Syllabus

ED672 Partnerships for Successful Transition (Online)

Arcadia University Education Spring 2014 Donna Monturo, M.Ed. E-mail: monturod@arcadia.edu Office hours: By appointment. Please set up the appointment by email, and then we can choose to use Google chat, Collaborate, Skype, or talk by phone. Policy regarding feedback: I will usually answer emails within 24 hours during the week, 48 hours on weekends. On Fridays, before a major assignment is due, I will answer emails in real time between 3-4PM, and as soon as possible between 4PM and midnight.

Welcome! Welcome to your Arcadia University course, ED672– Partnerships for Successful Transition. Transition planning and programming is a collaborative process in identifying and providing appropriate instruction, services and support for secondary students with disabilities. This course will help transition professionals identify family, school, community and agency partners who support the student in the transition process. This course will provide an overview of the role of community and state systems that support transitioning youth and young adults. Students in the course will examine best practices in how to partner with agencies, schools and employers which provide students with additional support as they transition out of school and into post-secondary educational, employment and community settings.

Required Fieldwork

This course requires fieldwork experiences. During the fieldwork experiences, you will work individually with a student and his/her family, evaluate interagency linkages within your school or organization, and attend a transition agency or interagency presentation or meeting. You should contact the instructor at the beginning of the semester if you have any questions or concerns about required fieldwork.

Required Materials

No textbook assigned for this course. Instructor will provide required readings on Blackboard.

Required Technology

Since this course is being delivered online, your computer system will need to meet specific hardware and software requirements. You will find a complete listing of hardware and software needs at http://student.arcadia.edu/online. For this course, you will need to have access to Microsoft Office; including Word and PowerPoint. We will use online content and tools including video, audio files, wikis, online polling, and Wimba classroom. You will need to check that you have installed Quick Time and Real Player. If you wish to participate in the online office hour using your computer, you will need speakers and a microphone (or a headset) and a webcam (if you want to use video). You are required to use your Arcadia email account for all communication regarding this course. This is the email address that your instructor will use for all communication. There are no exceptions to this policy. Your Arcadia email account can be easily accessed through Blackboard. Go to the “Check email” link in the menu of My Arcadia. Minimum Technical Skills Expected 1. 2. 3. 4. 5. The ability to use a modern web browser, like Internet Explorer or Firefox, to navigate websites. The ability to use your Arcadia e-mail address to send and receive e-mails. The ability to learn My Arcadia features found in the Tutorials section of the course, as needed. The ability to use word processing software to read, author, edit and save documents. The ability to use a search engine, like Google, to find information on the web.

Technical Support If you experience any difficulties with the technology requirements of the course or have trouble accessing the course site, email, etc. at any point in the semester, please contact the IT Helpdesk at (215-572-2898 or helpdesk@arcadia.edu). You should also contact me should these technical problems cause delays in completing assignments or contributing to discussions. Resources available In compliance with the Arcadia University policy and equal access laws, appropriate academic accommodations can be made for students eligible for such support. Students are encouraged to register with the Disability Services Office (215-968-8463) to verify their eligibility for appropriate accommodations. Please speak to me about any requests for academic accommodations or other concerns as early in the semester as possible.

Evaluation

A B C D F

90% to 100% 80% to 89% 70% to 79% 60% to 69% Failure to complete required work

Discussion Board Postings and Participation Transition Interagency Event/Summary Community Mapping Transition Training Module Presentation Research Summary School Improvement Plan Total Introduction

30% 15% 15% 15% 10% 15% 100%

This course is being presented in an online fashion. It is important that you login on a regular basis (daily if possible) and work on a consistent basis to complete your requirements. Since we are not meeting face to face, students will be expected to maintain ongoing participation in Discussion Board forums throughout the semester. You will need to be self-motivated and try to stay as organized as possible; developing a schedule would be a good idea. I also suggest that you login in the beginning of the week and copy all assignments to a Word document. This will allow you to construct a quality answer, spell check, grammar check, and copy and paste it into the forum. Major Assignments

1. Discussion Board Posting and Participation (30%)
There will typically be 1-2 Discussion Boards weekly. In addition to weekly postings, there is one group work Discussion Board assignment in week 11.

Requirements for Discussion Board Postings 1. Discussion Board postings will serve as our main form of communication and the facilitator of our learning. Discussion board assignments will be posted with each weekly unit. There will typically be one to two Discussion boards weekly. Forums will be established on Blackboard to facilitate the conversations. 2. Students will post their own responses to the discussion board assignments, and are then expected to post responses to the comments of other classmates. However, participation is more than just meeting these minimum requirements. Through your posts, you should:  Engage in thoughtful conversation: Your posts should continue and promote the conversation; in the same way course conversations would occur in a “live” or face-to-face format. I am looking for you to thoughtfully engage in discussion with each other and to contribute as much as you can. Your responses should be detailed, insightful, and should extend our discussion. Make connections: It is very important that you support your assertions within your post with current research findings and make connections to course materials. When quoting or referring to the work of another scholar, it is important that you cite the work correctly. APA citations are expected. Share your experience: Use your posts to share your own experiences. It is essential for you to contribute your reflections and experiences to our discussions. At this level we can all learn a great deal by sharing our experiences. Diverse perspectives, backgrounds, and experiences provide great material for the class to discuss and debate.

3. Due Dates: Unless noted otherwise in Blackboard, discussion board postings will be due by 8am on the Saturday of each week. Responses to the work of others (minimum of 2 responses in each discussion board) will be due by 2pm the Sunday of each week. 4. Grading: You will be graded weekly on your posts. Participation through discussion board posts is worth 30% of your overall grade. In order to earn the maximum points, and get the most out of this course, address all parts of the weekly discussion prompts and the requirements above. Please try to be succinct and to the point. Strive to respond at the synthesis or evaluation levels. Discussion Board Etiquette In this course, I welcome the creation of a dialogue that is open, thoughtful, and founded on the basis of research in the field. At times, some of you will not agree on the positions that are taken in the forum. This diversity is welcomed. However, each student must exercise respect for the thoughts and comments that are posted by their peers. If any posted comments are inappropriate or of an offensive nature, they will be removed from the forum and I will address the issue with the author of the content. Please follow the following guidelines:  Never post, transmit, promote, or distribute content that is known to be illegal.

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Never post harassing, threatening, or embarrassing comments. If you disagree with someone, respond to the subject, not the person. Never post content that is harmful, abusive, racially, ethnically, or religiously offensive, vulgar or otherwise potentially offensive.

2. Transition Interagency Event and Summary (15%)
As a Transition specialists or secondary special educators, it is critical that you acquire an in-depth knowledge of transition interagency supports and services available to students in the transition process. This assignment requires you to attend a transition interagency event, write a two to three page paper documenting the role of this agency or group, and then share your research and your impressions with the class. You will be expected to read and respond to the work of others in order to gain a greater understanding of the resources available to educators, students and families in the transition process. Through this process, you will learn about the role of the agency or interagency collaborative group, what transition services or activities they provide or recommend to transitioning youth and young adults, and how this agency or group works in partnership with the school and other stakeholders to support youth in transition. In order to begin the process, you will need to choose an event or training you would like to attend as early as possible in the semester. The event can be a transition presentation, training, meeting, resource fair or webinar. You may attend this event at any time during the course. See Guidelines and Grading Rubric for more details.

3. Community Mapping Assignment (15%)
School teams, parents and students need to have an understanding of the post school options and supports available for youth with disabilities to help them develop realistic post school goals and plan for accessing meaningful supports. The purpose of this assignment is to assist you in becoming more familiar with the adult services available within your community. For this assignment, you will identify disability-specific services or generic services that support a student’s postsecondary education, employment and independent living goals. Your case study may be an actual student or you can make one. Each service identified should match the needs of the student described in your case description. At the end of your report include a brief reflection section indicating your opinion on the range of adult service options available for young adults with disabilities within your community. You will be expected to read and respond to the work of others in order to gain a greater understanding of the resources available to educators, students and families in the transition process. See Guidelines and Grading Rubric for more details.

4. Transition Training Module Presentation (15%)
Transition specialists are often called upon to present the transition process at school-in-service and parent trainings. Understanding the myriad requirements in the IEP, interagency resources, and timelines for transition can be overwhelming for IEP teams, students and their families. Your assignment is to create and present a "user friendly” training that outlines and summarizes the transition process. Include the role of assessments, parent and family engagement, linkages to supports for postsecondary education, training, and independent living, and the range of post school options within each outcome area. Provide a general

timeline or step-by-step outline for the transition process. You will record this presentation using video, a screencast, audio recorded PowerPoint, or other form of technology. See Guidelines and Rubric for details.

5. Research Summary (10%)
As educators it is crucial to stay up-to-date with current issues and research. As a transition specialist, you will need to develop the skills to review, summarize and share the results of research with stakeholders in the process. This assignment will assist you in developing these skills. You will familiarize yourself with current research on the topic of higher education for students with intellectual disabilities. You will read one research paper on the topic from Journal on Policy and Practice in Intellectual Disabilities and then write a two-page summary of research for your classmates to read. You will then post comments on the summaries, analyzing and comparing the research results from at least three sources (the research that you read and summarized, and two other summaries). See Guidelines and Rubric for details.

6. School Improvement Plan (15%)
The most recent reauthorization of IDEA sets highly specific goals to improve the outcomes for students with disabilities. Schools are challenged to deliver instructional programs and services that have the greatest impact not only on academic achievement, but also on post school success. Ongoing evaluations of our programs and practices provide us with the opportunity to assess their effectiveness, and if needed, plan for improvement. The purpose of this assignment is to assist you in becoming familiar with the team evaluation process. For this assignment you will look at the interagency process used at your school or organization to support students’ transition to postsecondary education, employment and independent living. You will identify current interagency collaborations in your school or organization, including school/other personnel, community agencies, parents, employment, healthcare, higher education, and independent living resources. Your will evaluate how these resources are used to collect assessment data and how the results are shared with the IEP team. Once you have evaluated your school or organization’s practices you will create an improvement plan to enhance the interagency team process. See Guidelines and Rubric for details.

Course Objectives

At the completion of this course, you will be able to:     Explain the importance of collaboration in the transition process and the many people who are stakeholders in this process. State and locate information on the various organizations involved in coordinating transition policy and practice at local, state, and national levels. Provide information and training on the transition process to students, families, and other stakeholders. Access resources and additional training on transition.

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Locate supports and services within your community and provide information to students and families on how to connect with these supports and services. Enhance student and family engagement in the transition process through futures planning and make recommendations for interagency linkages. Identify assessment resources, strategies, and partnerships for building college and career readiness as part of effective transition programming. Evaluate interagency partnerships and models of career exploration and work-based learning programs Summarize and analyze current research Collaborate with interagency partners to integrate assessment information into the Individualized Education Program (IEP) and Summary of Performance (SOP). Explain successful models for interagency collaboration and apply these models to your own practice. Identify interagency connections within a school or organization and make recommendations for improvement. Additionally, you will understand the process for increasing interagency collaboration.

This course is designed to prepare educators to meet the following Council for Exceptional Children (CEC) Professional Standards for Special Education Transition Specialists. Standard 6 Knowledge ACC6K1 ACC6K2 TS6K1 Methods for communicating goals and plans to stakeholders Roles of educators in integrated settings Methods to increase transition service delivery through interagency agreements and collaborative funding Transition planning strategies that facilitate input from team members Collaboration

TS6K2 Skills ACC6S1 ACC6S2 TS6S1

Collaborate to enhance opportunities for learners with exceptional learning needs Apply strategies to resolve conflict and build consensus Design and use procedures to evaluate and improve transition education and services in collaboration with team members Provide information to families about transition education, services, support networks, and post-school options Involve team members in establishing transition policy

TS6S2

TS6S3

TS6S4

Provide transition-focused technical assistance and professional development in collaboration with team members Collaborate with transition-focused agencies Develop interagency strategies to collect, share, and use student assessment data Use strategies for resolving differences in collaborative relationships and interagency agreements Assist teachers to identify educational program planning team members Assure individual, family, and agency participation in transition planning and implementation

TS6S5 TS6S6 TS6S7

TS6S8 TS6S9

Unit Schedule

Unit 1 Objectives Course Objectives: Students will  Explain the importance of collaboration in the transition process and the many people who are stakeholders in this process. Unit Objectives: Students will  Become familiar with the course layout and course requirements  Introduce ourselves to one another online and begin to create an online learning community  Define and describe the benefits of collaboration in secondary transition planning. Unit 1 Readings  Antosh, A.A., et al. (2013, April). A collaborative interagency, interdisciplinary approach to transition from adolescence to adulthood. Silver Spring, MD: Association of University Centers on Disabilities. (40 pages) http://www.aucd.org/template/news.cfm?news_id=8881&id=17

Unit 1 Assignments 1. 2. 3. 4. Introduce Yourself to the Class Familiarize yourself with the Syllabus and Course Requirements Review Transition Event Assignment Discussion Board Post – Transition Summary

Unit 2 Objectives Course Objectives: Students will  State and locate information on the various organizations involved in coordinating transition policy and practice at local, state and national levels. Unit Objectives: Students will  Identify examples of National, State and Local Interagency transition partnerships  Explore models of Community of Practice that support transition planning and practices.  Identify and describe the goals, roles and work of a selected Community of Practice.

Unit 2 Readings  Cashman, J., Linehan, P., & Rosser, M. (2007). Communities of Practice: A new approach to solving complex educational problems. Alexandria, VA: National Association of State Directors of Special Education. http://www.ideapartnership.org/documents/CoPGuide.pdf

Unit 2 Assignments 1. Discussion Board Post – Communities of Practice 2. Ongoing Assignment – Transition Event due week 15

Unit 3 Objectives Course Objective: Students will  State and locate information on the various organizations involved in coordinating transition policy and practice at the local, state and national levels.  Access resources and additional training on transition. Unit Objective: Students will  Locate and access the online database of the Pennsylvania Secondary Transition Guide  Identify Pennsylvania supports and services that assist youth as they transition from school to the adult setting  Describe the importance of healthcare planning in transition  Generate a list of recommended healthcare transition services and activities Unit 3 Readings  Pa Dept. of Health: Transition to Adult Living in Pennsylvania (47 page publication)  Review all links of this website: Pa Secondary Transition Guide-http://www.secondarytransition.org/  Review pages 1-40 of this PowerPoint: Pennsylvania Community of Practice PowerPoint Module

Unit 3 Assignments 1. View: Youth and Family Driven Community Supports and Services through High Fidelity Wraparound (HFW) and the Child and Adolescent Service System Program (CASSP) http://pattanvideo.framewelder.com/presentations/ctc11_305.html 2. Discussion Board Post – PA Communities of Practice 3. Discussion Board Post – Healthcare Transition 4. Review Community Mapping Assignment due week 4 5. Ongoing assignment- Transition Event due week 15

Unit 4 Objectives Course Objectives: Students will  Locate supports and services within your community and provide information to students and families on how to connect with these supports and services Unit Objectives: Students will  Identify the roles and responsibilities of members of the transition team  Identify community agencies and describe the services they may offer  Develop a transition plan for community supports for a student  Evaluate the range of adult service options available for young adults with disabilities within your community. Unit 4 Readings  NICHCY Transition Summary: Transition Planning: A Team Effort (24 pages) http://nichcy.org/wpcontent/uploads/docs/ts10.pdf  Roles and Responsibilities: People Make it Happen: Transition Coalition (15 pages)  Elliot, N. E., Alberto, P. A., Arnold, S. E., Taber, T. A., & Bryar, M. R. (1996). The role of school district interagency transition committees within an overall collaborative structure. Journal of Applied Rehabilitation Counseling, 27 (2). 63-68.  Mellard, D. F., & Lancaster, P. E. (2003). Incorporating adult community services in students' transition planning. Remedial and Special Education, 24, 359-368. Unit 4 Assignments 1. Community Mapping Assignment Due 2. Discussion Board Post –Respond to classmates’ Community Mapping Assignment 3. Ongoing Assignment – Transition Event due week 15

Unit 5 Objectives Course Objectives: Students will  Provide information and training on the transition process to students, families, and other stakeholders. Unit Objectives: Students will  Identify the importance of family involvement in the transition from school to adult life  Review an interagency partnership website that educates individuals with intellectual disabilities and their families  Access resources supporting family engagement in the transition process  Create an transition training model that introduces families to the transition process

Unit 5 Readings  Morningstar, M. E., Turnbull, A. P., & Turnbull, H. R. (1995). What do students with disabilities tell us about the importance of family involvement in the transition from school to adult life. Exceptional Children, 62, 249-260. NASET: Supporting Evidence and Research for Family Involvement http://www.nasetalliance.org/family/research.htm

Unit 5 Assignments 1. Review the following websites:   The Pennsylvania Training Partnership for People with Disabilities and Families: http://www.temple.edu/thetrainingpartnership/about/ Transition Parent Engagement Wiki, http://transitionparentengagement.wikispaces.com

2. Discussion Board Post –Parent and Family Engagement 3. Review Transition Training Module Assignment due week 12

Unit 6 Objectives Course Objectives: Students will  Provide information and training on the transition process to students, families, and other stakeholders.  Enhance student and family engagement in the transition process through futures planning and make recommendations for interagency linkages.  Access resources and additional training on transition. Unit Objectives: Students will  Define Youth Development and Leadership

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Identify skills that youth need in order to successfully participate in the transition process and outcomes Describe the roles that parents, educators and agencies play in supporting youth development Locate resources supporting youth engagement in the transition process

Unit 6 Readings  NCWD Youth Development and Youth Leadership- A Background Paper, http://www.state.nj.us/dcf/documents/behavioral/providers/YouthDevelopment.pdf

Unit 6 Assignments 1. Webinar: PA Transition Community of Practice 2012-13: Self Advocacy for Youth in Transition – Youth http://www.pattan.net/Videos/Browse/Training%20Series/Making+Connections+for+Secondary+Tra nsition%3A+2012-13+Community+of+Practice+(CoP)+Series 2. Review the following websites:   Youth Engagement Wiki http://transitionyouthengagement.wikispaces.com Pennsylvania Youth Leadership PYLN - http://www.pyln.org/

3. Discussion Board Post –Engaging Youth 4. Ongoing assignments:   Transition Training Module due week 12 Transition Event due week 15

Unit 7 Objectives Course Objectives: Students will  Enhance student and family engagement in the transition process through futures planning. Unit Objectives: Students will  Identify the importance of person-centered planning in the transition from school to adult life  Describe the essential process elements of person-centered planning  Analyze how diverse beliefs about disability, competency and the importance of community effect the collaborative practice in person-centered planning Unit 7 Readings   Michaels, C. A., & Ferrara, D. L. (2005). Promoting post-school success for all: The role of collaboration in person-centered transition planning. Journal of Educational and Psychological Consultation, 16, 287-313. NCSET Brief: Person-Centered Planning: A Tool for Transition (7pgs) http://www.ncset.org/publications/viewdesc.asp?id=1431

Unit 7 Assignments 1. 2. 3. 4. Review the Pennsylvania Youth Leadership Network (PYLN) Secondary Transition Toolkit Discussion Board Post 1- Person-Centered Planning Discussion Board Post 2– Person-Centered Planning Ongoing assignments:  Transition Training Module due week 12  Transition Event due week 15

Unit 8 Objectives Course Objectives: Students will  Discuss the relevance and impact of college and career readiness on Transition Services and Planning  Identify assessment resources, strategies, and partnerships for building college and career readiness as part of effective transition programming.  Explain successful models for interagency collaboration and apply these models to your own practice. Unit Objectives: Students will  Define college and career readiness  Access the Career Education and Work (CEW) Standards Toolkit  Locate assessment resources and strategies for building college and career readiness as part of effective transition programming  Examine successful models of interagency collaboration that support college and career readiness  Discuss ways to incorporate college and career readiness activities and partnerships into your own practice. Unit 8 Readings  POWER program at Montgomery County Community College, http://www.mc3.edu/campusLife/student-resources/sp-prog, http://mc3bignews.wordpress.com/tag/power-program/ BRIDGES program at Montgomery County Community College, http://www.mc3.edu/continuingeducation/bridge-to-college ACT NOW at Northampton Community College, http://www.northampton.edu/StudentResources/Disability-Services/Special-Projects/ACT-Now.htm

Unit 8 Assignments 1. Webinar: PA Transition Community of Practice 2012-13 series: Making Connections: College and Career Readiness and Transition: http://www.pattan.net/Videos/Browse/Training%20Series/Making+Connections+for+Secondary+Tra nsition%3A+2012-13+Community+of+Practice+(CoP)+Series 2. Discussion Board Post –College and Career Readiness 3. Ongoing assignments:   Transition Training Module due week 12 Transition Event due week 15

Unit 9 Objectives Course Objectives: Students will  Access resources and additional training on transition.  Summarize and analyze research Unit Objectives: Students will  Identify issues related to postsecondary education for young adults with intellectual disabilities  Review a Pennsylvania collaborative partnership that supports higher education for students with intellectual disabilities  Summarize a peer-reviewed journal article and analyze two research summaries. Unit 9 Readings  Post-Secondary Education and Young Adults with Intellectual Disabilities Meg Grigal and Debra Hart, Guest Editors, Journal of Policy and Practice in Intellectual Disabilities, December 2012, Volume 9, Issue 4, Pages 221–312

Unit 9 Assignments 1. 2. 3. 4. View Video: REAL program at Arcadia with Dr. Clare Papay Research Summary Discussion Board Post – Research Summary Ongoing assignments:  Transition Training Module due week 12  Transition Event due week 15

Unit 10 Objectives Course Objectives: Students will  Evaluate interagency partnerships and models of career exploration and work-based learning programs.  Explain successful models for interagency collaboration and apply these models to your own practice. Unit Objectives: Students will  Explore interagency models for career exploration and work-based learning programs  Compare and contrast their experiences with career exploration and work-based learning programs with research and best practices.  Assess the benefits and challenges of interagency models of service delivery for school-age youth.

Unit 10 Readings  Condon, E., & Callahan, M. (2008). Individualized career planning for students with significant support needs utilizing the discovery and vocational profile process, cross-agency collaborative funding and social security work incentives. Journal of Vocational Rehabilitation, 28, 85-96. NCWD Practice Brief: Career Exploration in Action, http://www.ncwd-youth.info/innovativestrategies/practice-briefs/career-exploration-in-action Read Sections I, II, and III: NCSET Essential Tools: Handbook for Implementing a Comprehensive WorkBased Learning Program According to the Fair Labor Standards Act (40 pages)

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Unit 10 Assignments 1. View Videos:  Project Search: New Pathways- http://www.youtube.com/watch?v=UQ-8p5DN26c  Montgomery County PA Workforce Investment Board: Youth http://www.montgomerycountyyouthprograms.com/ 2. Discussion Board 1- School to Work 3. Discussion Board 2- School to Work 4. Ongoing assignments:  Transition Training Module due week 12  Transition Event due week 15

Unit 11 Objectives Course Objectives: Students will  Collaborate with interagency partners to integrate assessment information into the Individualized Education Program (IEP) and Summary of Performance (SOP).

Unit Objectives: Students Will  Improve upon a transition assessment plan  Interpret and synthesize assessment results and evaluate a summary of performance  Explore a model of student-directed summary of performance  Compare and contrast the educator-directed and student-directed transition planning process Unit 11 Readings  Martin, J., Van Dycke, J., D'Ottavio, M., & Nickerson, K. (2007). The student-directed summary of performance: Increasing student and family involvement in the transition planning process. Career Development for Exceptional Individuals, 30, 13-26.

Unit 11 Assignments 1. Discussion Board Group project: PaTTAN: Integrating Assessment Results for Transition Planning: Learning Module 2. Review School Improvement Plan Assignment due weeks 13 and 14 3. Ongoing assignments:  Transition Training Module due NEXT WEEK  Transition Event due week 15

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Unit 12 Objectives Course Objectives: Students Will  Explain successful models for interagency collaboration and apply these models to your own practice. Unit Objectives: Students Will  Identify challenges to interagency collaboration  Discuss specific strategies to address challenges and relate them to their own practice.  Appraise parent transition training modules

Unit 12 Readings  NCWD: Blending and Braiding Funds and Resources: The Intermediary as Facilitator, http://www.ncwdyouth.info/information-brief-18 NCSET Brief: Challenges in Coordinating and Managing Services and Supports in Secondary and Postsecondary Options, http://www.ncset.org/publications/viewdesc.asp?id=719

Johnson, L. J., Zorn, D., Kai Yung Tam, B., LaMontagne, M., Johnson, S. A. (2003). Stakeholders' views of factors that impact successful interagency collaboration, Exceptional Children, 69(2), pp. 195-209. Muthumbi, J. W. (2008). Enhancing transition outcomes for youth with disabilities: The partnerships for youth initiative. Journal of Vocational Rehabilitation, 29, 93-103

Unit 12 Assignments 1. 2. 3. 4. Transition Training Module due Discussion Board Post –Transition Training Module Discussion Board Post – Barriers and Challenges Ongoing Assignments:  School Improvement Plan Parts 1 &2 due NEXT week, Parts 3 and Summary due week 14  Transition Event due week 15

Unit 13 Objectives Course Objectives: Students will  Identify interagency connections within a school or organization and make recommendations for improvement. Additionally, you will understand the process for increasing interagency collaboration Unit Objectives: Students will  Rate levels of implementation of interagency collaboration for each area of best practice.  Identify current strengths and needs of interagency collaboration practices

Unit 13 Readings  National Secondary Transition Technical Assistance Center (2012). Evaluation Toolkit Second Edition. Western Michigan University, Paula D. Kohler, June E. Gothberg, and Jennifer L. Coyle. - pages 1-31 Monturo, D. (2012). The transition steering committee: A model for inclusive transition program planning: Lessons learned. Pennsylvania Educational Leadership, 31(2), 32-39.

Unit 13 Assignments 1. School Improvement Plan Parts 1 & 2 due 2. Discussion Board Post –Program Evaluation

3. Ongoing Assignments:  School Improvement Plan Parts 3 and Summary due NEXT week  Transition Event due week 15

Unit 14 Objectives Course Objectives: Students will  Identify interagency connections within a school or organization and make recommendations for improvement. Additionally, you will understand the process for increasing interagency collaboration. Unit Objectives: Students will  Identify specific goals, outputs, outcomes, indicators and data sources to improve interagency collaboration  Summarize school improvement recommendations for interagency collaboration

Unit 14 Readings  Classmates’ School Improvement Plans and Summaries

Unit 14 Assignments 1. School Improvement Plan, Parts 3 and Summary due 2. Discussion Board Post – Respond to School Improvement Plans 3. Ongoing Assignments: Transition Event due NEXT week

Unit 15 Objectives Course Objectives: Students will  Explain successful models for interagency collaboration and apply these models to your own practice Unit Objectives: Students will  Share your experiences at a Transition Event  Reflect on the course  Reevaluate Community Mapping Assignment

Unit 15 Readings Classmates’ Transition Event Summary

Unit 15 Assignments 1. 2. 3. 4. Transition Event Summary due Discussion Board Post –Respond to classmates’ Transition Event Summary Discussion Board Post – Reflect on Community Mapping Assignment Course Reflection/Evaluation

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