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:
- There is a data-driven leadership entity that identifies and responds to the college, career and life readiness needs of every student.
- Ongoing program evaluation that includes analysis of post-school outcomes is used for community needs assessment and program improvement.
- Strategic planning is conducted to identify and address school issues and services regarding transition education and services.
- Specific and consistent policies and procedures that support the implementation of identified practices are established, clearly communicated, and implemented within the educational community.
- Specific and consistent policies and procedures that support the implementation of identified practices are established, clearly communicated, and implemented between educational and community service agencies.
- 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.
- Resources are allocated to meet identified needs and optimize impact, including provision of services in integrated, community-based settings.
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:
- Student-Focused Planning Practices
- Student Development Practices
- Interagency Collaboration Practices
- Family Involvement Practices
- Program Structures Practices
Kohler, P. D., & Field, S. (2003). Transition-focused education: foundation for the future. Journal of Special Education, 37(3), 174-183.