1. 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

2. 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.

3. 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

4. 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

5. 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

6. 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

7. 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.

8. 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
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.

9. 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

10. 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

11. 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.

12. 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.

13. 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:
ELO’s can occur in a wide variety of forms.

14. 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
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

15. This image was developed by the Q. E. D
This image was developed by the Q.E.D. Foundation and is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. To view a copy of this license, visit

16. 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?

17. 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

18. 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:

19. 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