DCDT Conference 2013

1. DCDT Conference 2013 Kristi Lockhart Transition & Education Services Coordinator Division of Rehabilitative Services Virginia Dept for Aging & Rehabilitative Services Using Cooperative Agreements to Improve Local Transition Service Collaboration

2. WELCOME! This session will cover: • Purpose • Process • Effectiveness • Replicating Cooperative Agreement = Interagency Collaboration • Provide your contact information on the sign-in sheet to receive presentation materials

3. Interagency Collaboration is Predictive Factor in Postsecondary Outcomes • Studies show that fragmentation and duplication of supports and services negatively impact the outcomes of youth with disabilities (National Council on Disability, 2008), and research in the field of secondary transition over 30 years has identified the importance of interagency collaboration (Kochhar-Bryant) • The National Secondary Transition Technical Assistance Center (NSTTAC) has identified collaboration as a predictive factor to positive post-school outcomes of transitioning youth. (Kester, 2013)

4. Interagency Collaboration • Keeps us current on how best to serve students • Provides foundation for transition services • Offers “think tank” on emerging issues • Builds better systems

5. Why Do We Do These Agreements? In the 1980’s, the Office of Special Education and Rehabilitative Services (OSERS) issued a federal directive to state VR and education agencies to provide collaborative service planning and transition services as mandated in IDEA and the Rehab Act.

6. Virginia’s Response • Interagency Agreement between VDOE and DARS • Local Agreements written every five years and reviewed annually • Documents measurable elements • Defines structure to jointly plan, implement and evaluate common goals • State Agreement is reflected in local Agreements

7. Defining The Cooperative Agreement • A formal, living document • Offers systematic coordination of transition services • Avoids gaps and duplications • Clarifies roles and responsibilities • Provides regular means of communication • Outlines activities • Encourages continuity

8. The Cooperative Agreement Can… • Improve processes – referrals, meetings, goals, etc. • Clarify resources • Identify technical assistance and training needs • Share information on changes in policies or services.

9. Activities that are addressed • Referral process and intakes • Procedure for sharing of information • Communication methods • Counselor visits • Participation in IEP meetings • Jointly developed trainings • Opportunities to expand awareness for families, staff, partners • Assessment possibilities • Plans for work experiences and career development activities • Discussions about how self determination will be incorporated and enhanced

10. Local Activities Vary in Each Locality

11. How Are They Done? • Remotely…via GoTo Meeting • Participants: • VR Counselor and/or Manager • School Transition Representative • Special Education Representative • Other Agreement partners • “Things to Consider” list sent to team • Completed document is shared with team/staff • Standard template is individualized for each locality

12. Who Manages the Process? • Project Coordinator (10-15hrs/wk) • Renewal notices • Meeting coordination/scheduling • Group facilitation • Document drafted • Signature confirmations and follow-up reminders • Annual reviews • Technical assistance • Data gathering and analysis

13. What is the Process? • Participants receive draft at the end of the meeting and review for needed corrections. • DRS Counselor initiates the signature process then moves the document to partners. • The DARS commissioner signs last • DARS tracks and houses all agreements • Final signed version scanned and emailed to team • Annual Review occurs

15. Sample Outcome • Building capacity as modeled by the National Summit on Deaf Education • DRS Deaf and Hard of Hearing Services Manager • VDDHH (Va Dept for the Deaf and Hard of Hearing) Program Manager • Modeled activities written in agreement between the Virginia School for the Deaf and the Blind and DARS. • RCDs (Rehab Counselors for the Deaf) and Fairfax County Public Schools to replicate • Activities used to build team approach

16. Other Results • Teams introduced after staff turnover • Referral process “debugged” and clarified • Information disseminated • Ideas shared among localities • Example: driver’s permit tutoring • Transition Councils initiated • Programs replicated • Process “mentors” identified

17. Using the Data

18. Testimonials • Gary Gibson, VR Counselor • Whitney Church, VR Counselor • Judy Averill, Transition Coordinator • Chesterfield County Public Schools

19. Gary Gibson, VR Counselor

20. Whitney Church, VR Counselor

21. Judy Averill - here today!  Transition Coordinator Chesterfield County Public Schools

22. What Can You Do? • Questions • Discussion Hmmm…

23. Contact Info Kristi Lockhart Transition & Education Services Coordinator Division of Rehabilitative Services Virginia Dept for Aging & Rehabilitative Services Kristi.Lockhart@dars.virginia.gov 804-337-1184