The REC IX oversees activities that (a) establish and maintain a regional Transition Alliance Group (TAG) composed of service providers, students with disabilities, families and community representatives; (b) recruit a community-based Transition Coordinator to facilitate the efforts of the TAG, provide direct services to students and their families, and ensure interagency collaboration; (c) develop a directory of regional and community transition options and resources to be utilized in the development of the Individual Education Plan/Individual Transition Plan (IEP/ITP) for students ages 14 through 21; (d) develop a comprehensive transition practices and procedures model for the REC IX; (e) train the IEP/ITP transition teams; (f) conduct follow-up and follow-through activities for students and families exiting the program; (g) increase the level of community awareness regarding employability of students; (h) increase the number of community employment placement opportunities; and (i) maintain funding sources.
- The REC IX requires all Individual Education Plans (IEPs)/Individual Transition Plans (ITPs) to reflect components that emphasize (a) collaborative-based efforts and (b) elements of a self-determination curriculum.
- The REC IX establishes curricular and service foundations that provide (a) vocational assessment including identification of student interests and preferences; (b) vocational skills training; (c) basic academic skills development; (d) self-determination, self-advocacy, and individual living skills development; (e) systematic work experiences (e.g., co-op, tech prep, and JTPA); (f) early career planning and exploration; and (g) early linkages to postsecondary institutions.
- The REC IX designates roles and regulations for participating schools to follow that include: (a) a description of LEA and postsecondary personnel roles, (b) a description of available financial resources, (c) an agreement of concurrent enrollment options for all students to participate in a centrally located instructional and training center, (d) a description of service provider roles, and (e) a description of agency assignments of individual placement responsibilities.
- The REC IX establishes community resources and linkages that provide (a) a network with business and industry, (b) an evaluation component for the transition program conducted by the TAG, and (c) state-wide linkage.
- The REC IX requires accountability features for the transition program that include (a) a postsecondary liaison, (b) a team approach for tracking students during high school and postsecondary education, (c) documentation of IEP/ITP completion of goals and objectives, and (d) a data base to track all students three years after exit of high school.
- The REC IX provides support services that include, but are not limited to transportation, sign language interpreter, equipment, tutor, book reader, and job coach.
- The REC IX facilitates training activities that focus on (a) disability awareness training for student and staff at postsecondary institutions, (b) in-service training for high school personnel and service providers, and (c) quarterly TAG meetings and annual state transition conferences.
- The REC IX facilitates an evaluation plan through (a) self-evaluation of individual transition programs and (b) follow-up and follow-along activities.
- Life skills instruction
- Employment skills
- Career and vocational curricula
- Vocational assessment
- Accommodations and support
- Structured work experiences
- IEP development
- Student participation
- Accommodations and planning strategies
- Individual-level planning
- Interorganizational framework
- Collaborative service delivery
- Organization-level planning
- Human resource development
- Family involvement
- Family empowerment
- Program philosophy
- Program policy
- Program evaluation
- Human resource development
- Increased independent living skills
- Increased participation in the community
- Increased high school graduation or completion
- Increased participation in postsecondary education or training program
- Increased postsecondary employment
- Increased family involvement
- Increased interagency collaboration
- Formative: Data were gathered following each in-service training for school district and postsecondary staff. All transition program activities were monitored and evaluated by TAG members.
- Summative: A first year report was submitted utilizing quantitative and qualitative analysis of program effectiveness based on parent and student satisfaction and staff feedback gathered from surveys. Student progress was evaluated using IEP/ITPs to determine mastery of goals and objectives. Finally, a database is being developed to track the progress of graduates three years after graduation.
- Nine high school graduates are employed fulltime in competitive employment.
- Eight high school graduates are currently enrolled in postsecondary education institutions.
Although this program was just completing its first year when this description was developed and evaluation findings are preliminary, REC IX provides a good example of a comprehensive program within a rural context that has included evaluation as a major program component.
