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ACTIVITIES AND RESULTS OF THE

STATE TRANSITION GRANTS

A 5-year cooperative agreement was awarded to the NationalTransition Network to evaluate and document the approaches andoutcomes of the State educational agency/vocational rehabilitationgrants. The purposes of the cooperative agreement are to develop,implement, and improve systems that provide transition services foryouth with disabilities. This Appendix contains information about theactivities developed in selected States to improve transition services.

Archived Information


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ACTIVITIES AND RESULTS OF THE STATE TRANSITION GRANTS

1 9 TH ANNUAL REPORT TO CONGRESS: APPENDIX E E-1

ACTIVITIES AND RESULTS OF THE TRANSITION SYSTEMS

CHANGE INITIATIVE

A 5-year cooperative agreemen t was a ward ed to th e Nation al Tra n sition Network(NTN) to evalua te an d docum ent th e appr oaches a nd ou tcom es of projects join tlyaward ed to Stat e edu cation and vocational reha bilitat ion agencies. Th e pu rposesof the cooperative agreements were to develop, implement, and improve systemsth at pr ovide tra n sition ser vices for you th with disa bilities. Th is Appen dix cont ain sinform at ion regar ding th e effect of Sta te pr oject a ctivities.

Overview of the Transit ion Systems Change Program

In FY 1991, OSERS authorized, under section 626(e) of IDEA, a special grantsprogram specifically int ended to m ake a vailable, on a competitive bas is, one-tim e,5-year gran ts to individu al Stat es for th e pu rpose of esta blish ing resp onsive Sta tesystems that address the school-to-work transit ion needs of youth withdisabilities. Thes e Stat e-level projects a re coopera tive efforts , jointly un dert ak enby State edu cation an d vocationa l rehabilitat ion agencies.

Beginn ing in 19 91, the systems ch an ge program ena bled States a nd localit ies tobegin imp lem en ta tion of th e tran sition ser vice requirem ent s of IDEA. Althou ghthe final regulations did not receive approval unti l late 1992, the State grantsprogram was instrumental in supporting early implementation efforts in those

Sta tes init ial ly fu nd ed in 199 1. Since th at t ime, projects in 45 Sta tes an d theDistrict of Columbia have served as an important base of support for Stateeducationa l agencies (SEAs), in pa rtn ersh ip with oth er Sta te an d local agencies,in increasing the capacity of States to improve the postschool outcomes andcomm u nity adju stm ent of you th with d isa bilit ies.

As authorized under section 626(e) of IDEA, the State Systems for TransitionServices for Youth with Disabilities Program is intended to address the goalsdes cribed below.

Develop effective strategies and procedures for implementing the newtransit ion service requirements contained within Part B of the

In dividua ls with Disab ilities Ed u cat ion Act of 199 0.

Increase the availabil i ty, access, and quali ty of transit ion assistancethrough the development and improvement of policies, procedures,systems, and other mechanisms for youth wi th disabi l i t ies andfamilies.


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APPENDIX E

E-2 1 9 TH ANNUAL REPORT TO CONGRESS: APPENDIX E

Improve the abil i ty of professionals, parents, and advocates to workwith youth with d isa bilities in ways tha t prom ote the u nd ersta nd ing of

an d th e capa bility to su ccessfu lly mak e the tra ns it ion from sch ool toadult life.

Imp rove working relationsh ips a nd collaboration am ong those who a re,or sh ould be, involved in th e delivery of tra n sition services, in ord er t oidentify and achieve consensus on the general nature and specificapplication of transition services to meet the needs of youth withdisabilities.

Create an incentive for accessing a n d u sing th e existing expertise a ndresou rces, or developing expertise a nd resou rces, in program s, projects,an d a ctivit ies related to tra ns it ion.

Although these goals consti tute the scope and focus of the State projects, theactu al objectives an d a ctivit ies vary cons iderab ly across projects. Some Sta tes,for example, have focused on training at the local level, while others have focusedon regiona l dem onst ra tion sites. The var iety of ap proa ches u tilized by Stat es, aswell as th eir diverse geograph ic, political, a n d experiential pos itions comp licat edthe tas k of designing an evaluation a pproach th at would describe and as sess theeffect of th e entire in itiative. Sta n da rdized collection of a sm all n u m ber ofquantitative variables across all the States was not possible, nor would i t havebeen m ean ingfu l. The evalua tion was d esigned, t herefore, to ident ify how systemchange occurred in a State over t ime, taking into account the unique context ofSta tes, a s well as th e specific strategies us ed to promote cha nge. Data were

collected through interviews with project directors, focus group meetings withpers onn el from exit ing Stat es, an d review of existing docu m ents . In a ddition,su rveys were com pleted by project directors r egardin g th eir projects involvemen twith pa rents an d the School-to-Work Init iat ive.

The NTN is currently analyzing the evaluation data in terms of effective changestra tegies an d th eir impa ct. Prelim ina ry evalua tion of th e Stat e projects, however,ha s identified seven initial influ ences of th e system s ch an ge projects. Th e in itialimpacts of the systems change projects are:

1 . In c reas ed n u m b ers o f S t a te , region a l, an d l oca l t r an s it ion t eams

2 . In c reas ed re s pon s iven es s of in t e ragen cy mech an i s ms

3 . Es tab lished and improved exis t ing Sta te po lic ies and p rocedures


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4 . Increased availab ility, access , an d qua lity of t rans i tion ass i s t ance fo ryou th with disa bilities

5 . Expanded involvement of you th with d isab ilit ies and the ir paren t s inthe transit ion process

6 . Increased par tic ipa t ion of S ta te sys tems chan ge p roject s in Sta teschool-to-work initiatives and other education reform efforts

7 . Increased availability and a ccess to informat ion on t ran si t ion policies ,program s, an d pra ct ices

Furth er discu ssion of th ese area s an d examp les of the s cope and type of im pactnow occurr ing within Stat es a re pr ovided below.

1 . In c re a s e d Nu m b e rs o f S t a t e , R eg i on a l , a n d Lo c a l T ra n s i t i on Te a m s

Every State ha s firm ly establish ed tran sit ion team s a t th e State, regional, an d/ orlocal levels. Th ese team s ar e comp osed of a var iety of st ak eholders , in cludin gstu den ts, fam ilies, an d repres enta tives from ed u cational, vocationa l rehab ilitat ion,an d other adu lt or comm u nity agencies. Each of the 12 Sta tes tha t exited in FY1996 and those that will exit in FY 1997 indicated that all or a portion of theteam s would continu e to m eet past p roject fu nd ing. Thes e team s h ave provideda vehicle for organizing, promoting, and changing the transition services providedat Sta te, regiona l, and local levels.

2 . In c re a s e d Re s p o n s iv en e s s o f In t e r a g e nc y Me c h a n i s m s

A major emphasis in each of the State systems change projects has been theimprovemen t of tra ns it ion programs an d s ervices sta tewide th rough high levelsof int eragency coordinat ion an d collaboration. Out reach to other agencies,system s, an d initiat ives ha s been a critical compon ent of each project. Wh ile theactual form and levels of communication vary by entity and State, it is clear thatconta cts h ave been es tab lish ed with a gencies su ch a s vocationa l reha bilitat ion,school-to-work, one-stop shops, adult education, and work force development.Interagency agreements and relationships have been developed, expanded, andrefined at the State, regional, or community levels, as well as within local schools.

Th e a pplication process i tself contribut ed to increa sed collabora tion with in th eSta tes. To be eligible to receive a system s ch an ge project, a joint ap plication m u stbe su bm itted by the Stat e educa tiona l an d Stat e vocationa l reha bilitat ion agency.


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APPENDIX E


This is the only grant program made available through OSERS that requires a joint app lication su bm ission between two ind epend ent agencies. This has

resulted in strengthening the connection between special education andvocational rehabilitation agencies in the planning and delivery of school andpost sch ool ser vices. Overall, SEAs were th e receiving agents for 57 per cen t of th eSta te projects. The m ajority of th e rema ining projects were awarded to vocationalreha bilitat ion agencies.

3 . Es t a b l i s h ed a n d Im p r o ve d Ex is t i n g S t a t e Po li ci e s a n d Pr oc e d u r es

The im pact of the increased nu mb ers a nd respon siveness of Stat e, regiona l, an dlocal teams and interagency efforts is evidenced by shared responsibility forplanning and the delivery of transit ion services, cofunded and cosponsored

program s am ong agencies, an d forma l an d inform al policy formu lation. Thena tu re of th ese policies an d procedur es varies cons idera bly across St ates , ran gingfrom grad u ation an d cur ricu lu m options to Sta te licen su re a n d eligibility criteriafor services. For exam ple, in on e Sta te, th e Division of Developm en ta l Disab ilitieslowered th e age for eligibility of ser vices from 2 1 to 17 . Man y Sta tes d eveloped amem orandu m of agreemen t with local special education directors to m atch Sta tean d local fu nd s to th e Federal vocationa l reha bilitat ion formu la. This h as allowedthese States to maximize aid available form the Federal-State rehabili tat ionprogram. Another State es tabl ished a mem orandu m of agreemen t among theSEA, Department of Human Services (MR Division), and the State vocationalrehab ilitat ion program th at m akes providing stu den ts a ges 1 8-22 with Medicaidservices a p riori ty. Stat e vocationa l reha bilitat ion direct service fu nd s a re th u s

matched with Medicaid funds to provide for a variety of essential transitionservices. As a res u lt of th is a greem ent, st u dent s with s evere disa bilit ies h aveavailable to them job coaches and other services upon graduation, thusm inimizing th e waiting list for s ervices.

4 . In c r ea s e d A va i l a b il it y , Ac c e s s , a n d Q u a l it y o f Tr a n s i t io n As s i s t a n c e f or

Youth wi th Disab i l i t i es

Each Sta te systems chan ge project has implemented Sta te, regional , and localapproaches to improving the availability, access, and quality of transitionas sistan ce for you th with disabilities. Th ese efforts h ave res u lted in a m u ltitu deof services, including increased staff, improved staff skills, increased use ofperson-centered plann ing ada pted to meet needs of ind ividu als, recru itm ent an dretent ion of you th with disabilities in p ostseconda ry edu cation, volu n teer tra iningteam s, topical forms , an d a ctivit ies related to m u lticu ltu ral iss u es.


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Professional developmen t activities h ave occur red at th e contin u ing edu cat ion a swell as p reservice levels. To date, th ous an ds of adm inistra tors, professionals,

parents , and s tudents have received t raining through these systems changeprojects. Continu ing educat ion efforts ha ve emp ha sized the cross-tra ining ofprofessionals to pr omote collabora tive int eragency appr oaches when add ressingth e tra ns it ion s ervice needs of you th with disabilit ies. Genera l edu cation h ighschool teachers and staff have also been included in these training init iat ives.Training topics have included the infusion of transit ion in IEPs, interagencyteam ing, self-determina tion, a nd a wide variety of other issu es.

To a m ore lim ited extent, s ystems cha nge projects h ave also collabora ted in th edevelopmen t of u niversity cours es on tra ns it ion. Thes e cours es ha ve beenincluded within preservice training programs that prepare special education,vocationa l edu cation, an d vocationa l reha bili tat ion professionals. In s everal

States, teacher certification and l icensing standards are being addressed.Training is also provided to paren ts an d stu dent s, u su ally orchestra ted thr oughparent centers .

Sta te projects h ave allocated a portion of th eir fu nd s to s u pport r egiona l and localdem ons tra tion si tes. To dat e, over 1,000 sites have been fu nd ed to develop,refine, an d im plem ent tra n sit ion stra tegies. Some examp les of th e use of th esefunds include the development of a school-to-work transit ion program forinca rcerated juveniles an d youn g adu lts, esta blish m ent of program s for second ar ystudents ages 18-22 on postsecondary campuses, and increased participation ofcenters for indepen den t living in tr an sit ion plan ning an d prepa ration.

5 . Ex p a n d e d In vo lv em e n t o f Yo u t h w i t h Di s a b il it i e s a n d t h e i r Pa r e n t s i n t h e

Trans i t ion Process

It is clear from th e data tha t pa rents an d stu dents are m ore involved in tran sit ionplann ing, imp lementa t ion, and systems ch an ge tha n ever before. The am ountand type of involvement, however, vary considerably across and within States.Some States have seen increased requests for services, others have increasedparen t and stu dent attend an ce at worksh ops, and all States h ave observed someincrease in s tu dent presence an d par t icipat ion at th eir p lanning meet ings . Them ajority of th e Stat e project directors, h owever, ha ve observed th at th ese ch an gesare jus t beginn ing to occur .

Participation in individual transit ion planning meetings has been increasedthrough parent training regarding the transit ion components of IDEA, teambui lding, and the use of person-centered planning as a means for s tudents ,parents, and professionals to establish more meaningful transit ion plans and to


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APPENDIX E


increa se self-determ ina tion s kills of stu dent s. Every State h as provided s tra tegiesand related training to students, parents, and professionals on ways to increase

the self-determination of youth with disabilities.

At th e system s cha nge level, part icipat ion h as varied cons idera bly. In a jointsu rvey of directors of Par en t Tra ining an d Inform at ion Cen ters (PTI) an d tra n sitionsystems change projects in 34 States , data revealed that the most frequentactivities a cross th e Stat es in which pa rent s p art icipat e were to ident ify tran sitioninformation and training needs (98 percent) and to provide transit ion-relatedtra ining to pa rents (93 percent ). Eight y-th ree percent of th e PTI directorsindicated that pa rents in their State served as m embers on tra ns it ion boards a ndcomm ittees. Participat ion in th e other a ctivit ies was increa sed if the PTI ha d asu bcontra ct from the State systems cha nge project . Those with su bcontractswere significantly more likely (p< 0.05) to provide input regarding transition

needs, develop transit ion-related training for youth, and implement transit ion-related tr aining for professionals th an th ose PTIs withou t su bcontra cts.

6 . In c re a s e d Pa r t i ci p a t i on of S t a t e S y s t em s Ch a n g e Pr oje c t s i n S t a t e S c h o ol -

to -Work Ini t ia t i ves and Oth er Educa t ion Reform Effor t s

Systems chan ge init iat ives h ave been u sed by the Federal governm ent for over adecade to promote change in policy, service delivery, and practice in specialedu cation a nd reha bilitat ion. Thes e prior efforts were evident in m an y of th etransit ion systems change projects through their use of established interagencynetworks, tra in ing m odels, an d effective pra ctices gener ated th rou gh previou s

an d/ or concu rrent s up ported employmen t an d severe disab ilit ies systems chan geprojects.

Over th e pa st few years , however, th e sch ool-to-work initiative h as emerged a s anessential mechanism for l inking transit ion issues with the broader context ofsch ool reform , ap plied lear n ing an d econ omic developm ent . Wh ile th e politicalcurrency of transit ion as i t relates to students with disabil i t ies has declined invisibil i ty, transit ion and postschool outcomes for all students have becomeimport an t them es in edu cation. Most of th e coordina tors of the tran sit ionsystems ch an ge States report that they ha ve been actively working to ensu re th atthe needs of individuals with disabil i t ies are represented in all aspects of thesch ool-to-work in itiat ive. Seventy-six percen t of th e project directors serve asm emb ers of sch ool-to-work int eragency comm ittees an d board s. Over h alf of th eSta te pr oject directors ha ve reviewed a pplications for fun ding u nd er th e sch ool-to-work program (58 percent) or provided technical assistance to local and regionalpa rtn ersh ips (55 percent ). School-to-work person nel have also participat ed in


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transit ion systems change projects as members of committees or boards (73percent) or a s a provider of techn ical ass ista nce (64 percent ).

7 . In c re a s e d Av a i la b i li t y a n d Ac c e s s t o In f or m a t i o n o n T ra n s i t i on Po li c ie s ,

Program s , an d Pract i ces

Individu al State projects, th e NTN, an d th e collab orating par ent centers ha ve allcontributed to the base of information now available concerning transit ionpolicies, program s, an d pra ctices. Each actively dissem ina tes th is inform ationwith in its Sta te, as well as n at ion ally. Materials a re developed sp ecifically forFederal and Sta te agency sta ff; for educa tors, reha bilitat ion coun selors a nd oth erprofessionals; for stu dent s with disabilit ies; an d for paren ts. This h as includeda wide arra y of print an d media resources. Other inform ation dissem ina tion

strategies include teleconferences, production of directories that promotenetworking among States , and a n a nn ua l project d irectors m eet ing. Man y of th ese a ctivities a re coordina ted with th e National Tra n sition Allian ce a n d t h e fiveRegiona l Resource Centers (RRCs) an d th e Federal Resour ce Cent er. Pub licationsinclude:

Policy Updates

IDEA: Its Im pa ct on Trans ition Regulations (Winter 19 93 ). Thispu blication present s th e regulatory lan gua ge of the Act an d d escribespotential im plications for youth with disabilities m ak ing th e tra n sition

from school to adult life in four areas--notification, participation inm eetings, con tent of the IEP, an d a gency res pons ibility.

199 2 Reha bilitation Act Am end m ents : New Requirem ents for Tran s ition

(Spring 1993). This u pdate discuss es th e pu rpose an d ph ilosophy of the

amendments, el igibil i ty requirements, planning and providingtransition services, the Individualized Written Rehabilitation Program(IWRP), interagency collaboration, requirements, and Staterehabilitation advisory councils.

Job Training Reform Ame nd me nts of 199 2: Expand ed Opportunities for

Youth a nd Adu lts w ith Disa bilities (Sp ring 19 93). This publication

presents key aspects of the law and interim final regulations that havepote n tial implicat ions for tra n sition services n at iona lly. Topicsdiscus sed include:

- Pa r ticip a n t eligib ilit y.


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APPENDIX E


- Crit er ia e s tab lis h ed for h a rd -t o- s erve in d ivid u a ls .- Tr a in in g a n d em p loym e n t pr ogr a m s a d d re ss in g tr a n s it ion .

- In tera gen cy coord in at ion .- PIC m em bersh ip .- J TPA accou n t ab ilit y t o you t h an d ad u lt s wit h d is ab ilit ie s .- S t a t e-by-St a t e p a r t ic ip a t ion r a t es of you t h an d ad u lt s wit h

disa bilities in J TPA progra m s.- S t r a t egie s for in c reas in g p a r t ic ip a t ion amo n g you t h an d

ad u lts with disabili t ies.

19 92 Carl Perkins Act Fina l Regulations : Provisions for Youth w ith

Disabilities in Vocational Education (Fall 1993). Th is pu blicat ionpresen ts regu latory lan gua ge associated with key provisions with in th eAct, alon g with several concerns th at h ave been ra ised regar ding those

provisions.

Su ppleme ntal Security Income Program : Ben efits for Ind ividua ls Mak ing

the Transition from School to Adult Life (Spring 1994). Th is report

pr ovides a n overview of SSI as it app lies t o you th with disa bilities a t th etime of their transition from high school.

Youth w ith Dis ab ilities an d th e S chool-to-Work Opportunities Act of 199 4

(Summer 1994). This update presents the key as pects of the sta tu torylanguage and describes i ts potential implications for youth withdisabilities as served under the Part B provisions of IDEA.

Goals 200 0: Edu cate Ame rica Act: Im plications for Youth w ith

Disabilities as They Transition From School to Work and Adult Life

(Summer 1994). Th is pu blicat ion fam iliarizes read ers with sp ecificprovisions of the law that directly influence the experiences of highschool-age students with disabilities as they prepare for the transitionfrom school to work and adult life.

Developm ental Disa bilities As sistan ce an d Bill of Rights Act Ame nd m ents

of 1994: Its Impact on Transition Services (Fall 1994). Expanded

comm u nity-bas ed services, su pported em ployment , im proved servicecoordina tion, an d case m an agemen t stra tegies an d advocating for a fu ll

ra nge of fam ily su pports a nd services are importa nt com ponen ts of th enational movement to improve transit ion services for youth withdisabilities. This up dat e describes these com ponen ts an d how system schange projects may use each to further the goal of improvingtransition services for youth with disabilities.


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Higher Edu cation Amen dm ents of 199 2: Provisions for Youth w ith

Disa bilities in H igher Ed ucation (S um m er 19 95 ). This u pdate presents

an d briefly discu ss es t h e implication s of provisions of th e Act relatin gto youth with disabil i t ies transit ioning from secondary topostsecondary education, high school teachers and support servicesstaff who want to improve their skil ls in preparing and counselingyou th with disabilities for th e tra n sition to h igher edu cation, as well asprovisions for higher edu cation facu lty and adm inistra tors who serveyou th with disabilit ies in higher edu cation sett ings.

Parent Briefs

Trans ition Requirem ents of the Individua ls w ith Dis ab ilities Ed ucation

Act (Winter 1993). This four-pa rt pu blication for par ents and

cons u mers su mm arizes th e t ran si t ion requirements of the IDEA.

Nu m ber 1: Tran sit ion Services: Wha t Does it Mean ?Nu m ber 2: Stu den t Participat ion at IEP MeetingsNu m ber 3: Tran sit ion Plan ning: Wha t Are the Ages?Nu mb er 4: Stud ents and the Gradu at ion Dilemm a

Vocational Rehabilitation Programs (Winter 1996). Th is two-par t

publ icat ion for consumers and parents describes VR programs andservices available for transitioning students with disabilities.

Part 1 : Informat ion on Vocat ional Rehabi l i tat ion Programs:

Rehabilitation Services Available for Youth with Disabilities

Part 2: Information on Vocational Rehabilitation Appeals Procedure:Did You Know You Have the Right to Appeal Any Decision Made byVocationa l Reha bilitation?

Transition Planning for Success in Adult Life (Winter 1996). Th is briefprovides inform ation on tra ns ition plann in g, services, a n d activities; italso includ es a Tran sition Checklist th at ca n b e u sed in developing th et ran si t ion p lan .

Network New s

This is the newsletter of the National Transition Network through whichinform ation on th e activit ies, accomp lish m ents , an d impa cts of State tr an sit ionprojects i s comm u nicated. Network New s also summarizes NTN activities and


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APPENDIX E


features examples of State-level implementation activit ies and outcomes andeffective/ exemplary program an d p ractices inform ation.

Lea d Articles:

School-to-Work Policy for All American Youth (Fall 1993). Excerpts oftest imon y of David J ohn son, NTN Director, before th e Sen ateSubcommit tee on Labor and Human Resources in support of theSch ool-to-Work Opp ortu n ities Act.

Outcome-Oriented Program Evaluation (Winter 1994). Edited excerpt

from Ou tcome Assessm ent in Special Edu cation: Lesson s Learned , byLizann e DeStefan o an d Mary Wagner.

Clinton Signs S chool-to-Work Opp ortun ities Act (Su m m er 199 4). Remar ksby President Clinton at the signing of the Act.

Health Care Reform : Its Imp act on Persons w ith Dis ab ilities (Fall 19 94 ).

A look into the d ebate on h ealth car e reform a s it app lies to th e qua lityof life for pe ople with disa bilities.

State Transition Systems Change Projects Are Making an Impact

(Su mm er/ Fall 1995 ). Impacts of the t ransi t ions systems changeprojects as identified in a preliminary evaluation.

Parents an d Tran sition Sy stem s Cha nge (Winter 19 95-96). Summarizes

th e resu lts of su rvey cond u cted by NTN of project directors an ddirectors of the PTIs in 30 States with systems change grants todetermine level of par enta l participation in tran sit ion s ystems cha ngeactivities.

Reports

Mee ting the Need s of Youth w ith Dis ab ilities : Han db ook for

Implementing Community-based Vocational Education Programs

According to the Fair Labor Stand ards Act (Ja nua ry 199 4). Co-producedwith th e Stu dy Group , Germ an town, MD, this report provides guidan ce

to schools operat ing CBVE programs an d encou rages th e adoption ofCBVE program s by sch ools n ot presen tly u sing this app roach . (Note:To order th is pu blication, please sen d check or pu rcha se order in th eam ou n t of $8.00 to Fawn Miliken , 209 E du cation Building, ColoradoState University, Fort Collins, CO 80523 (303) 491-1843.)


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Includ ing Stu de nts w ith Dis ab ilities in Sch ool-to-Work Opportun ities

(1995). Prepa red in collabora tion with th e Coun cil of Chief Sta te

School Officers, Washington, DC, this report provides guidance toSta tes developing tra ns ition system s in res pons e to th e School to WorkOpportunities Act (STWOA) to ensure that these systems benefitstu dent s with disab ilities. It focuses on th e inclus ion of stu den ts withdisabil i t ies in the STWOA and the lessons learned in designingtransit ion programs for students with disabil i t ies under IDEA forconsideration by decision makers implementing school-to-workprogra m s. (Note: Availab le from Resour ce Center on Edu cationa lEquity, Council of Chief State School Officers, One MassachusettsAvenu e NW, Su ite 70 0, Wash ington, DC 2 0001 .)

Inclus ion of Trans ition-Age S tud en ts w ith Disab ilities in Large-Scale

Asses sm ents (July 1995) . Th is report provides a b rief des cription of th efunctions of large-scale assessments and examines existing anddeveloping policies as they pertain to transition-age youth withdisabilities.

Ind ivid ua ls w ith Dis ab ilities Ed ucation Act: Tran s ition Requ irem en ts --A

Guide for States, Districts, Schools, and Families (January 1996).J oint ly developed by th e Western Regiona l Resour ce Center, Mou n ta inPlains Regional Resource Center, and the NTN, the purpose of thispublication is to provide guidance to State, district, school personnel,and family organizat ions as they ensure that the t ransi t ionrequ irem ents of th e IDEA are im plement ed a ppropriately for you th with

disab ilit ies. It addres ses all of th e tra ns it ion componen ts in th eFederal requiremen ts and provides exam ples an d suggests practicesto m eet th ose requ irem ents . (Note: Copies of th is pu blication ma y beobtained at cost from National Clearinghouse of Rehabili tat ion,Training Materials, Oklahoma State University, 816 W. 6th Street ,Stillwater, OK 74 078 (405 ) 62 4-76 50 ; (800 ) 223 -521 9; Fax (405 ) 624 -0695.)

Directory of Transition Resources (June 1996). Th is directory providesa l ist ing and brief description of the transit ion-related productsprodu ced by th e State System s Cha nge Projects on Tran sition betweenOctober 1991 an d J an ua ry 1996. Produ cts include brochures ,planning documents , curr iculums, videocasset tes , and t rainingmaterials suitable for parents, teachers, administrators, youth withdisabilities, a nd other person nel involved in t h e pr ovision of tra n sitionservices.


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APPENDIX E


Status o f State Sy ste ms Change Project s

To date, 45 St ates an d th e Distr ict of Colu m bia ha ve received fun ding. Twelve ofthese States completed their 5 years of funding in FY 1995, another 12 aresch edu led to com plete their fu n ding in FY 19 96. A comp lete listin g of th ese Sta tesan d p rimar y project conta cts is p rovided b elow.

Transit ion Systems Change States Contacts

Initial Project Year: 1 99 1; Exit 19 9 6

(This lis t contains pos t-gran t contact information.)

Virgin ia Clem en ts J ack Sh epa rd

Divis ion of Specia l Edu ca tion Neb ra ska Dep ar tm en t of Edu ca tion

#4 Sta te Cap itol Ma ll, Room 105C 2727 Wes t Secon d Street

Lit t le Rock, AR 72203 Su ite 470 , Lan dm a rk Cen ter

501/ 682-4299 Has t in gs , NE 68901

501/ 682-4313 FAX 402 / 462-4478

402/ 462-5893 FAX

J u dy Reich le Ca rol Tash ie

Ca liforn ia Sch ool to Wor k In ter agen cy In s titu te on Dis ab ility/ UAP

Tra n s it ion Pa rtn ersh ip Un ivers ity of New Ha m ps h ire

717 K Street , Su ite 400 10 Fer ry Street , #14

Sa cram en to,CA 95814 Con cord , NH 03301916/ 443-8693 603/ 228-2084

916/ 443-3289 FAX 603/ 228-3270 FAX

E-Mail: switp@sn a.com

Interne t : h t tp : / / www.sna .com/ switp /

Pa t Lon go Debra Colley

C olor a do D ep a rt m en t of E du c a tion O ffice of Voca t ion a l a n d E d u ca tion a l

Specia l Edu ca t ion Services Un it Services

201 Eas t Colfa x Aven u e On e Com m erce Plaza , Room 1613

Den ver , CO 80204 Alba n y, NY 12234

303/ 866-6694 518/ 473-4381

303/ 866-6811 FAX 518/ 486-4154 FAX


14/19



Selete Avoke Lin da Walls

Bu rea u of Sp ecia l Ed u ca tion E du ca tion a l S ervice Cen ter , Region XI

Depa rtm en t of Edu ca t ion 3001 North Freewa yGrim es Sta te Office Bu ild in g Au s t in , TX 76106

Des Moin es , IA 50319-0146 817 / 740-3626

515/ 281-5265 817/ 740-3684 FAX

515/ 242-6019 FAX

E-Mail: [email protected]

La r ry Gla n tz Don n a Su ter

Un ivers ity of Sou th Ma in e Utah Sta te Office of Edu ca t ion

Mu skie Sch ool of Pu b lic Service 250 Eas t 500 Sou th

PO Box 9300 Sa lt La ke City, UT 84111

Port lan d , ME 04104-9300 801 / 538-7576

207/ 780-5658 801/ 538-7991 FAX

207/ 780-4417 FAX E-Ma il: dsu ter@u sor .k12.u t.u s


Internet :

h t t p :/ / www.m u sk .usm .m a ine / ~cd ispo l/

ideas.htm

Sa n dy Th om pson Olga Psch or r

Min n es ota Dep ar tm en t of Ch ild ren , Su pported Em ploym en t Project

Fam ilies an d Lea rn in g Divis ion of Voca t ion al Reh abilita tion

In tera gen cy Office on Tra ns it ion Services 10 3 Sou th Ma in Street

656 Cap itol Squ a re Bu ild in g Wa terbu ry,VT 0 5671-2303

550 Ceda r Street 802/ 241-2186

St . Pa u l, MN 55101 802/ 241-3359 FAX

612 / 296-5660

612/ 296-3348 FAX Su san Ca n o

E -Ma il: s a n d ra .t h om p s on @S ta t e. m n .u s Ve rm on t D ep a rt m en t of E du c a tion

120 Sta te Street

Montpelier, VT 05620

802 / 828-3130

802/ 828-3140 FAX


15/19

APPENDIX E



Karen Pa lm a-Ha llida y Va ler ie Fis ch er

Con n ect icu t Sta te Depa rtm en t of North Da kota Tra ns it ion Project

Edu ca tion Sta te Ca pitol, Dep t . of Pu b lic In s tru ct ion

Divis ion of E du ca tion a l S u pp or t S er vices S pecia l E du ca tion Divis ion

25 In du s tr ia l Pa rk Roa d 600 Ea s t Bou leva rd Aven u e

Middletown , CT 06457 Bism arck , ND 58505

860/ 638-4242 701/ 328-3435

860/ 638-4231 FAX 701/ 328-2461 FAX

Lu a n a S. Nakan o An dy Win n ega r

Ha wa ii Dep artm en t of Ed uca tion New Mexico Sta te Dep ar tm en t of

Specia l Edu ca t ion Sect ion Edu ca t ion

3430 Lea h i Aven u e Divis ion of Voca t ion a l Reh ab ilita t ion

Hon olu lu , HI 9 6815 435 St . Mich aels Drive, Bu ild in g D

808/ 733-4839 San ta Fe, NM 87505

808/ 733-4841 FAX 800 / 866-2253

E-Ma il: lu a n a _n akan o@n otes .k12 .h i.u s 505 / 8 27-3746 FAX

Kelly Davis

New Mexico Circle of Life Progra m

435 St. Micha els Drive, Bu ilding D

San ta Fe, NM 8750 5

800 / 866-2253

505/ 827-3746 FAX

Ba s il Kes s ler Brigid Fla n n ery

Ka ns as Sta te Boa rd of Edu ca tion Oregon Tra ns it ion Sys tem s Ch an ge

Stu den t Su pport Services Project

120 SE 10 th Aven u e 1235 Un ivers ity of Oregon

Topeka , KS 66612-1182 Eu gen e, OR 97403-1235

913/ 296-4942 541/ 346-2496

913/ 296 / 7933 FAX 541/ 346-5517 FAX

Pa t Sween y [email protected]

Kansas Transi t ion Systems Change

Project

120 SE 10th Avenu e

Topeka, KS 66612 -1185

913 / 296-6054913/ 296-1413 FAX

E-Mail:


16/19



Ron Har r ison Sh a ron de Fu r

Hu m an Developm en t In s t itu te Project UNITE

1 02 Min era l In du s tr ies Bu ild in g Virgin ia Dep artm en t of Ed uca tionUn ivers ity of Ken tu cky Office of Specia l Edu ca t ion Services

Lexin gton , KY 40506-0051 PO Box 2120

606 / 257-4408 Rich m on d, VA 23218

606/ 323-1713 FAX 804/ 225-2702

J ea n n a Mu llin s E-Ma il: [email protected] .VA.US

Hum an Developmen t Ins t itute

110 Mineral Industries Building

University of Kentucky

Lexin gton, KY 4 050 6-005 1

800 / 288-0961

606/ 323-1713 FAX

804/ 371-8796 FAX

Lise Zeig J im Rich

Mas sa ch u set ts Depa rtm en t of Edu ca t ion Sta te of Wa sh in gton

Edu ca t ion al Im provem en t Grou p Old Cap itol Bu ild in g, FG-11

Sch ool to Em ploym en t Clu s ter PO Box 47200

350 Ma in Street Olym pia , WA 98504-7200

Malden , MA 02148-5023 360/ 753-6733

617/ 388-3300 360/ 586-0247 FAX

617/ 388-3394 FAX

Freda Lee J oh n Hu xley

D ep a rt m en t of Pu b lic In s t ru c tion We st Vir gin ia De pa r tm e n t of E du c a tion

Except ion al Ch ild ren s Services Divis ion Ad oles cen t Ed uca tion

30 1 N. Wilm in gton Street 1 90 0 Wa sh in gton Street Ea st , Bu ild in g 6

Edu ca t ion Bu ild in g Ch a rles ton , WV 25305-0330

Ra leigh , NC 27601-2825 304/ 558-2696

919/ 715-2003 304/ 558-3741 FAX

919/ 715-1569 FAX

Initial Project Year: 19 9 3; Exit 199 8

Sh ir ley Ch a n d ler Bob Ha u gh

Florida s Blu eprin t for New J ers ey Depa r tm en t of Edu ca tion

S ch ool-t o-C om m u n it y Tr an s it ion O ffice of S pecia l E d u ca tion Pr ogr a m sRoom 312F Ston e Bu ild in g CN 500

Cen t er for Policy S tu d ies in E du c a tion 2 4 0 Wes t S ta te S tr eet , 1 4 th Floor

Flor ida Sta te Un ivers ity Tren ton , NJ 0 8625

Ta lla h as see, FL 32306-4070 609 / 633-6431

904/ 644-9510 609/ 292-5558 FAX

904/ 6 44-5122 FAX E-Mail: n js [email protected] etcom .com (bh au gh )


17/19

APPENDIX E


Ka th y Os born La wren ce Den n is

In dian a Tran s it ion In it ia t ive Oh ios Project L.I.F.E.

Un ivers ity of In d ian a - ISDD Oh io Depa rtm en t of Edu ca t ion2853 Eas t 10th Street Divis ion of Specia l Edu ca t ion

Bloom in gton , IN 47408 933 High Street

812/ 855-6508 Wor th in gton , OH 43085-4087

812/ 855-9630 FAX 614 / 466-2650

E-Mail: k losborn @in d ian a .edu 614/ 728-1097 FAX


Am y Win an s An n Kellogg

Mic h iga n Tr a n s it ion In it ia t ive Wis con s in s De sign fo r Tr a n s it ion S u c ce ss

Mich iga n J ob s Com mis sion Depa rtm en t of Pu blic In stru ct ion -DLS

Office of Sch ool-to-Work 125 Sou th Webs ter

Victor Office Cen ter , 1s t Floor PO Box 7841

La n s in g, MI 48913 Mad ison , WI 53707-7841

517/ 241-0224 608/ 267-3748

517/ 335-5945 FAX 608/ 267-3746 FAX


Internet :

h t tp : / / www.Sta te .wi.us . / agencies / dpi/

een/ t rans it i.h tml


Den n is Sn yder Deborah Ba rn et tMa ryla n ds Tr an s ition In it ia tive S ou t h Da kot a Tr an s it ion t o Ad u lt hood

Ma ryla nd Sta te Depa r tm en t of Edu ca tion Sys tem s Ch an ge Project

Divis ion of Reh abilita t ive Services Depa rtm en t of Edu ca t ion

2301 Argon n e Drive a n d Cu ltu ra l Affa irs

Ba lt im ore, MD 2 1218 Office of Specia l Edu ca tion

410 / 554-9417 700 Govern ors Drive

410/ 554-9412 FAX Pierre, SD 57501-2291

605 / 773-3678

605/ 773-6139 FAX

Robert Ru n kel Na n Cra wford

Office of Pu blic In stru ct ion Ten nes see Depa rtm en t of Edu ca tion

Divis ion of Specia l Edu ca t ion Divis ion of Specia l Edu ca t ionSta te Cap itol, Room 106 An drew J ackson Tower, 8 th Floor

Helen a , MT 59620-2501 710 J a m es Robertson Pa rkwa y

406 / 444-4429 Nash ville, TN 37243-0380

406/ 444-3924 FAX 615 / 532-9792

615/ 532-9412 FAX


18/19



Initial Project Year: 19 9 6; Exit 200 1

Daryl Cooley J a n e Evers on

An ch ora ge Adm in is t ra t ive Office LSU Med ica l Cen ter

1016 W. 6th Street , #105 Hum an Developmen t Center

An ch orage, AK 99501 1100 Flor ida Aven u e, Bu ild in g 119

907 / 562-5606 New Orlea n s , LA 70119

907/ 563-0146 FAX 504/ 942-5902

Bru ce Fa rn s worth E-Ma il: J Everson @h dc.ls u m c.edu

Community Transitions Project

Ctr. for Hu ma n Developmen t (UAP)

2330 Nichols St.

An chora ge, AK 995 08

907 / 272-8270907/ 274-4802 FAX

504/ 942-5908 FAX

Ma brey Wh ets ton e Ken n eth Pen n in gton

Ala ba ma Tra n sit ion In it ia tive Mis sis sip pi Dep artm en t of E du ca tion

Specia l Edu ca t ion Services Office of Specia l Edu ca t ion

50 Nor th Rip ley Street PO Box 771

Mon tgom ery, AL 36130 J ackson , MS 39205

334/ 242-8114 601/ 359-3498

334 / 242-9192 FAX 601/ 359-2198 FAX

Interne t : h t tp :/ / www.a l sde.edu/ At i

La u ra Love Bren da Sim m on s

Arizon a Depa rtm en t of Edu ca t ion Depa rtm en t of Edu ca t ion

1535 W. J effer son St . 3024 Tru m an Bou leva rd

Ph oen ix, AZ 85007 PO Box 480

602 / 542-2805 J efferson City, MO 65109

602/ 542-5404 FAX 573/ 526-0298

573/ 526-4404 FAX

E-Mail:

bsimmons@mail .dese.State.mo.us

Beth Siem an owsk i Ch a rlot te Dean

De la wa r e D ep t. of Pu b lic In s tr u ct ion Ok la h om a Dep a rt m en t of E d u ca tion

PO Box 1402, Town sen d Bu ild in g Specia l Edu ca t ion Services

Dover , DE 1 9903 2500 North Lin coln Bou leva rd

302 / 739-4667 Okla h om a City, OK 73106

302/ 739-2388 FAX 405/ 521-3351

405/ 522-3503 FAX


19/19

APPENDIX E


Ca rol Wa llin gton Da vid Sien ko

Voca t ion a l Tran s it ion Services Un it RI TIE (UAP)

Wa lker J on es Elem en ta ry Sch ool Rh ode Is lan d College1s t a n d L Sts . NW, Room 312 600 Mou n t Plea san t Aven u e

Wa sh in gton , DC 20001 Providen ce, RI 02908

202/ 724-3878 401/ 456-8773

202/ 724-3884 FAX 401 / 456-8072

Ga yle J oh n son Rich a rd Ferra n te

Illin ois Sta te Boa rd of Edu ca tion Un ivers ity Affilia ted Progra m

E d u c at ion a l In n o va t ion a n d Re for m C en t er for D eve lop m en t a l D is a b ilit ie s

100 North Firs t Street , MC E-233 Un ivers ity of Sou th Ca rolin a

Sprin gfield , IL 62777-0001 Colu m bia , SC 29208

217/ 782-5728 803/ 935-5248

217/ 524-9354 FAX 803/ 734-0241 FAX

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