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Technical
Assistance Request |
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| What is Technical Assistance?
One strategy utilized by KITS to address individual needs is the Individual Technical Assistance Plan. These plans are conceptualized to meet the needs of individuals or sites wishing to expand skills in their own work environment, rather than in a traditional or formal training situation. Research in the field of inservice training and adult learning has identified that adults desire self-directedness, individualization, active participation, opportunities to share experiences and immediate applicability. By using Individual Training Plans, teachers, related service providers and administrators are provided the opportunity to learn, apply and maintain new skills as KITS staff, provide feedback, and opportunities for additional practice. Further, our use of the Technical Assistance Plan for the KITS project was developed to support the Individual Development Plan (IDP) used for recertification at the state teacher accreditation agency. Kansas Inservice Training System Technical Assistance Plan Example
Description of Technical Assistance Plan Interest (need to be addressed): The tiny-k program has had a long relationship with their Part B partners in the 11 counties they serve Kansas. Since the passage of Individuals with Disabilities Education Act 97, both the providers and coordinator have noticed some changes in the effectiveness of their transition process. Confusion exists across several cooperatives when new staff is hired because they don’t have a clear understanding of their role during the transition from Part C to Part B. Shannon would like to target the following areas related to the Part C to Part B transition. 1) Smoother transitions where all providers are clear about the expectation of the tiny-k team (including the parents); 2) More effective communication and relationship building between programs and families; 3) A better understanding of the regulations of both Part C and Part B providers; and finally 4) Helping Part B partners and families to provide more options for services in appropriate settings. Relationship to IDP (if appropriate) Current status: (Where are you now?) Currently, the tiny-k program provides services across multiple settings in Kansas. They are working collaboratively with Early Head Start in an innovative service delivery model and are striving to provide optimal services to children and families. Some issues have arisen lately such as the provision of summer services for Part B eligible children, "least restrictive" options other than Head Start or Early Head Start and the need for increased communication among Part B programs, community program and the Part C program. Proposed Status: (Where do you want to be in 6 months?) The tiny-k program wants Part B providers to have a better understanding of what happens on the Part C side and how important their role is in the 90-day meeting, the transition meeting and the IEP meeting. They would like to be able to break down any existing "barriers" or "issues" and make sure that everyone is working in the best interest of the child and the family while meeting the intent of IDEA 97. Part C wants to continue to see families have effective partnerships with Part B programs so optimal services can be delivered in settings where families chose. What are the anticipated outcomes of the technical assistance? Short term results:
Long term results:
Action Plan
Resources: KITS: Participation in 90 day, transition and IEP meetings as appropriate. Feedback provided to Part C and Part B programs as appropriate. Resources such as transition packet, transition resource manual and other resources available through the ECRC. tiny-k: 1) Information about upcoming meetings in advance; and 2) permission to participate in meeting from families and practitioners; and 3) assistance with scheduling informal and formal meetings. Evaluation Plan:
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