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

This study investigated the effects of training and technical assistance re lated to a specific transition model on the development of community-wide t ransition systems. Seven community teams composed of representatives from p ublic schools, Head Start, and early intervention were involved in the trai ning. Personnel were trained using the STEPS model (Sequenced Transition to Education in the Public Schools). Systems development within sites was eva luated using a combination of quantitative and qualitative measures includi ng pre/post surveys, supporting documents, rating scales, a survey, and foc us group interviews. Results indicate that change occurred as a result of t raining and technical assistance provided over a one pear period.