR Presentation

• RENEW PresentationRENEW Presentation

• ELO PresentationELO Presentation

• Team Time and ClosingTeam Time and Closing

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Outcomes todayOutcomes today

• Cohort 1 School IntroductionsCohort 1 School Introductions

• Framework for Transition Focused EducationFramework for Transition Focused Education

• Introduction to the Framework Fidelity ToolIntroduction to the Framework Fidelity Tool• Assess your strengthsAssess your strengths• Determine focus areasDetermine focus areas

• Examples of Project Practices & StrategiesExamples of Project Practices & Strategies• Family Engagement Practices (Parent Information Center)Family Engagement Practices (Parent Information Center)• Interagency Collaboration (Vocational Rehabilitation)Interagency Collaboration (Vocational Rehabilitation)• Extended Learning Opportunities (ELOs)Extended Learning Opportunities (ELOs)• Rehabilitation, Empowerment, Natural Supports, Education Rehabilitation, Empowerment, Natural Supports, Education

and Work (RENEW)and Work (RENEW)

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Next Steps NH Next Steps NH Project OverviewProject Overview

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Project OverviewProject Overview

The contents of this PowerPoint were developed under a grant The contents of this PowerPoint were developed under a grant from the US Department of Education, H323A120003. However, from the US Department of Education, H323A120003. However, those contents do not necessarily represent the policy of the US those contents do not necessarily represent the policy of the US Department of Education, and you should not assume Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, endorsement by the Federal Government. Project Officer, Corinne Weidenthal. Corinne Weidenthal.

• The Next Steps NH Project is funded through a The Next Steps NH Project is funded through a State Personnel Development Grant (SPDG)State Personnel Development Grant (SPDG)

• U.S. Department of Education, Office of U.S. Department of Education, Office of Special Education Programs (OSEP)Special Education Programs (OSEP)

• 5 year project5 year project

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Project OverviewProject Overview

Project VisionProject Vision

All students successfully transition to post-secondary All students successfully transition to post-secondary education or training, employment and community living.education or training, employment and community living.

Project MissionProject Mission

The mission of Next Steps NH is to provide professional The mission of Next Steps NH is to provide professional development and coaching to selected New Hampshire development and coaching to selected New Hampshire high schools to implement evidence-informed transition high schools to implement evidence-informed transition

planning practices in order to increase the number of planning practices in order to increase the number of students with disabilities and students at-risk graduating students with disabilities and students at-risk graduating from high school ready for college, career and adult life.from high school ready for college, career and adult life.

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Project OverviewProject OverviewProject ValuesProject Values

We believe:We believe:

•The student is at the center of transition The student is at the center of transition planning, and the student drives the plan.planning, and the student drives the plan.

•All students must have access to the opportunity All students must have access to the opportunity to prepare for postsecondary education, to prepare for postsecondary education, employment and independent living.employment and independent living.

•All students must have access to personalized All students must have access to personalized learning strategies.learning strategies.

•Everyone benefits when families actively engage Everyone benefits when families actively engage as partners in transition planning.as partners in transition planning.

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Project OverviewProject Overview

Project Values (cont.)Project Values (cont.)

We believe:We believe:

•All educators, including Institutions of Higher All educators, including Institutions of Higher Education faculty, need to work together to Education faculty, need to work together to improve transition outcomes for NH youth.improve transition outcomes for NH youth.

•Positive working relationships with open Positive working relationships with open communication and dialogue are foundational to communication and dialogue are foundational to the transition planning process.the transition planning process.

•Transition practices must be school-wide, Transition practices must be school-wide, evidence-informed, systematic, and sustainable.evidence-informed, systematic, and sustainable.

•All project activities must align with these All project activities must align with these values.values.

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Project OverviewProject Overview

Project StrategiesProject Strategies

•Increased use of Extended Learning Increased use of Extended Learning Opportunities (ELOs)Opportunities (ELOs)

•Enhanced transition planning and opportunitiesEnhanced transition planning and opportunities

•Greater family-school engagementGreater family-school engagement

•Other sustaining practices Other sustaining practices • Institutes of Higher Education (IHE) curriculaInstitutes of Higher Education (IHE) curricula• Regional IntermediariesRegional Intermediaries• Transition Community of PracticesTransition Community of Practices• Transition Resource PortalTransition Resource Portal

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Project OverviewProject Overview

Implementation ScienceImplementation Science

•The research base to support the strategies The research base to support the strategies

for Next Steps NH Project implementation.for Next Steps NH Project implementation.

• Closing the Research-to-Practice Closing the Research-to-Practice

GapGap

• Outcomes basedOutcomes based

• Program and Practice Fluency Program and Practice Fluency

• Implementation TeamImplementation Team(Based on Dean Fixen et al)(Based on Dean Fixen et al)

Plan

Do

Study

Act

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SUSTAINABILITY

Sustainability and

planning activities

must be an active

component of every

stage

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.

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.

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Cohort 1 Cohort 1 School IntroductionsSchool Introductions

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School IntroductionsSchool Introductions

•Kennett High SchoolKennett High School

•Kingswood Regional High SchoolKingswood Regional High School

•Mascoma Valley Regional High Mascoma Valley Regional High

SchoolSchool

•Merrimack Valley High SchoolMerrimack Valley High School

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15 Minute Break15 Minute Break

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Framework for Framework for Transition Focused Transition Focused

EducationEducation

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Framework for Framework for Transition Focused EducationTransition Focused Education

• How did we get to this framework?How did we get to this framework?• Required to use research or evidence-Required to use research or evidence-

based approachbased approach• Various frameworks or models reviewedVarious frameworks or models reviewed

• Transition Outcomes Projects (TOPS) Transition Outcomes Projects (TOPS) • Quality Indicators (Univ. of Kansas)Quality Indicators (Univ. of Kansas)• NH Transition COP Secondary NH Transition COP Secondary

Transition Practice ProfileTransition Practice Profile• Kohler Taxonomy for Transition Kohler Taxonomy for Transition

ProgrammingProgramming• We decided to base our framework on We decided to base our framework on

the Kohler Taxonomythe Kohler Taxonomy

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The Taxonomy identifies

5 transition practices that

have been comprehensivel

y researched and validated.

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Framework for Framework for Transition Focused EducationTransition Focused Education

Why we selected this Why we selected this model model

• Research-basedResearch-based

• Included Included allall the critical the critical components from across components from across other modelsother models

• Included tools for Included tools for implementation implementation

• Connection to NH Transition Connection to NH Transition CoP and Capacity Building CoP and Capacity Building Institute PlansInstitute Plans

• Vetted with National Vetted with National experts experts

Changes to meet the Changes to meet the needs of our projectneeds of our project

• Align with:Align with:• NH Secondary Transition NH Secondary Transition

Template for Secondary Template for Secondary Transition Transition to address to address needs of students with needs of students with disabilities and students disabilities and students at risk.at risk.

• Family Engagement Family Engagement components –components –NH NH Standards for Family-Standards for Family-School-Community School-Community PartnershipsPartnerships

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Family Engagement

Family TrainingFamily Involvement

Family Empowerment

Student Development

Life Skills InstructionCareer & Vocational CurriculaStructured Work Experience

AssessmentSupport Services

Program Structure

Program PhilosophyStrategic Planning

Program Policy & EvaluationResource Allocation

Human Resource Development

Student-Focused Planning

IEP DevelopmentStudent ParticipationPlanning Strategies

Interagency Collaboration

Collaborative FrameworkCollaborative Service

Delivery

Taxonomy

For TransitionFocused Education

Adapted from Kohler, P.D. (1996). Taxonomy for Transition Programming. Champaign: University of

Illinois.

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Student Focused Planning Student Focused Planning

• Emphasis on planning for the future: IEP Emphasis on planning for the future: IEP development, student participation, and development, student participation, and planning strategies. planning strategies.

• Identifying goals and creating a planIdentifying goals and creating a plan

• The plan is student focused- written The plan is student focused- written in a manner that makes sense to in a manner that makes sense to the student and their familythe student and their family

• Based on skills, interests and Based on skills, interests and abilities- identifies strengths and abilities- identifies strengths and areas of growthareas of growth

Student-Focused Planning

IEP DevelopmentStudent ParticipationPlanning Strategies

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Student DevelopmentStudent Development

•Emphasis on skills: life skills, Emphasis on skills: life skills, employment, and occupational employment, and occupational developmentdevelopment

•Looks at all areas of life: independent Looks at all areas of life: independent living, career, supports, social and living, career, supports, social and learninglearning

•Access to a variety of means Access to a variety of means of learning and assessmentof learning and assessment

•Hands on applications - job Hands on applications - job shadows, internships, ELO’sshadows, internships, ELO’s

Student Development

Life Skills InstructionCareer & Vocational CurriculaStructured Work Experience

AssessmentSupport Services

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Family EngagementFamily Engagement• Family engagement is critical to the success of all Family engagement is critical to the success of all

students, as well as those with a disability or who students, as well as those with a disability or who are at-risk.are at-risk.

• Parent and family involvement in planning and Parent and family involvement in planning and delivering education and transition services.delivering education and transition services.

• Family-focused training and family empowerment Family-focused training and family empowerment activities increase the ability of family members activities increase the ability of family members to work effectively with educators and other to work effectively with educators and other service providers.service providers.

• Families are critical as they are the Families are critical as they are the constant in a student’s life.constant in a student’s life.

• Post-secondary transition plans where Post-secondary transition plans where families have been actively engaged are families have been actively engaged are much more likely to be successful.much more likely to be successful.

Family Engagement

Family TrainingFamily Involvement

Family Empowerment

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Interagency CollaborationInteragency Collaboration

Collaborative Service DeliveryCollaborative Service Delivery

•Interagency ConnectionsInteragency Connections

•Comprehensive System of SupportComprehensive System of Support

•Access to Community ResourcesAccess to Community Resources

•Personalized Transition Education Personalized Transition Education and Service Needs that are and Service Needs that are responsive to cultural and linguistic responsive to cultural and linguistic backgroundsbackgrounds

•School and Community level transition School and Community level transition education and service issueseducation and service issues

Interagency Collaboration

Collaborative FrameworkCollaborative Service

Delivery

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Interagency CollaborationInteragency Collaboration

Collaborative Framework Collaborative Framework

•Formal Interagency Processes, Structures and Formal Interagency Processes, Structures and Outcomes Outcomes

•Schools, employers, employment related agencies, Schools, employers, employment related agencies, community agencies and post-secondary institutionscommunity agencies and post-secondary institutions

• Information sharing Protocol Information sharing Protocol • Referral ProtocolReferral Protocol• Service and Task Service and Task

ResponsibilitiesResponsibilities• Funding Responsibilities Funding Responsibilities • Points of contactPoints of contact

Interagency Collaboration

Collaborative FrameworkCollaborative Service

Delivery

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Program structureProgram structure

• PurposePurpose• Efficient and Effective delivery of servicesEfficient and Effective delivery of services• Sustainability of the PracticesSustainability of the Practices

• How it impacts transitionHow it impacts transition• Student-Focused Planning/Student-Focused Planning/

Student DevelopmentStudent Development• Family EngagementFamily Engagement• Interagency CollaborationInteragency Collaboration

Program Structure

Program PhilosophyStrategic Planning

Program Policy & EvaluationResource AllocationHuman Resource

Development

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Within your team choose one of the following to discuss: Within your team choose one of the following to discuss:

1.1.Do all students in your school receive annual career guidance and Do all students in your school receive annual career guidance and counseling that meets their individual needs and assesses their counseling that meets their individual needs and assesses their progress towards graduation? Please describe this process. progress towards graduation? Please describe this process.

2.2.Please explain how age appropriate transition assessments collected Please explain how age appropriate transition assessments collected and used to inform transition planning.and used to inform transition planning.

3.3.What kinds of connections have you made to community resource, What kinds of connections have you made to community resource, services and supports in secondary transition planning for your services and supports in secondary transition planning for your students? students?

4.4.Describe how your school has engaged in meaningful two-way Describe how your school has engaged in meaningful two-way communication with families in the secondary transition planning communication with families in the secondary transition planning process.process.

5.5.Discuss whether your educational programs and curricula incorporate Discuss whether your educational programs and curricula incorporate transition-focused strategies.  Is your curriculum competency based? transition-focused strategies.  Is your curriculum competency based? Can your students demonstrate their competence in a variety of ways?Can your students demonstrate their competence in a variety of ways?

Team ActivityTeam Activity

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LUNCH BreakLUNCH Break45 minutes45 minutes

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FRAMEWORK FOR FRAMEWORK FOR TRANSITION TRANSITION

FOCUSED FOCUSED EDUCATION EDUCATION

FIDELITY TOOLFIDELITY TOOL

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Framework Framework Fidelity ToolFidelity Tool

• PurposePurpose• Track Implementation ProgressTrack Implementation Progress• Across practicesAcross practices• Over timeOver time

• OverviewOverview• Based on the Kohler TaxonomyBased on the Kohler Taxonomy• Project Leadership Team Contributed to developmentProject Leadership Team Contributed to development• Aligned with NH Transition CoP Template for Secondary Aligned with NH Transition CoP Template for Secondary

TransitionTransition• NH Standards for Family-School-Community PartnershipNH Standards for Family-School-Community Partnership

• DirectionsDirections• Google Doc link for each schoolGoogle Doc link for each school• Directions are in the first tab entitled “Introduction”Directions are in the first tab entitled “Introduction”

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Framework Framework Fidelity ToolFidelity Tool

• Online FormOnline Form• Google DocumentGoogle Document• Each school has their own linkEach school has their own link

Framework Fidelity Tool

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Framework Framework Fidelity ToolFidelity Tool

• Action PlanningAction Planning• Framework Fidelity Tool (FFT) Results WorksheetFramework Fidelity Tool (FFT) Results Worksheet

• Who filled out the formWho filled out the form• Dates started and completedDates started and completed• Identify focus area(s) for each practiceIdentify focus area(s) for each practice

• Framework Fidelity Tool (FFT) Action Planning WorksheetFramework Fidelity Tool (FFT) Action Planning Worksheet• Detailed action planning around focus areasDetailed action planning around focus areas• Identify goal and goal related activitiesIdentify goal and goal related activities• Person Responsible/TimeframePerson Responsible/Timeframe• Output/Products, Expected Outcomes, Indicators/EvidenceOutput/Products, Expected Outcomes, Indicators/Evidence• Additional stakeholders or TA neededAdditional stakeholders or TA needed

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Team TimeTeam Time

• Review the Framework and Fidelity ToolReview the Framework and Fidelity Tool

• Discuss how to begin filling out the toolDiscuss how to begin filling out the tool• Who needs to be at the table?Who needs to be at the table?• Ensure you understand each Ensure you understand each

critical componentcritical component• Focus on one section at a timeFocus on one section at a time• Appoint a person to record Appoint a person to record

choices onlinechoices online

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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.

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PIC, Next Steps NH and Family Engagement

• Materials and resources• Online training modules• Free interactive workshops• Professional Development • Parent Support• Family Focus Groups

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Family Focus Groups

• Family Focus Groups• Purpose• Developing/Outreach/

Facilitation• Parent Liaison• Group Structures and Basics• Impacts and Outcomes

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Identify priorities

Identify potential members

Outreach to families

Focus Group Meetings

Incorporation of feedback and

ideas

Assess

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The Role of NH Vocational

Rehabilitation in Transition Planning

Next Steps NH Cohort 1 Kick Off TrainingJanuary 28, 2014

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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

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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

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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

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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

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renew.unh.edu

Project RENEW Overview

NEXT STEPS NHKathy Francoeur

Institute on Disability UNH

04/21/23

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renew.unh.edu

RENEW Goals

• High School Completion• Employment• Post-secondary Education• Community Inclusion

52

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RENEW PRINCIPLES

• Self-Determination• Unconditional Care• Strengths-Based Supports• Flexible Resources• Natural Supports

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RENEW and Effective Transition

• Student Focused Planning• Student Development• Interagency Collaboration• Family Involvement• Program Structures

04/21/2354

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renew.unh.edu

Student Focused Planning• Ensures that youth is at the center of the

process• RENEW is highly focused on youth voice using

the mapping process• Youth is in charge of the team process• Supports are developed based on the youth's

needs• The post-school supports are developed based

upon the youth's goals

04/21/2355

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Student Development

• Student is at the center of the career development process

• The youth learns how to plan and achieve success in school, work, and post-school activities

04/21/2356

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Interagency Collaboration

• Teams include key individuals from inside the school, the family, and community agencies

• Resources are developed from multiple sources

• The planning process should help link the youth with post-school supports

04/21/2357

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Family Involvement

• Ensures family involvement in RENEW process

04/21/2358

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Program Structures

• Ensures that the school has a system in place to help students access RENEW

• Ensures that the school has a system in place to ensure strong and sustainable implementation

04/21/2359

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RENEW: Youth Voices

Our Voices: Young people share how RENEW worked for them.

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10 Minute Break10 Minute Break

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Extended Learning Opportunities

(ELOs)

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Extended Learning Opportunities

A learning opportunity outside the classroom for which students get credit, including, but not limited to, sports, independent study, and online learning

A personalized, community-based learning opportunity incorporating student voice, learning team support, and family engagement

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Student focused planning

• The student is an active partner in shaping his or her learning experience

• Student voice and agency are essential in ELOs

• ELOs provide opportunities to explore and experience areas of interest, with appropriate supports

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Student Development

• ELOs provide a variety of opportunities to demonstrate competence

• Quality ELOs are rich with personal growth experience as well as academic learning

• ELOs are designed to develop and cultivate a sense of confidence and agency

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Interagency collaboration

• The ELO design embeds learning in meaningful work in community settings

• Community-based mentor relationships are responsive to individual student’s needs

• Each student has a learning team monitoring and supporting their progress

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Family Involvement

• Families are partners, involved in planning, implementation, and assessment stages of the ELO learning process

• Families receive regular communications and are engaged in problem solving to best support student’s learning experience

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Program Structures

• Each school has an inclusive and clearly written policy, ensuring all students have access to ELOs

• ELOs are a credit bearing learning activity

• Flexible policies are in place to ensure every student gets the support they need

• The quality of the ELO process is assessed annually.

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Team TimeTeam Time

• Where do we go from here?

• How will we use what we learned?

• How will we finish the fidelity tool?

• Meet with their RI to develop/refine Action Plan

• Ask questions of our presenters