Evaluating the impact of the STEPS model on development of community-wide transition systems

This study investigated the effects of training and technical assistance related to a specific transition model on the development of community-wide transition systems. Seven community teams composed of representatives from public schools, Head Start, and early intervention were involved in the training. Personnel were trained using the STEPS model (Sequenced Transition to Education in the Public Schools). Systems development within sites was evaluated using a combination of quantitative and qualitative measures including pre/post surveys, supporting documents, rating scales, a survey, and focus group interviews. Results indicate that change occurred as a result of training and technical assistance provided over a one pear period.