Oregon Youth Transition Program 1989-2010 Successful Transition Outcomes Through Collaboration

1. Oregon Youth Transition Program1989-2010 Successful Transition Outcomes Through Collaboration Jackie Burr, MA, MS Secondary Transition Specialist, Department of Education jackie.burr@state.or.us Clayton Z. Rees, MPA:HA, MS, CRC, YTP Program Coordinator, (503) 945-6975 Clayton.Z.Rees@state.or.us

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

3. Federal Requirements • 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.

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

5. The Value of Working Together

6. Purpose of YTP • The 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.

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

8. 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. • Collaborative funding and dedicated staff timein high school for transition for students with disabilities is a cost-effective and worthwhile investment. • Youth need support and infrastructureto assist them in obtaining meaningful employment. • Community businessesare 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.

9. 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. • Geography. • Regional and statewide training for stakeholders.

10. Student Demographics: Disabilities

11. Student Demographics: Barriers at Entry

12. Key Features of the YTP model • State level supportfor local capacity building • Matching fundingmodel: OVRS and local school districts • Dedicated 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 planning

13. Key Features of the YTP model Career developmentservices – 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 training Positive adult mentoringand role modeling Flexibility and adaptabilityof program components for each community

14. The Collaborative Process • 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. • 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.

15. What Does Collaboration Look Like? • Collaboration Kenneth Crow, DRM Associates 2002. By permission.

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

17. Project ACCESS • Accelerated 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 9th and 10th 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. • Provide these experiences to a greater number of students—by targeting groups of students rather than individuals.

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

19. Need For Expanded Services

20. Overall Model Structure

21. 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. 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. This will be developed and implemented gradually to ensure program integrity……. 21

22. Additional Resources • OREGON YOUTH TRANSITION PROGRAM • http://www.ytporegon.org