The University of Maine crest

Bobby WorldWide Approved 508

CCI logo
 Maine Adolescent Transition Partnership

1997 - 2001 Goals and Objectives

Project Staff

What is MATP?

Maine Adolescent Transition Partnership: Problem to be Addressed

Maine Adolescent Transition Partnership: Purpose

Goals

  • Goal 1: As a means to advance successful transition, productivity and financial independence for adolescents with special health care needs, create an integrated model partnership
  • Goal 2: Conduct a statewide system development effort using the force field analysis planning tool to develop set of adolescent centered procedures through which adolescents are identified, plan for their transition, and obtain support and services
  • Goal 3: Educate and train providers and community members involved in transition about the special needs of this group and in the use of the new student centered procedures
  • Goal 4: Provide technical assistance to providers, schools, employers, etc. who are involved in the transition of adolescents
  • Goal 5: Increase the capacity of the state to identify needs and promote the successful transition, productivity, and financial independence of adolescents through the conduct of knowledge generation, collaborative planning, and service revision
  • Goal 6: As a basis for informing service and support provision nationally to improve the transition of adolescents with special health care needs, disseminate the MATP nationally

Project Phases and Composition

Project Staff

DHS/Bureau of Health:

Project Co-Directors: Linda Schumacher and Toni Wall

UMaine/Center for Community Inclusion and Disability Studies:

  • Co-Principal Investigators: Liz DePoy and Debbie Gilmer
  • Project Coordinator: Janet May
  • Graduate Assistant: Amy Brook

What is the MATP?

The regional and ultimately statewide integration of the resources of:

  • Adolescents and their family members
  • Educators
  • Committee on Transition
  • School to Work Partnerships
  • LEARNS
  • Maine CITE
  • Employers
  • Health care and social service providers

as a means to advance the successful transition, productivity, and financial independence of adolescents with special health care needs.

Maine Adolescent Transition Partnership: Problem to be Addressed

Common to all groups participating in the assessment was the need to consistently update our understanding of the needs of adolescents and to integrate the currently available supports and services to be responsive, consistent, easily accessible, continuous, and flexible.

Maine Adolescent Transition Partnership: Purpose

Consistent with the MCHB's Healthy and Ready to Work initiative, the project is designed to enhance the successful transition to adulthood, productivity, and financial independence for the diverse population of adolescents with special health care needs.

Goals

Goal 1: As a means to advance successful transition, productivity and financial independence for adolescents with special health care needs, create an integrated model partnership

  • 1.1 Identify and recruit representatives from adolescents, parents, health care providers, employers, and other system representatives to comprise the model partnership
  • 1.2 Convene the MATP
  • 1.3 Expand the MAT on-line Bulletin Board to all members of the new MATP
  • 1.4 Conduct regular monthly meetings on-line to review the activities of the development year
  • 1.5 Implement the MATP in Year 2 in one region of the State, evaluate it for its capacity to improve identification and service and support coordination for adolescents
  • 1.6 Based on evaluation, revise the MATP structure and expand to 2 additional regions in Year 3 and throughout state in Year 4

Goal 2: Conduct a statewide system development effort using the force field analysis planning tool to develop set of adolescent centered procedures through which adolescents are identified, plan for their transition, and obtain support and services

  • 2.1 Charge the PAT with study and planning duties
  • 2.2 Train the PAT in the collaborative knowledge dissemination and force field analysis process
  • 2.3 During Year 1, conduct statewide force field analysis
  • 2.4 Based on the force field analysis, develop a set of points of access for adolescents to assure that all adolescents are identified and served.
  • 2.5 Based on the force field analysis, align a set of adolescent-centered procedures through which they will plan their transition, engage in a clear transition pathway, through a seamless system to receive supports and services
  • 2.6 Identify gaps in the service system that need to be filled, who should fill them and how best to fill them.

Goal 3: Educate and train providers and community members involved in transition about the special needs of this group and in the use of the new student centered procedures

  • 3.1 Develop education, training to be implemented in Year 2 in the pilot region
  • 3.2 Implement and fully evaluate the education and training in Year 2 for its capacity to provide the knowledge and skills to providers and supports necessary to successfully implement the adolescent-centered, cooperative procedures of the MATP and to develop service and supports that are currently lacking
  • 3.3 Based on evaluation results, revise the education and training and expand to 2 additional regions in Year 3 and throughout the state in Year 4

Goal 4: Provide technical assistance to providers, schools, employers, etc. who are involved in the transition of adolescents

  • 4.1 Develop technical assistance to be implemented in Year 2 in the pilot region
  • 4.2 Implement and fully evaluate the technical assistance in Year 2 for its capacity to support the knowledge and skills necessary to successfully implement the adolescent centered, cooperative procedures of the MATP and to offer newly devised services
  • 4.3 Based on evaluation results, revise the technical assistance and expand to two additional regions in Year 3 and throughout the state in Year 4.

Goal 5: Increase the capacity of the state to identify needs and promote the successful transition, productivity, and financial independence of adolescents through the conduct of knowledge generation, collaborative planning, and service revision.

  • 5.1 The PAT will update the needs assessment on a regular basis through focus groups and key informant interviews.
  • 5.2 The PAT will report the results of the needs assessment to the MATP on the on-line bulletin board system.
  • 5.3 The MATP will develop and implement ongoing knowledge dissemination and planning procedures and revise MATP activities and services in response to new knowledge.
  • 5.4 At the end of Year 3, a statewide conference involving all MATP members will be held to disseminate new knowledge, examine the project to date and process evaluation results to be used to revise the statewide expansion of the MATP in Year 4.

Goal 6: As a basis for informing service and support provision nationally to improve the transition of adolescents with special health care needs, disseminate the MATP nationally.

  • 6.1 Fully participate in all aspects of the national evaluation.
  • 6.2 Submit abstracts to national conferences to be considered for conference presentation of the program and its evaluation.
  • 6.3 Report the program and its evaluation in journals and on-line media.

The four year project will be comprised of:

  • a development phase (year one),
  • an implementation phase (years two, three and four),
  • an evaluation phase (ongoing), and
  • an expansion phase (years three and four).

Development Phase

Year One

A Statewide system development effort using the force field analysis planning tool will be conducted to develop an articulated set of adolescent-centered procedures through which adolescents are identified, plan for their transition, and obtain support and services necessary for successful transition and to identify and fill service gaps.

Additionally, during Year One, one COT region of the state will be selected to participate in piloting the procedures during Year Two. Training will be provided in the selected region about the special needs of this group, and in the use of the adolescent-centered procedures.

Implementation Phase

Year Two

Ongoing training and technical assistance will be provided in the selected region in conjunction with project partners and the model will be studied and revised.

 

HRSA/Maternal and Child Health Bureau logo

Supported in part by project MCJ-23HRW1 from the Maternal and Child Health Bureau (Title V, Social Security Act), Health Resources and Services Administration, Department of Health and Human Services.

This is an official publication of The University of Maine
A member of the University of Maine System

If you have questions about this website, please contact CCIDS' webmanager ~ Updated: 10/10/2007