Oregon Youth Transition Program Successful Transition Outcomes Through Collaboration Jackie Burr, MA, MS Secondary Transition Specialist, Department of Education Clayton Z. Rees, MPA:HA, MS, CRC, YTP Program Coordinator, (503)

"We adore chaos because we love to produce order." – M.C. Escher

Federal Requirements Section 101(a)(11)(D)Section 101(a)(11)(D) The State plan shall contain plans, policies, and procedures for coordination between the designated State agency and education officials responsible for the public education of students with disabilities, that are designed to facilitate the transition of the students with disabilities from the receipt of educational services in school to the receipt of vocational rehabilitation services.The State plan shall contain plans, policies, and procedures for coordination between the designated State agency and education officials responsible for the public education of students with disabilities, that are designed to facilitate the transition of the students with disabilities from the receipt of educational services in school to the receipt of vocational rehabilitation services.

OREGON’S YTP - A MODEL OF COLLABORATION Why it works – –Interagency collaboration –Agency vested interest in outcomes –Employer vested interest in outcomes

STUDENTS AND FAMILIES COMMUNITY/AGENCIESSCHOOLS The Value of Working Together

Purpose of YTP The Youth Transition Program (YTP) is a collaborative program betweenThe Youth Transition Program (YTP) is a collaborative program between –the Office of Vocational Rehabilitation Services, (OVRS) –the Oregon Department of Education, (ODE) and –local school districts with a team from the University of Oregon contracted to provide training and technical assistance. The purpose of the program is to prepare high school youth with disabilities for employment or career related post secondary education or training.The purpose of the program is to prepare high school youth with disabilities for employment or career related post secondary education or training.

TWO AGENCIES— ONE PURPOSE IDEA 2004IDEA 2004 –Population –IEP –Transition Services REHAB ACT –Population –IPE –Transition Services DIFFERENCES Interagency Agreement Interagency Collaboration Smooth Transition From IEP to IPE Commitment by Both Agencies

Lessons Learned Transition for youth necessitates collaboration between service providers at multiple levels (e.g., public schools, State Departments of Education, Vocational Rehabilitation, Developmental Disability Services, community colleges, etc.) on a consistent, ongoing basis.Transition for youth necessitates collaboration between service providers at multiple levels (e.g., public schools, State Departments of Education, Vocational Rehabilitation, Developmental Disability Services, community colleges, etc.) on a consistent, ongoing basis. Collaborative funding and dedicated staff time in high school for transition for students with disabilities is a cost-effective and worthwhile investment.Collaborative funding and dedicated staff time in high school for transition for students with disabilities is a cost-effective and worthwhile investment. Youth need support and infrastructure to assist them in obtaining meaningful employment.Youth need support and infrastructure to assist them in obtaining meaningful employment. Community businesses are key partners in training and employing youth with disabilities.Community businesses are key partners in training and employing youth with disabilities. Ongoing technical assistance and training is needed to facilitate collaborations between stakeholders, meet the needs of specific populations; and create capacity within local schools and VR offices.Ongoing technical assistance and training is needed to facilitate collaborations between stakeholders, meet the needs of specific populations; and create capacity within local schools and VR offices.

Who does YTP serve? Over the last 20 years, YTP has provided direct services and VR access for over 10,000 students with disabilities statewide; YTP currently operates in 105 high schools throughout Oregon.Over the last 20 years, YTP has provided direct services and VR access for over 10,000 students with disabilities statewide; YTP currently operates in 105 high schools throughout Oregon. Geography.Geography. Regional and statewide training for stakeholders.Regional and statewide training for stakeholders.

Student Demographics: Disabilities Student Demographics: Disabilities

Student Demographics: Barriers at Entry

Key Features of the YTP model State level support for local capacity buildingState level support for local capacity building Matching funding model: OVRS and local school districtsMatching funding model: OVRS and local school districts Dedicated staff time to provide transition services; Individualized transition planningDedicated staff time to provide transition services; Individualized transition planning Collaboration between school personnel, Vocational Rehabilitation, Developmental Disabilities, Brokerages, other service providers; coordination of school and post-school service provision and planningCollaboration between school personnel, Vocational Rehabilitation, Developmental Disabilities, Brokerages, other service providers; coordination of school and post-school service provision and planning

Key Features of the YTP model Career development services – goal setting, career exploration, job search skills, self advocacyCareer development services – goal setting, career exploration, job search skills, self advocacy Emphasis on paid employment – connection with local employers, development of school-based businesses, on the job assessment and trainingEmphasis on paid employment – connection with local employers, development of school-based businesses, on the job assessment and training Positive adult mentoring and role modelingPositive adult mentoring and role modeling Flexibility and adaptability of program components for each communityFlexibility and adaptability of program components for each community

The Collaborative Process Networking – connecting with resources, e.g. mental health, brokerages, employers, work assessment agencies, (Goodwill, St Vincent DePaul), etc.Networking – connecting with resources, e.g. mental health, brokerages, employers, work assessment agencies, (Goodwill, St Vincent DePaul), etc. Coordination – knowing when the time is right. Understanding agency process, challenges, restrictions, etc.Coordination – knowing when the time is right. Understanding agency process, challenges, restrictions, etc. Cooperation – what are the requirements for eligibility and how do we ameliorate that process without violating laws or rules?Cooperation – what are the requirements for eligibility and how do we ameliorate that process without violating laws or rules? Collaboration – involves all the above and the willingness of team members to equally share responsibility for the outcomes.Collaboration – involves all the above and the willingness of team members to equally share responsibility for the outcomes.

What Does Collaboration Look Like?  Collaboration Kenneth Crow, DRM Associates By permission.

Data Collection Merging data to support agency outcomesMerging data to support agency outcomes VR – being consistent with RSA requirements.VR – being consistent with RSA requirements. Education – supporting outcomes for IDEAEducation – supporting outcomes for IDEA Research – demonstrating best practices. AMCHP award.Research – demonstrating best practices. AMCHP award. Developing other programs – ACCESSDeveloping other programs – ACCESS Revenue – 2003 – 2005 YTP outcomesRevenue – 2003 – 2005 YTP outcomes

Project ACCESS Accelerated Career Counseling and Employment SupportAccelerated Career Counseling and Employment Support Majority of students who do participate in YTP receive services in Grades 11 and 12—our goal is to begin developing awareness of transition-related needs in 9 th and 10 th grades.Majority of students who do participate in YTP receive services in Grades 11 and 12—our goal is to begin developing awareness of transition-related needs in 9 th and 10 th grades. Special Educators and Vocational Rehabilitation Counselors both have strengths and unique skills. Our goal is to bring those skills together to provide students with a unique and meaningful experience.Special Educators and Vocational Rehabilitation Counselors both have strengths and unique skills. Our goal is to bring those skills together to provide students with a unique and meaningful experience. Provide these experiences to a greater number of students— by targeting groups of students rather than individuals.Provide these experiences to a greater number of students— by targeting groups of students rather than individuals.

Overview Funded by OSEP Youth GrantFunded by OSEP Youth Grant UO role (TA; Evaluation)UO role (TA; Evaluation) Purpose: Model DemonstrationPurpose: Model Demonstration –Youth Transition at younger age –VRC in schools –Family involvement Scaffolded Organization (grade level)Scaffolded Organization (grade level)

Need For Expanded Services

Overall Model Structure State Team Informs Local Team and Sites of State Level Changes Assist with Dissemination and Problem Solving Local Team Provides Direct Feedback to sites Provides Feedback to State Team Regarding Implementation Sites Three High Schools Two Alternative Schools Develop and Implement Model Program

Year 1 Year 2 Year 3 Year 4 Year 5 Grade 9 Plan & Implement ImplementImplementImplementImplement Grade 10 Plan & Implement ImplementImplementImplement Grade 11 Plan & Implement ImplementImplement Grade 12 Plan & implement Implement To develop and implement a transition-related program for all students with disabilities in five sites.To develop and implement a transition-related program for all students with disabilities in five sites. Place a VR Counselor in site 1 day per week (Year 1), 2 days per week (Year 2)to work directly with special education teachers developing and implementing model program. Time spent in schools should increase over project.Place a VR Counselor in site 1 day per week (Year 1), 2 days per week (Year 2)to work directly with special education teachers developing and implementing model program. Time spent in schools should increase over project. Teachers and VR counselors plan a curriculum/sequence of experiences for what information should be provided to students at grades 9, 10, 11, and 12 to assist them in making positive post-school transitions.Teachers and VR counselors plan a curriculum/sequence of experiences for what information should be provided to students at grades 9, 10, 11, and 12 to assist them in making positive post-school transitions. Working with families of students with disabilities, develop training model and provide parents with training.Working with families of students with disabilities, develop training model and provide parents with training. This will be developed and implemented gradually to ensure program integrity…….This will be developed and implemented gradually to ensure program integrity……. 21

Additional Resources OREGON YOUTH TRANSITION PROGRAMOREGON YOUTH TRANSITION PROGRAM