1. Community Level Team Community Level Teams

3. “No one can do it alone. Improving the quality of life and the education of children with disabilities and their families requires the collective knowledge, skills, experience and expertise of all family members and professionals. It requires that the community and all service systems work together to achieve the goals of the child and the family” (Bishop, K.K. (1993). Family/Professional Collaboration of Children with Special Health Needs and their Families)

4. Community Level Team A group of administrative level professionals from the school system and adult service provider agencies within the community that meet on a regular basis to oversee the quality of transition services. This team does not address individual student needs.

6. Potential Members Education Public Schools Community College Rehabilitation Vocational Rehabilitation Independent Living Department of Juvenile Justice Business Chamber of Commerce Job Link Center Service Agencies Developmental Disabilities Mental Health/Substance Abuse Social Services Department of Juvenile Justice Advocates ARC Autism Society Political County Commissioners School Board Religious Groups Church Groups Community Groups Recreation Department Arts Council Boys/Girls Club YMCA

8. Recruitment of Team Members

9. Forming Stage Activities “getting to know you” Initiating the team Defining/investing membership Planning/holding organizational and follow-up meeting Defining initial needs, goals, action plan Determining governance/structure

10. Community Level Team Activities Collaboration Communication Networking Service Coordination Morningstar, 2006

12. Values VisionMission

13. Common Goals

14. Membership (participants, and plans/ strategies) Vision Values Mission

17. Resource Assessment Identifying the gap between what is available and what resources are needed or desired Placing resource and service needs in priority order Making decisions on which needs require attention Developing a long term plan to address needs

18. Interagency Agreements Purpose/Mission Partners Length of Agreement Commitments Assurances Administrative Oversight Signatures We agree to...

19. Negotiating Interagency Agreements Why we need them How to get people to the table To hold people accountable To know roles To begin collaboration Foundation for braiding funding, enhancing roles, etc. In beginning…Outlining what’s already being done

20. Case Managers CRP Staff DJJ Counselors DSS Case Managers Teachers VR Counselors What can they do to facilitate transition?

21. Resource Assessment Interagency Agreements Role Clarification

22. Buy-In Must Be Real

23. Coordination and Networking Information exchange Referrals Eligibility determination Staff development Job development Job placements Community awareness

24. Legislative Basis Resources Priorities and Rules EligibilityJargon Information Sharing

25. Storming Stage Activities “the honeymoon is over!” Confirming values, missions, and needs Setting goals Embracing diversity Communicating effectively/managing conflict Gaining momentum with action planning

26. Teams at various Stages: Community Teams/School Teams Forming Stage  Members are aware of each other’s names and positions  Members bring personal goals to meetings  Team roles are loosely defined  Communication is cautious  Decision-making is largely independent Storming Stage  Members interact frequently between meetings and understand each other’s personal goals  Members are somewhat able to merge personal goals with team goals  Communication is lively; conflict may be high  Some shared decision- making

28. Standard Operating Procedures Community Level Team Orientation for new members Frequency, time, and length of meetings Environmental arrangements Meeting reminders Member absences Agenda Team member roles Celebration

29. Resource Management Problem- Solving Advocacy

30. Evaluation Outcome data Customer satisfaction Member satisfaction Quantitative data

31. Indicator 14 Indicator 14, part of IDEA (2004) Part B State Performance Plan and Annual Performance Report, requires states to collect data on the: “Percent of youth who had IEPs, are no longer in secondary school and who have been competitively employed, enrolled in some type of postsecondary school, or both, within one year of leaving high school.”

32. Resource Management Standard Operating Procedures Networking

33. The First Follower