Program Structures Practices

Program structures practices support efficient and effective delivery of transition-focused education and services, including philosophy, planning, policy, evaluation, and human resource development. The structures and attributes of a school provide the framework for a transition perspective. (Kohler and Field, 2003)

Critical components of program structures practices:

A school-wide, data-driven system or framework includes policies and procedures to identify and respond to the college, career, and life-readiness needs of every student. Embedded in that system or framework are practices to ensure that:
  1. There is a data-driven leadership entity that identifies and responds to the college, career and life readiness needs of every student.
  2. Ongoing program evaluation that includes analysis of post-school outcomes is used for community needs assessment and program improvement.
  3. Strategic planning is conducted to identify and address school issues and services regarding transition education and services.
  4. Specific and consistent policies and procedures that support implementation of identified practices are established, clearly communicated, and implemented within educational community.
  5. Specific and consistent policies and procedures that support implementation of identified practices are established, clearly communicated, and implemented between educational and community service agencies.
  6. Transition educators and staff meet established transition-related competencies through initial and continuing professional development that includes technical assistance and transition resources regarding evidence-informed practices.
  7. Resources are allocated to meet identified needs and optimize impact, including provision of services in integrated, community-based settings.

Rev. 2/10/16

The Next Steps NH Transition Focused Education Framework is for students with IEPs and students at risk.  It is based on the five practices of the Kohler Taxonomy:

  1. Student-Focused Planning Practices
  2. Student Development Practices
  3. Interagency Collaboration Practices
  4. Family Involvement Practices
  5. Program Structures Practices

Kohler, P. D., & Field, S. (2003). Transition-focused education: foundation for the future. Journal of Special Education, 37(3), 174-183.