1. Introduction, History and Overview

2. Welcome

3. CIRCLES’ Goals and the Path to Get There

4. CIRCLES Conceptual Model

5. Multi-Level Approach to Transition Planning for Students with Disabilities Community Level Team School Level Team IEP Team

6. Community Level Team Agencies/Service Providers Discuss policy/braid together resources Collaborate for service delivery Do NOT work directly with students Meet 2-4 times/year MOST IMPORTANTLY… BOSSES Executive- Level Folks

7. APPOINT a Representative to Serve on School Level Team Community Level Team School Level Team Appointed Representative

8. School Level Team Agencies/Service Providers, School Personnel Work DIRECTLY with students/families Collaborate to provide services to INDIVIDUAL students See students from multiple schools for transition planning Meet Monthly AND – pre-plan transition goals for the IEP team Direct Service Providers

9. Submit Pre-planned Transition Goals to IEP Team IEP Team School Level Team Transition Goals

10. Student Level or IEP Team School Personnel, Related Services Personnel Specific to Individual Students Prepare students to present at the School Level Team meeting Bring pre-planning from School-Level Team back to the IEP meeting to Write transition goals School and Student-Specific Team Members

11. Inter-Agency Collaboration = Post School Outcomes Community Level Team School Level Team IEP Team Post School Outcomes for Students with Disabilities

13. 1990 Transition Council initiated School Level Team initiated for one school 1992 Community Level Team established School Level Team served two schools 1994 TASSEL Interagency Model School Level Team expanded to serve four schools 2007 Restructure due to school system merger 2011 Restructure again! CIRCLES Project CIRCLES History

14. Sharing the Cake

16. Interagency Collaboration is Supported by Research Interagency collaboration is an evidence-based predictor of post-school success in education and employment (Test et al., 2009). Students who received assistance from 3 to 6 agencies (compared to 0 to 2 agencies) were more likely to be engaged in post-school employment or education (Bullis et.al., 1995). Transition interagency council characteristics (i.e., agency directories, agreements, councils, general information, local business advisory boards, parent network) were positively correlated with postsecondary education (Repetto et al., 2002).

17. CIRCLES Facilitates and Enhances Interagency Collaboration Overcomes gaps Multiple agency involvement Varied eligibility requirements Reduces duplication Joint planning Increases comfort level

18. CIRCLES Supports IDEA A coordinated set of activities for a student with a disability that is designed to be within a results- oriented process that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation (300.42(a)(1).

19. IDEA - The coordinated set of activities must be… …based on the individual student’s needs, taking into account the student’s strengths, preferences and interests; and includes – 1.Instruction 2.Related services 3.Community experiences 4.The development of employment and other post- school adult living objectives; and 5.If appropriate, acquisition of daily living skills and provision of a functional vocational evaluation.

20. IDEA: Adult Service Provider Involvement The public agency, to the extent appropriate, with the consent of the parents or a youth who has reached the age of majority, must invite to the IEP meeting a representative of any participating agency that is likely to be responsible for providing or paying for transition services [34 CFR §300.321(b)(3)].

21. IDEA: School System Accountability For Agency Follow-through If a participating agency fails to provide agreed-upon transition services described in the IEP of a student with a disability, the public agency must reconvene the IEP team to identify alternative strategies to meet the transition objectives for the child set out in the IEP (300.324(c)(1).

22. CIRCLES Provides Evidence for Indicator 13

23. Interagency Collaboration Can Result in Overcoming Big Barriers

24. Barriers AttitudinalBureaucraticKnowledge CIRCLES Assists in Overcoming Barriers

27. Multi-Level Approach to Interagency Collaboration Positive Post-School Outcomes Individual Team Community Level School Level

28. Record exchange and simple networking A formal protocol for collaboration

29. No one can do it alone ExpertiseSkills Resources Experience

32. Emerging Field of Collaborative Teaming Improved efficiency Increased productivity Enhanced outcomes Enhanced sustainability Attention to diversity Leadership growth

33. What is a Team? A group of two or more people who work together interdependently in order to address common needs and to pursue common goals. Over time and with much hard work, the group will become a team. (Everson& Guillory, 2001) Teamwork occurs when 1) roles are clearly understood, 2) goals are clearly understood; 3) structures and practices are understood and agreed upon; and 4) interdependent relationships are viewed by members as being essential. (Varney, 1989 )

34. What is Collaboration? Collaboration is about delivering results across boundaries. It requires: a) letting go and trusting your partners; b) going beyond your own tribe; and c) recognizing that you can’t control complex systems. (Archer & Cameron, 2009) Collaboration is appropriate when partnerships will be mutual, increase results, and leadership is willing. (Archer & Cameron, 2009)

35. When is Collaborative Teamwork Appropriate? Common needs and goals Desire to increase efficiency and results Willingness to embrace diversity Governance and formal structure Availability of leadership, time, and other resources

36. Stages of Collaborative Teaming 1.Forming “getting to know you” 2.Storming “the honeymoon is over!” 3.Norming “this might work after all” 4.Performing “group genius ” (Tuckman, 1965)