Outcomes q Implement high quality transition programs and services that lead Intersection of to positive PSO q Deliver Pre-ETS VR, CTE, and SpED q Ensure students with disabilities have access to and can persist in CTE programs and curriculum Vocational Rehabilitation C a r e e r a n d T e c h n i c a l E d u c a t i o n n l o a i i t c a e c p u S d E 25
Vocational Rehabilitation– opportunities for coordination with SpEd and CTE • Early engagement of VR with student with disabilities • Pre-Employment Transition Services • VR Transition Services • Aligning IEP/IPE 26
Vocational Rehabilitation– opportunities for coordination with SpEd and CTE Earlier Age More In Collaboration Students with Education Pre- Employment High Quality Employment More Services Transition Outcomes Services 27
IEP/Education - IPE/VR Service Provision IEP/School Provided IPE/VR Provided Attending Career Tech Education in Auto Repair Career Exploration including Labor Market Information on jobs in Auto Repair Paid Summer Work Experience at Car Dealership/Auto Repair Identified IEP Goal of increasing competencies Pre-ETS service of resume and cover letter in Writing and Reading development Goal of leading IEP Senior Year-School Pre-ETS Self Advocacy Program through providing assistance in setting up a PowerPoint local CIL to work on ability to understand and how to lead an IEP and articulate accommodations, etc. Post-School goal to attend MCTI for Automotive VR provides assistance with exploring Auto Body Repair, Class tour of MCTI is other training options and counseling on arranged through the school. financial aid options.
Vocational Rehabilitation– opportunities for coordination with SpEd and CTE 29 Coordinated Implementation, Accountability and Reporting, NTACT CTE Perkins V Collaboration Summit, Anaheim, CA, December 4, 2019
Notetaking Framework Cross-training & technical Alignment to support assistance students in VR Leveraging the IPE, IEP, Access and equity and Perkins V Plan Coordination of Pre-ETS Early engagement, and transition services consistent messaging 30
Levels of Collaboration Scale 31
q Implement high quality transition Outcomes programs and services that lead to positive PSO Intersection of q Deliver Pre-ETS q Ensure students with disabilities VR, CTE, and SpED have access to and can persist in CTE programs and curriculum Vocational Rehabilitation C a r e e r a n d T e c h n i c a l E d u c a t i o n n l o a i i t c a e c p u S d E 32
Coordination activities IDEA Rehab Act as amended by WIOA Perkins V • Collaborate with agency and local • Coordinate activities to facilitate • Work with partners to develop local partners to develop employment student’s movement from school to career pathways that provide academic opportunities and foster industry post-school activities and nonacademic supports, and partnerships strategies for eliminating postsecondary postsecondary education • vocational education • readiness gaps with special populations. integrated employment • Work with schools to coordinate and • continuing and adult education • ensure the provision of Pre- • Work with local schools and agencies to adult services • Employment Transition Services provide and support equal access to at independent living • o Job exploration counseling least one sequenced program of study community participation • o Work-based learning experiences integrating core academic and technical o Counseling on opportunities for training, including employability skills • Identify the interagency coordination enrollment in comprehensive responsibilities of each agency to transition or postsecondary • Collaborate with local workforce promote coordination and timely and educational programs development boards, agencies, or one- o Workplace readiness training to appropriate delivery of services: stop delivery systems to provide career develop social skills and instruction & related services • exploration and development activities independent living community experiences • o Instruction in self-advocacy development of employment and • post-school living objectives acquisition of daily living skills • functional vocational evaluation • Leverage state and local agreements Adapted from Developing a College- and Career-Ready Workforce | An Analysis of ESSA, Perkins V, IDEA, and WIOA | AIR, 3/19 33
Career & Technical Education – opportunities for coordination with SpEd and VR Leveraging the Perkins V Plan and local applications • Partnering to develop local career pathways • CTE course offerings and programs of study – coordinated/early messaging • Transition services – alignment to support students with disabilities 34
Career Pathways – Coordination of People and Resources 35
CTE Course Offerings and Programs of Study • Coordinated and consistent messaging - start as early as Grade 5 • Collaborate with special education, local workforce development, VR, other partners • Align programs of study with industry demand 36
Transition Services – Alignment to Support Students • Dual enrollment/coursework • Collaborate to provide pre-employment transition services • CTE in the IEP/leveraging the IPE 37
Notetaking Framework Professional development Alignment to support and technical assistance students in CTE Leveraging the Perkins V Access and equity Plan, IEP, IPE Coordination of people Shared language, early and resources messaging 38
Levels of Collaboration Scale 39
q Implement high quality transition Outcomes programs and services that lead to positive PSO Intersection of q Deliver Pre-ETS q Ensure students with disabilities VR, CTE, and SpED have access to and can persist in CTE programs and curriculum Vocational Rehabilitation C a r e e r a n d T e c h n i c a l E d u c a t i o n n l o a i i t c a e c p u S d E 40
Children are the priority. Change is the reality. Collaboration is the strategy. ~Judith Billings 41
Notetaking Framework 42
Phase 2: Watch Content Presentations Timeline: May 25 to June 5, 2020 State Team Lead State Team Members Watch the “Kickoff” and four content presentations on Watch the “Kickoff” and four content presentations on ü ü the Transition Coalition website available week of May the Transition Coalition website available week of May 25th, 2020 25th, 2020 Use the provided note-taking resources from NTACT Use the provided note-taking resources from NTACT ü ü during and following the content presentations during and following the content presentations Participate in the content presentation discussion Participate in the content presentation discussion ü ü board(s) on the Transition Coalition website board(s) on the Transition Coalition website ü After viewing content presentations, begin team ü Attend team planning meeting(s), if appropriate planning meetings, if appropriate View resources for “Moving from Content to State to ü State Sharing Groups” 43
Phase 3: Preparing for State to State Sharing Groups Timeline: May 25 to June 12, 2020 State Team Lead State Team Members ü Look at and follow resource “Moving from Content to ü Help team leader with “Moving from Content to State to State to State Sharing Groups” State Sharing Groups” (https://transitionta.org/cbi/2020) (https://transitionta.org/cbi/2020) Gather your team virtually or by phone to identify team’s Attend virtual or phone team meeting, or team planning ü ü selection of one or two of the state sharing groups to meeting(s) participate in OR discuss in team planning meeting (see State to state sharing groups list at https://transitionta.org/cbi/2020) ü Register team for State sharing groups at by June 5, 2020 Prepare for state to state sharing groups by referencing Prepare for state to state sharing groups by referencing ü ü your notes and engaging with your team your notes and engaging with your team 44
Resources NTACT & WINTAC Interagency Agreement: https://www.transitionta.org/interagencytoolkit • Competitive Integrated Employment: https://www.transitionta.org/cietoolkit • Resource Mapping Guide: https://www.transitionta.org/rescmaptoolkit • WIOA/IDEA/Perkins V Crosswalk: WIOA-IDEA-Perkins-Indicators-WINTAC19-1122.pdf • Pre-ETS – A Guide for Collaboration Among State VR Agencies and Education Partners: • https://transitionta.org/node/2016 Quick Guide: Career & Technical Education & Students with Disabilities: • https://transitionta.org/node/1668 Partnering to Improve CTE for Students with Disabilities - DCDT Position Paper, November • 2019: https://tinyurl.com/y8oljttu College & Career Readiness and Success Center Developing a College- and Career-Ready Workforce: An Analysis of ESSA, Perkins V, IDEA, and • WIOA: https://ccrscenter.org/sites/default/files/Career-ReadyWorkforce_Brief_Workbook.pdf Measuring Collaboration Among Grant Partners : https://tinyurl.com/y7ohteeo 45
Contact information NTACT & WINTAC Ruth Allison, TransCen: rallison@transcen.org • Charlotte Alverson, University of Oregon: calverso@uoregon.edu • Melissa Diehl, George Washington University, mpdiehl@gwu.edu • Caroline MaGee, University of Oregon, magee@uoregon.edu • 46
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