State Profile

Maryland

• State legislation, under the leadership of the Governor’s Office for Individuals with Disabilities, established a statewide Interagency Transition Plan to identify policy and system improvements that would promote seamless transitions for youth with disabilities.

• An Interagency Task Force brought together key state agencies, including the Division of Career Technology and Adult Learning, which houses Career Connections, the school-to-careers project (STC). The Division of Rehabilitation Services (DORS) coordinated all the quarterly Task Force meetings.

• The Task Force was required to submit a State Plan and annual reports to the legislature. The Governor’s Office for Individuals with Disabilities and DORS were charged with reporting the findings to the legislature.

• The Plan identifies the Division of Career Technology and Adult Learning as having lead responsibilities for some objectives, often with the Division of Special Education and the Maryland Transition Initiative (Transition Systems Change) under DORS.

• State legislation requires DORS and Mental Health Administration representatives to serve on the Office of Children, Youth and Families local coordinating councils.

Winning Combinations: State and Local Leadership and Partnerships

• STC and Transition Systems Change were funded concurrently, and state administrators have worked together closely throughout project activities. Strong leadership and vision provided by the Assistant State Superintendents from various divisions have promoted the cooperative efforts of the two projects.

• The Interagency Task Force brings together key players from multiple systems. Quarterly meetings allow them time to understand one another’s language and systems.

• The Arc of Maryland instigated the initial legislation for the development of the State Plan and has co-sponsored conferences.

• Many state, regional, and local training opportunities involve cross-training. For example, the STC High School Improvement Conference required at least one special educator to be on each school’s eight person team.

• Blended instruction workshops, held throughout the state, bring together general and special educators to design curriculum that integrates Maryland’s Core Learning Goals with industry skill standards.

Connecting the Dots: Alignment of Resources and Programs

• STC and Transition Systems Change developed an integrated grant process. STC grant applications were required to address how youth with disabilities would be included in grant activities, and Transition Systems Change grant applications addressed how planned activities fit within the larger STC framework.

• Grant proposal review teams included representatives from both STC and Transition Systems Change, grant award letters were signed by both systems at the local level, and site visits to local projects were co-conducted by STC and Transition Systems Change staff.

• STC, Transition Systems Change, and other agencies have co-sponsored conferences and publications.

• Annual follow-up data is collected on all students through STC. A process for disaggregation of outcomes for students with disabilities is currently being developed jointly by state special education staff and STC.

Leading by Example: Activities From Individual Local Partnerships

• In one local labor market team (partnership), STC and Transition Systems Change representatives worked together to develop a career portfolio process, first implemented with students with disabilities, and now being expanded to use with all students.

• Transition Systems Change was able to fund 7 of 11 mini-grants proposed by a local district. The local STC partnership funded the remaining four proposals.

• In one county, the career development coordinator worked with teachers on a career research project for 8^th grade students. Accommodations have been made so that ALL students can participate in the process.

• Local STC money has been used to purchase career exploration materials that meet needs of students with varying reading ability levels.

• Some local STC partnerships have followed the state lead in jointly sponsoring and participating in training.

• Collaboration at the state level has prompted greater collaboration at the local level.

• Local STC staff is housed in education district offices, which promotes linkages with special education staff.

Successes and Challenges

• Success – Strong leadership and vision for an inclusive career development system has been essential.

• Success – The force of the State Plan promoted collaboration at all levels.

• Success – People at the local level have been empowered to use technical assistance and resources from both Transition Systems Change and STC, and they have been encouraged to try new ideas.

• Challenge – Representatives of different systems and departments had to overcome their vocabulary differences, as well as misperceptions of what was allowed or provided by other systems.

• Challenge – State technical assistance providers needed to customize support to meet the varying local needs.

What’s Next?: Sustainability

• STC money was not used to hire new staff but was embedded in ongoing school improvement activities and managed by existing staff. Therefore, the staff will be there after the money is gone. State funds will sustain STC. Transition Systems Change will be folded into STC.

• Key sustainability features include the well-developed blended instruction model, career plans and portfolios, and a data collection and evaluation plan. All of these components are inclusive of students with disabilities.

• As the State Plan expires, the Task Force has worked with the Governor’s office to draft an executive order which will create a Governor-appointed Interagency Transition Council.

Contact Information

Career Connections, Katherine M. Oliver, Assistant State Superintendent, Division of Career Technology and Adult Learning, 200 West Baltimore Street, Baltimore, MD 21201-2595, (410) 767-0170, dmiles@msde.state.md.us

Website: http://www.msde.state.md.us/factsndata/mdcareer.html

Individuals Interviewed for Profile: Amy Pleet, Transition Specialist, Division of Special Education, MD Department of Education, Lynne Gilli, Program Manager, Career Technology Education/Instructional Branch, MD Department of Education, Beverly Kerkam, Career Development Specialist, Carroll County Schools

May, 2000