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It is the depth of our connections that
makes it possible to do our work.
Mark Paul
Extractive Economy
• Linear• One-way production model• Uses resources and moves on• Growth is ultimate outcome• Growth measured by expansion,
market shares, profit
Regenerative Economy• Circular growth• Growth viewed as one part of replenishment• Grow in capabilities, processes and offerings
SARBeyond Compliance
METSIHAPIStaffing
Transition Fundamentals
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Transition Assessment
Using Quality Assessment Information for Quality Services and Supports
Instructional Practices and Experiences
Core Implementation
Components
© Fixsen & Blase, 2008
Positive Outcomes for Students
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Organization Drivers
LeadershipLeadership
Effective Educational Practices
How:
What:
Why:
Capacity to provide direction and vision
Staff capacity to support children/families with the selected practices
Institutional capacity to support teachers & staff in implementing practices with fidelity
Core Implementation
Components
© Fixsen & Blase, 2008
Postsecondary Attendance; Competitive Employment
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Organization Drivers
LeadershipLeadership
Effective Educational Practices: Transition Assessment; Transition Planning
How:
What:
Why:
Effective Educational Practices: Preparation for Competitive Work and College
3 Big Areas of Work
1. Build Capacity of Service Providers and Special Educators to Create Positive Outcomes for Eligibile Infants, Toddlers & SwD
2. Build Collaborative Partnerships
3. Facilitate System Structures and Processes
Build Capacity to Create Positive Outcomes
• Coach families• Increase abilities to
understand and use data
• Increase abilities to identify areas in need of instruction
• Design, deliver & modify SDI
• Ensure Preservice includes needed content
Core Implementation
Components
© Fixsen & Blase, 2008
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Organization Drivers
LeadershipLeadership
Build Collaborative Partnerships• Formalize Communication• Engage Partners• Build Integrated system of supports
(including coaching)• Build Continuum of mental and
social health services and supports
Facilitate System Structures and
Processes• Define SDI• Move from process
compliance to results drive accountability
• Build systems that engage parentsHone processes
Reemphasize “I” in IEP
Regenerate Specially Designed Instruction
SSIP
State Systemic Improvement Plan• New Indicator from OSEP (B17 and C11)• Deep Data Analysis• State Identified Measurable Result (SiMR)• Analysis of capacity to implement, scale-up &
sustain practices• Theory of action
State Identified Measureable Result for Children with Disabilities
MUST BE:• Child level outcome not
process outcome• Aligned to an SPP/APR
indicator
MAY BE:• Single result• Cluster of related results
WILL BE: The focus of our work through 2020
Transition Implications
• Continue METS work• IHAPI• State Transition Consultant
DISCUSSION
Be Mindful
Lead with Yourself
It is the depth of our connections that
makes it possible to do our work.
Mark Paul
