From Piloting to Sustaining Practices Sustainability Training Series 2016 Developing and Sustaining ELO Programs March 1, 2016 1:00pm - 3:00pm Time Allotment: 1 min. Materials: Facilitators should be prepared with: -web access for links throughout presentation -testing audio and webcam -copies for all attendees of the materials noted on slide 4 -a Sign In Sheet -flip chart paper and markers -Pre test From Piloting to Sustaining Practices

Evaluate Next Steps NH Training Next Steps NH Pre/Post Training Assessment 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 topic/content. Purpose: Evaluate Next Steps NH Training NOT participants Measure the Impact of Knowledge Pre-test - assess prior knowledge Post-test - assess knowledge gain Additional questions - quality & usefulness 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 training topic. This includes a very brief pre-test at the beginning of the training, assessing participants prior knowledge of the training’s learning objectives. These questions are repeated after the training, along with a short number of questions about the quality and usefulness of the training. Your feedback improves training for other teachers. They thank you! Keep in mind, this process is used to evaluate the Next Steps NH training series, not those of you completing the assessments. An example of how we present and use the data is to the right.

Making the Most of a GTM Muting & unmuting Using chat function Group activities Participation via Go To Meeting Time Allotment 3 minutes Materials None Facilitator Notes How do we ensure active engagement? Let us discuss the ways…… Review how to mute and unmute Chat- the whole group or an individual Viewing full screen- upper left corner Group activities- want this to be engaging Technology does create challenges- if you can not hear or have a question please use chat or unmute Don’t want you to just look at the screen

NSNH Essentials 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. Time 2 mins Materials: Next steps website Facilitator notes Our use of the terms “training and coaching” in Next Steps comes from a strategy called PALS or Participatory Adult Learning Strategies. PALS provides guidance on how to teach, train and support staff in the use of specific interventions or practices. In our case, this means that Next Steps Cohort Schools are asked to teach and train staff in transition-related interventions or practices via both training and coaching activities, AND think about the supports that need to be put in place for them to practice the intervention. For example, staff trained in RENEW have then been coached on how to put that training into practice. RENEW Implementation Teams have looked at how RENEW will be practiced. For more about PALS, visit the “About Us” section at www.nextsteps-nh.org

NSNH Essentials Transition practices include: Enhanced transition planning, activities & opportunities, including RENEW Best practice Extended Learning Opportunities (ELOs) High level family-school engagement Evidence shows that embedding new practices requires multi-stage implementation. Time 2 mins Materials None Facilitator notes Next Steps NH encourages cohort schools to focus their training and coaching efforts on transition practices. New Hampshire is the only state that is focusing it’s 5-year professional development grant on secondary transition topics. The focus areas are: -transition planning strategies that relate to Indicator 13 compliance but move beyond it to best practice; -innovative, New Hampshire-based practices of Extended Learning Opportunities, and for many schools, RENEW, which can be key to high school completion for students struggling with high school completion or standard coursework; and -high level family-school engagement, which aligns so well with our state culture that values individuality and the uniqueness of each community Embedding these types of practices does not happen overnight. It requires multiple and ongoing stages of planning. We know this based on the principles of Implementation Science. For more on Implementation Science, visit the “About Us” section on www.nextsteps-nh.org.

Interagency Collaboration Family Engagement Two-way communication Shared decision making Transition-related training opportunities Student-Focused Planning Student Led IEPs RENEW Transition Assessment Transition- Focused Education Framework Student Development Best Practice ELOs Self-Determination RENEW Program Structure Leadership Teams Ongoing Strategic Planning Policy and Procedure Transition Competencies for Staff Transition Coordinator ELO Board Time: 3 mins Materials Paula Kohler’s Taxonomy for Transition Programming Kohler, P.D. (1996). A taxonomy for transition programming: Linking research and practice. Champaign: Transition Research Institute, University of Illinois. NH Transition Community of Practice Template for Secondary Transition PTA National Standards for Family-School Partnerships Other References include Team Planning Tool for Transition Education and Services from NSTTAC Facilitator notes: Our overall project fidelity tool is the Framework for Transition-Focused Education. It is based on: These 5 areas shape the work done under the next steps project and are the focus areas for our work. Each element looks at the different aspects involved in preparing students for adulthood and creating a strong infrastructure to support them and their families Interagency Collaboration Community Services Colleges/Universities ELO Partners Adapted from Taxonomy for Transition Programming, Kohler, P.D. (1996) & NH CoP Template for Secondary Transition & NH Standards for Family /School Partnerships

NSNH Essentials Implementing practices with fidelity is a primary focus. The use of planning tools ensures fidelity. When implemented with fidelity these practices 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. Not In Place Partially In Place In Place Critical Component of Practice X 3.1: There is an referral process for ELOs within the school that is easily available and known to students, parents, and all staff Time 1 min Materials None Facilitator notes: Fidelity tools allow teams to engage in fidelity assessment. In other words, these tools help teams figure out if the practice is being put in place as it was designed. Fidelity assessment is the link between implementation supports, consistent delivery of an innovation, and reliable outcomes for students.

Putting the Pieces Together 2. INSTALLATION Develop action plans Participate in foundational trainings RENEW student mapping Pilot a high quality ELO, EI transition practices Offer parent education 1. EXPLORATION Develop & Meet w/ Project Teams (Leadership – ELO – FEG – RENEW) Complete Fidelity tools SUSTAINABILITY Leadership, ELO, RENEW, Family Engagement Teams & Program Structures 4. FULL IMPLEMENTATION Processes & procedures in place System recalibrated to accommodate & support new initiatives 3. INITIAL IMPLEMENTATION Implement action plans Identify & address challenges Scale up ELOs, RENEW & Transition Practices Integrate family-school partnership strategies (Based on Dean Fixen et al & SWIFT) Time 3 mins EI=Evidence Informed FEG= Family Engagement Group Materials Show NSNH website- implementation stages page http://nextsteps-nh.org/about-us/implementation-science-and-pals/ As was referenced a couple slides back, there are four functional stages of implementation. Each stage of implementation does not cleanly and crisply end as another begins. Often they overlap with activities related to one stage still occurring or reoccurring as activities related to the next stage begin. Exploration: Discuss how the program meets the needs of your school, gather support Installation: Once decision is made to move forward preparations for implementation need to be made. Training and coaching begins Initial Implementation: Implementation begins – implementation team assesses and problem solves, learn from mistakes Full Implementation: Program is successfully adopted, Innovation, “First do it right, then do it better” Sustainability is embedded within each of the four stages rather than considered a discrete, final stage. This slide illustrates how, in Next Steps NH, we have brought together principles of Participatory Adult Learning (PALS) and Implementation Science to explore, install, and initially install transition practices that include RENEW, high-quality ELOs for students at risk and students with disabilities, and high level family/school engagement over two years with our Cohort Schools. Full implementation is a longer-term process.

Learning Objectives Participants will be able to identify: The essential components of an ELO and a successful ELO program Resources to support an ELO program Evaluation measurements/strategies Time Allotment: 1 min Materials: None Facilitator Notes Review learning outcomes

Agenda ELO overview Sustaining the work Program evaluation Defining ELOs Reviewing data points ELO resources Sustaining the work Review of key support areas and needs Program evaluation Clarifying objectives Identifying anticipated outcomes Creating an action plan Time: 2 mins Materials Agenda Facilitator notes: Review agenda for participants

Making the Connection to Students & Transition Planning ELOs are a tool for engaging students in their education by creating relevance and tapping into a students passion. Community connections and concrete, hands- on learning provide support to reach measureable post secondary goals. ELOs are a means of assessment & can be part of the course of study. ELO can be used as assessment, coordinated set of activities, course of study Not everyone does well sitting in a classroom. Real world learning often works best for students with disabilities and students at risk.

Activity 1: Quick Snap Shot What does your school hope to accomplish by implementing ELOs? How does your school define an ELO? Who oversees them? This is the first activity on the activity sheet.

ELOs Can Be: Individual or group Out of school or connected to a class Large scale or small scale Interdisciplinary or subject specific For any student In any subject Source: www.beyondclassroom.org ELO’s can occur in a wide variety of forms.

NH DOE Definition of ELO’s The primary acquisition of knowledge and skills through instruction or study outside of the traditional classroom methodology, including, but not limited, to: Apprenticeships Independent study Internships Private instruction Community service Online courses Performing groups Time: Materials Show NH DOE website http://education.nh.gov/innovations/elo/index.htm Facilitator notes: This is the official definition from the DOE website. The definition covers a wide variety of possibilities- all of whom can be an ELO if it has the 4 aspects of research, reflection, product and presentation. For purposes of best practice- we suggest that on line course in and of themselves do not meet the definition of an ELO

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Many schools are offering students a wide variety of possibilities Many schools are offering students a wide variety of possibilities. This chart represents typical elements of the activities listed and the compares them to the best practices and ELO components. Lets review internships. Internships are typically community based and work with a community partner. They sometimes have competencies tied to them. By adding in the research, essential questions, reflection and presentation- an internship can easily become an ELO. Maybe share an example of an ELO here?

Example of a High Quality ELO Sports in Literature: 1 English 10 credit Internship at Elementary School PE class Supplemented with guidance, coaching and instruction Based on Common Core English 10 Competencies Research: Different genres and history of sports Reflection: Journal Product: children’s book and sports articles Presentation: video recorded sports cast Time: Materials Handout Beyondclassroom website http://beyondclassroom.org/

Resources Beyond Classroom Lebanon High School Pittsfield Middle High School Next Steps New Hampshire New Hampshire ELO Network Time: 5 mins Materials Websites listed above Facilitator notes:

Activity 2: Measuring Success How are you measuring your ELO program’s success? What sources of data are you using? Who is providing/overseeing progress monitoring? Time: 1 mins to introduce activity 5 mins for teams to complete activity 4 mins to report out Materials: Activity work sheet Easel paper & markers Facilitator notes: Introduction: Elements of a successful program- not what the state or anyone else says- how do you define it? The grant has been tracking certain measurements of success but how do you measure success. As a team- answer the questions using easel paper to record your answers. You have 5 mins to make notes and then report out Give teams 5 mins to record answers Report out: have team share what they came up with for answers to the questions. Make note of any trends you see