1. Community of Practice… Richard Clark, Iowa Voc Rehab Kim Drew, Iowa Dept. of Ed Building State & Local Interagency Collaboration Focused on Outcomes

2. How did we get to where we are today? Shared professional development State planning team Content coach structure/transition action team (TAT) Summer institute Shared webinars and professional development

3. Historical perspective 1980s – Dept. of Ed and Vocational Rehab working in silos 1990s – Directors of both organizations see a need to collaborate Common vision - Working toward the same outcomes Maximizing capacity – Working smarter, not harder Better overall outcomes for kids

4. Historical perspective – cont’d. 1998 – TAP begins 2003 – CTP begins 2011 – METS begins 2012 – Project Search begins 2015 – Making the Grade

5. Transition Alliance Program (TAP) Funding is a 50/50 split between VR and LEA Nine in existence – primarily in larger school districts Program begins when students are freshmen Offers enhanced and expanded services from what school district would normally provide Employment goal determined after assessments are completed Work continues with students until age 25

6. Collaborative Transition Protocol Began in 2003 Developed in order for VR to be able to utilize information included in student’s IEP for eligibility purposes Acted as a springboard for more in-depth conversations between VR and schools Implemented in each of the 9 AEAs statewide with a majority of school districts participating

7. Model Employment Transition Sites (METS) Project intent: To improve systems so that youth with developmental and intellectual disabilities transition from secondary education to fully integrated, competitive work, regardless of where they live in the state 5 sites across the state representing various demographics

8. Model Employment Transition Sites (METS) – cont’d. 4 essential elements Early planning and experiences to focus student career preferences Early and ongoing collaboration Paid work experience Support and follow up needed to stabilize employment

9. Early Planning & Experiences to Focus on Student Preferences A system of intentional activities that: Assess and build career interests into career preferences beginning no later than age 14 Activities at each grade level align with previous year’s activities Promote a natural progression to the student being employed after high school

10. Early & Ongoing Collaboration Formalized relationships and processes to: Maximize use of the expertise and perspectives of students, parents, educators, IVRS counselors and others Plan for and provide individualized services, supports and activities Lead to a natural progression to the student being employed after high school

11. Paid Work Experience Explicit expectations that a student will have a paid work experience while in high school whether through the school or other means Systematic way of identifying if students have experienced paid work and ensuring that they do If paid work is not available, the student has a work experience in student’s preferred work area

12. Support & Follow Up Needed to Stabilize Employment The system has established processes to provide supports needed for student to have stabile employment Including connections to provide needed support to obtain and maintain employment after high school

13. Project Search Partnered with Mercy Hospital, Easter Seals, Des Moines Public Schools and IVRS Starting its 4 th year 80+% employment rate post participation

14. Making the Grade Will begin this year in 7 school districts throughout the state of Iowa Is designed to work with schools, VR and CRPs to collaborate to get students summer and school year paid work experience Job Seeking/Job Keeping skills are a required part of the program IVRS is funding 100% of the cost Schools provide appropriate students to get connected to VR CRPs provide the services through the contract

15. Employment Dashboard Quantitative – based on data Qualitative – based on staff perception Reports at multiple levels Local Education Agency (LEA) Area Education Agency (AEA) VR office State

16. Mapping of Existing System Identified existing flow of services Determined overlaps and gaps in services Aligned services so that youth are prepared for employment Connect curriculum and services Manage caseloads

18. METS Flow of Services Freshman Sophomore Junior Senior 1 yr post exit Student Outcome Student Services Positive Personal Profile IVRS Intake IPE Developed Linkages (e.g., CRP, Higher Ed) Paid Employmen t Post-school follow-up Knowing the Youth Career Assessments Summer Work Family engagement and participation Workplace knowledge and skills development linked to the Iowa Core and 21 st Century Skills (e.g. soft skills, communication, work behaviors, math, problem solving, etc.) Work Experience (e.g., job shadows, worksite tours, internships) In paid employment receiving supports from CRP (if needed) or Enrolled postsecondary education Dual credit

19. Possible Transition Partners Key partners: VR & schools Organic process to identify other potential partners Families Higher education Community Rehab Providers Workforce development Employers Others as defined

20. School Partner Responsibilities Discovery & assessment Development of Positive Personal Profile (P3) IHAPI Career planning IEP transition goal Career exploration

21. School Partner Responsibilities – cont’d. Career development Skill development Soft skills Career placement Job development Employer outreach/networking Workplace support & follow up

22. What a Positive Personal Profile (P3) IS Part of getting to know the youth Informal inventory Way to include key stakeholders Collection of positive attributes A structure for a ‘Marketing Script’ – features to sell to an employer An easy-to-use tool

23. What a Positive Personal Profile (P3) IS NOT A review of records A collection of test scores A list of the things a youth cannot do well A scientific tool

24. Vocational Rehab Partner Responsibilities Getting to know the youth Assessment Positive Personal Profile (P3) Career planning Development of individual plan for employment Share employer contact/networks Job placement Workplace support

25. Community Rehab Provider Responsibilities Job development Training Skills training Soft skills Employer outreach/networking Workplace support

26. Impacts of Collaboration Expanded paid work experience opportunities Improved partnership between schools and VR (on-going and open communication, joint planning and continuous case reviews) Increased number of Summer Work Programs that provide paid work experience

27. Impacts of Collaboration – cont’d. Increased understanding of strategies for employer engagement, job development and job retention strategies Improved infrastructure & policy Increased opportunity for key partners (schools, VR, CRPs) to meet and discuss individual cases

28. Questions