1 Secondary Transition: Interagency Collaboration Clayton Rees, YTP Coordinator, OVRS Jackie Burr, Sec. Trans. Coordinator, ODE

2 What is Collaboration? “ Collaboration is a process to reach goals that cannot be achieved acting singly (or, at a minimum, cannot be reached efficiently). As a process, collaboration is a means to an end, not an end to itself. The desired end is more comprehensive and appropriate services that improve outcomes for students, families, teachers, communities, or other stakeholders who have a vested interest in the outcome.” (deFur 1999)

3 Examples of Collaboration? Exactly what is collaboration anyway? How do bees do it?Exactly what is collaboration anyway? How do bees do it? ► Networking; ► Coordination; ► Cooperation; ► Collaboration. There is no single right way to approach collaborative relationships; the structure will depend on how close both parties are willing to get.There is no single right way to approach collaborative relationships; the structure will depend on how close both parties are willing to get. Cultural issues.Cultural issues.

4  Collaboration Kenneth Crow, DRM Associates By permission.

5 Collaboration Process for Secondary Transition Independent agencies function as one entity with problem-solving, sharing and merging of resources.Independent agencies function as one entity with problem-solving, sharing and merging of resources. Agencies interact on regular basis for shared decision- making, accountability & trust.Agencies interact on regular basis for shared decision- making, accountability & trust. Jointly scheduled activities & planning time existJointly scheduled activities & planning time exist Assisting youth to gain access to services, IEP teams identify range of services available in community and can make referrals to other agencies

6 Models of Collaboration Sources of funding come from three federal laws—Sources of funding come from three federal laws— –the Individuals with Disabilities Education Act (IDEA), –Title I of the Workforce Investment Act (WIA), and –the Vocational Rehabilitation Act, Programs that serve youth can often function in isolation because the funding comes from separate federal agencies causing a “disconnect” between agencies and put education and human service agencies at odds with each other when trying to serve youth in transition.Programs that serve youth can often function in isolation because the funding comes from separate federal agencies causing a “disconnect” between agencies and put education and human service agencies at odds with each other when trying to serve youth in transition. Models of Collaboration and Cost Sharing in Transition Programming National Center on Secondary Education and Transition January 2007 Vol. 6, Issue 1Models of Collaboration and Cost Sharing in Transition Programming National Center on Secondary Education and Transition January 2007 Vol. 6, Issue 1 National Center on Secondary Education and Transition National Center on Secondary Education and Transition

7 Strategies for Collaboration School Districts:School Districts: –pool resources to achieve common goals –Cost sharing –Work as a consortium ODE/OVRS:ODE/OVRS: –Interagency Agreements –Shared training –Collaborative efforts to secure additional monies

8 Groups form strong partnerships by engaging in four increasingly complex activities:Groups form strong partnerships by engaging in four increasingly complex activities: –networking, –coordination of services, –cooperation, and finally, –collaboration. Collaborative groups, because of formal relationships, often enter into written contracts—called interagency agreements—that are designed to maximize resources for transitioning youthCollaborative groups, because of formal relationships, often enter into written contracts—called interagency agreements—that are designed to maximize resources for transitioning youth

9 Federal Requirements Rehab Act as amended: “The state plan shall contain plans, policies, and procedures for coordination that are designed to facility…transition of students with disabilities….This requires a formal interagency agreement with the State education agency….”Rehab Act as amended: “The state plan shall contain plans, policies, and procedures for coordination that are designed to facility…transition of students with disabilities….This requires a formal interagency agreement with the State education agency….”

10 IDEA “Ensure that an interagency agreement is in effect between other public agencies, in order to ensure that all services that are needed to ensure a free and appropriate public education are provided….”“Ensure that an interagency agreement is in effect between other public agencies, in order to ensure that all services that are needed to ensure a free and appropriate public education are provided….”

11 Cooperative Agreement OVRS and ODE Purpose: Cooperate in activities leading to a successful transition for students with disabilities from a free, appropriate public education to engagement in appropriate post- secondary career-related training and employment activities.Purpose: Cooperate in activities leading to a successful transition for students with disabilities from a free, appropriate public education to engagement in appropriate post- secondary career-related training and employment activities.

12 OVRS shall provide: Policy and/or procedural changesPolicy and/or procedural changes Program CoordinatorProgram Coordinator TA on eligibility and provision of transition servicesTA on eligibility and provision of transition services Procedures for release of client information to SDProcedures for release of client information to SD A specific local counselor for SDA specific local counselor for SD

13 OVRS shall provide: Training to all field counselors on their role in—Training to all field counselors on their role in— –Outreach activities for 504 students –Working with SD to prepare students for careers –Participation in transition planning (IEPs) –Developing IPE’s –Collaboration in systems change grants and legislation

14 OVRS shall provide-- Annual in-service trainingAnnual in-service training Disseminate informationDisseminate information Collaboration in local community planningCollaboration in local community planning Share data with ODEShare data with ODE Problem Solve with ODEProblem Solve with ODE Share information to the SACSEShare information to the SACSE

15 ODE shall provide: Information to SD re: services provided by OVRS (YTP, Supported Employment)Information to SD re: services provided by OVRS (YTP, Supported Employment) A representative on the OVRS State Rehabilitation CouncilA representative on the OVRS State Rehabilitation Council Encouragement for SD to provide point of contact for field staffEncouragement for SD to provide point of contact for field staff Collaborate in systems changeCollaborate in systems change grants and legislation

16 ODE shall provide: Assign an education specialist to facilitate linkages between SD and OVRS:Assign an education specialist to facilitate linkages between SD and OVRS: –TA on how to identify eligible students for OVRS services –Procedure for release of information –Identify strategies for SWD requiring long-term support –Work with OVRS on IPEs

17 ODE shall provide: Annual inserviceAnnual inservice Information to OVRS re: vocational training programs, approved private education programs and accredited post-secondary schools.Information to OVRS re: vocational training programs, approved private education programs and accredited post-secondary schools. Information to OVRS State Rehabilitation CouncilInformation to OVRS State Rehabilitation Council

18 Other Federal Legislation Title I of the Workforce Investment ActTitle I of the Workforce Investment Act Carl D. Perkins Vocational and Applied Technology Education Amendments of 1998Carl D. Perkins Vocational and Applied Technology Education Amendments of 1998 Americans with Disabilities Act of 1990Americans with Disabilities Act of 1990 Section 504 of the RehabilitationSection 504 of the Rehabilitation Act as amended Act as amended Ticket to Work and Work Incentives Improvement Act of 1999.Ticket to Work and Work Incentives Improvement Act of 1999.

19 Resources Transition Planning: A Team Effort, Sharon H. DeFur (1999 – Jan) Planning: A Team Effort, Sharon H. DeFur (1999 – Jan) Cooperative Agreement Between the Oregon Department of Human Services and the Oregon Department of Education ( ).Cooperative Agreement Between the Oregon Department of Human Services and the Oregon Department of Education ( ).

20 Contact Information Clayton Z. Rees YTP Coordinator Department of Human Services Department of Human Services Office of Vocational Rehabilitation Services (503) (503) ext 354 Jackie Burr Secondary Transition Coordinator Department of Education Office of Student Learning and Partnerships