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Browse The Communities

Shared Work is both a communication tool and a collaborative work space. It brings organizations, agencies, groups, and individuals together to communicate what is important to them, to learn together, to do work together, and to collaborate in solving complex educational problems. Working in community enables them to seek out solutions to persistent issues and to gain support from each other in implementing these solutions.

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Communities on Issues

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National Community of Practice on School Behavioral Health

Description

National organizations, state and local agencies, and technical assistance providers came together and defined eight pressing problems in school behavioral health services; now many national organizations and a wide range of State and local stakeholders and technical assistance centers are forming Practice Groups to work on these problems. Sponsors of the National Community of Practice are the IDEA Partnership funded by OSEP and housed at NASDSE and the Center for School Mental Health funded by HRSA and housed at the University of Maryland. View the Power Point Summary of the community design and the current work at: http://www.ideapartnership.org/documents/National.CoP.School.MH.ppt The focus of this Community is to collaboratively work across diverse stakeholders to create a shared agenda across education, mental health and families. This community operates through 10 practice groups. 12 states, 23 national organizations and 6 technical assistance centers working together in this community.

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States
Illinois

Description

Welcome to the Illinois School-Based Behavioral Health SharedWork Site!
The purpose of the Illinois School-Based Behaioral Health Workgroup is to promote the academic achievement and well being of all Illinois youth and young adults through the development of a comprehensive, cross-community, behavioral health support system. This effort will emphasize the utilization of evidence-based school mental health services in conjunction with existing school-wide and community mental health programs and services.

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Hawaii

Description

 
Hawaii Launches Community of Practice on School Mental Health
A cross-section of educators, service providers, and family groups joined together in a statewide forum on September 8-9, 2005 to build a Community of Practice on School Mental Health in Hawaii. Embracing the concept of a shared agenda with shared work, shared accountability, and shared outcomes, forum participants saw this collaborative effort as a means to advance behavioral and mental health for Hawaii’s school-aged youth.

Guided by Joanne Cashman from the IDEA Partnership at NASDSE and learning from the experiences of states like Maryland, Ohio, and Pennsylvania who had already formed partnership communities, forum participants identified preliminary issues in the delivery of school behavioral and mental health services and formed a leadership team to move forward. The leadership team or Core Group, which is comprised of volunteers from the forum, assumed the task of laying the foundation for the newly formed community. The 16-member group includes representatives from the state special education council, family groups, schools, military, service providers, and state governmental agencies.

Meeting regularly over the 2005-2006 school year, the Core Croup learned more about the communities of practice approach and about the issues and agendas of the various stakeholders and organizations. In addition to identifying priority issues, the Core Group also drafted vision, mission, and belief statements that will be presented to the whole Community of Practice at the second statewide Forum, which will be held on October 19-20, 2006 in Honolulu.

Dr. Etienne Wenger, a globally recognized, leading expert on Communities of Practice is featured as the keynote speaker. Forum participants will be able to engage in conversation and dialogue with Dr. Wenger and Joanne Cashman, Director of the IDEA Partnership at NASDSE, about the value of Communities of Practice in building learning systems for behavioral health and special education. A major desired outcome of the Forum is to form Communities of Practice at the local, school community level. Each of the 15 Hawaii Departments of Education Complex Areas has been invited to send 6-member teams to the event.

The 2-day Forum will bring together a cross sectional group of local and state partners to advance school behavioral health services. It will enable participants to: (1) Plan for community level cross-stakeholder involvement in efforts to improve school behavioral health services, (2) Use a Community of Practice approach to advance shared work across local stakeholder groups, and (3) Learn from cross-stakeholder efforts that involve multi-level and multi-partner responsibility and ownership for children's behavioral and mental health, social adjustment, and success in school. The Forum will also include the Community of Practice on Professional Development/Adult Learning, another IDEA Partnership project in Hawaii. While the general session will focus on the concept of issues-based communities of practice, separate breakout sessions will be held for each community.

This sharedwork.org website will be used to connect the practice groups, core group and the larger local and national mental health communities. The website will (1) keep community members informed through updates and the sharing of emerging documents and (2) present opportunities for them to be engaged in on-going work through blog discussions.

Check this webpage to learn more about the work of Hawaii’s collaborative partnership on advancing school behavioral and mental health. 
Hawaii School-Based Behavioral Health Community of Practice Core Leadership Group Expands
With the formation of local school community level Communities of Practice, the state SBBH CoP Core Group has been expanded to include a representative from each of the local CoPs. In addition to the new local CoP representatives, the Core Group now includes a representative from higher education, a medical services agency representative, and an attorney who represented the client in the Felix Consent Decree. The complete listing of the Hawaii SBBH CoP Core Team can be found in the Repository Section.

The following items are also housed in the Repository Section: The Purpose and Shared Goals, as well as the Role, Function and Membership of the HI SBBH CoP Core Group, A chart that links the activities of the Hawaii SBBH CoP to the SPP and other state indicators, A graphic depicting the systemic relationship between the local CoPs, the state Core Group, the system-wide Practice Groups, and the National CoP.

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Core Group

Description

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North Hawaii

Description

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Maryland

Description

State Partners

Leading Partners

• Center for School Mental Health
• Department of Health and Mental Hygiene
• Maryland State Department of Education
• Mental Health Association of Maryland

Affiliated Partners

• Baltimore Mental Health Systems, Inc.
• Center for the Prevention of Youth Violence, Johns Hopkins University
• Innovations Institute, University of Maryland, Baltimore
• Maryland Coalition of Families for Children’s Mental Health
• Maryland Assembly on School Based Health Care
• Villa Maria Continuum – Behavioral Health & Special Education Services

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Missouri

Description

Welcome to the Missouri online Community of Practice website.  We are honored to participate in the Individuals with Disabilities Education Act (IDEA) Partnership’s effort to support mental health and education.  We recognize this valuable opportunity to create a collaborative partnership to increase positive outcomes for Missouri children through participation in this community with mental health and education, professionals, community members, and parents.  In this time of state budget shortfalls and continued educational accountability, Missouri remains focused on meeting students’ education and mental health needs.  This focus has brought about the integration of Missouri mental health and educational state agencies (Missouri Department of Mental Health [DMH]) and the Missouri Department of Elementary and Secondary Education [DESE]), as well as other mental health providers via three-tiered models of intervention. National research supports the positive impact of these models (Response to Intervention [RtI], School-wide Positive Behavior Support, [SW-PBS], and Professional Learning Communities [PLC]) on school improvement and school achievement http://www.dese.mo.gov/3tieredmodels/index.html. The overarching purpose of integrating these groups is to increase positive student outcomes.  Cross-cutting essential features of these models have allowed the integration of programs as well as practices and policies at and across agencies and stakeholder groups.  By using Sharedwork.org as a conduit to facilitate integration of education and mental health in and across states, we wish to connect communities in school mental health and education at the all levels of communication.  Research shows that collaboration among key stakeholders within and across these agencies can significantly increase the likelihood of positive outcomes for young people in schools and communities. To support states in overcoming complex barriers to achieve positive gains in school mental health, the IDEA Partnership established the National Community of Practice of School Behavioral Health and identified a handful of states, including Missouri, to receive targeted assistance in their effort. This Community of Practice is committed to optimizing the use of Sharedwork.org to align efforts and initiatives across the state with the goal of increasing positive outcomes for Missouri youth. We invite you to become active members of our community as we continue the momentum! 

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New Hampshire

Description

The mission of the NH Children's Mental Health Community of Practice is to promote the social, emotional and behavioral well-being of all children by engaging diverse and multiple perspectives to influence policy, practice and systems on the national, state and local levels. (January 2010)

The NH Children's Mental Health Community of Practice (CMH CoP) welcomes you to our work to improve mental health outcomes for New Hampshire's children and youth. The CMH CoP uses this website to share announcements, resources and information and as a communication tool for dialogue.

Statewide Partnership Group meetings will be announced on this site and are open to all! We hope that you'll get involved as we build this approach to connecting all stakeholders in the work!

 If you have questions, please don't hesitate to contact:

Debra Grabill - debra.grabill@valley.net

 

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New Mexico

Description

The New Mexico School Behavioral Health Community of Practice (COP) joins diverse groups togetehr to develop a common language to address the work, is a network for sharing learning and work, and acts as a repository for information on school behavioral health. COPs work across agencies and regions to adress the question, "How can we work across agencies, localities and stakeholders to improve services for all youth?"

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North Carolina

Description

 This section of the North Carolina page will provide 1-2 page descriptions of school behavioral/mental health programs throughout North Carolina. Each descrition includes:
--Brief Demographics
--Description of Model and Services
--Funding and Staffing
--Other Helpful Information
--Contact Information
Three to five descriptions will be added each month.

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Ohio

Description

 

In existence since 2001, the Ohio Mental Health Network for School Success (OMHNSS) consists of action networks spearheaded by affiliate organizations in six regions of Ohio. Currently, the Network is funded by the Ohio Department of Mental Health (ODMH).

In 2007, the university based Effective Practice Partners (EPPs) of the Effective Practice Integration Council (EPIC) met with OMHNSS leadership and affiliate organizations to develop an integrated strategic plan. Through this process, the EPPs, Network leadership, and affiliate representatives chose to merge and create an enhanced OMHNSS. OMHNSS is striving to help Ohio's schools, community-based agencies, and families work together to achieve improved educational and developmental outcomes for all children, especially those at emotional or behavioral risk and those with mental health problems. Beginning in 2007-2008 the following new structural organization for the OMHNSS has been adopted. 

 

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Ohio Mental Health Network for School Success

Description

OMHNSSOMHNSS on SharedWork.org
In existence since 2001, the Ohio Mental Health Network for School Success (OMHNSS) consists of action networks spearheaded by affiliate organizations in six regions of Ohio. Currently, the Network is funded by the Ohio Department of Mental Health (ODMH).

Action Teams have been created to support the statewide work of OMHNSS.

  • The Policy Development and Advocacy Action Team focuses on analysis, development, and implementation of policies that promote positive school climate.

  • The Quality and Effective Practice Action Team is working to create a statewide registry of Effective School Mental Health Practices.

  • The Communication Action Team is working to enhance the communication among state, regional, and local partners to promote the action agenda of the Network. 

If you have any questions, please contact Amy Wilms at 513-529-2450 or wilmsab@muohio.edu.

Thanks!

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Ohio's 21st Century Community Learning Centers' Advisory Team

Description

21st Century Community Learning Centers have served Ohio children since 1998, first as grants from the Federal Government directly to local school districts. After the 2001 renewal of the Elementary and Secondary Education Act (known as No Child Left Behind), administration of these grants shifted from the Federal to State Government. The first full year the Ohio Department of Education (ODE) administered 21st Century Community Learning Centers was 2002. In 2003 ODE funded 2 conferences for 21st Century Community Learning Centers, a one day conference in February and a 2-day, 6 track conference in October. In 2004 ODE contracted with Ohio State University to gather and disseminate research based best practice information on academic support, youth development, family engagement, community partnerships, health and social services, sustainability, and evaluation. Collaboratively, the Ohio State University and the Ohio Department of Education have developed what is now termed the Legacy Team for Ohio's 21st Century Community Learning Centers. This team is compiled of key leaders from 21st CCLC sites and will be charged with enhancing centers across the state. These team members are helping to develop an evaluation rubric as well as hold brown bag networking meetings for sites across the state. -

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Pennsylvania

Description

 The purpose of the Pennsylvania School-Based Behaioral Health Workgroup is to promote the academic achievement and well being of all Pennsylvania youth and young adults through the development of a comprehensive, cross-community, behavioral health support system. This effort will emphasize the utilization of evidence-based school mental health services in conjunction with existing school-wide and community mental health programs and services.

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Family-Professional Partnerships

Description

Welcome to the Pennsylvania Family-Professional Partnership Practice Group!

We are thrilled you have joined our group and look forward to getting to know you. So, what in the world is a Family-Professional Partnership Practice Group you ask? To begin, our practice group is a place where parents, caregivers, professionals, or anyone interested in the idea of “honoring partnership” can come together and “practice” thinking, talking and interacting in a “partnership” way.

Families and professionals share many of the same experiences and have many of the same goals, however, have had little opportunity to come together and simply talk about how they experience the support systems and each other. Through an ongoing dialogue, and a collective sharing of resources, ideas and personal stories, we hope to be a part of a systems change effort that embraces family-professional partnership as a core element of effective School-Based Behavioral Health.

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PA Behavioral Health Summit 2009

Description

 

The Pennsylvania PBS State Leadership Team has proposed the concept of a Pennsylvania-based PBS Summit to be scheduled tentatively for the spring of 2009.

The overarching goals of the summit will be defined at the state leadership retreat on June 26 and 27, 2008. However, the team has discussed the need to raise public awareness and garner interest in school-wide positive behavior supports (SWPBS) across a broad group of stakeholders.

In terms of stakeholders, the team has expressed the need for the attention of state-level policy makers to be drawn to the advancement of social and emotional learning, resiliency and positive behavior supports that leads to better outcomes for all children. The team also expressed the need to develop additional partners in order to realistically advance data-based strategies for supporting all students along a continuum of need and intensity, given a three-tiered model of prevention and intervention.

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PA State Leadership Team for Positive Behavior Support

Description

Welcome to the PA State Leadership Team for Positive Behavior Support Shared Work Site!

In preparation for our SLT videoconference on March 5th, you are invited to submit any documents, materials, links and/or resources pertaining to the topics of social entreprenurialism and pre-existing models for Interagency Partnership for Positive Behavior Support for team member to review. If you have any questions about how to submit, please contact Rick Boyle, rboyle@pattan.net,
1-800-446-5607, ext. 6863.

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SBBH Grant Projects

Description

Welcome to the PA Department of Education, Bureau of Special Education Performance Grant #6: School-Based Behavioral Health Services Support Site!

This site is dedicated to supporting the 16 LEAs across Pennsylvania who have been funded to develop and/or expand innovative school-based behavioral health services in their local schools and communities. The 16 grantees represent school districts and IUs from urban, suburban and rural areas from across the Commonwealth. This will give us an exceptional opportunity to share ideas, information, announcements as this effort evolves. Our PA PBS/SBBH State Leadership Team looks forward to providing assistance and support to your project. Please check the site regularly for updates, discussion topics and new information.

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School-Wide Positive Behavior Support Network

Description

Welcome to the Pennsylvania School-Wide Positive Behavior Support Network!

The PA School/Community Network on Positive Behavior Support is delighted to welcome you to the Pennsylvania School-Wide Positive Behavior Support Network SharedWork site. This site is designed to assist and support the PA SWPBS Initiative, cohort school teams and their activities. Please check back regularly for updates and new information.

If you have any questions, please contact your local PaTTAN Office Lead:

King of Prussia - Tina Lawson, tlawson@pattan.net
Harrisburg - Anne Katona-Linn, akatona@pattan.net
Pittsburgh - Ron Sudano, rsudano@pattan.net

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South Carolina

Description

Welcome to the South Carolina School-Based Behavioral Health Shared Work Site!
The South Carolina Department of Education, South Carolina Department of Mental Health, South Carolina Department of Juvenile Justice, and the Federation of Families of SC have received a grant (Project Focused Agenda) to build new networks and systems of care to change the outcomes for students attending public schools who experience emotional, behavioral, and mental health concerns.

Project Focused Agenda will promote best practices of mental health services as well as prevention/early interventions programs for students such as:
      *School wide Positive  Behavior Interventions and Supports (PBIS)
      *Onsite School Based Mental Health Services (SBMH)
      *Services for children that includes family involvement

If you have any questions about navegating this site, please contact:

jenah.cason@fedfamsc.org
803.772.5210
866.779.0402 (toll free)

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Vermont

Description

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Practice Groups
Child Welfare and School Mental Health

Description

Children and families in the child welfare system face myriad needs that compromise their mental health and well-being.  In response to the complex needs of children in the child welfare system and their foster/biological families, a growing trend is for child welfare organizations to collaborate with other service providers, such as mental health, health, juvenile justice, schools, and substance abuse treatment providers.  Our goal as a practice group is to provide resources and share information across individuals and groups who are interested in building collaborative relationships related specifically to addressing the mental health needs of this population, especially opportunities to address their needs through school mental health practice, research and policy.

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Connecting School Mental Health and Positive Behavior Supports

Description

This practice group is a conduit for families, researchers,

administrators, and practitioners to find common interests and practices

related to SMH and PBS. PBS approaches are designed to prevent

problem behaviors by proactively altering the environment before

problems begin and concurrently teaching appropriate behavior.

School-wide positive behavior support systems support all students

along a continuum of need based on the three-tiered PBS prevention

model. SMH can be thought of as a framework of approaches

that promote children’s mental health by emphasizing prevention

programming, positive youth development and school-wide

approaches. These approaches call for collaboration among mental

health providers, educators, families, related service providers and

school administrators in order to meet the mental health needs of all

students.  By working collaboratively, this practice group seeks to

clarify the relationship between PBS and SMH in order to promote

seamless practice at the local level.

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Connecting School Mental Health with Juvenile Justice and Dropout Prevention

Description

This practice group is committed to working across stakeholder groups

to advance knowledge and best practice related to effectively

integrating school mental health with juvenile justice and dropout

prevention. We believe that, for youth to be successful, effective

coordination and communication across systems is needed, and

resources and best practice guidelines related to this work need to be

readily available. Key priority areas include effective strategies for:

addressing the School-to-Prison Pipeline (STPP); reducing truancy,

unnecessary suspensions and expulsions, dropout, and delinquency;

promoting successful school reentry and transitions; and professional

development for school and juvenile services staff.

Leadership Team
We currently have six members on our leadership team: Barbara Brady Ashcraft, Mark Ferrante, Jerry Hime, Nancy Lever, JoAnne Malloy, and Judith Storandt.

Barbara Brady Ashcraft, MA, LPC is the School Counseling Coordinator for the West Virginia Department of Education. She has extensive experience developing behavioral health curriculum and contributed to the wraparound system serving adults. Barbara served on the American School Counselor Association Governing Board for over five years. Barbara is currently pursuing a doctoral degree in Educational Leadership. Her experience and education are a natural fit with this practice group.

Mark Ferrante, BS, currently serves as Director for Leadership and Training Programs for the Coalition for Juvenile Justice (CJJ). In his role he is charged with the development, implementation and oversight of CJJ’s training initiatives for CJJ members and State Advisory Groups (SAGs). Mark has over twenty-five years of experience in juvenile justice policy and program development at the local, state and national levels and holds a Bachelor of Science degree in Business Administration from Rider University in Lawrenceville, New Jersey.

Gerald J. (Jerry) Hime is a retired public school administrator. In addition to being a site and central office administrator of special education he served as a consultant in the areas of due process/clients’ rights, student services, discipline, and attendance. He is a past president of the Council for Exceptional Children (CEC) and continues to be active at the international and state levels. He also serves on the Executive Committees of the Council of Administrators of Special Education (CASE) and the California Association of Supervisors of Child Welfare and Attendance (CASCWA). He is an Educational Consultant specializing in Section 504 of the Rehabilitation Act, providing trainings and services as well as serving as a hearing officer. He has taught special education classes at the university level. Hime resides in Huntington Beach, California.

Nancy Lever, Ph.D. is the co-Director of the Center for School Mental Health (CSMH) and Director of the University of Maryland School Mental Health Program. A psychologist with over 15 years experience providing expanded school mental health services and programming in an urban setting, Nancy is particularly interested in advancing best practice in dropout prevention. Through her work at the CSMH, Nancy is involved in efforts to advance school mental health research, training, policy, and practice at local, state, and national levels.

JoAnne M. Malloy, MSW, has been a Project Director at the Institute on Disability at the University of New Hampshire since 1991 where she has directed several state and federally-funded employment and dropout prevention projects using Positive Behavioral Interventions and Supports and projects for youth with emotional and behavioral disorders (EBD). She is most interested in applied research in high schools, with particular attention to PBIS and school-to-career transition for youth with EBD.

Judith Storandt, JD, is a Senior Staff Attorney at the National Disability Rights Network (NDRN). Judith has played a leading role in the dissemination of Tools for Promoting Educational Success and Reducing Delinquency. Judith is particularly interested in advancing policy, best practices and resources for youth served in the juvenile justice system.


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Education: An Essential Component of Systems of Care

Description

Welcome to the work of the Education: An Essential Component of Systems of Care Practice Group! We hope that you will engage with us as we bring together families, youth,  mental health, school, juvenile justice, child protection, juvenile justice and school partners to identify persistent challenges, new opportunities and effective practices that improve youth outcomes at home, at school, and in the community.

We are excited about this "new" SharedWork website and urge you to join this practice group (see box on right side of page) and join the effort.  Please consider participating in a discussion, submitting documents that you find to be important and helpful, and responding to the opportunities that will be announced on this site.

Thank you and, welcome!

Practice Group Facilitators:

Patti Derr - Texas Federation of Families for Children's Mental Health

Joan Dodge - National Technical Assistance Center, Georgetown University

Debra Grabill - IDEA Partnership at NASDSE

Sandy Keenan - TA Partnership, American Institutes for Research

Ed Morris - University of Missouri

Joyce Sebian - National Technical Assistance Center, Georgetown University

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Families in Partnership with Schools and Communities

Description

Welcome to the Family-School-Community Partnerships practice group!

TELL A FRIEND! We have an open door for participants in our Family School Community Partnerships group. Please talk amongst your colleagues, no matter what the discipline, this practice group crosses many areas and is an essential piece of school mental health. It's easy to sign-up and become an active member of the group!

OUR MISSION is to provide information for families and to ensure their participation as full partners who advocate and build leadership

OUR DISCUSSION SECTION is used for some of our work together. We have worked on our mission, priorities, name and other work using this forum. This is a place to build our relationships by working together in a very transparent and open way. Currently we are working on crafting a family driven model of family engagement using qualitative analysis of a survey that we conducted on family engagement.

THE REPOSITORY includes the key initial activities of this workgroup, notes from our conference calls, meeting notes, our current work on defining family engagement as well as salient documents from across the field on family driven/family involvement, family support, family engagement organized into folders.

Happy reading!

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Improving School Mental Health for Youth with Disabilities

Description

The purpose of this practice group is to promote collaboration between

education agencies and mental health agencies and services providers

to facilitate the delivery of quality mental health services to students

with disabilities in the school setting.  By promoting better

collaborative efforts education and mental health agencies benefit from

shared learning and shared service delivery and students with

disabilities are more likely to receive appropriate and inclusive

programs and services mutually designed to assist the student to

successfully achieve targeted goals.

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Learning the Language/Promoting Effective Ways for Interdisciplinary Collaboration

Description

 Learning the Language: Promoting Effective Ways for Interdisciplinary Collaboration. This practice group promotes understanding in the language used across interactive systems across mental health and education.  This practice group is currently facilitating the development of a glossary to more effectively deliver services in ways that are accessible and easily understandable to all systems of care stakeholders.  Our key priorities are: 1) To demystify the vocabulary used; 2) To add increased value to state and local educational/family/youth services agencies currently implementing expanded, school mental health services/programs; 3) To promote a better understanding of how we communicate across systems/stakeholders; and 4) To build stronger relationships across systems of care for families, students, and professionals involved in expanded, school mental health. 5) To update, build and interpret growing glossary, and facilitate related discussion and article repository

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Practice Group Facilitators

Description

Welcome to the Practice Group Facilitator Site

We would like to officially welcome you to the Facilitator Site for the National Community of Practice on Collaborative School Behavioral Health. This site will offer opportunities for facilitators to share ideas and resources and to post announcements. All communication from the CSMHA and the IDEA Partnership for facilitators will be posted on this site. We are very appreciative of your hard work and commitment to improving the lives of children and families. Mariola Rosser from the IDEA Partnership and Nancy Lever from the CSMHA will be the moderators for this site and are very open to any ideas and suggestions about how to best use this site to support your work.

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Psychiatry and Schools

Description

This group will focus on issues related to psychiatric services in schools. Topics may include, but are not limited to, the roles of psychiatrists who work in schools, and interdisciplinary collaboration among psychiatrists and other professionals working in schools, including primary health care professionals. One of the goals will be to consider what kind of training is needed for psychiatrists to be effective school consultants and providers. Other important issues include the development of guidelines for appropriate medication prescribing in schools, and ways to utilize psychiatric services optimally in the face of severe shortages of child and adolescent psychiatrists. This discussion group is open to psychiatrists, educators, school health professionals and all others with an interest in this topic. We hope this forum will encourage psychiatrists who work in schools and those who interact with them to share their experiences and challenges. We hope this joint effort will lead to the development of effective recommendations and, ultimately, improved psychiatric support in schools. -

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Quality and Evidence-Based Practice

Description

 The mission of the Quality and Evidence-Based Practice Group is to

provide resources and promote sharing of information across

individuals and groups interested in improving the quality of school

mental health (SMH) programs and services. Priority areas include:

improving dissemination and sharing of evidence-based practices in

SMH; bridging the research-practice and practice-research gaps in the

field; and, understanding and promoting the use of the best student-

and program-level evaluation strategies.

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School Mental Health for Military Families

Description

Proposed Vision: To develop and implement a comprehensive array of school-based programs and services to support military students, family, and community. Proposed Objectives: • To promote a full continuum of mental health promotion and intervention programs and services to include early identification and intervention, prevention, evaluation, and treatment • To remove barriers to learning and improve the academic success of students • To enhance strengths and protective factors in students, families, and the school community • To promote the quality of life and wellness in military families • To provide training, staff development, and research opportunities to improve children’s and adolescents’ mental health and education -

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Building a Collaborative Culture for Student Mental Health

Description

      Building a Collaborative Culture for Student Mental Health was formerly called Social, Emotional and Mental Health in Schools. This practice group has as its primary objective to promote the active exchange of ideas and collaboration between school employed and community employed mental health providers, educators, and families. This exchange is to support the social, emotional and mental health and the academic success of all children and adolescents.  Research suggests that the social/emotional health of children and adolescents is linked to their academic and overall success in schools.  A collegial, invitational approach to working together will allow all professionals and families to effect positive systemic change resulting in better informed and skilled school personnel to address the needs of students.  By working together in a collaborative and creative manner, school, family, and community resources can better serve the educational and social/emotional needs of all students and assist in ensuring good mental health. 

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Youth Involvement and Leadership

Description

This practice group is focused on advancing youth involvement and leadership in school mental health. Priority areas include: 1) Expanding  youth leadership, participation, and input at local, state, and national levels, 2) Advancing the development and implementation of strategies and approaches that promote greater youth leadership at all levels of the service systems that support them, 3) Supporting efforts by the national community of practice and its practice groups to promote meaningful youth involvement and leadership, 4) Organizing a dialogue around greater inclusion of youth in meaningful ways in all facets of school mental health, 5) Developing and promoting  best practices and innovative approaches for youth involvement and leadership, 6) Serving as a resource for educators and practitioners to develop strategies and approaches that teach new skills that help advance youth involvement and leadership in schools and communities.

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School Mental Health for Culturally Diverse Youth

Description

Welcome to the School Mental Health for Culturally Diverse Youth Practice Group!

This practice group will focus on the practice, theory, and research specific to culturally diverse youth in the schools. The mission of the School Mental Health for Culturally Diverse Youth practice group is to promote a better understanding of the strategies that are designed to enhance the success of culturally diverse youth in the school environment. Specific issues such as stigma, cultural adaptations, health disparities, disproportionality, family engagement, and cultural competence will be addressed. The practice group will identify and disseminate information on effective treatment approaches to better inform the education, family, and youth-serving systems. If you are interested in joining this practice group, please contact Dana Cunningham at dcunning@psych.umaryland.edu

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National Community of Practice on NCLB-IDEA Collaboration

Description

Generally, this site has been inactive since the RTI Center was funded, shortly before the RTI Summit in December, 2007. The IDEA Partnership staff designed the Summit and facilitated the invitation of a range of stakeholders to participate on each team. We also worked closely with each presenter to make sure all the Summit pieces (i.e. reasearch, practice, team time, and broad interaction among participants) fit together into a cohesive plan that could be supported by the RTI Center and other federally-funded technical assistance (TA) centers as we all work in collaboration with the state and regional TA liaisons. As a result of these changes, the IDEA Partnership is now focusing on deep engagment of stakeholders in states that are interested in working with the affiliates of national organizations in their state. We are also involved in national efforts with our organizational partners - and regional collaboarion efforts with Comprehensive, Equity and Regional Resource Center technical assistance providers - to align general and special education systems. Recently, the IDEA Partnership was refunded for another 3 years. We are currently working with a core group of partner Activity Leaders to identify states that want to work with policymakers, administrators, practitioners and families in deeper and more meaningful ways. The national organizations are helping us reach out to their networks in selected states and we will relaunch our state-to-state learning opportunities in a few months. We welcome your participation and encourage you to act within your own practice to change the system in positive ways! Since 1999, the Council of Chief State School Officers and the IDEA Partnership at the National Association of State Directors of Special Education have sponsored state-to-state learning opportunities with federal agencies, national organizations and technical assistance providers on collaboration across Title I and Special Education.

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States
Colorado

Description

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Connecticut

Description

This site was created to provide some background information that should be useful to Connecticut school personnel in preparation for implementing the pending revision of the Guidelines for Identifying Children with Learning Disabilities. Please review the various articles, presentations, training modules, webinars and other resources available here.  Feel free to share this information with school staffs. We look forward to your feedback in the Discussion area at the bottom of this page.  

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Kansas

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Louisiana

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Maryland

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Michigan

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Minnesota

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New Hampshire

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North Carolina

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Pennsylvania

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Washington, DC

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Wisconsin

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Wyoming

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Practice Groups
Early Intervening Services

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Focus on Instruction

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Response-to-Intervention

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State-to-State

Description

This is a place for state teams to pose questions or share ideas about state policy development. -

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National Community of Practice on Transition

Description

In 2004, Federal, states and local agencies came together around their shared interest in improving school and post-school outcomes for youth. Today, four federal agencies, 10 states and many national organizations are joined in the community. Together, they focus on issues including: Meaningful Youth Role: Increasing Accessible Transportation: Outreach to Child Welfare, Juvenile Justice, and Mental Health: Employment; and Post-secondary Options. Read the entire story at: http://www.ideapartnership.org/work4.cfm?communityid=4 View the Summary Powerpoint of the Community History and accomplishments at: http://www.ideapartnership.org/documents/National.CoP.Transition.ppt In 2004, Federal, states and local agencies came together around their shared interest in improving school and post-school outcomes for youth. Today, four federal agencies, 10 states and many national organizations are joined in the community. Together, they focus on issues including: Meaningful Youth Role: Increasing Accessible Transportation: Outreach to Child Welfare, Juvenile Justice, and Mental Health: Employment; and Post-secondary Options.

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States
Arizona

Description

-Arizona utilizes the Community of Practice approach for transiton services across the variety of stakeholders that can impact an individal with disabilities.  The name of the community is the Arizona Community of Practice on Transition (AZCoPT). We encourage one and all to view our experience and to engage in dialogue on any item you find on our site.

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Arizona Community Transition Teams

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-Multiple stakeholders meet every other month to collborate on transition services issues.  The current members include: Young Adult Advocates, The Department of Economic Security, Division of Developmental Disabilities, Rehabilitation Services Administration, Arizona Department of Health, Division of Behavioral Health Services, Office for Children with Special Health Care Needs, Office of Special Education and Rehabilitation Services- Navajo Vocational Rehabititation, Regional Director of Southwest Behavioral Health, the Arizona Department of Education, Exceptional Student Services, and Parent Information Network.

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Arizona Occupational Therapy Pilot

Description

-This site is set for a community of practice group to pilot a project designed to explore the changeing of the role of Occupational Therapy Practitioners in the Secondary Education Transition Process.  It is a locked site for the ongoing work for this group.

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Arizona Transition Leadership Team

Description

-Welcome to one and all!

 This is an opportunity across all stakeholders (secondary education and postsecondary services/agencies) to collaborate on Transition services, efforts, and issues related to serving students with disabilities in Arizona. 

 Join us to complete ongoing work designed to improve of tranisition services in Arizona.

 

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ATLT Core team

Description

- This site is set for the AZCoPT planning group (core team) to prepare agendas for the AZCoPT meeting held four time per year.

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AZ Transition Counselors

Description

- This site is provided for the ongoing work for Arizona Transition Counselors that work for The Department of Economic Security, Rehabilitation Services Administration (Voc Rehab).  For questions related to work here please contact Betty Schoen at:

Phone: (602) 542-0751    bschoen@azdes.gov

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Native American Focus Community

Description

-This site is set apart for the ongoing work of the Tribal 121 programs and the schools they collaborate with to provide services and opprtunities for eligible Native Americans in Arizona

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Post School Outcomes Focus Group

Description

- This site is set aside for collborative ongoing work to meet Indicator 14 responsibilites as provided by the Office of Special Education Programs (OSEP) regulations. For questions related to this site contact Lorrie Sheehy at:

Lorrie Sheehy

Transition Education Program Specialist

Arizona Department of Education

400 W Congress #241

Tucson, AZ 85701

Exceptional Student Services

Phone: (520) 628-6351

lorrie.sheehy@azed.gov

 

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Transportation

Description

Welcome
Transportation is becoming a "HOT" Topic with regard to Transition for Youth preparing for adult life. The AZ TRANSITION LEADERSHIP TEAM (ATLT) would like to explore transportation topics around the State and would like to try our hand in formulating a "Transportation Practice Group" for this purpose.

If you are interested in joining this discussion group or would like more information, please contact: William.McQueary@azed.gov OR Cece Michalegko: cece@pilotparents.org

Once your note of interest has been received you will be contacted by email with monthly updates as to the group's development.

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California

Description

The California Community of Practice on Secondary Transition (CoP) is a group of students, parents, educators, business, and state agency professionals who come together monthly to discuss issues and solve problems related to secondary transition for students with disabilities.  It is the mission of the California CoP to ensure seamless transition service delivery that will lead to positive post-school outcomes for transition age youth.

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Connecticut

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Bristol Community Organization, Inc.

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Capital Region Education Council (CREC)

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City of New Haven, Department of Services for Persons with Disabilities

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Connecticut Association of Centers for Independent Living (CACIL)

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Evaluation

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Futures, Inc.

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Oak Hill/New England Assistive Technology Center (NEAT)

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Parents Opening Doors

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School-To-Work Transition Workgroup

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The Arc of New London County

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The Workplace, Inc.

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Workforce Alliance

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Delaware

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Community Collaboration

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Family and Caring Adult Involvement

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Youth and Emerging Adults

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Minnesota

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Central Minnesota

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Minneapolis

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Pathways To Employment

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St. Paul Area

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New Hampshire

Description

The New Hampshire Transition Community of Practice promotes a way of working that fosters cooperation and collaboration among all partners involved in transition to life after high school and in making a difference in the lives of New Hampshire’s youth, particularly those with disabilities.Characteristics of a Community of Practice:

Ø  Non-hierarchal and Voluntary

Ø  Varied stakeholder representation

Ø  Groups of people united over a shared passion, issue(s) or experiences

Ø  Convene on a regular basis

Ø  Focus on relationships and outcomes

Ø  Organic in its development

Ø  Always asking who is missing

Ø  Open to varied perspectives

Ø  Work collaboratively to share, plan and take action

Ø  Finding ways to connect the work at the local, state, and national level

 

To join the NH Transition Community of Practice click “Join the NH Transition COP” up in the upper right hand column.   To view or join other NH work groups scoll down page until you see groups listed in right hand column and click on one you are interested in. Follow instructions if you wish to join that group.  

 

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CoP Coordinating Group

Description

The New Hampshire Transition Community of Practice promotes a way of working that fosters cooperation and collaboration among all partners involved in transition to life after high school and in making a difference in the lives of New Hampshire’s youth, particularly those with disabilities.Characteristics of a Community of Practice:

Ø  Non-hierarchal and Voluntary

Ø  Varied stakeholder representation

Ø  Groups of people united over a shared passion, issue(s) or experiences

Ø  Convene on a regular basis

Ø  Focus on relationships and outcomes

Ø  Organic in its development

Ø  Always asking who is missing

Ø  Open to varied perspectives

Ø  Work collaboratively to share, plan and take action

Ø  Finding ways to connect the work at the local, state, and national level

 

To join the NH Transition Community of Practice Coordinating group please contact Amy Jenks, at ajenks@ed.state.nh.us and request to be added to the e-mail list. 

New members welcome - we meet the bi-monthly starting in January on the first Thursday from 9:00AM-12:00Noon at Walker Building (room 100), 21 South Fruit Street, Concord, NH  03301

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Greater Nashua Community of Practice

Description

The Greater Nashua Community of Practice is a local community of practice on transition for cities and towns in and around the Nashua area.  To learn more or to join the Greater Nashua Community of Practice contact Emily Manire at emanire@linkabilities.org.

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Greater Seacoast Community of Practice

Description

The Greater Seacoast Community of Practice is a local community of practice on transition for cities and towns in the Seacoast area.  To learn more or to join the Greater Seacoast Community of Practice contact Heidi Wyman at hwyman@slc.k12.nh.us.

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Southwest (MCST) Community of Practice

Description

The Southwest (MCST) Community of Practice is a local community of practice on transition for cities and towns in the Seacoast area.  To learn more or to join the Southwest (MCST) Community of Practice contact Steve Bigaj at sbigaj@keene.edu.

 

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Professional Development and Training Workgroup

Description

 

This is a sub-group of the NH Transition COP Coordinating group that is focused on collaboration on or  development of secondary transition professional development and training opportunities. 

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Youth Engagement Workgroup

Description

 

This is a sub-group of the NH Transition COP Coordinating group that is focused on activities and or projects that are focused on effective engagement of transition age youth and self-advocacy skill development.

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Local/Regional COP Development Work Group

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This is a sub-group of the NH Transition COP Coordinating group that is focused on development of tools and strategies to support the development and sustainability of NH local COPs.

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Summit Planning Work Group

Description

This is a sub-group of the NH Transition COP Coordinating group that plans our NH Transition COP Annual Transition Summit.

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Lakes Region Community of Practice

Description

The Lakes Region Community of Practice is a local community of practice on transition for cities and towns in the Laconia area.  To learn more or to join the Lakes Region Community of Practice contact Bethany Smith at bsmith@cnhvnah.org.

 

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New York

Description

 NYS Transition Community of Practice (NYS TCoP) is a group of people who agree to interact regularly to improve practices and address challenges on transition to adulthood throughout a child’s school years. Currently NYS TCoP is represented by practitioners* across several regions of NYS.

NYS TCoP communicates through monthly conference calls and a Listserv to bring:
• Diverse organizations into a working relationship around transition to adulthood;
• Stakeholders into the work of seamless transition for students with disabilities;
• Fresh approaches to persistent problems by uniting decision makers, practitioners and consumers around a common goal of transition for students with disabilities;
• Linkage and share resources, initiatives and updates in the world of transition;
• Varied groups together to learn from each other;
• Youth with disabilities to self-directed post school outcomes.
The goal is to expand the Statewide Transition Community of Practice (NYS TCoP) to recognize your work, share the successes and identify challenges. In order to be inclusive, promote collaboration and communication while not reinventing the wheel. Just answer 9 quick questions to help us help you!

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SPP2 Dropout

Description

 This is a repository site for the Dropout #2 Indicator workgroup to store their work – in – progress on the dropout prevention package

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North Dakota

Description

The MISSION of the ND TRANSITION COMMUNITY OF PRACTICE Advisory Council is to work towards building, supporting, and sustaining community partnerships and systems that promote and improve the scope, opportunity and quality for youth with disabilitites to adequately prepare for life and career beyond high school with the individualized supports identified and in place for graduation/exit.

The MEMBERSHIP of the ND Community on Transition consists of representation from the Dept. of Public Instruction, Higher Education, Vocational Education,Special Education, North Dakota Education Association, Tribal College, Children's Special Health Services, Dept. of Career & Technical Education, Protection & Advocacy, Vocational Rehabilitation, Division of Mental Health & Substance Abuse, Coordinated School Health, Developmental Disabilities, Youth Correctional Center, Job Services, Parents, Students and Young Adults, Independent Living Services, ND Deaf-Blind Services Project.

COMMUNITIES OF PRACTICE at the Regional and Local Level: The State Transition Community of Practice Advisory Council identifies the development of REGIONAL INTERAGENCY TRANSITION COMMITTEES as a strategy to improve communication, knowledge and expertise among stakeholders in the transition process for youth with disabilities. An interagency transition team brings together a variety of stakeholders who are supporting youth with disabilitites so they can have the best chance for success as adults. Each regional committee has at least one representative on the State Transition Community of Practice Advisory Council. This results in statewide knowledge and communication of practices that are working, unmet needs, etc. throughout North Dakota. The 8 regional committee divisions are based on the 8 Human Service Center regions throughout the state. AS OF JANUARY 18, 2007, NORTH DAKOTA HAS A REGIONAL TRANSITION COMMITTEE UP AND RUNNING IN ALL 8 REGIONS OF THE STATE!!! Two State Transition Council members are presently serving as Facilitators upon request for regions in the organizational/ developmental stages of an Interagency Transition Committee.
REGIONAL GOALS & ACCOMPLISHMENTS: Transition Fairs, Changing policies, Training: (schools, conferences, parents, students, tv, & radio), Development of timeline for services, Development of transition folders for families, Off Campus school settings, Sharing information, Partnerships with: DPI, VR, DD, Higher Ed, Independent Living centers, Chamber of Commerce, etc., Developiong services for students with disabilities ages 18-21, Develop programs to balance functional and academic needs. Credited work expereince, Identify agency responsibilites, Consistency of services throughout the region, etc.

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Region I Transition Committee

Description

The goal of this committee is to bring together a variety of stakeholders who share a common purpose to support youth with disabilities as they transition to adulthood, particularly for Region I.

The top three priorities selected by the committee for this region are:
1. Lack of funding for individuals needing more support
2. Transportation
3. Lack of job coaches

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Region II Transition Committee

Description

The purpose of this committee is to bring together a variety of stakeholders who share a common purpose to support youth with disabilities as they transition to adulthood, particularly for Region I.

This committee selected three goals on January 18, 2007

1. Development of a directory that includes contact information, brief description of services, and eligibility requirements. It also should provide statewide resources.
2. Development of a flowchart/timeline to know when contact is appropriate.
3. Parent education training opportunities i.e. goal setting.

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Region III Transition Committee

Description

The goal of this committee is to bring together a variety of stakeholders who share a common purpose to support youth with disabilities as they transition to adulthood, particularly for Region III


Subcommittees:

1. Transition Assessments
2. IL Skills Training/18-21Gap in services whennot in school
3. Agency Resource Directory
4. Coordinating with School Counselors

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Region IV Transition Committee

Description

REGION IV TRANSITION SERVICES COMMITTEE MISSION AND VISION STATEMENTS

The Transition Services Committee is made up of representatives from agencies involved in providing transition services to high school students with disabilities.
The agencies and institutions currently represented on the Committee are: Grand Forks Division of Special Education, Lake Region Special Education, Pembina Special Education, Upper Valley Special Education Unit, Vocational Rehabilitation, Job Service of North Dakota, Developmental Disabilities Program, Protection and Advocacy Project, The ARC, and Disability Support Services at the University of North Dakota.

MISSION - adopted Jan. 3, 2000
The Region IV Transition Services Committee will encourage and actively participate in the networking of agencies, families and students with a mutual commitment and philosophy of successful transition of individuals with disabilities from school to adult life in the least restrictive environment, guided by the student's preferences, interests and strengths.

VISION - adopted Jan. 3, 2000
Individuals with disabilities in Region IV will leave school prepared with skills including self-advocacy and an individualized plan including connections to agencies to make a smooth and successful transition to adult life, at an appropriate level of independence.

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Region V Transition Committee

Description

Region V Interagency Transition Committee
Interagency teams working together can attain better results than can be attained working separately.

Top three areas of need for Region V:

1. Clarification of roles among agencies.
2. Best transition services for students ages 18-21 who have emotional disabilities; and
3. Designing a format, guidelines for testing procedures for prior to school exit.

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Region VI Transition Committee

Description

Goal of a regional interagency transition team: To bring together a variety of stakeholders who are supporting youth with disabilities so they can have the best chances for success as adults.

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Region VII Transition Committee

Description

Region VII Interagency Task Force on Transition

GOALS:

  • To develop, maintain, and utilize cooperation among all agencies and individuals.
  • To effectively transfer client information and responsibilities from school to post school.
  • To implement guidelines and procedures which enable individuals with disabilities to successfully transition into an integrated community setting including skills in daily living, personal, social, and occupational guidance.
PARTICIPATING AGENCIES INCLUDE:
Bismarck Public Schools, Mandan Public Schools, Vocational Rehabilitation, Supported Employment, Developmental Disabilities, Vocational Education, Adult Service Provider Agencies, Employers in private and public sectors, Family Members, Oliver-Mercer Special Education, Dakota Center for Independent Living.

Mission Statement To develop and implement procedures and processes which enable individuals with disabilities to make guided transitions into integrated adult community life. This will be accomplished through cooperative and collaborative efforts of public schools, state agencies, service providers, employers, and family members.   

 

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Region VIII Transition Committee

Description

 

The Region VIII Interagency Transition Community of Practice, now called the Southwest Area Transition Community of Practice, works in collaboration to identify barriers and develop strategies to improve student outcomes, particularly for Region 8.

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Youth Leadership

Description

Youth Leadership Practice Group The mission of the ND Youth Leadership Workgroup:  To promote youth leadership and self advocacy training for youth with disabilities.  The development of these skills will lead to the successful postschool outcomes in the areas of education, employment, independent living and health and wellness.

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Pennsylvania

Description

Welcome to the PA Community on Transition Shared Work Site! The vision of the PA Community on Transition is that all Pennsylvania youth and young adults with disabilities will successfully transition to the role of productive, participating, adult citizens. Youth will be empowered to recognize their talents, strengths and voice and have equal access to resources that promote full participation in the communities of their choice. Many stakeholders across the state of Pennsylvania are working collaboratively to improve post-school outcomes of youth and young adults.

2010 PA Secondary Transition Conference - Call for Proposals

The Pennsylvania Community on Transition State Leadership Team invites all interested persons to submit proposals to present at the 9th Annual Pennsylvania Community on Transition Conference: Empowerment in Action: A Unified Approach, to be held July 21 - 23, 2010 at the Penn Stater Conference Center and Hotel, 215 Innovation Boulevard, State College, PA 16803, 814-863-5000.

The primary purpose of this conference is to expand the capacity of schools and community partners to promote the successful transition of youth/young adults with disabilities to the post-school outcomes of:

·         Employment

·         Post-Secondary Education and Training

·         Healthy Lifestyles, Community Participation and Independent  Living

All proposal applicants need to review the 2010 PA Community on Transition Conference Overview, prior to completing your proposal to present. 

The Transition Conference Overview can be found at: http://sharedwork.org/3343/files/16801/8877/2010_PA_Community_on_Transition_Conference_Overview.doc

The Transition Conference Call for Proposal Form can be found at:  

http://sharedwork.org/3343/files/16801/8876/2010_PA_Community_on_Transition_Conference_Call_for_Proposals.doc

Proposal Submission Requirements:  Deadline December 15, 2009

Please spread the word and distribute to those within your network. 

 

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2009-10 Secondary Transition Presentation Information

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2010 PA Transition Conference

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Cultural Competency

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2007 PA Transition Forum

Description

This page includes an archive all of the resources and materials from the 2007 PA Transition Forum .

The information is designed to help you:

- Identify and successfully apply the essential elements of effective transition practices, projects, and activities within the post school outcomes of employment, healthy lifestyles, community participation, independent living, and postsecondary education and training.

- Foster and strengthen interagency, family/caregiver, and youth/young adult partnerships.

- Identify and successfully apply practices that best prepare youth for careers and further education by improving access to the general education curriculum through improved instruction.

- Recognize the core principals of high school redesign for improving outcomes for all youth.

For additional information on the Forum, please click on the following link:
http://sharedwork.org/documents/2.2007_PA_Community_on_Transition_Forum_Detailed_Agenda-R.doc

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2008 PA Transition Conference

Description

This page includes an archive of all of the resources and materials from the 2008 PA Transition Conference .

For additional information on the Forum, please click on the following link: http://sharedwork.org/documents/2008_Detailed_Agenda_7_11_final1.doc.

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2009 PA Transition Conference

Description

2009 PA Community on Transition Conference: Success By Design Resources

Check out all of the resources from the 2009 PA Transition Conference! This page includes information from the national, state, and local partners that presented at the Conference. Handouts from the Conference are located in the Repository. Please use and share this information with your team to further transition outcomes in your local area.

The primary purpose of this conference was to expand the capacity of schools and community partners in promoting the successful transition of youth/young adults with disabilities to post-school outcomes of employment, post-secondary education and training, community participation and healthy lifestyles.

For additional information on the 2009 PA Community on Transition Conference: Success By Design, please click on the following link: http://sharedwork.org/documents/2009_Detailed_Agenda.doc

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AIM (Accessible Instructional Materials)

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Aligning Accommodations & Supports

Description

"Align Accommodations & Supports" across secondary education, postsecondary education and employment settings will promote the successful postschool outcomes of youth with disabiltiies. In a series of capacity building sessions in the fall of 2006, members of the PA Transition State Leadership Team and the community provided information, resources and an opportunity for a diverse group of stakeholders to have dialogue about this important issue. This group page includes information presented at the sessions, along with many resources available to all stakeholders to assist you in their successful achievement of postschool outcomes. The foundation of this training is based on evidence-based practice identified in the document "Transition and Post-School Outcomes for Youth with Disabilities: Closing the Gaps to Post-Secondary Education and Employment" developed by the National Council on Disability and Social Security Administration, November 1, 2000, provides a guide for all stakeholders about what works in effective transition planning. Document located at ttp://www.ncd.gov/newsroom/publications/2000/transition_11-01-00.htm#4. If you are aware of additional resources, please post so that they can be shared with others in the community. Please visit this site regularly, as we will be developing additional resources, with your help! -

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Berks County Transition Coordinating Council

Description

The mission of the Berks County Transition Coordinating Council is to plan and facilitate successful movement of students with disabilities from school programs to adult life. -

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Business Partnerships

Description

PA Business Leadership Network
The PA Business Leadership Network (PA BLN) is an employer driven program designed for business leaders to promote hiring practices that enable qualified people with disabilities to enter and succeed in the workplace. The emphasis of the PA BLN(www.blnofpa.org) is to create opportunities where employers can communicate, peer-to-peer, to provide candid and frank assessments of hiring successes and challenges. This network not only provides employers with access to a network of their peers, it also provides opportunities for training, positive public relations, an increased number of applicants with a disability, and a centralized source of information.

The PA BLN is part of a national initiative of over 50 chapters of BLNs in 32 states.

For further ideas on how to better connect with employers, contact Stacy Kyle, Project Director, of the PA Business Leadership Network (PA BLN). Stacy can be reached at 717-763-0968 ext. 115 and/or stacy.kyle@blnofpa.org .

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Delaware Valley Network

Description

Delaware Valley Network -

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Educational Leadership

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Educational Sign Language Interpreter Mentors

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Elwyn Connections

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ELWYN Education Division

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ELWYN Education Division Work Group

Description

Welcome to NETRAC's Web Home!
Welcome to NETRAC's interactive site for students, staff, parents, and community partners. Here you will be able to see what we are doing both in the apartment and in the community.

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Employment

Description

The purpose of this group page is to increase the number of youth in Pennsylvania that obtain competitive employment, as a result of a systemic approach to career development activities. Youth will receive the benefits and supports needed to succeed in the career of their choice. Enhancing academic performance and self-advocacy skills are important to the successful achievement of this outcome area. At the 2005 PA Community on Transition Conference at the Outcome & Issue Forum, the Employment Practice Group was launched. Telling national employment data was shared. To view the priorities and potential action plans identified at the forum, check out the State of the State report located in the repository. As a follow up, 5 Regional Outcome & Issues Forums were held across the state of Pennsylvania to expand the work of the Practice Groups (see the Regional Forum information document located in archives) in November of 2005. This website blog will be used as one of primary vehicles of communication to share practices and learn from one another! Please feel free to browse the content of the blog and join in on the discussion. Please share information you would like to have posted as an announcement or a document/product you would like to share with others in our practice group. Joan Kester, PA Dept. of Labor & Industry, Office of Vocational Rehabilitation, joakester@state.pa.us, Group Leader -

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Healthy Lifestyles & Community Participation

Description

Karen Reed, Pennsylvania Department of Health, Bureau of Family Health, is the moderators for this practice group. If you have information you would like to share with other members of this practice group and have posted as an announcement or a document/product to this practice group site, please forward the information/request to: Karen Reed, karreed@state.pa.us. The purpose of the Healthy Lifestyles Outcome Practice Group is to identify ways to prepare youth with disabilities to make a successful transition to adult living by embracing healthy life styles and advocating for their health care, independent living and community participation needs. Health impacts all aspects of life and therefore a healthy lifestyle is an important outcome of transitioning youth. Success in the classroom, within the community, and on the job requires that young people stay healthy and embrace healthy lifestyles. Elements of a healthy lifestyle include: health care and service coordination, health insurance coverage, working with medical professionals, supporting youth with complex healthcare needs in the community, transition planning around healthcare management, mental health, social interaction, leisure-time physical activities, weight control, nutrition, and drug and alcohol consumption. The Healthy Lifestyles Practice Group was launched at the 2005 PA Community on Transition Conference during the Outcome and Issue Forum. During this forum, national and state outcome data related to health and healthy lifestyles was shared, and a list of priorities and potential action plans were identified. Documents related to this event are located in this groups archives section (see Kickoff and State of the State documents). During the month of November 2005, Regional Outcome and Issue Forums were held across the state of Pennsylvania to expand the work of the Practice Group (see the Regional Forum Information document located in the Repository section for details). This new website blog will be used as the primary vehicle of communication to share successful practices and products, projects and activities, and learn from one another. Please feel free to browse the content of the blog and join in the discussions. -

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Indicator 13 FAQ

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Indicator 14 - PAPODS

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IU and PaTTAN Transition Consultants

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Local Transition Coordinating Council Alliance

Description

To deepen our state’s commitment to improving post-school outcomes of youth with disabilities, in the spring of 2006 the leadership of agencies party to the 1999 Individuals with Disabilities Memorandum of Understanding (IDEA MOU) developed and signed a Transition Memorandum of Understanding (see attached). This MOU is the foundation of A Shared Agenda on Transition, the roadmap to our future. Pennsylvania’s transition community has had a rich history of dedication to assisting youth’s successful transition from school to adult life. The state recognizes the instrumental role Local Transition Coordinating Councils (LTCCs) have played over the past 15+ years. There are over 70 Local Transition Coordinating Councils (LTCCs) operating across Pennsylvania. With cross-stakeholder representation, many meet several times throughout the year to share information and resources. Some Councils hold interagency staffings to identify potential supports and services that may be available for transitioning youth. Others focus on the development and delivery of projects, products and activities. These LTCCs hold a wealth of knowledge regarding effective practices to improve post-school outcomes of youth with disabilities within the Commonwealth. In order to expand our collective knowledge and power to improve post-school outcomes through the Shared Agenda on Transition, the Transition State Leadership Team is interested in partnering with LTCCs to form a Local Transition Coordinating Council Alliance to combine our community’s wealth of knowledge, experience and passion. If you have any questions, please feel free to contact Michael Stoehr at mstoehr@pattan.net. If you’d like to join the LTCC Alliance, please complete the application posted in the repository and submit electronically to joakester@state.pa.us. We sincerely hope you join our efforts. PA Transition State Leadership Team -

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Mental Health

Description

The purpose of the Mental Health Practice Group is to promote the academic achievement and well being of all Pennsylvania youth and young adults through the development of a comprehensive, cross-community, behavioral health support system. This effort will emphasize the utilization of evidence-based school mental health services in conjunction with existing school-wide and community mental health programs and services. Growing evidence shows that school mental health programs improve educational outcomes by decreasing absences, decreasing discipline referrals, and improving test scores thus enabling youth and young adults to better achieve their desired post-school outcomes. This group will also explore and promote mechanisms to effectively assist youth and young adults in the smooth transition into needed adult services and supports. At the 2005 PA Community on Transition Conference at the Outcome & Issue Forum, the Mental Health Practice Group was launched. Telling national transportation data was shared (see Kickoff document located in repository). To view the priorities and potential action plans identified at the forum, check out the State of the State report located in the repository. As a follow up, 5 Regional Outcome & Issues Forums were held across the state of Pennsylvania to expand the work of the Practice Groups (see the Regional Forum information document located in archives). This website blog will be used as one of primary vehicles of communication to share practices and learn from one another! Please feel free to browse the content of the blog and join in on the discussion. Please share information you would like to have posted as an announcement or a document/product you would like to share with others in our practice group. Doris Arena, PA Dept. of Public Welfare, Office of Mental Health and Substance Abuse Services, darena@state.pa.us, Group Co-Leader Rick Boyle, PA Training and Technical Assistance Network, rboyle@pattan.net, Group Co-Leader -

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Midwest IU # 4 – Transition

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PA Assistive Technology

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PA State Leadership Team

Description

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PA VR Transition Network

Description

Welcome to the PA VR Network!
This OVR website is currently being developed and will eventually contain a virtual transition cabinet, The Repository, with resource information, a cache of OVR forms, a summary of the local DOs ‘past and current projects/grants, and a Discussion Board for OVR staff to share thoughts and opinions.
We are planning to make this site as comprehensive and user friendly as possible so that
VR counselors involved with transition have ready access to the information they need, whether they are in the office or out at a field site. The only requirement is that the counselors have a computer with Internet access.
This information will be readily available for the OVR counselor to share with students and parents, transition coordinators, other agency personnel as well as with other OVR staff. Because the Sharedwork.org site is independent of www.dli.state.pa.us, it can be entirely dedicated to high school transition and the data can be easily updated by a designated OVR staff person.
If you would like to submit specific information used by your District Office, please contact Marci Katona or Maryann Sutor in the Pittsburgh DO.

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PA Youth Leadership Network

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PA Youth Leadership Network Family and Caregivers

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Pittsburgh PYT Project

Description

Welcome to the Pittsburgh Public Schools/Allegheny County Systems of Care Initiative - Partnership with Youth Transition Project
The purpose of this project is to develop an individualized, cross-agency planning process to assist youth and young adults with emotional support and mental health needs to successfully transition to adult life and services. The Allegheny County PYT Project is one of five nationally funded through a collaboration between the US Department of Education and the US Department of Health and Human Services/Substance Abuse and Mental Health Services Administration. The other four projects are from: Utah, Maine, Clark County, Washington and Minnesota.

The mission of PYT is to "empower youth/young adults, consumers, families and communities to manage and advocate for their needs and realize their dreams." The goal of this project is to help young adults with mental health needs to achieve their full potential by providing access to education, support, and relevant resources so that they may live, love, learn, play, and recover.

The population of youth served by this project include:
-- youth and young adults ages 14-21 (age out at 25)
-- experience serious emotional disturbance/serious mental illness
-- have multi-system involvement
-- experience functional impairment affecting home, school, work, or community life

Pittsburgh PYT Project Meeting Dates
-- Wednesdays 1/23, 2/7, 2/28, 3/14, 3/28, 4/11, 4/18, 5/2, 5/16, 6/6

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Pittsburgh Start on Success

Description

Welcome!!!!!
Welcome to the 2009-2010 school year! Please check this sharedwork.org site frequently to received updated forms and information. Looking forward to a great year!

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Pittsburgh Transitions Curriculum

Description

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Post-Secondary Education & Training

Description

The purpose of the Postsecondary Education, Training Outcome Practice Group is to improve the preparedness of youth and young adults with disabilities transitioning into educational settings after high school; to increase youth with disabilities pursuing higher education; and to develop cooperative supports for youth with disabilities prior to, during and after postsecondary education. The result of these efforts will promote successful postsecondary outcomes for youth with disabilities including better prospects for gainful employment. Enhancing academic performance is important to the successful achievement of this outcome area. If you have information you would like to have posted as an announcement or a document/product you would like to share with others in our practice group, please forward to: Bill Welsh, Pennsylvania State University, Office for Disability Services, wjw9@psu.edu, Group Leader Don't forget to add yourself to the e-mail list. If you do post a discussion, be sure to send out an e-mail to all to let them know that a new thread or piece of information has been added to the site. -

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Programs Serving Students with Visual Impairments

Description

Welcome to the website for Programs Serving Students with Visual Impairments in Pennsylvania!
Programs Serving Students with Visual Impairments in Pennsylvania are widely recognized as some of the best in the country. Our teachers of students with visual impairments and orientation and mobility specialists are constantly striving to provide the most comprehensive and current services to their students and families.

In order to assist these professionals in their efforts to maintain this high level of service, this website is designed to provide:

•updates in the field of visual impairments.


•a repository of highly effective instructional strategies and resources.


•a forum for discussion of a variety of topics ranging from challenges with specific students to suggestions for instructional strategies.


•an avenue for posting job vacancies and/or jobs wanted.


If you would like to post information or a topic of discussion to the website, we encourage you to do so. Any information posted will be reviewed by PaTTAN staff prior to being available on the site.

If you have any questions, please feel free to contact Debby Holzapfel (dholzapfel@pattan.net), Frank Irzyk (firzyk@pattan.net) or Mark Steciw (msteciw@pattan.net).

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Standards Aligned System

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Summary of Performance

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Supervisors of Programs Serving Students with Visual Impairments

Description

Welcome to the website for Supervisors of Programs Serving Students with Visual Impairments in Pennsylvania!
Supervisors of programs serving low incidence populations are often faced with very specific concerns and questions regarding program staff requirements, competencies, caseloads and a myriad of other issues. In many cases, they are working in isolation. Finding solutions and guidance may be very time consuming. Being able to quickly access current information and resources and to communicate with coworkers in similar positions should assist supervisors to more effectively serve their staff, students and families.

The purpose of this secure site is to provide:
  • access to current information and resources pertaining to supervisory issues.

  • current information on national and state standards, program and staff guidelines and teacher competencies.

  • a vehicle for discussion of supervisory issues with other supervisors from across the state in a closed forum (only supervisors will have access to this site).

  • an avenue for posting job vacancies.


View the “Programs Serving Students with Visual Impairments” section of this website for information that may also be useful to you and your program.

If you would like to post information or a topic of discussion to the website, we encourage you to do so. Any information posted will be reviewed by PaTTAN staff prior to being available on the site.

If you have any questions, please feel free to contact Debby Holzapfel (dholzapfel@pattan.net) or Mark Steciw (msteciw@pattan.net).

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Transition of Youth with Autism Spectrum Disorders

Description

The purpose of this group page is to gather resources and facilitate cross-system and family dialogue about improving the post-school outcome of youth with austism spectrum disorder. If you have any resources you'd like to submit, please contact Joan Kester at joakester@state.pa.us. -

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Transportation

Description

The purpose of the Transportation Practice Group is to increase the availability of accessible transportation for Pennsylvania's youth with disabilities to increase their community involvement, independence and their ability to be competitively employed. Marty Kester, Vocational Rehabilitation Consultant, mgkester@state.pa.us, Group Co-Leader (mgkester@comcast.net) John Tassone, PA Transportation Alliance, Center for Independent Living of Central PA, Group Co-Leader (jtassone@cilcp.org) -

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York County Transition Coordinating Council

Description

The mission of the York County Transition Coordinating Council is to promote effective transition for students with disabilities from school to adult life through the development of: “…a coordinated set of activities for a student, designed within an outcome-oriented process, which promotes movement from school to post-school activities, including post-secondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living or community participation. The coordinated set of activities shall be based upon the individual student’s needs, taking into account the students’ preferences and interests and shall include instruction, community experience, the development of employment and other post-secondary adult living objectives, and, when appropriate, acquisition of daily living skills and functional vocational evaluation”. (Individuals with Disabilities Education Act (IDEA) Amendments of 1997). The York County Transition Coordinating Council will work towards resolving service delivery issues for school-aged students who are eligible for transition services and shall take into consideration the larger planning issues of providing coordinated and consistent services as younger Pennsylvanians move from the education system to the adult service delivery system. If you would like additional information about the YCTCC, please contact Deb Godfrey at 717-771-4407, ext. 207 or degodfrey@state.pa.us. -

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Capital Area Regional Transition Council

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Virginia

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Wisconsin

Description

WELCOME TO THE WISCONSIN COMMUNITY OF PRACTICE ON TRANSITION WEBSITE!
National Community of Practice Agency representatives from the Technical College System, employment (workforce development, vocational rehabilitation), education, youth corrections and parent groups participate in national discussions with other states on topics related to transition through previous transition summit meetings and a national community of practice. We joined the National Community of practice in February of 2006 through the support from the IDEA partnership and OSEP. It is our vision that through the development of practice groups we will improve the results for students with disabilities as they transition to their post high school goals.

State Level Community of Practice The Wisconsin Community on Transition is continuing to meet regularly to continue to improve collaboration and communication among agency representatives. See repository for draft "Shared Transition Plan of Action" document.

Local Communities of Practice have been developed as part of Transition Advisory Councils (TACS) to improve interagency collaboration for students with disabilities which along with local district teams and regional networks are part of our Wisconsin Statewide Transition Initiative (WSTI) has created a clearing house of transition information which includes 70/72 counties. Each county will develop a mission statement and establish goals to achieve their mission. In addition each county will develop a web-based clearinghouse for parents, students and teachers. To learn more about the county council structure visit the Wisconsin Statewide Transition Initiative website at www.wsti.org
Wisconsin has members who participate in the communities of practice at the national, state and local levels. Please see repository for membership list. 

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Career Assessment

Description

Welcome to the Career Assessment Practice Group!

Wisconsin began to implement a Community of Practice (CoP) on Transition. As part of this CoP, leaders in Wisconsin want to initiate a Career Assessment Practice Group that will bring together professionals and any other interested parties who want to develop, improve, or continue to provide high quality career assessment services.

A Career Assessment Practice Group exists in Pennsylvania (see elsewhere on the sharedwork site) and we are hoping that participants of the two Career Assessment Practice Groups can collaborate to expand sharing, learning, and building the very best career assessment services for youth.

Based on the keynote presentation on Communities of Practice and Career Assessment, consider these questions and give us your first impressions so we may go forward together. To do this please scroll down to the Discussions Section and respond:

A. What interests you in working with the Career Assessment Practice Group?

- Having easy access to other professionals
- Consulting and sharing with others about career assessment
- Sharing what is working for you
- Learning what is working for others
- Building a communication system that will grow and sustain
- Learning about new resources that will support our work with students
- Enhancing my knowledge about career assessment
- Being able to ask questions of other professionals to do what I do
- Being able to share career assessment information with other professionals and families
- Other

B. What questions or concerns do you have regarding Career Assessment?

C. In which of the following activities whould you like to participate?

- Joining Career Assessment Practice Group
- Using the Career Assessement webpage on sharedwork
- Contributing to the Career Assessment webpage
- Helping to develop the Career Assessment Practice Group
- Sharing your effective practices
- Other

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Employment

Description

Employment Practice Group
Cindy Cain (Department of Vocational Rehabilitation), Linda Maitrejean (WI Statewide Transition Initiative) and Pam Jenson (WI Statewide Transition Initiative) began preliminary discussions on February 1, 2007 regarding the goals and activities for the Employment Practice Group. Please see the repository for our meeting summary. This information will be discussed with new members on our first phone conference in March so we can make decisions about what the group will focus on as we get started.

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Health in Transition

Description

The Practice Group on Health believes that health is part of who we are as people and must be considered in all aspects of an individual's transition from childhood to adult life.  From the World Health Organization definition--"Health is not only the absence of infirmity and disease but also a state of physical, mental and social well-being."

The Practice Group on Health is composed of members representing hospitals and clinics, Regional Centers for Children and Youth with Special Health Care Needs, Parent to Parent, Family Voices of Wisconsin, schools, the Department of Health Services, the Department of Public Instruction, and more.

Activities for the practice group include:  Resource mapping of best practice health-related resources, a healthcare checklist and pocket guide, healthcare transition curriculum, and environmental scan of youth health transition activities in Wisconsin and nationally.

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Parent's Work Group

Description

The Parent Community on Transition (CoT) is a seamlessly integrated parent organization to provide parent perspective ito all Community on Transition work at state and local levels.  Parent CoT helps build and support sustainable community partners that help ensure youth and youth adults with disabilities or special healthcare needs are better prepared to advocate for themselves.  When parents have equal access to meaningful, high quality infomration and resources, they are in turn better equipped to support their child as they work toward purposeful transition planning.

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Postsecondary Education

Description

The post secondary workgroup consists of WIAHEAD Board members along with other interested parties who work toward promoting smooth transitions to post secondary institutions in Wisconsin.   We are committed to providing low cost training to our members as well as developing ongoing partnerships with key stakeholders such as high school staff, students and parents in the transition process.

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Re Entry from Juvenile Justice

Description

Establishing the Practice Group on Re Entry from Juvenile Justice
The Practice Group on Juvenile Justice ReEntry is continuing it's work on improving communications and processes in the area of Youth Corrections. We have completed a resource map and provided training within youth corrections schools. Other topics of interest include: determining a best practices model for effecting a smooth transition back once the student is enrolled in the school district, communication of district's enrollment process on district websites and obtaining school records in a timely manner during the summer months. The Department of Corrections has also issued a draft form of a guide to be used for the re-entry process. Please check the repository for this document.

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Wisconsin Youth First Practice Group

Description

 

The Wisconsin Youth First Practice Group works together on school, work, college, community, and leadership issues, opportunities and activities. We are looking for youth ages 16-26 from all over the state who can be leaders, get information, and… Get involved!

 

We are looking for new members (teachers, parents, youth, agency representatives, etc.) to take part in our groups activities.

 

We have an awesome website and a Speaker's Bureau that's growing all the time. If you are a youth or young adult, we'd love to hear from you!

 

Check out our Website at: www.wiyouthfirst.org<http://www.wiyouthfirst.org>

Check us out on Facebook too!

http://www.facebook.com/pages/Wisconsin-Youth-First/112551915462404

 

 

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Youth Development and Youth Leadership

Description

Wisconsin Youth First and the Wisconsin Community of Practice on Youth Development and Leadership is a member of the WI Statewide Community on Transition. The Community on Transition is a group of transition leaders from across the state who get together 3 times a year to talk about how to make things better for youth with disabilities who are transitioning to adulthood. The group welcomes youth at the meetings so you can share your experiences and help make things easier for other youth with disabilities.

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Practice Groups
Autism and Transition

Description

The purpose of this practice group is to provide a platform to discuss practical application and effective strategies in transition and ASD, to identify barriers to post-school success specific to ASD transition youth, as well as to provide a forum for professionals to identify how to link effective EBP in transition with the EBP of ASD to improve post school success and overcome barriers.

On this site, leaders from the National CoP on ASD will create ongoing intersections between the Transition CoP and the ASD CoP on these issues.

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Building a Meaningful Youth Role

Description

Are you interested in improving transition outcomes of youth with disabilities? Please join this practice group to be part of the solution!A group of young leaders across the states are working together to build a meaningful youth involvement. Please meet the facilitators: LeDerick Horne, NJ - lederickhorne@horneonline.com Peter Squire, VA - psquire@gmu.edu Paul Fogle, Pa - paulfogle@gmail.com Christine Cashman - christine.cashman@nasdse.org -

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Career and Transition Assessment

Description

The purpose of this group is to deepen our understanding of the assessment process and promote and share effective ongoing assessment practices and lead to enhanced post school outcomes of transitioning youth. Assessment is defined as a process of gathering data to plan, evaluate, or make decisions. Data can be derived from a number of sources over a period of time. For additional information, please contact Stacie Dojonovic, Group Leader of the Career Assessment Practice Group, from Pittsburgh Public Schools, at staciedj@yahoo.com, or Ashley McFall, PIttsburgh Public Schools, at kmcfall1@pghboe.net   Guiding Principles of Career Assessment: *Vocational evaluation should use a variety of methods, tools and approaches to provide accurate vocational evaluation and assessments. *Vocational evaluation and assessment information should be verified using different methods, tools and approaches. Using alternative methods or approaches to validate findings can usually be achieved by *Behavioral observation is essential in any vocational assessment process. Behavioral observation occurs throughout the assessment process. *Vocational evaluation and assessment may be an on-going and developmental process in career development. *Vocational evaluation and assessment should be an integral part of larger service delivery systems. Vocational evaluation and assessment requires the collection of input from a variety of individuals and requires an understanding of how to use the results of the assessment process. Vocational evaluation and assessment should be current, valid and relevant. Source: Position Paper of the Interdisciplinary Council on Vocational Evaluation and Assessment by Smith F., Lombard R., Neubert D., Leconte P., Rothernbacher C., & Sitlington, P. For additional information, please visit http://www.vecap.org/council-t.html -

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Deaf/Hard of Hearing (PEPNet)

Description

PEPNet provides resources and expertise that enhance educational opportunities for people who are deaf or hard of hearing--including those with co-occurring disabilities. PEPNet's national outreach is coordinated through its four regional centers. At the local level, each state's contact person is the gateway to the shared knowledge and best practices of the four regions. PEPNet regional centers work collaboratively to provide a broad variety of best practices and resources where and when they are needed to enhance educational opportunities.PEPNet offers consultation, training, professional development, cutting edge technical assistance and other resources to educational institutions, including-but not limited to:

  • Two- and Four-year Colleges
  • Universities
  • Secondary Education Programs
  • Community Rehabilitation Programs
  • Continuing Education Programs
  • Adult Basic Education Programs
  • Vocational and Technical Training Programs

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Families

Description

Co-Facilitators

Leadership Group

CoP Transition Family Wiki

coptransitionfamily.pbworks.com     

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Identifying and Measuring Quality Indicators - Cross Stakeholders and Cross Systems

Description

The newly formed QI Group invites you to join them!

At last spring's CoP meeting in Charlotte, a small group of representatives from several states met to have a community dialogue regarding "Identifying and Measuring Quality Indicators -Cross Stakeholders & Cross Systems." We wish to gather other national organizations' Quality Indicators and "cross-walk" them across organizational systems and stakeholders to find common areas of quality practice. We believe this work is key to improving best practices, collaborative efforts and efficiencies within the transition community and may have utility for program design, administrative structures and cross- system grant development.

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State-Wide Conference Planning

Description

Interested in Sharing Your Strategies and Tools to Plan Statewide Conferences and Meetings?

Many states in the national community of practice on transition plan interagency statewide conferences and meetings. After a recent visit to the Pennsylvania Community on Transition Conference, Mr. John Hager, Assistant Secretary of the Office of Special Education and Rehabilitative Services (OSERS) indicated there may be future federal investments in expanding states' abilities to hold such conference and meetings.

This group page will be used to share strategies, resources and tools so that we can learn from another to create year-round transition strategies, including a statewide conference, to improve post school outcomes of youth with disabilities across the county. We can deepen our work in using the youth leadership model to meaningful engage youth in all of our work.

In the announcements, please post any upcoming events in your state. In the repository, we can build a toolkit. In the discussion, we have dialogue to help one another. We can stay connected through the use of the group page's email feature.

Please join our work!

Joan Kester (jkester@gwmail.gwu.edu) & Michael Stoehr (mstoehr@pattan.net), Group Leaders

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Summary of Performance

Description

The Summary of Performance Practice Group was formed in Spring 2009 in response to interest expressed by stakeholders in the National Community.  This website is a forum for communication and information sharing to further learning and improve practice around the Summary of Performance requirement in Transition planning.  Announcements of events, state examples and descriptions of effective practices, helpful documents and topical discussions are available through this SOP Practice Group website. 

We are excited about using the NEW sharedwork website and want to support all partners interested in sharing ideas and work on improving post-school outcomes for youth. If you have questions, please don't hesitate to contact Debra Grabill, Practice Group Facilitator and moderator of this site.  Just select "message moderators in this group" to be in touch directly

Welcome! 

 

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VR Transition Network

Description

The VR Transition Network has been established based upon the interest of state VR professionals working in the field of transition from school to work, to do the following: *brainstorm current issues that we are facing *to share, as appropriate, polices and practices that state VR agencies have established to better serve youth *to share effective practices, resources and tools across states. If you would like more information, please contact either: Joan Kester, Center for Rehabilitation Counseling Research & Education, Mid-Atlantic TACE Center, The George Washington University, jkester@gwu.edu Tina Greco, Transition Coordinator, New Hampshire Vocational Rehabilitation, tgreco@ed.state.nh.us -

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National Community of Practice on Improving Teacher Quality

Description

Center for Improving Teacher QualityThe National Community of Practice on Improving Teacher Quality: General and Special Education Collaboration is sponsored by the Center for Improving Teacher Quality (CTQ) to help states reform, improve and align their teacher licensing systems for GENERAL and SPECIAL education teachers of students with disabilities. This national community was generated by the collective thinking of members of CTQ State Teacher Quality Teams and is central to the work of the Center. The community emphasizes the importance of standards for GENERAL and SPECIAL education teachers in serving students with disabilities and supports strong collaboration between highly qualified teachers as essential to improving the outcomes for all children. CTQ is funded by the Office of Special Education Programs(OSEP) at the U.S. Department of Education. It is a national technical assistance center focused on working with states to develop models for ensuring and raising the quality of teachers of students with disabilities. For additional information about CTQ, visit the Center for Improving Teacher Quality's website at: http://www.ccsso.org/projects/Center_for_Improving_Teacher_Quality/ The National Community of Practice on Improving Teacher Quality: General and Special Education Collaboration is sponsored by the Center for Improving Teacher Quality (CTQ) to help states reform, improve and align their teacher licensing systems for GENERAL and SPECIAL education teachers of students with disabilities. Funded by the Office of Special Education Programs at the U.S. Department of Education, CTQ is a national technical assistance center that is working with states to develop models for ensuring and raising the quality of teachers of students with disabilities.

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Case Study States
Alabama

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Arkansas

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Hawaii

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Indiana

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New Jersey

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Texas

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Rhode Island

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State Communities
ALABAMA 2

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CALIFORNIA

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Low Incidence Professoriate Workgroup

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Special Education Credential Workgroup

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DISTRICT OF COLUMBIA

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IOWA

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Teacher Quality Enhancement

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Kansas

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MAINE

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OHIO

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Practice Groups
Case Study States Workspace

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Coteaching and Service Delivery

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CTQ Staff Workspace

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HOUSSE

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Low Incidence

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Survey Workspace

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National Community of Practice on Creating Agreement

Description

 

Consortium for Appropriate Dispute Resolution in Special Education (CADRE)

This Creating Agreement Workgroup is a collaboration between the IDEA Partnership, the Consortium for Appropriate Dispute Resolution in Special Education (CADRE) www.directionservice.org/cadre and representatives (see list below) from national and state organizations who share a fundamental interest in the prevention and early resolution of special education disagreements. Fundamental to this collaboration is the belief that training and technical assistance is more effective when there is meaningful stakeholder involvement - content is developed by stakeholder groups and delivered to blended audiences that represent different perspectives. The Workgroup developed a basic presentation and skill-building activities on conflict resolution with the purpose of reaching and informing a wider network of people. The information is also disseminated deeper into their own networks and presented to other organizations where early dispute resolution is an important issue. Important Underlying Assumptions of Our Work: • Training acquires power when developed by a broad cross-section of stakeholders representing varying organizational interests. • Training is more effective when delivered to blended audiences (parents, school personnel and other groups). • Training is more likely to be trusted when delivered by teams of presenters who represent the stakeholders who are present in the audience. • Precious financial resources are best applied to conflict prevention and early dispute resolution reducing the demand for expensive, adversarial processes. • When families, schools and other providers are working well together, students’ programs are more effectively designed and delivered. Ultimately, learning and behavior is enhanced. Stakeholder Group: • American Occupational Therapy Association (AOTA)- Sandra Schefkind, Carol Gryde, Remy Pai • American Association of School Administrators (AASA)- Carol Auer • CADRE- Marshall Peter, Phil Moses, John Reiman, Dick Zeller • Council of Administrators of Special Education (CASE)- Luann Purcell, Nissan Bar-Lev • National Council on Independent Living (NCIL)- Maureen Hollowell • National Education Association (NEA)- Judy Richards • National Fiesta Educativa- Lorena Morales • School Social Work Association of America (SSWAA)- Steve Button • New Jersey Region 1 PTAC@SPAN/NJ- Diana Autin • New York /Long Island Families Together- Helene Fallon • WI FACETS- Charlotte Price, Nelsinia Ramos • Wisconsin Special Education Mediation System (WSEMS)- Jan Serak, Nissan Bar-Lev We encourage you to join our e-mail list. This Creating Agreement Workgroup was formed as a result of the collaboration between the IDEA Partnership and the Consortium for Appropriate Dispute Resolution for Special Education (CADRE) national center. The Workgroup is made up of various national and state organizations with the intent of modeling cross stakeholder collaboration around a common issue—early dispute resolution. The Workgroup developed a basic presentation and skill-building activities on conflict resolution with the purpose of reaching and informing a wider network of people. The information is also disseminated deeper into their own networks and presented to other organizations where early dispute resolution is an important issue.

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State/Stakeholders Initiatives
New Hampshire Conflict Resolution Initiative

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Pennsylvania Initiative on Creating Agreement

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Region 1 Parent TA Center @ SPAN-NJ

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Wisconsin Special Education Mediation System

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Organization Initiatives
Council of Administrators of Special Education (CASE)

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National Community of Practice on Autism Spectrum Disorder

Description

The Community of Practice on Autism Spectrum Disorders (ASD) is a place to share ideas, discuss issues and generate solutions for those who work with, advocate for and support individuals with ASD and their families.

Here are some ways you can participate in this community:

  • Offer your knowledge and resources to help this community grow.

  • Add your resources in the identified folders in the View files by folder section.

  • Join in the discussions under View Discussions.

Through this joint effort we can share resources and best practice to enrich the work and lives of all those involved.

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States
Illinois

Description

Welcome to the Illinois Community on Autism Spectrum Disorders Shared Work site! Stakeholders across the state of Illinois are working to build local capacity to establish and implement educational supports and services for children with ASD. Join this forum to discuss the issues, share resources and find ideas.

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Iowa

Description

Our goal is for the website to serve as a conduit for continuous sharing of the latest trends, articles, and information regarding autism spectrum disorders with those who have been certified in assessing toddlers 24-36 months and those medical staff supporting medical homes for ASD. Our group will use the Community of Practice site to post, disseminate, and make inquires about ASD information and uses of the STAT tool to each other as well as a global audience.

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Kansas

Description

The Kansas Community of Practice on ASD was developed to provide a repository for articles, documents and guides of interest to the autism community in Kansas.  Discussions are welcome, however they are moderated.

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Autism Diagnostic Teams

Description

The purpose of the KS Autism Diagnostics Team is to provide timely and accurate autism diagnostic services to children throughout KS. School-based autism teams and Part C teams have been trained on the gold-standard assessment tools to collect diagnostic information that is passed onto a local doctor or KU Medical Center's Center for Child Health and Development (CCHD) who meet with the families via telemedicine. This group is invite only and for those who have gone through the Autism Diagnostic Team training hosted by KISN and CCHD.

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Kansas Governors Commission on Autism

Description

Welcome to the Autism for Kansas Administrators Sharedwork site!
 
Shared Work is both a communication tool and a collaborative work space. It brings organizations, agencies, groups, and individuals together to communicate what is important to them, to learn together, to do work together, and to collaborate in solving complex educational problems. Working in community enables them to seek out solutions to persistent issues and to gain support from each other in implementing these solutions.
We will use this site to post documents that may be of interest to you and to share information about upcoming trainings.  In addition, we will provide links to resources that you may find useful! 

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Kansas Interdisciplinary Teams

Description

The purpose of Kansas Inderdisciplinary Teams is to provide resources for those teams that have attended the Autism Interdisciplinary Team training.  They are able to access materials so that they can provide trainings in their local district/cooperative, complete screenings for ASD and provide technical assistance to teachers with students on the spectrum.  This group is invite only.

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Autism Specialist

Description

The purpose of Autism Specialist is to provide information to those that attend KISN's Autism Specialist Summit.  They are able to access materials for upcoming trainings and for trainings that have already occurred.  It is also a place where they can network with others in similar roles across the state.  This group is invite only.

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Autism Transition Assessment and Planning

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Autism for Kansas Administrators

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Ohio

Description

Welcome to the Ohio section of the National Community of Practice in ASD!

We hope this becomes a place that you visit frequently. It is our goal to engage in a conversation that shares perspectives, ideas and solutions from all across the state, from those in various fields and at all levels of scale who work with, advocate for and support individuals with ASD and their families.

Here are some ways you can participate in this community:

  • Post information and links about what is occurring in your area of the state.
  • Offer your knowledge and resources to help the community grow by participating in discussions and adding articles to the files by folder section.
  • Recruit others to join the community.

 

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West Virginia

Description

What is WV Team Autism?

WV Team Autism is a collaborative of West Virginians from across the state who meet quarterly to work together to share information, provide support, bridge gaps in services and implement progressive services with positive outcomes.

Mission statement:

The mission of West Virginia Team autism is to build and maintain a statewide collaborative network to fully and appropriately support West Virginians with autism spectrum disorders and their families.

Philosophy Statement:

As a network, we will strive to ensure services for West Virginians with autism spectrum disorders and their families are seamless, research-based and of quality.

http://sites.google.com/site/wvteamautism/

 

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Wisconsin

Description

 

The CoP ASD/DD’s purpose is to bring together diverse stakeholders from across the state to: 

·         learn together

·         exchange information, opinions and resources

·         engage in partnerships and collaborative efforts

to improve the formal and informal systems of services and supports for individuals with ASD and other DD, their families, and the professionals who work with them. 

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Southern Regional Team

Description

The Southern Regional Team is comprised of stakeholders and family members from Southern Wisconsin who work together to identify resources that are available to parents, self-advocates, educators, health care providers, service providers and community members.  The Southern Regional Team will be working to make those resources accessible and easy to use by all members of our society.  Team members collaborate to improve the service system for children with developmental disabilities and their families in Southern Wisconsin.

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Practice Groups
Early Intervention

Description

This practice group will focus on components of early intervention such as various models of service, effectiveness, parent involvement, cost, and service providers. We welcome you perspective, research and ideas.

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Pre-Service Education Programming

Description

This practice group strives to enhance the preparation of highly qualified professionals in the area of ASD through the development of specific courses and showcasing existing university program models. Please share your course syllabus, mentoring programs andsuccessful practicuum experience plans. We hope to engage in a national dialogue as together we influence and develop strong university programs.

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Transition to Adulthood

Description

The purpose of this practice group is to provide a platform to discuss practical application and effective strategies in transition and ASD, to identify barriers to post-school success specific to ASD transition youth, as well as to provide a forum for professionals to identify how to link effective EBP in transition with the EBP of ASD to improve post school success and overcome barriers.

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Universal Design for Learning (UDL) and Assistive Technology (AT)

Description

The purpose of this practice group is to gather expertise in the area of UDL and AT as it relates to individuals with ASD. We will continuously determine the areas of needed professional development and skills acquistion in this area and create tools to assist with implementation in the field.

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National Community of Practice on Universal Design for Learning (UDL)

Description

Welcome!

A Community of Practice (CoP) is a group of people who share a passion for a topic and work together in an ongoing way to exchange knowledge and improve their practice.


Join the National UDL Connect Conversation! Developed by the National Center on Universal Design for Learning, UDL Connect is a community where individuals or groups can connect with others interested in UDL.

Here’s what you can do on UDL Connect:

  • Discuss topics related to UDL and other relevant issues in education.
  • Read blog posts written by other community members or start your own blog!
  • Post videos or photos of UDL in action.
  • Join the IDEA Partnership-UDL Connect group or start your own group!

 

We also invite you to explore the most recent meeting of the IDEA Partnership--held January, 2011 in Alexandria, VA--where we shared 4 requested presentations around UDL and collected these resources in a collaborative digital workspace, http://ideapartnershipmeeting.sharedwork.org/
If you would like to be an "active" participant in this digital workspace, please contact the IDEA Partnership directly to obtain login access.

Information on definitions of UDL, principles, guidelines and an array of national resources can be found at the National Center on Universal Design for Learning. To better understand UDL, visit the "Universal design and universal design for learning" video at the following link: http://www.youtube.com/watch?v=bDvKnY0g6e4 

This UDL site will serve as a central repository for sharing resources, best practices, and success stories. Like any CoP, the value of this site will depend on your contributions.

Here are some ways you can participate in this community:

  • Offer your knowledge and resources to help this community grow. Post a New Announcement to keep others informed of changes in the field.

  • Add your resources in the identified folders in the 'View files by folder' section.

  • Share your experiences with UDL to enrich the work of others - Join in the discussions under the 'View Discussions' area.

  • Post your success stories in the 'UDL Success Stories' folder.

Ongoing conversations are posted through a variety of growing communities discussing the value and importance of UDL in Community at the National Center on UDL. New information related to the IDEA Partnership's growing UDL collection can also be found at UDL Dialogue Guides.

 

Patti Ralabate, Co-facilitator

Fran Smith, Co-facilitator

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Universal Design for Learning (UDL) Policy Issues

Description

Universal Design for Leaning (UDL) Policy Issues

Project Forum at NASDSE has joined forces with CAST to host this virtual forum and facilitate a conversation on policy issues related to UDL implementation in schools, districts and states. All interested parties are welcome to discuss policy challenges and barriers to UDL implementation. Guided topical questions will be posted between October 6 and November 3, 2008 to facilitate your collegial discussions and identification of barriers. Your input will help shape the agenda for further UDL policy work. Project Forum at NASDSE has joined forces with CAST to host this virtual forum on UDL policy issues. We intend for this shared work as a conversation on policy issues related to UDL implementation in schools, districts and states. All interested parties are welcome to discuss policy challenges and barriers to UDL implementation. Guided topical questions will be posted between October 6 and November 3, 2008 to facilitate your collegial discussions and identification of barriers. Your input will help shape the agenda for further UDL policy work.

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Practice Groups
Awareness and Outreach

Description

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Pre-service Training and Professional Development

Description

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Technology and Learning

Description

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Data Collection and Assessment

Description

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Communities in Organizations

Description

Our work allows groups to come together around the issues they care about and create initiatives that will actively engage their members. We use two approaches to pursue real and lasting change: • A focus on bringing stakeholders into the work of states as allies • A focus on broadly sharing the lessons learned with organizations You were referred to this site by your organization because you have a particular expertise that is valued by other members of your group. Although policies are often developed in response to what we know to be good practice, implementation often requires behavior or procedural changes that cannot be anticipated. The IDEA Partnership role is focused on encouraging people with the "know how" to guide and support others as they move from from "knowing" to "doing". We welcome your input on how to tailor these messages to your peers. We look forward to learning from you as you exchange insights and ideas on how we can apply policy and research in ways that improve student learning .... and ultimately system results. And, we appreciate the contributions of leaders who are pioneering this work together! The IDEA Partnership facilitates interaction among 55 national organizations with shared concern or interest around an issue. You can find a list of partners at http://www.ideapartnership.org/partners.cfm). The Partnership is the U.S. Department of Education's investment in the value of stakeholder expertise. We believe that those who are closest to the work can be valuable partners in finding new approaches to implementation challenges. While most of our work brings stakeholders with various perspectives together to understand complex issues in new ways, it is sometimes important to explore issues in more depth with people who share the same role. This site is a place for members of national organizations to work with those in similar roles to better understand education issues.

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Organizations
American Occupational Therapy Association (AOTA)

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Fiesta Educativa

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National Association of Elementary School Principals (NAESP)

Description

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Practitioner Leaders .................. AFT & NEA

Description

This is a place for practitioner leaders, such as teachers and related service providers, to share ideas on teaching and learning. The IDEA Partnership is an affiliation of 55 -

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School Social Work Association of America

Description

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Milwaukee Youth Mental Health Connection

Description

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Practice Groups
Special Groups

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The North American Coalition for Parents with Intellectual and Cognitive Challenges and their Families (NACPIC)

Description

Welcome to the NACPIC community page. Please feel free to post documents, work on joint projects, share new ideas and give input on different initiatives. NACPIC is a broad coalition of self advocates, service providers, researchers and educators who have come together to explore ways we can use our combined knowledge and resources to support parents with cognitive and intellectual challenges. Through this coalition we exchange information about promising practices and techniques, access new tools and curricula, help to build a national research and service agenda, develop legal and human service policies; give a national voice to parents and practitioners and contribute to system change activities that move us forward together.

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States
Mid-Atlantic Region

Description

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Midwestern Region

Description

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New England Region

Description

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Northern Tier Region

Description

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Pacific Rim Region

Description

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Rocky Mountain Region

Description

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Southern Region

Description

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Southwestern Region

Description

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Practice Groups
Conference Planning Committee

Description

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Curricula Committee

Description

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NACPIC Board

Description

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Research Committee

Description

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NY Family, School and Community Collaboration

Description

NYS Community of Practice on Family, Community and School Collaboration The New York State Community of Practice on Family and School Collaboration is supported through the IDEA Partnership, NASDSE.  We are group of committed constituents which include stakeholders representing schools, families, government and community agencies.  Enclosed are materials summarizing some of the work the group has been focusing on.  Please do not hesitate to contact us or to join in on any of our scheduled conference calls.  We welcome participation from anyone who has interest in the success of students.  We are proud of the work we have accomplished and have a progressive work plan for the future. 

Basic Principles:

 Our goal is to “promote ongoing effective communication, linkage, and support for parents and local school districts through both direct and collaborative activities of our learning community and its partners”.  Through our collective actions, we hope to make measurable positive impact on the NYSED State Performance Plan goals. 

Ø  We welcome everyone’s input, and all opinions are valuable. 

Ø  We ask that everyone respect the opinion of others and although we may at times have to agree to disagree we must all work as a team continuing to learn from one another to assure that our goals can be successfully achieved. 

Ø  We hope to keep all conversations within our community positive and forward moving.  As we grow and continue to expand we ask that each person try to reply to the conference call reminder letting Helene Fallon or Max Donatelli know that you will be participating. 

Ø  In addition, although we have a lot of issues to discuss we will try to stay within our agenda allowing other issues to be placed into the “parking lot” for further calls. Between calls, we will prioritize these items and put out a draft agenda for comments.

Ø  We have ongoing workgroups around issues of interest and welcome participation.

Ø  Coming soon, we will working with the www.sharedwork.org website for any other communications in between our monthly calls and we will be sharing information by email.

Our monthly conference call is toll free and held the first Friday of every month at 1 PM. Please call into  1 866 683-3261 

Helene Fallon     

Max Donatelli

Co-facilitators, NYS CoP on Family, Community and School Collaboration

Supported through IDEA Partnership, NASDSE

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States
New York

Description

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Early Intervention and Early Childhood

Description

This community is dedicated to quality early care for all young children. We hope that states, organizations and other child serving agencies will use this site to work collaboratively on issues such as -universal design for learning (UDL), -recognition and response -professional development and -inclusive practices for serving a diverse society. You can learn more about these topics and strategies below. We encourage you to add to the developing knowledge base. The National Community of Practice on Early Intervention and Early Childhood created this SharedWork site as a place where states and national organizations can work together on issues that affect infants, toddlers and young children, and their families.

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States
Virginia

Description

WELCOME to the Virginia Inclusive Practices Community of Practice! In July 2008, Governor Tim Kaine created the Office of Early Childhood Development (OECD) to coordinate a seamless continuum of services and expand access to high quality education for all young children (birth to age 5) and their families, particularly those children who are at-risk. To accomplish this task the OECD is working with early childhood leaders, the Special Quest Birth-Five: Head Start/Hilton Foundation Training Program and the National Professional Development Center on Inclusion (NPDCI), to develop a statewide professional development system that is coordinated, accountable, and supported by a high quality workforce. This community of practice was initiated to support the work of the OECD and to meet federal and state mandated goals to increase the percentage of preschoolers with disabilities who are educated with typically developing peers. We encourage you to join our community in order to work collaboratively with public and private educational and child care providers to increase and improve practitioner knowledge and use of inclusive practices for infants, toddlers, and preschoolers with disabilities. -

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Inclusive Practices

Description

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IPOP

Description

Welcome IPOP Teams! This practice group site was developed as a place for IPOP team members to come together to use their combined knowledge and resources in supporting practitioners in settings using inclusive practices. By sharing and working together teams can increase their productivity and avoid duplication of efforts. Because this site is open only to IPOP team members we encourage you to make this a place where real work is accomplished! -

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Connecticut Task Force - Guidelines on Emotional Disturbance

Description

The task force will assist in gathering and sharing input from stakeholder groups, review current research, suggest areas for inclusion in the guidelines, and draft proposed content. Please go to the Repository Section below to view the 1997 Guidelines. You will find four different folders: -Assessment and Eligibility -Cultural Diversity and Disproportionality -Legislative and Regulatory -Program In each Repository folder, you will find a copy of the 1997 Guidelines. The topics appear in alphabetical order. Please think about any changes that need to be made to the document according to the topic highlighted in each discussion thread (i.e., assessment/eligibility, cultural diversity/disproportionality, legislative/regulatory and program). We will compile all the changes in one document, which will be reviewed by the group at a later date. We appreciate the valuable contributions you are making as we revise the Guidelines to improve the identification and education of students with emotional disturbance. Thank you! 2/18/2009 Please visit "Tools" folder under Repository for new articles and information. This task force has been established to assist in the revision of the Guidelines for Identifying and Educating Students with Serious Emotional Disturbance.

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IDEA Partnership - Activity Leaders

Description

The national organizations affiliated with the IDEA Partnership meet twice a year - in winter and summer. Between the two annual meetings, there are many activities led by the partners. The coordination of these activities is facilitated through this site. This site is a place for IDEA Partnership Activity Leaders to share information and updates on our progress.

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Evaluation

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Ohio Credit Flex

Description

The Ohio Credit Flexibility Community of Practice (CoP) is dedicated to providing Ohio educators, parents, community members and other stakeholders the opportunity to share ideas, experiences, and expertise to support the local implementation of the Ohio Credit Flexibility Policy.

The purpose of the Credit Flexibility CoP is to provide support in the implementation of the credit flexibility policy through the establishment of a statewide, collaborative learning community that engages stakeholders as essential partners and change agents and leverages their experience and expertise to:

  • Drive Strategy
  • Solve Problems
  • Promote the Spread of Best Practices
  • Develop Professional Skills

The Ohio Credit Flexibility CoP will serve as a central repository of information related to credit flexibility and all members are encouraged to share information about best practices, available resources, upcoming events, relevant news articles and more. It is also interactive, providing an opportunity for dialog. Moderators exist to help facilitate discussions on various topics of interest that have state, regional and local impact. These discussions can be around credit flexibility policies and practices, emergent ideas, requests for assistance, and opportunities to connect education with community and economic growth initiatives.

How you can help:

  • Post announcements for upcoming webinars, conferences or other events that can help build capacity for local implementation
  • Share processes and procedures you've developed for local implementation (e.g. assessment plans, approval processes, local policy)
  • Share templates and other artifacts that could inform the thinking of others in the state
  • Start an online discussion to get feedback and input from your statewide colleagues on issues you are facing regarding local implementation 
  • Join practice groups to help inform the development of supports

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Guidance Development

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Special Events

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Project Forum: Virtual K-12 Special Education and Related Services

Description

This group has been set up as a virtual forum for participants in the Project Forum policy forum on Virtual K-12 services for students with disabilities. It will be moderated and private for this invited group until the end of February 2010 when it will be opened up for anyone interested in this topic.

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State-based Initiatives

Description

This section is where individual states can invite others to get involved in their state-based initiatives.

Some states are promoting the principals of communities of practice and all are encouraging stakeholder engagement as a part of their work.   

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Colorado - Early Childhood Community of Practice

Description

Our purpose is to establish a community of engaged participants with the goal of:  

  • sharing current information on comprehensive, integrated, high quality early childhood programs designed in a Tiered framework;
  • discussing implementation of a Tiered Approach to early childhood programs in Colorado;
  • providing one virtual location (repository) for documents that inform practice in the Tiered Approach framework;
    • providing a virtual space for documents or other materials that participants can work on together to further practice in a Tiered Approach.
 

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You will be able to browse through to your chosen National, State, or Local Group by using this menu.

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