Happy April. To start off April we are going to jump into the last section of the Taxonomy of Transition Programming which is Interagency Collaboration. The two subcategories in this section are the collaborative framework and collaborative service delivery. Take a few minutes to review the activities that fall into each of these categories.
This week we are just going to share two resources. The first resource is relatively long and will take some time to get through. We also wanted to give you some extra time to look over the links for our Regional Transition Network scheduled for Tuesday from 9-11. The links are included in our action agenda at the bottom
Pre-ETS A guide for Collaboration between State VR Agencies and Education Partners
This is a huge resource that aligns very well with the collaborative framework subcategory of the interagency collaboration section of the Taxonomy. One of the activities in this subcategory talks about roles and responsibilities being clearly articulated. This document will help partners define their roles and responsibilities as they assist in helping their students. Some topics include; aligning the work, financial responsibilities, coordination of the IEP and the IPE, and much more. There are even sections that talk about best practices such as student-led planning and student-led IEP meetings. The document includes charts to summarize sections, reflection questions to examine your own relationships, and resources that teams can use.
Side by Side View of Transition Services
This is a great document from NTACT that really shows the differences between VR agencies, IDEA, Special Education Transition activities, and Pre-ETS services. This document can be used under family engagement as well because it does such a great job of describing these services. It can really empower families to know the difference between these services and advocate for their children. The chart also describes the target population for each of these services which is a great tool to use at an IEP meeting when planning which service is best for individual students. Some other areas that are compared are the nature and scope of services and description of activities (great things to include as activities on the IEP) among other things.