PREDICTORS OF POST-SCHOOL
SUCCESS FOR YOUTH WITH
DISABILITIES:
COLLABORATING WITH OUR
PARTNERS TO MAKE SUCCESS
HAPPEN
Oklahoma Department of Rehabilitation Services
Interagency Collaboration
Collaborative Service Delivery
Collaborative Framework
Information taken from Dr. Paula Kohler’s
Taxonomy for Transition Programming
Collaborative Service Delivery

Key Components
 Reducing system barriers
 Braided funding
 Collaborative development & use of assessment
data
 Shared delivery of transition services
 Information dissemination among agencies
 Collaborative programming (with employers,
special AND regular education teachers, vocational
instructors, higher education, VR)
Collaborative Framework

Key Components
 Interagency coordinating body
 Formal interagency agreement
 Roles clearly articulated
 Established communication methods
 Shared student information
 Single case management system
 Lead agency identified
 Designated transition contact for all providers
How do we make Interagency
Collaboration work?

In OK we ask:
 Who is NOT at the table?
 Who do we need to include to make this happen?
 Who can help develop, disseminate, or move this
along?
 Who is or may already be doing something like
this that we could join?
 What else can we do to help youth? Families?
Schools? Our staff?
PARTNERS
Schools
 Higher educational
institutions
 State agencies
 Advisory councils
 Parents/parent groups
 Private businesses
 Community
Rehabilitation Programs

Disability
Organizations
 Career and Technology
Education Centers
 Governor’s Workforce
and Economic
Development Council
 National Organizations

EXTERNAL COMMITTEES

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IDEA B Advisory
OK Directors of Special
Services (ODSS)
Metro ODSS
OK Association on Higher
Education and Disability
(AHEAD)
Alliance for Full Participation
OK Family Network
OK Health Information Plan
Project SEARCH Partners

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Business Advisory Councils
Supported Employment
Leadership Network
Governor’s Youth Council
and Subcommittees
OK Commission on Children
and Youth, Strengthening
Transition for Custody Youth
Council for State
Administrators of Vocational
Rehabilitation (Transition)
Oklahoma Transition Council
Enough
meetings?
Ever feel like this? Our roles do have to fluctuate.
Cartoon drawing of a woman with caption “hmmm…what to wear, what to wear?” with 5 hats “coach, facilitator, negotiator, evaluator, and mediator”
What do we do?
Focus on how to help youth achieve
success.
 Realize what is important.
 Find ways to make processes easier.
 Work with staff, other colleagues,
agencies, councils, etc.

What do we do?
Partner, partner, partner.

Did
someone say PARTNER?
CREATE!

And
DISSEMINATE!

Challenges

We admit:
We don’t reach all youth with disabilities;
Not all school staff (or families) know about us
and what we offer or who we serve;
Not all families don’t always learn about DRS
and why they should apply for services OR
what they do learn is not accurate;
Not all SSA recipients will go to work, even
though we serve them throughout high school;
Challenges

We admit:
Some youth we serve while in high
school end up unsuccessful closures;
There are underserved populations
(e.g., those on 504 Plans) and unserved populations (others with
disabilities);
It isn’t always easy;
Challenges

We admit:
Families must be involved in the process
and on board with employment as an
outcome;
We cannot and should not do it alone;
and
We always have room to improve!!!
It’s not always easy!
Cartoon drawing of two mules trying to eat hay, pulling in different directions, thinking about a solution, eating the same pile, and switching piles
What do we do about it?
Identify needs
 Create partnerships and find ways to
step outside the box.
 Create tools and resources
 Implement and disseminate

What do we do about it?

We partner and create!
Sample
 Need
IEP Goals for DRS Services
identified because:
 DRS services not reflected in IEPs; and
 Token, generic, noncompliant transition goals.
 Developed in-house, reviewed by colleagues
across the US (NSTTAC, business, schools)
 Updated frequently, disseminated to staff and
schools
SAMPLE IEP GOALS FOR DRS SERVICES
DRS Service
IEP Goal
Area
Goal
Work
Employment After receiving modeling of job tasks,
Adjustment Education student will demonstrate the ability to
Training
Training learn job tasks 100% of the time as
observed by the coworkers and
supervisor.
Tech-Now— Education Student will identify at least three
Milestone 1
Training personal or academic strengths that
will benefit them in employment as
observed by instructor.
SAMPLE IEP GOALS FOR DRS SERVICES
DRS Service
No Specific
Service
No Specific
Service
IEP Goal
Goal
Area
Employment Student will develop a list of at least two
Education realistic and appropriate career paths
Training
using the OK Career Planner or the
Texas Reality Check that will allow
students to live the life they envision as
observed by the DRS staff.
Employment Student will demonstrate knowledge of
Education earnings by calculating an estimate of
Training
their gross earnings daily, weekly, and
monthly with 100% accuracy as
documented by their instructor or
employer.
What do we do about it?

We partner and create!
Transition
Care Notebook
with Oklahoma Family Network
 Need identified because:
 Children served in NICU are in transition.
 Initiated at a conference and worked on all year
(work group of school staff, DRS, parents, DD
Council)
 Unveiled final product at 7th Annual OTI.
 Partnered
Transition Care Notebook
Transition care notebook
My Accommodations
Accommodations are changes to your work or educational environment
that allow you to perform at your best. Think about what helps you the
most to be successful in work and school (e.g., what helps you see, hear,
work, understand, learn, concentrate, communicate, and move around).
Accommodation
Needed at Work
Needed at School
Why do I need
this?
Ex.: large print (at Yes
least 36 font)
Yes
Visual impairment
Ex.: lap weight
Yes
Sensory input
No
What do we do about it?

We partner and create!
 Oklahoma Transition Institute (OTI)
Partnered with Oklahoma Transition Council
Annual conference/planning institute
Regional teams develop a plan
Conference format
$60,000 event shared by more than 30
partners—lots of in-kind support.
“The” state’s transition training!
What do we do about it?

We partner and create!
 Timeline of Transition Activities
Partnered with Oklahoma Transition Council
Need identified because:
The Transition Planning Folder was a huge
hit.
We needed something easy to update.
We needed to start at birth.
Unveiled draft at 7th Annual OTI.
Timeline of transition activities
WHAT HELPS GUIDE OUR WORK?

Predictors of post-school success identified by the National
Secondary Transition Technical Assistance Center (NSTTAC)
 Career Awareness: Students with more job search skills and
career awareness achieved higher rates of post-school
employment.
 Community Experiences: Students who participated in communitybased training (social skills, independent living skills, public
transportation, OJT) which involved instruction in non-school,
natural environments were more likely to be engaged in postschool employment
 Exit Exam Requirements/High School Diploma Status: Students
with high scores on academic exams, high GPAs, and a diploma
achieved higher rates of post-school employment.
WHAT HELPS GUIDE OUR WORK?

Predictors of post-school success identified by the National
Secondary Transition Technical Assistance Center (NSTTAC)
 Inclusion in General Education: Students who took general
education classes were 5 times more likely to attend
postsecondary education, be employed, and live
independently..
 Interagency Collaboration: The more agencies involved in
serving youth the more likely the youth were to attend
postsecondary education or be employed.
 Occupational Courses: Students who took more hours of
academic and occupational courses and spent more time in
regular education were more likely to be engaged in postschool employment
WHAT HELPS GUIDE OUR WORK?

Predictors of post-school success identified by the National
Secondary Transition Technical Assistance Center (NSTTAC)
 Paid Employment/Work Experiences: Students who had 2 or
more paid jobs or year-round employment during high school
were more likely to be employed after high school.
 Parental Involvement: Students who had 1 or more parents attend
IEP meetings in 11th and 12th grade were more likely to be
employed.
 Program of Study: Students who participated in school-based
programs with a career focus who had a defined career goal
were more likely to be employed with benefits.
 Self-Advocacy/Self-Determination: Students with higher selfdetermination skills were more likely to be employed.
WHAT HELPS GUIDE OUR WORK?

Predictors of post-school success identified by the National
Secondary Transition Technical Assistance Center (NSTTAC)
 Self-Care/Independent Living Skills: Students with high daily
living skills were more likely to have a higher quality of life
(independent living) and be engaged in post-school employment.
 Social Skills: Students with high social skills were more likely to
have a higher quality of life (independent living) and be
engaged in post-school employment .
 Student Support: Students who had support from
family/friends/teachers, were satisfied with instruction, and spent
more time with family and friends tended to have a higher
quality of life and post-school employment.
WHAT HELPS GUIDE OUR WORK?

Predictors of post-school success identified by the National
Secondary Transition Technical Assistance Center (NSTTAC)
 Transition Program: Students who met 4 or more transition
goals, had agency support, and had comprehensive
transition planning were more likely to be engaged in
postsecondary education or employment.
 Vocational Education: Students who took more academic
and vocational courses and had technology training were
more likely to be engaged in postsecondary education or
employment.
 Work Study: Students who participated in work study or
internships were more likely to be employed.
HOW ARE WE USING THIS INFORMATION?

We are working in developing No-Cost and Low-Cost activities
that we can work on with our youth and encourage schools and
families to do as well.
 Career Awareness: Job Club, job shadowing, use of
technology, Tech-Now, parents share their day, take kids to
work
 Partners: Tribal VR, SSA, businesses, CareerTech, parents
 Community Experiences: Have clients attend meetings with
us, use You Tube, use rehab teachers in summer, practice
public transportation, immerse in other cultures for diversity
 Partners: Rehab Teachers, DOT, Tribal VR, Hispanic
Chamber of Commerce
HOW ARE WE USING THIS INFORMATION?

Interagency Collaboration: Use vendors for expertise, partner
with Workforce, meet with IHEs about documentation and
accommodations, cross train with agencies
Partners: Community Rehab Programs, Workforce Oklahoma, higher
education, other state agencies, OK Commission on Children and Youth,
State Regents for Higher Education, Parent Centers and Organizations
Occupational Courses: Work with CareerTech and higher education to
allow better access for students with disabilities and a range of courses
for individuals with significant disabilities; help identify them or create
new ones (work with Dept. of Ed.)
Paid Employment/Work Experiences: Encourage youth to have typical
youth jobs (i.e., babysitting, mowing lawns) and chores, summer programs,
Project SEARCH™

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
HOW ARE WE USING THIS
INFORMATION?

In OK last year, we had more than 1,500
youth in paid work either during the school
day, evenings, weekends, summer, etc.
Graphic “work promotes confidence”, plus sign, man holding money bag, equal sign, picture of baby holding fist of sand on the beach and “success”
HOW ARE WE USING THIS
INFORMATION?

Parental Involvement: Provide translation as often as possible,
and provide training to parents on how to foster independence


Program of Study: Provide suggestions for course of study on
IEP; help the team see the long-term plan; encourage enrollment
in Tech-Now or concurrent enrollment when appropriate


Parent Center and other organizations, Tribal VR, Tribal Parent
Organizations
State Department of Education, LEAs, parent groups
Self-Advocacy/Self-Determination: Provide parent academies,
have mentors, use free curriculum, and encourage volunteering

Developmental Disabilities Council, parent organizations, higher
education
HOW ARE WE USING THIS
INFORMATION?
Social Skills: Provide social skills training, and host social
events for youth to learn and practice their skills in a safe
environment
 LEAs, OK Transition Council, Development Disabilities
Council, Workforce and Youth Summits
 Student Support: Encourage peer mentoring and tutoring
amongst clients and former clients

What do we do about it?

We partner and create!
Tech-Now Inc.
 Partner with Tech-Now Inc., public schools, and
CareerTech
 Need identified because:
 Students need to learn technology.
 Students may not have many options for electives.
 Students do not typically have designated time to
research careers and work solely on transition and
career development activities.
Logo for Tech-Now
What do we do about it?

Tech-Now Inc. Cereal Box
Picture of a flattened out cereal box created in Tech-Now, has information about what it takes to become a pre-k
teacher.
What do we do about it?

Tech-Now Inc. Cereal Box
Picture of a flattened out cereal box created in Tech-Now, has information about what it takes to get a job in law
enforcement
Transition Planning Folder, State
Rehab Council
Keeping track
of your
progress,
State Rehab
Council
Strong partnerships
Common vision
 Give new ideas and different perspective
 Help share resources
 Extend the message to a broader audience
 Reduces duplication and MORE meetings to
attend
 Improves communication and mutual
understanding
 Helps serve youth!

“Coming together is
a beginning;
keeping together is
progress; working
together is success.”
Henry Ford
Photo of hands on top of one another
When We Partner
We Get Things Done
Make Change Happen
Road sign “possibilities”
SUGGESTIONS
What do you do (or would
like to do) to address some of
the predictors?
How can you access our info?
E-mail kosmani@okdrs.gov for any/all
information to be sent as an attachment.
 Transition Planning Folder can be found at
www.okrehab.org or
www.okrehabcouncil.org.
 Keeping Track of Your Progress for Transition
is in draft status. E-mail for final version or
visit www.okrehabcouncil.org.

CONTACTS
Michael Layne, Vocational Rehabilitation
Specialist, Visual Services M.S., CRC, LPC
mlayne@okdrs.gov
(580) 310-5306
 Kimberly Osmani, Transition Coordinator, M.Ed.
kosmani@okdrs.gov
(405) 635-2768
