Oregon Youth Transition Oregon Youth Transition ProgramProgram

1989-2010 1989-2010 Successful Transition Outcomes Successful Transition Outcomes

Through CollaborationThrough Collaboration

Jackie Burr, MA, MS Jackie Burr, MA, MS Secondary Transition Specialist,Secondary Transition Specialist,

Department of EducationDepartment of Education jackie.burr@state.or.us

Clayton Z. Rees, MPA:HA, MS, CRC, Clayton Z. Rees, MPA:HA, MS, CRC, YTP Program Coordinator, YTP Program Coordinator, (503) 945-6975 (503) 945-6975

Clayton.Z.Rees@state.or.us

"We adore chaos because "We adore chaos because we love to produce order." – we love to produce order." –

M.C. EscherM.C. Escher

Federal RequirementsFederal Requirements

• Section 101(a)(11)(D)Section 101(a)(11)(D)• The State plan shall contain plans, policies, and The State plan shall contain plans, policies, and

procedures for coordination between the procedures for coordination between the designated State agency and education officials designated State agency and education officials responsible for the public education of students responsible for the public education of students with disabilities, that are designed to facilitate with disabilities, that are designed to facilitate the transition of the students with disabilities the transition of the students with disabilities from the receipt of educational services in from the receipt of educational services in school to the receipt of vocational rehabilitation school to the receipt of vocational rehabilitation services. services.

OREGON’S YTP - A MODEL OREGON’S YTP - A MODEL OF COLLABORATIONOF COLLABORATION

Why it works – Why it works –

– Interagency collaborationInteragency collaboration

– Agency vested interest in Agency vested interest in outcomesoutcomes

– Employer vested interest in Employer vested interest in outcomesoutcomes

STUDENTS AND FAMILIES

COMMUNITY/AGENCIESSCHOOLS

The Value of Working The Value of Working TogetherTogether

Purpose of YTPPurpose of YTP

• The Youth Transition Program (YTP) is a collaborative The Youth Transition Program (YTP) is a collaborative program between program between – the Office of Vocational Rehabilitation Services, (OVRS)the Office of Vocational Rehabilitation Services, (OVRS)– the Oregon Department of Education, (ODE) and the Oregon Department of Education, (ODE) and – local school districts with a team from the University of Oregon local school districts with a team from the University of Oregon

contracted to provide training and technical assistance. contracted to provide training and technical assistance.

• The purpose of the program is to prepare The purpose of the program is to prepare high school youth with disabilities for high school youth with disabilities for

employment or career related post employment or career related post secondary education or training.secondary education or training.

TWO AGENCIES—TWO AGENCIES—ONE PURPOSEONE PURPOSE

• IDEA 2004IDEA 2004– PopulationPopulation– IEPIEP– Transition ServicesTransition Services

• REHAB ACTREHAB ACT– PopulationPopulation– IPEIPE– Transition ServicesTransition Services

DIFFERENCES

Interagency Agreement

Interagency Collaboration

Smooth Transition From IEP to IPE

Commitment by Both Agencies

Lessons LearnedLessons Learned • Transition for youth necessitates Transition for youth necessitates collaborationcollaboration between service between service

providers at multiple levels providers at multiple levels (e.g., public schools, State Departments of (e.g., public schools, State Departments of Education, Vocational Rehabilitation, Developmental Disability Services, Education, Vocational Rehabilitation, Developmental Disability Services, community colleges, etc.) community colleges, etc.) on a consistent, ongoing basis.on a consistent, ongoing basis.

• Collaborative funding and dedicated staff timeCollaborative funding and dedicated staff time in high school for in high school for transition for students with disabilities is a cost-effective and transition for students with disabilities is a cost-effective and worthwhile investment.worthwhile investment.

• Youth need Youth need support and infrastructuresupport and infrastructure to assist them in obtaining to assist them in obtaining meaningful employment.meaningful employment.

• Community businessesCommunity businesses are key partners in training and employing are key partners in training and employing youth with disabilities.youth with disabilities.

• Ongoing technical assistance and trainingOngoing technical assistance and training is needed to facilitate is needed to facilitate collaborations between stakeholders, meet the needs of specific collaborations between stakeholders, meet the needs of specific populations; and create capacity within local schools and VR offices.populations; and create capacity within local schools and VR offices.

Who does YTP serve?Who does YTP serve?

• Over the last 20 years, YTP has provided direct Over the last 20 years, YTP has provided direct services and VR access for over 10,000 students services and VR access for over 10,000 students with disabilities statewidewith disabilities statewide; ; YTP currently operates YTP currently operates in 105 high schools throughout Oregon. in 105 high schools throughout Oregon.

• Geography.Geography.

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

Student Student

Demographics: DisabilitiesDemographics: Disabilities •

65%

19%13%

12% 12% 8%

0%

20%

40%

60%

80%

100%

% of YTP students

Learning Disabilities

Other health impairments

Emotional/behavioraldisturbanceMental Retardation

Speech/languageproblemsAutism

Student Demographics: Student Demographics: Barriers at Entry Barriers at Entry

58%51%

41%35%

23%

0%

20%

40%

60%

80%

100%

% of YTP Students

Lack oftransportation

Lowincome/poverty

No prior w orkhistory

Dif f icult familycircumstances

Limited familyinvolvement

Key Features of the YTP modelKey Features of the YTP model

• State level supportState level support for local capacity building for local capacity building

• Matching fundingMatching funding model: OVRS and local school model: OVRS and local school districtsdistricts

• Dedicated staff timeDedicated staff time to provide transition services; to provide transition services; Individualized transition planningIndividualized transition planning

• CollaborationCollaboration between school personnel, between school personnel, Vocational Rehabilitation, Developmental Vocational Rehabilitation, Developmental Disabilities, Brokerages, other service providers; Disabilities, Brokerages, other service providers; coordination of school and post-school service coordination of school and post-school service provision and planning provision and planning

Key Features of the YTP modelKey Features of the YTP model

• Career developmentCareer development services – goal setting, services – goal setting, career exploration, job search skills, self advocacy career exploration, job search skills, self advocacy

• Emphasis on Emphasis on paid employmentpaid employment – connection with – connection with local employers, development of school-based local employers, development of school-based businesses, on the job assessment and trainingbusinesses, on the job assessment and training

• Positive Positive adult mentoringadult mentoring and role modelingand role modeling

• Flexibility and adaptabilityFlexibility and adaptability of program of program components for each communitycomponents for each community

The Collaborative The Collaborative ProcessProcess

• NetworkingNetworking – connecting with resources, e.g. mental health, – connecting with resources, e.g. mental health, brokerages, employers, work assessment agencies, (Goodwill, brokerages, employers, work assessment agencies, (Goodwill, St Vincent DePaul), etc.St Vincent DePaul), etc.

• CoordinationCoordination – knowing when the time is right. Understanding – knowing when the time is right. Understanding agency process, challenges, restrictions, etc. agency process, challenges, restrictions, etc.

• CooperationCooperation – what are the requirements for eligibility and how – what are the requirements for eligibility and how do we ameliorate that process without violating laws or rules?do we ameliorate that process without violating laws or rules?

• CollaborationCollaboration – involves all the above – involves all the above andand the willingness of the willingness of team members to equally share responsibility for the outcomes. team members to equally share responsibility for the outcomes.

What Does Collaboration What Does Collaboration Look Like?Look Like?

Collaboration Kenneth Crow, DRM Associates 2002. By permission.

Data CollectionData Collection

• Merging data to support agency outcomesMerging data to support agency outcomes

• VR – being consistent with RSA requirements. VR – being consistent with RSA requirements.

• Education – supporting outcomes for IDEAEducation – supporting outcomes for IDEA

• Research – demonstrating best practices. Research – demonstrating best practices. AMCHP award. AMCHP award.

• Developing other programs – ACCESSDeveloping other programs – ACCESS

• Revenue – 2003 – 2005 YTP outcomesRevenue – 2003 – 2005 YTP outcomes

ProjectProject ACCESS ACCESS

• Accelerated Career Counseling and Employment SupportAccelerated Career Counseling and Employment Support

• Majority of students who do participate in YTP receive Majority of students who do participate in YTP receive services in Grades 11 and 12—our goal is to begin services in Grades 11 and 12—our goal is to begin developing awareness of transition-related needs in 9developing awareness of transition-related needs in 9thth and and 1010thth grades. grades.

• Special Educators and Vocational Rehabilitation Counselors Special Educators and Vocational Rehabilitation Counselors both have strengths and unique skills. Our goal is to bring both have strengths and unique skills. Our goal is to bring those skills together to provide students with a unique and those skills together to provide students with a unique and meaningful experience.meaningful experience.

• Provide these experiences to a greater number of students—Provide these experiences to a greater number of students—by targeting groups of students rather than individuals. by targeting groups of students rather than individuals.

OverviewOverview

• Funded by OSEP Youth GrantFunded by OSEP Youth Grant• UO role (TA; Evaluation)UO role (TA; Evaluation)• Purpose: Model DemonstrationPurpose: Model Demonstration

– Youth Transition at younger ageYouth Transition at younger age– VRC in schoolsVRC in schools– Family involvementFamily involvement

• Scaffolded Organization (grade level)Scaffolded Organization (grade level)

Need For Expanded Need For Expanded ServicesServices

0

5,000

10,000

15,000

20,000

25,000

Adolescents withDisabilities

Adolescents withDisabilities in YTP

Number of Youth in OR

Overall Model StructureOverall Model Structure

State TeamInforms Local Team and

Sites of State Level ChangesAssist with Dissemination and Problem Solving

Local TeamProvides Direct Feedback to sites

Provides Feedback to State Team Regarding Implementation

SitesThree High Schools

Two Alternative SchoolsDevelop and Implement Model

Program

Year 1Year 1 Year 2Year 2 Year 3Year 3 Year 4Year 4 Year 5Year 5

Grade 9Grade 9 Plan & Plan & ImplementImplement

ImplementImplement ImplementImplement ImplementImplement ImplementImplement

Grade 10Grade 10 Plan & Plan & ImplementImplement

ImplementImplement ImplementImplement ImplementImplement

Grade 11Grade 11 Plan & Plan & ImplementImplement

ImplementImplement ImplementImplement

Grade 12Grade 12 Plan & Plan & implementimplement

ImplementImplement

• To develop and implement a transition-related program for all To develop and implement a transition-related program for all students with disabilities in five sites.students with disabilities in five sites.

• Place a VR Counselor in site 1 day per week (Year 1) , 2 days Place a VR Counselor in site 1 day per week (Year 1) , 2 days per week (Year 2)to work directly with special education per week (Year 2)to work directly with special education teachers developing and implementing model program. Time teachers developing and implementing model program. Time spent in schools should increase over project.spent in schools should increase over project.

• Teachers and VR counselors plan a curriculum/sequence of Teachers and VR counselors plan a curriculum/sequence of experiences for what information should be provided to experiences for what information should be provided to students at grades 9, 10, 11, and 12 to assist them in making students at grades 9, 10, 11, and 12 to assist them in making positive post-school transitions.positive post-school transitions.

• Working with families of students with disabilities, develop Working with families of students with disabilities, develop training model and provide parents with training.training model and provide parents with training.

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

21

Additional ResourcesAdditional Resources

• OREGON YOUTH TRANSITION OREGON YOUTH TRANSITION PROGRAMPROGRAM

• http://www.ytporegon.orghttp://www.ytporegon.org