Table Of Content

BIE Theory of Action Improvement Then schools Then teachers Then students Then the result If the BIE... Strategy Strand will… will… will… will be… 1.1a Engages 1.2 Work with 1.3 Engage with 1.4 Learn that families and parents and students and their their community community community members families to develop a values education members in to create their own school culture that and that it is providing support to value of education expresses the important for 1.0 Marketing schools campaigns to community’s value of them to stay in the Value of increase awareness secondary and post- school Education: of how schools secondary education 1.1b Initiates and/or impact the long-term Importance of participates in success of individuals Students Staying relevant interagency and tribal in School activities focused on communities graduating from high school and preparing students for post- secondary education, training and employment An increase in 2.1a Conduct a 2.2 Send teams of 2.3 Enhance their 2.4 Receive high the percentage needs assessment staff to participate in knowledge and skills quality transition of students based on analysis of high quality regarding how to planning and B13 components in professional write and implement services engaged in post- IEPs using NSTTAC development on IEP transition plans secondary Indicator 13 evidence-based that better meet activities 2.0 Professional Checklist Form B practices for students’ needs for including improving transition connecting to post- Development 2.1b Design and planning and secondary education, education, implement implementing training or work. training, and/or professional effective transition employment as development based services measured by on results of the the post-school needs assessment 3.1a Develop 3.2a Conduct reviews 3.3a Increase 3.4 Demonstrate outcomes mechanisms to of school level data knowledge of stronger transition survey provide data to evidence-based related skills (e.g., schools and ADD 3.2b Participate in practices and self-advocacy, regions training on the use of programs employment STEPSS or other data skills) 3.1b Provide training analysis tools 3.3b Increase 3.0 Data-based to schools on the use implementation of Decision Making of STEPSS or other 3.2c Send teacher evidence-based Processes data analysis tools teams to learn about practices in secondary implementing transition 3.1c Design and evidenced-based provide training to practices such as schools to Check and Connect implement evidenced-based practices such as Check and Connect