Assessing Current Implementation and Effectiveness
Part 1: Assessing Current Implementation and Effectiveness
This section of the team planning tool encourages you to evaluate your implementation of interagency collaboration and program structure practices Utilize the Implementation Rating Scale to assess how effectively these practices or activities are being applied within your school or district.
The Evidence Rating Scale serves as a tool to assess the degree to which your implementation rating is grounded in data reflecting the implementation and effectiveness of specific practices or activities Utilize the designated space to document the implementation details and your insights on effectiveness Each set of practices is accompanied by reflective questions and suggested indicators, which are valuable resources for enriching the understanding of practice statements These reflective questions encourage a deeper analysis beyond mere “yes” or “no” answers by prompting substantive examples of transition practices, while the suggested indicators offer concrete evidence to evaluate levels of implementation and effectiveness.
DK - We don’t know what or how we are doing in this area.
1 - This activity or practice is not occurring.
2 - We are developing this activity or practice, but it is not yet occurring
3 - This activity or practice occurs some of the time or with some of our students, but implementation is not consistent.
4 - This activity or practice occurs regularly, widely, and consistently.
DK - We don’t know if data are available, or if so, what they indicate.
1 - We do not have any data regarding this practice.
2 - We have very limited data regarding this practice OR the quality of the data we have is not very good.
3 - We have some data that indicate implementation and/or effectiveness of the activity or practice.
4 - We have high quality data that indicate implementation and/or effectiveness.
Practices Extent Implemented Extent/Quality of Evidence
3 Strategic planning is conducted to identify and address community, district, and state- level issues and services regarding transition education and services.
Description: Strategic planning meeting not held this year due to testing windows
The recent strategic planning meeting, which lacked participation from parents and community members, successfully resulted in the development of a detailed plan to incorporate a “for-credit” transition class into the high school curriculum, drawing insights from administrators, teachers, and students.
A strategic planning meeting is currently scheduled for October, with the intention of inviting community members and parents
Practices Extent Implemented Extent/Quality of Evidence
1 Formal collaborative agreements and structures are established among schools, employers, employment-related agencies, and post-secondary institutes.
These agreements define roles and responsibilities to ensure effective communication, information sharing, referral processes, service tasks, funding obligations, and designated points of contact, all while respecting cultural appropriateness.
Need to have other agencies involved in our group.
- Connors State, Bacone, NSU, ICTC
- Area Schools: Only three represented
Voc- Rehab & Vo-Tech, Correctional Facilities, OSB, Muskogee & Hilldale Schools, Mental Health
Go to college fairs, college tours
Schools Employers Employment Related Agencies Post Secondary Inst
Boynton * OK School for Blind INCOR Workforce – WIA Bacone
Haskel * Muskogee High Golden Rule Job Connection NSU Coweta * Hilldale *Community Based Galt Developers Virgils BC
Okay Warner DDSD * Green Country Job Core Porter Wal-Mart * Vo-Rehab Muskogee Indian Capital
Ft Gibson Tulsa Comm College
Practices Extent Implemented Extent/Quality of Evidence
Educators, service providers, and employers collaborate to recognize and meet the transition education and service needs of individual students, ensuring that their approaches are sensitive to the students' cultural and linguistic backgrounds.
Only connection is with DRS, MIC, INCOR, Workforce, Job Connection
OSB has connection with Sonic
Question – Market Education, DECA Program
_ Unsure of how this is utilized for transition of students
Question – What assessment do we need to use for assessment extent/quality of evidence.
Educators, service providers, and employers collaborate to identify and tackle transition education and service challenges at both school and community levels This partnership focuses on program development and evaluation, tailored to the specific context of the community.
Youth Council does address in Muskogee
How many schools have up-to-date collaborative agreements with their local service agencies, employment agencies, youth development programs, etc.?
What agencies and/or organizations are included in the agreements?
Are formal meetings held? How often?
Is information available and disseminated regarding agency services, eligibility requirements, and referral protocols?
How and to what extent do various educators and service agencies coordinate, collect, and share assessment information?
To what extent do rehabilitation counselors, and/or other relevant service providers actively participate in IEP development and/or meetings?
How are parents and students informed about the differences between secondary IDEA services and post- secondary and/or adult services under 504 and ADA?
How are businesses and labor unions involved in identifying standards, developing curricula, participating in career awareness and exploration, providing work-based education, and providing professional development for teachers?
How are community-level transition service needs identified?
What services do students need but do not get?
2 Action plans; assessment results of action plan implementation
3 Agency information products; dissemination records
4 Agency fairs: # participants, # attendees, attendee satisfaction
5 Record of student service needs identified by students, parents, educators, service providers
6 # of service providers invited and attending IEP meetings
7 # and description of business and community partners
8 # and type of projected service needs; # and type of unmet needs
9 # students referred for agency services; # students receiving services
Practices Extent Implemented Extent/Quality of Evidence
1 Educational planning, programs, and curricula are transition-oriented and feature outcome-based education, cultural and linguistic sensitivity, a range of curricular options, and emphasize access and success for all students.
Surveys – Follow Up, Post Graduation
Not all schools in our region have programs for all students
Dropout in the region, -who are not receiving services
We have need to include tribal Voc-Rehab Resources.
2 Ongoing program evaluation that includes analysis of post-school outcomes is used for community needs assessment and program improvement
Post School – Outcomes utilized for community.
Who/ What/ When/ Where/ How – Need more information
Website – OK State Department Assessment – Is it being used for community to develop programs.
We know there is DATA – We need all websites/ Knowledge of what data is and how it’s being used.
3 Strategic planning is conducted to identify and address community, district, and state- level issues and services regarding transition education and services.
Practices Extent Implemented Extent/Quality of Evidence
4 Specific and consistent policies and procedures that support implementation of effective practices are established, clearly communicated, and implemented within and between educational and community service agencies.
Many stakeholders have P&P but sharing amongst is unknown
Is their online information for stakeholders.
5 Educators and other transition service providers meet established transition- related competencies through initial and continuing professional development that includes technical assistance and transition resources regarding evidence-based practices.
Voc – Rehab e-mailing to teachers
OTI – Widely distributed information needs to go out
Combined list of comm Transition materials on State Dept Website ( Commercially Avail )
6 With student and family input, sufficient resources are allocated to meet identified needs and optimize impact, including provision of services in integrated, community-based settings.
We need to involve parents and students.
10 To what extent is transition-focused education reflected in local and district mission statements? To what extent is this mission implemented?
11 What are local schools’ expectations for all their students, including students of different abilities, genders, and cultural and language backgrounds?
12 To what extent are a range of placement and service options available? How are placement decisions made?
13 What aspects of transition-related education and services are evaluated? How are they evaluated?
14 What outcomes do students achieve with respect to employment, postsecondary education, independent living, social and recreation, and community participation?
15 Do current data collection systems at local and district levels satisfy data information needs? Are these systems compatible?
16 To what extent and how are data collected, combined, and used to identify and address service and funding needs?
17 To what extent and how are student outcome data and other program evaluation information used in strategic planning?
18 How is information generated through state and local strategic planning used to inform regional and state planning and service delivery?
19 How do local and district policies facilitate and/or inhibit implementation of effective transition practices?
Results for students with disabilities are integrated into accountability standards by assessing their academic performance and post-school outcomes Local accountability measures often include incentives such as funding and resources for schools that demonstrate progress in supporting these students, while disincentives may involve penalties for schools that fail to meet established benchmarks This dual approach aims to enhance educational opportunities and ensure that students with disabilities achieve successful transitions into post-school life.
21 Do educators and service providers meet transition-related competency standards?
22 To what extent are state and local resources adequate to meet the education and transition service needs of all students?
23 How do resource policies need to be changed to enhance or expand resource allocation for transition education and services?
24 Existence of inclusive mission statement; list of activities and policy actions that indicate implementation of mission
25 # and % of students receiving services in specific settings and/or programs (e.g., career and technical education)
26 Evaluation plans that include evaluation questions, information sources, time frame, analysis, and reporting procedures
27 Students’ post-school outcomes (Indicator 14 data)
28 Summary of student service needs generated from IEP documents
30 Protocol for providing local needs information to regional and state bodies
31 Policies and/or criteria for student participation in academic programs, career and technical education, and co-curricular and extracurricular activities, including paid work experience
32 Policies regarding IEP planning and development
33 Policies regarding collaboration within education, and with families, service providers, and businesses
34 Transition-related competencies for educators and service providers
35 Performance on state certification exams
37 Needs assessment regarding transition resource materials, professional development (PD), and technical assistance (TA)
38 Student, family, educator, and service provider satisfaction with resource materials, professional development, and TA
39 Educational and service agency funds allocated for transition services
40 Service delivery needs assessments with corresponding cost projections and funding sources
41 Transition-related positions funded by “blended” sources (e.g., rehabilitation counselor licensure)
42 Analysis of funding-related policies (e.g., use of state education funds for providing transition education and services)
Identifying Strengths and Needs
Part 2: Identifying Strengths and Needs
The current strengths of interagency collaboration include effective communication and shared resources, which enhance program structures and practices However, there are specific needs for improvement, such as increased coordination among agencies and more streamlined processes To address these needs, it is essential to prioritize them accordingly: high priority/immediate needs should focus on enhancing communication channels, moderate priority/intermediate needs may involve developing joint training programs, and lower priority/long-term needs could include establishing formal agreements for collaboration.
To effectively address diverse needs within your school or district, consider implementing changes that enhance student participation in paid work experiences through the curriculum This may necessitate policy adjustments at various levels, such as altering staff funding allocations or personnel assignments to support these opportunities Additionally, improving planning and data collection can be achieved by modifying existing forms, like the IEP, to better align with IDEA transition requirements.
P ROGRAM S TRUCTURES C URRENT S TRENGTHS N EEDS P RIORITY /
2 Educational planning, programs, and curricula are transition-oriented and feature outcome- based education, cultural and linguistic sensitivity, a range of curricular options, and emphasize access and success for all students.
Enrollment in CTE programs increased from previous school year
All students participate in a co- op experience their junior and senior year
Identify more outcome-based education options for all students
Determine if programs are sensitive to culture and language
P RACTICES C URRENT S TRENGTHS N EEDS P RIORITY /
1 Formal collaborative agreements and structures are established among schools, employers, employment-related agencies, and post- secondary institutes.
Voc Rehab Contracts with 100% of area.
2 Educators, service providers, and Tribal Resources
Indian Comm Resources Involvement of Tribal Resources
Working Together employers work together to identify and address transition education and service needs of individual students in ways that are responsive to their cultural and linguistic backgrounds.
Job Corps Housing Community Centers Know Lansing Lee – Martin Luther
Educators, service providers, and employers collaborate to identify and tackle transition education and service challenges at both school and community levels This partnership focuses on program development and evaluation, tailored to the specific context of the community.
Strengths Muskogee – Youth Council Overlap among community resources
Weaknesses Comm Involvement Reintegration with correctional facilities
P ROGRAM S TRUCTURES C URRENT S TRENGTHS N EEDS P RIORITY
1 Educational planning, programs, and curricula are transition- oriented and feature outcome-based education, cultural and linguistic sensitivity, a range of curricular options, and emphasize access and success for all students.
IEP’’S Schools are doing a good job for identified students.
Dedicated Teachers Surveys – follow up to post graduated
Programs for all students Address problems for offenders and dropouts.
2 Ongoing program evaluation that includes analysis of post-school outcomes is used for community needs assessment and program improvement
Have Data Have some web-site resources Who, What, When, Where, How
Need more information Need to know where to locate website resources.
3 Strategic planning is conducted to identify and address
OTI Training for ERA on transition.
Invite teachers to ERA training.
Wider range of community involvement. community, district, and state-level issues and services regarding transition education and services. scheduled for December.
P ROGRAM S TRUCTURES C ONT ’ D C URRENT S TRENGTHS N EEDS P RIORITY
4 Specific and consistent policies and procedures that support implementation of effective practices are established, clearly communicated, and implemented within and between educational and community service agencies.
P&P for many stakeholders Online format for P&P.
5 Educators and other transition service providers meet established transition- related competencies through initial and continuing professional
- Share our e-mail contacts with OTI
Avail 5 development that includes technical assistance and transition resources regarding evidence- based practices.
6 With student and family input, sufficient resources are allocated to meet identified needs and optimize impact, including provision of services in integrated, community-based settings.
Job Coach training offered in the summer.
Setting Goals and Planning Transition Education and Services
Part 3: Setting Goals and Planning
The purpose of this section is to help you make plans for the coming year Use the responses from your Part 1
In the process of assessing current implementation and identifying strengths and needs, it is essential to establish specific goals that directly address the identified needs This involves outlining goal-related activities, assigning responsible individuals, and setting a timeframe for implementation Additionally, it is important to define the outputs or products expected, the anticipated outcomes, the indicators for measuring success, and the data sources for evidence collection Utilize the provided checklist to clarify your goals and activities effectively If necessary, include additional stakeholders or request technical assistance in your planning.
Formal collaborative agreements are essential for establishing clear roles and responsibilities among schools, employers, human service agencies, and post-secondary institutions These agreements should outline effective methods of communication, information sharing protocols, referral processes, and points of contact Additionally, they must define service and task responsibilities, as well as funding obligations to ensure a cohesive partnership.
G OAL : Increase student referrals and # of students receiving services
S PECIFIC G OAL -R ELATED A CTIVITIES P ERSON R ESPONSIBLE T IMEFRAME
2 Develop a memorandum of agreement (MOU)
5 Identify transition contact for each agency
Scott(education) with Mary H (rehab), Peggy (mental health), Craig (employment services), and Cindy (community college)
O UTPUTS /P RODUCTS E XPECTED O UTCOMES P OTENTIAL I NDICATORS D ATA S OURCES
Increased # students receiving specific services
# students receiving services/agency/service
Checklist for Identifying and Evaluating Program Goals, Activities, Outputs, and Outcomes
F OCUS A REA C ONSIDERATIONS AND C RITERIA
Identify what you are trying to accomplish.
Think in terms of outcomes rather than process or products.
Is the goal achievable within the specified timeframe?
Is the goal within the scope of your control?
Is the goal action-oriented?
Activities Is the activity action-oriented?
Will the activity move you toward your goal? Is the activity theoretically-based?
Is the activity do-able with available resources?
Outputs Think in terms of “product” – something that will be produced?
Is the “product” producible with the available resources?
Will the outputs move you toward your goal?
Think in terms of impact—what do you expect to happen as a result of your activities and outputs?
Is the expected outcome an important aspect of your goal(s)?
Is the expected outcome specific?
Is the expected outcome meaningful?
Is the expected outcome measurable?
Indicators Are specific indicators needed or required by specific audiences (e.g., Feds, state, etc.?)
What information do you need to answer the important evaluation question(s)?
Is the indicator short or long-term (need both)?
Is the indicator possible with available resources?
Collection Are information sources identified?
New sources must be developed?
What methods will you use to collect information?
Must information be collected about all
Who will collect the information?
Do arrangements need to be made for data collection?
Do data collection instruments need to be developed? students?
Can sampling methods be used?
Our focus for interagency collaboration is on: Community Involvement
Our goal for interagency collaboration is: Involvement for all stakeholders
S PECIFIC G OAL -R ELATED A CTIVITIES P ERSON R ESPONSIBLE T IMEFRAME
Invite stakeholders to quarterly regional meetings on
O UTPUTS /P RODUCTS E XPECTED O UTCOMES P OTENTIAL I NDICATORS D ATA S OURCES
SCHOOLS INVITE MENTAL HEALTH HIGHER ED
Additional stakeholders and/or technical assistance needs:
Our focus for interagency collaboration is on:
Our goal for interagency collaboration is:
S PECIFIC G OAL -R ELATED A CTIVITIES P ERSON R ESPONSIBLE T IMEFRAME
O UTPUTS /P RODUCTS E XPECTED O UTCOMES P OTENTIAL I NDICATORS D ATA S OURCES
Additional stakeholders and/or technical assistance needs:
Our focus for program structures is on: Compiling Data
Our goal for program structures is: DECIDING THE PATH TO TAKE AFTER COMPILING
S PECIFIC G OAL -R ELATED A CTIVITIES P ERSON R ESPONSIBLE T IMEFRAME
State Department of Ed Website on college students
(Conners/NSU,Bacone/OSU/OU
Nancy Falcon OSB, MHS, HHS
O UTPUTS /P RODUCTS E XPECTED O UTCOMES P OTENTIAL I NDICATORS D ATA S OURCES
A SSESSMENT T OOL W HAT P ATH TO TAKE A LL OF PART 2 NSTTAC
Additional stakeholders and/or technical assistance needs:
Our focus for program structures is on:
Our goal for program structures is:
S PECIFIC G OAL -R ELATED A CTIVITIES P ERSON R ESPONSIBLE T IMEFRAME
O UTPUTS /P RODUCTS E XPECTED O UTCOMES P OTENTIAL I NDICATORS D ATA S OURCES