Cheryl H. Grenwelge, Ph.D. Center on Disability and Development Evidence Based Practices on Interagency Collaboration for Transition Planning Cheryl H. Grenwelge, Ph.D. Center on Disability and Development

What Does the Research Tell Us About Collaboration Predictors of Post-School Success Collaboration Student Support Parent Involvement Parent Expectations Self-Advocacy/ Self-Determination, Goal Setting, Autonomy

Definition of Interagency Collaboration Interagency Collaboration is a clear, purposeful, and carefully designed process that promotes cross agency, cross program, and cross disciplinary collaborative efforts leading to tangible transition outcomes for youth. It is a process in which two or more agencies integrate their resources to provide services to meet the needs of students and adults with disabilities. It involves: Problem-solving Problem Identification Plan development and plan implementation (Mazzotti et al., 2016; Rowe et al., 2015; Test, Mazzotti, et al., 2009)

Interagency Collaboration in the Literature Key component and “best practice” in secondary transition programming (Landmark, Ju, & Zhang, 2010) Predictor of positive post-school outcomes for students with disabilities (Test et al., 2009) A clear, purposeful, and carefully designed process (Rowe et al., 2014) Requires communication across agencies and programs (Mazzotti & Rowe, 2015)

Barriers to Collaboration Lack of vision Lack of collaborative processes Resistance to change Poor information exchange, responsibility transfer, collaborative exchange Lack of accessible training and support materials on how to collaborate effectively Bureaucracy

Characteristics of a Successful Team Collective vision Empowerment of all members Shared decision- making Demonstrates synergy Respects diversity Full inclusion and participation by all Facilitates self- determination and personal growth Responsive to its authentic (ecological) context Dynamic and fluid

Collaborative Team Behaviors Initiating Behaviors Proposing new ideas and expanding ideas Encouraging Active Listening: informing, inquiring, reflecting, checking understanding, and summarizing Responding Agreeing and disagreeing

Importance of Collaboration Many people and agencies involved in process Need to reduce duplication Need for joint planning Need to overcome gaps in services Eligibility requirements vary

The Importance of Collaboration Across the Continuum Working together, as equal partners, can create a seamless transition for individual students from school to adult living Identifying the roles of the partners and the process allows us to be knowledgeable of expectations and what to ask for Possibilities and Options can be discussed Sharing information allows all partners to understand roles, responsibilities, and resources to help in transitioning

Identified Best Practices in Transition Person-centered/student focused planning Parent/family involvement in transition planning Student self-determination and advocacy Interagency/interdisciplinary collaboration and service coordination Integrated schools, classrooms, education participation, and employment Career and Vocational Assessment/ Education Business and industry linkages with schools Community-based educational experiences Postsecondary education participation and supports Competitive paid work experience in high school and beyond Functional life-skills education Social skills training and competency

Transition Services Planning for LEAS

PreETS-transition services (Vocational Rehabilitation) Five Core Areas Job Exploration (Career) Counseling Work-based Learning Experiences Counseling Opportunities for enrollment in Comprehensive Transition or Postsecondary Education Program Workplace Readiness Training Self-Advocacy

Job Exploration (Career) Counseling-Exploration Job Exploration Counseling may include discussion or information on: The student’s vocational interest inventory results The labor market In-demand industries and occupation Non-traditional employment options Administration of vocational interest inventories Identification of career pathways of interest to the student Career Awareness Career Speakers Career Student Organization

Work-based Learning Experiences Apprenticeships Job Shadowing Career Mentorship Career Related Competitions Informational Interviews Paid Internships Practicum Service Learning Student-Led Enterprises Simulated Workplace Experiences Paid Work Experiences Non-Paid Work Experience Volunteering Workplace Tours/Field trips

Counseling Opportunities for Enrollment in Comprehensive Transition or Postsecondary Education Program Choosing a career requires student exploration and planning. It is important that students connect the present to the future. It is essential for them to see how skill development and knowledge relate to future opportunities in postsecondary education settings and employment

Workplace Readiness Communication Positive Attitude Teamwork Specific social/interpersonal skills Communication Positive Attitude Teamwork Problem Solving Talking/Writing Cooperation Active Listening Decision Making Conflict Resolution Body Language Empathy Professionalism Good manners Supporting others Respectful

Workplace Readiness (Continued) Independent Living Skills Good Hygiene Time management Healthy Lifestyle Using a cell phone Using transportation Money Management Nutrition/meal preparation Accessing Community Services & Supports Community Participation Civic Responsibility Community Safety Developing Friendships

Self-Advocacy (WINTAC) Self-Awareness Disability Understanding Disability Disclosure Decision Making Setting Goals Evaluate Options Identify Independence Accommodations Request and Utilize Accommodations Know Rights and Responsibilities Self-Determination Know How to Request and Accept help Intrinsic Motivation Taking a Leadership Role In Support Plans Assertiveness Listen to other Opinions Problem Solving Self monitor Progress Positive Self-Talk

The Benefits of Interagency Collaboration Meet each of our mission for supporting youth to be successful, working adults. We (LEA and TWC) do not have to do transition planning and provide services alone. It takes a village. Together, along with other (CILs) transition service providers, we can develop and implement robust transition plans for each of the individuals we work with.

Group Activity Identify an individual or individual profile of a student that you as a group will support through the provision of transition services Considering LEA Transition Responsibilities under IDEA and TWC VR transition services responsibilities under WIOA, share with group members what your agency (LEA & TWC) can provide to support transition planning and provision of services for this individual. Begin to identify roles and responsibilities of each agency partner

Identified Barrier Identified barrier of Transportation as an issue for this area. What Ideas do you have to address the transportation problem? How can your agency support efforts towards resolving the issue?

Group Activity Transportation and Transition Planning How does transportation fit into transition planning for? What activities do you recommend occur for ? in high school concerning transportation connected to postsecondary education, employment, and independent living goals? What activities can occur to support the development of ??? self-advocacy and self-determination skills while riding district transportation or other modes of transportation

Questions Contact Information: Cheryl Grenwelge Phone: (979) 845-3727 Email: chgrenwelge@ag.tamu.edu