The change leadership plan examines redefining college and career readiness for students in alternative programs. We know from research that all students need to have the necessary skills to be ready for post-secondary employment or to attend colleges; however, students attending a special education alternative program were not successfully transitioning back to their high school and tended to stay in the district’s program until graduation (Gruhn, 2016). Therefore, this change leadership plan used Wagner’s (2006) 4 C’s framework to examine the areas of context, culture, conditions and competencies. Focusing on 10 practices of college of career and college readiness (Brand et al., 2013), data workshops were utilized to collect data to determine the current levels of college readiness and areas to focus on for improvement. Stakeholders in the data workshops included staff and students. Research indicates the criteria to transition students back to the high school, a known procedure in the handbook, was too difficult for the students to achieve on a consistent basis. Students did not typically transition back to the high school and students did not feel successful or understand what the term “success” meant. Staff was interested in improving outcomes for students and determined through a data workshop and a survey that the students needed a more flexible schedule, needed better technology, more resources for vocational training and needed to understand how to monitor their own progress.
","abstract_html":"<p>The change leadership plan examines redefining college and career readiness for students in alternative programs. We know from research that all students need to have the necessary skills to be ready for post-secondary employment or to attend colleges; however, students attending a special education alternative program were not successfully transitioning back to their high school and tended to stay in the district’s program until graduation (Gruhn, 2016). Therefore, this change leadership plan used Wagner’s (2006) 4 C’s framework to examine the areas of context, culture, conditions and competencies. Focusing on 10 practices of college of career and college readiness (Brand et al., 2013), data workshops were utilized to collect data to determine the current levels of college readiness and areas to focus on for improvement. Stakeholders in the data workshops included staff and students. Research indicates the criteria to transition students back to the high school, a known procedure in the handbook, was too difficult for the students to achieve on a consistent basis. Students did not typically transition back to the high school and students did not feel successful or understand what the term “success” meant. Staff was interested in improving outcomes for students and determined through a data workshop and a survey that the students needed a more flexible schedule, needed better technology, more resources for vocational training and needed to understand how to monitor their own progress. </p>","abstract_has_math":false,"creators":["Gruhn, Janine E."],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Norman Weston","Dr. Jack Denny","Dr. Valerie Owen"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-12-01T08:00:00Z","date_published":"2016-12-01T08:00:00Z","updated_at":"2026-07-24T03:20:32Z","subjects":["Alternative Program","Special Education","College and Career Ready","Redefine the Program","Change Leadership Plan","Educational Leadership"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/202","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Norman Weston","Dr. Jack Denny","Dr. Valerie Owen"]},{"key":"dc:creator","label":"Author","values":["Gruhn, Janine E."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-12-27T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Alternative Program","Special Education","College and Career Ready","Redefine the Program","Change Leadership Plan","Educational Leadership"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/202"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The change leadership plan examines redefining college and career readiness for students in alternative programs. We know from research that all students need to have the necessary skills to be ready for post-secondary employment or to attend colleges; however, students attending a special education alternative program were not successfully transitioning back to their high school and tended to stay in the district’s program until graduation (Gruhn, 2016). Therefore, this change leadership plan used Wagner’s (2006) 4 C’s framework to examine the areas of context, culture, conditions and competencies. Focusing on 10 practices of college of career and college readiness (Brand et al., 2013), data workshops were utilized to collect data to determine the current levels of college readiness and areas to focus on for improvement. Stakeholders in the data workshops included staff and students. Research indicates the criteria to transition students back to the high school, a known procedure in the handbook, was too difficult for the students to achieve on a consistent basis. Students did not typically transition back to the high school and students did not feel successful or understand what the term “success” meant. Staff was interested in improving outcomes for students and determined through a data workshop and a survey that the students needed a more flexible schedule, needed better technology, more resources for vocational training and needed to understand how to monitor their own progress.
"]},{"key":"dc:title","label":"Title","values":["Redefining A Special Education Alternative High School Program To Make Students College and Career Ready: A Change Leadership Plan"]}]}],"canonical_facts":{"dc:contributor":["Dr. Norman Weston","Dr. Jack Denny","Dr. Valerie Owen"],"dc:creator":["Gruhn, Janine E."],"dc:date.available":["2016-12-27T08:00:00Z"],"dc:description.abstract":["The change leadership plan examines redefining college and career readiness for students in alternative programs. We know from research that all students need to have the necessary skills to be ready for post-secondary employment or to attend colleges; however, students attending a special education alternative program were not successfully transitioning back to their high school and tended to stay in the district’s program until graduation (Gruhn, 2016). Therefore, this change leadership plan used Wagner’s (2006) 4 C’s framework to examine the areas of context, culture, conditions and competencies. Focusing on 10 practices of college of career and college readiness (Brand et al., 2013), data workshops were utilized to collect data to determine the current levels of college readiness and areas to focus on for improvement. Stakeholders in the data workshops included staff and students. Research indicates the criteria to transition students back to the high school, a known procedure in the handbook, was too difficult for the students to achieve on a consistent basis. Students did not typically transition back to the high school and students did not feel successful or understand what the term “success” meant. Staff was interested in improving outcomes for students and determined through a data workshop and a survey that the students needed a more flexible schedule, needed better technology, more resources for vocational training and needed to understand how to monitor their own progress.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/202"],"dc:subject":["Alternative Program","Special Education","College and Career Ready","Redefine the Program","Change Leadership Plan","Educational Leadership"],"dc:title":["Redefining A Special Education Alternative High School Program To Make Students College and Career Ready: A Change Leadership Plan"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:20:32Z"}