Transcript of NCSET teleconference call held on December
Using Interagency Transition Teams to Achieve Successful
Bob Stodden, Ph.D.
National Center for the Study of Postsecondary Education Supports
University of Hawai'i at Manoa
View the PowerPoint
presentation referenced in this teleconference (in PDF format:
5 slides, 992 KB). Also available as an accessible
MS. CRANE: Good afternoon, everybody. This is
Kelli Crane from the National Center on Secondary Education and
Transition (NCSET), and today’s teleconference call is "Using
Interagency Transition Teams to Achieve Successful Transition."
Our speaker is Dr. Bob Stodden from the University of Hawaii. We’re
thrilled about today’s topic because we know that several
states are looking at how to re-energize or re-engage their interagency
transition teams both at the state and local levels. Bob is going
to share some strategies to do just that. He also will be talking
about a number of activities that NCSET is planning in preparation
of the next National Leadership Summit, which is scheduled for June
14-15, 2005. Just so you all know, the registration for that summit
will be opening in the next couple of weeks, and we’ll send
out an announcement when that happens.
I am now going to turn this over to Bob Stodden.
DR. STODDEN: Thanks, Kelli. This call is sort
of a kickoff activity, as Kelli mentioned, as we are beginning to
sort out a number of activities that will support the preparation
of team leaders and interagency transition teams for participation
in the National Leadership Summit in June 2005. We’re going
to be talking around that a little bit, and also talking about some
of those activities near the end of the call.
The call will focus on an Essential Tool that has
been under development within NCSET over the past several months.
This Essential Tool is a product that will focus on the development,
maintenance, and evaluation of interagency transition teams. It
will be a self-help guide. I’ll
spend a few minutes of the call talking about some of the elements
of the Essential Tool, which will be out this month.
First of all, it is a real pleasure today to have Marty Kester
and the very successful Pennsylvania Interagency Transition Team
with us, who will talk about some of the things that have happened
with their team.
Quickly, the format for the next hour or so is something like this:
I’m going to take about 15-20 minutes and provide some background
information on interagency transition teams and some of the information
that you’re going to find in this Essential Tool. We are then
going to switch to Marty and his team, and we’re going to
give them an opportunity to talk about some of their experiences
of working as an interagency transition team. Then we hope to have
about 15 minutes for questions and comments, and then we’d
like about five minutes at the end to talk about next steps and
gather any input that you might have.
Interagency transition teams originated as a concept and an activity
in the late 1980s and early 1990s as part of the transition initiative
with the re-authorization of IDEA, and then this was further reinforced
in the 1997 reauthorization. Teams were structured primarily as
a vehicle to bring together or bridge agencies working in the transition
process. Those agencies were involved in preparing young people
with disabilities to transition to adulthood, linking services and
supports within that transition, and the postschool sector preparing
them to receive students with disabilities in a number of areas.
In many ways, the concept of an interagency transition team was
a vehicle or platform to bring together agencies to work together
so there would be some common postschool outcomes for students with
I can remember back in the early ‘90s working with the California
interagency transition team, one of the little activities they always
did to explain themselves was to take a student apart, like a puzzle,
and each agency would talk briefly about their perception of their
services and supports for a student with disabilities. As each agency
described their services and supports, they take the student apart,
puzzle piece by puzzle piece, so you could recognize the different
missions that each agency had and even the different definitions
that agencies use to define their clientele, the different outcomes
that they projected for their agency, the different funding schemes
or structures that were in use, and even different timelines that
were in place.
The next activity was to show the value of a team by sitting down
and working together as a team to put the puzzle back together and
look at the interagency agreements that brought the different missions
together, looking at pooled resources so that everybody could work
together towards a common outcome, looking at developing program
models that were overlay types of programs so there wasn’t
a break in services and support. It’s an effective way to
demonstrate the value of an interagency transition team and I think
it’s an activity that is still a valuable way to demonstrate
why these teams are constructive pieces of the transition process.
During those years, teams were developed at different levels of
the service delivery system. As we’re talking about teams,
we’re often talking about teams at the state level—state
interagency transition teams. Many of you may remember that one
of the elements of the transition systems change projects back in
the early ‘90s was to form a state interagency transition
team. Those teams typically look at things like providing interagency
direction for the state, establishing policy, and sharing funding
streams. Typically those teams would guide what we see as the county
or area interagency transition team, and those teams might focus
on the development of materials or delineating procedures within
the state that would guide interagency transition work. All of us
are aware of school-level interagency transition teams, which then
typically focused on individual planning with students with disabilities,
their family members, and the appropriate agency.
One of the intents of all this work has been to replicate work
across these three team levels, and as policy is put into place
at the state level, procedures and materials are developed at the
intermediate or county or area level. In turn, that guides actual
practice at the school level. That’s the structure that you
see in many states, and it’s a structure that we’ll
be reinforcing through our activities as we prepare for the Summit
I want to touch on two things that are part of the Essential Tool
that you are going to see coming out in the next few weeks: 1) the
important elements of an interagency team, and 2) the nine principles
of teaming that will guide the process of using these elements,
which are developing your interagency transition team, conducting
team activities, and then evaluating the effectiveness. I’m
going to first touch on the elements that are covered in the Essential
Tool and are considered important elements in team development and
conduct, and then I’m going to touch on the principles that
would guide someone in working with these elements. I will mention
briefly the four different elements that are shared in the Essential
Tool that focus on building an effective team.
Four Elements of Building Interagency Teams
- It is important for your team to first reflect on the membership
of the team, to reflect the stakeholders of interest in the transition
process in your state or local area. That membership needs to
consist of agencies, family members of young people with disabilities,
young people with disabilities themselves, and others that have
a stake in this process.
- The second element in building an effective team includes generating
a common vision and describing somewhat of a common outcome across
various diverse agencies that might be participating on the team.
Those elements make up a process of building an effective team,
having that team in place. The team also needs to formalize the
team, the individuals that make up the team, the team roles, and
the team responsibilities. I think one of the shared down sides
of this whole process of interagency teaming that you hear from
people is how do I get team members to attend meetings? How do
I get them to be active participants? Part of that process is
ensuring that team members have valued roles, and that those roles
are formalized within the team.
- The third element of interagency transition teaming is the
process of activity—what happens on the team? The conduct
of meetings, the agenda and task completion, what happens between
meetings. Insight into all those types of activities is important.
- The fourth element that’s shared in the Essential Tool
looks at mechanisms to define whether you’re making progress,
the effectiveness of that progress, and the effectiveness of being
a team. One of the more valuable elements of teaming is for people
to feel that progress is being made and that they’re a part
of that progress. That’s one of the reasons people continue
to come, participate, and be actively involved on the team.
The Essential Tool is structured by nine principles that are offered
to help guide the process of going through these elements. In building
an effective team, the Tool goes through a process of assisting
you to use the nine principles of quality teaming, and I’m
going to touch very briefly just on those nine elements. Just to
let you know, the Essential Tool is very specific on how to use
each of these nine elements to ensure that every aspect of your
team has quality and is effective.
Nine Principles of Teaming
- The first principle, shared by Paula Kohler’s transition
training modules, is for teams to reflect on and demonstrate a
shared collective vision and a common outcome. Obviously there
are ways to measure and assess this. Given the different roles
and different missions typical of participating agencies, this
is a challenging and a very quality activity for teams to participate
- The second principle is "Good teams empower all of their
members" so that all members feel valued on the team, which
can be little bit tricky in these teams because one of the agencies
may have more of a stake, or there are different levels of stake
in interagency transition teams. How you support and assist a
team member who might be viewed as having a minor stake in the
team as being empowered and valued as a participant is very important.
- The third principle is that teams demonstrate shared decision-making.
Identify your process of ensuring that all team members are part
of all important decisions and make sure you are using a consensus
approach or other types of approaches that don’t leave people
out of decisions or make people feel in the minority in decisions.
- The fourth principle is for teams to demonstrate synergy, meaning
that the whole of the team is always more than the sum of its
parts. If you have nine members, you should be able to take nine
times nine to assess the value and the sense of synergy in your
- The fifth principle is the team’s high regard for diversity
of opinion or diversity of perspective. The richer the diversity
of perspective, the richer the discussion, and the richer the
activities and the outcomes will be of your team.
- The sixth principle is for teams to foster full inclusion and
participation of all stakeholders. Those people that have a stake
in the transition process should be included and should be active
participants or be supported to become active participants.
- The seventh principle is for teams to foster self-determination
and personal growth both as a team and for individual members
in the team. This is critical to maintaining your membership and
maintaining excitement about the team. People have to feel that
they are continually learning and growing, and that progress is
- The eighth principle is for teams to be responsive to the authentic
context of their work, meaning that teams are working on real
issues. You’re not dealing with a hypothetical situation,
you are solving real problems in your state.
- The ninth principle is for teams to reflect and generate or
demonstrate a dynamic and fluid quality, meaning they’re
flexible, changing all the time, and responsive to the issues
and the needs that might be of concern in your state.
The way this Tool is structured is to focus on the basic elements
of teaming and apply these nine principles one by one to each of
the elements. The intended outcome of this process is that this
will assist you to establish a quality team, or if you are currently
conducting or working with a team, to improve the quality and the
effectiveness of the team.
Let's move to Marty and the Pennsylvania team. This is an opportunity
for you to hear from some people who have actually been doing a
lot of these things and who have a lot of good years of experience
with quality interagency transition team activities. Marty Kester,
I’m going to turn it over to you for about 15-20 minutes.
MR. KESTER: Okay, Bob, yes. I’d like to
say hello to everyone on the call and introduce myself briefly.
My name is Marty Kester, I am a member of the Community of Practice
NASDSE team. Recently, I’ve retired from the Pennsylvania
Office of Vocational Rehabilitation, having spent 37 years with
that organization and being intimately involved in the developmental
transition teams at the local level and working, likewise, with
our statewide interagency transition team.
I’d like to take the opportunity and ask the other members
of our interagency statewide team that are on the line to introduce
themselves and to briefly identify what agency or partner they represent
and what they bring to our team to help truly establish the fact
that we are an interagency partnership which exists to support students
and youth with disabilities here in Pennsylvania.
MS. KESTER: Hi. This is Joan Kester. I am the
Statewide Transition Specialist with the Office of Vocational Rehabilitation.
We are in the Department of Labor and Industry, and I’ve been
working with the State Transition Team over the past six years since
the original signature of our interagency agreement, which happened
in about 2000.
MS. KOHLER: Hi, I’m Kerin Kohler. I’m
with the Department of Public Welfare’s Office of Children,
Youth and Families. I am a policy specialist dealing with foster
care issues. I’ve been involved with the interagency team
for about two-and-a-half years since I came on board with the state.
It’s very important to me because there are many children
in foster care in Pennsylvania that have disabilities, and it’s
very important for us to link with other agencies to ensure good
outcomes for those children.
MS. ROMETT: Hi. I’m Ellen Romett with the
Testing and Training and Technical Assistance Network. We do professional
development for the Department of Education and we also represent
the Department of Education. I am Education’s lead person
in the area of secondary transition.
MR. STOEHR: I am Michael Stoehr. I’ve been
working with the State Interagency Team for about the last year-and-a-half.
Prior to that I was on a local council team that was interagency-based
for about 11 years.
MR. BOYLE: I’m Rick Boyle. I work with
the Pittsburgh office, and I’ve been working with an interagency
team for the last two years.
MS. BARWICK: Hi, I’m Abby Barwick, and
I work with the Department of Health. We provide services in local
communities to help establish and enhance services for children
with special healthcare needs.
MR. KESTER: The members of the team would like
to give the folks on the call a sense of the kind of activities,
the kind of efforts that the Pennsylvania team has been able to
come together around and work on in this area of transition of students
and youth with disabilities. One of the things that I’d like
to mention is the fact that there are many levels of the transition
effort that we can talk about and that need to be part of the total
picture of transition.
In Pennsylvania, one of the efforts that we feel very strongly
about is encouraging local-to-local activity and trying to support
those activities from a state level, to learn from those activities,
to try to foster best practice, and to encourage best practice across
the commonwealth. We have been able to do this through various methods,
one of which I will mention very briefly and then let the other
members pick up is our statewide conference. We host a three-day
conference that started as an education conference where we learned
about different techniques, methods, and ideas; and educated each
other about each other’s organizations. The conference has
now grown to include a student with disability, young folks with
disabilities leadership, and a development track. This lends itself
to your concepts and your principles of making sure all the members
of the team are involved, including young people with disabilities.
Some of the other team members will speak briefly about other activities
that we have done here in Pennsylvania to encourage attention and
focus on the transition of students and young people with disabilities.
MS. ROMETT: This is Ellen. I think in addition
to talking about activities, it’s important for the listeners
to know that the Pennsylvania team has struggled. We have met on
a regular basis and have been cohesive because we always had a project
or something to look forward to, to work together on. Many of the
principles that Bob talked about are principles that became very
alive within our own group, and I think it’s important to
talk about the fact that we’re now coming together after meeting
so intensively for the last four years and growing and maturing
that we’re pulling back together in a facilitated visioning
process to make sure that we keep our team healthy and that we don’t
I think that it’s important that we endorse the kinds of
principles and structure that Bob has included in the tool, because
we’ve actually lived through many of those processes that
he’s talking about.
MS. KESTER: This is Joan Kester. I think one
of the things, as Ellen had mentioned, that really has kept us alive
and very passionate about what we do is that we see the results
of our work and we have been focused on making a difference in the
lives of youth with disabilities and their families.
Putting together an interagency agreement was a springboard. We’ve
had three conferences that are examples of our activities as well
as mentoring days that we’ve had annually based on the National
Disability Mentoring Day model. I think one of the important elements
is that we’ve been driving our process based on what local
teams have been telling us that they need or what the primary issues
Last year as we planned our conference, we prepared it around
the activities of the local transition coordinating councils. What
we found, because of this history, is that some of the transition
councils in our state have been in existence for up to 15 years.
I think an important piece that I know we’ve learned as a
state team is that we need to acknowledge the fact that this initiative,
or this movement, with transition and communities of practice or
interagency models isn’t necessarily a new concept. We are
kind of cycling back and regenerating and providing support, and
I think that was a very important step.
People have very busy schedules, and we spent a lot of time coaching
local transition councils to give us some basic information; we
saw our role as facilitating that connection from local-to-local
MR. STOEHR: I think even prior to the conference
we looked at going out to the local areas and meeting with local
transition councils, which are basically local, county, or regional-based
teams, and strengthening what they were doing. At the conference
this past summer, they presented projects and activities that they
were doing locally that could be shared from one local group to
This year we went out and actually looked at some of the guiding
principles and elements that you have listed. Having the councils
re-look at those and make sure that we were student-focused, youth-focused,
in what we were doing and what they were doing locally. Throughout
this process we kept asking them for their feedback, what they feel
their needs are for the state group to go back and look at, to address,
and to see what they can do themselves at a grassroots level to
keep transition going into different areas.
MS. KESTER: We have a representative from the
Department of Public Welfare, Kerin Kohler, who has been doing a
lot of very intensive work with children and youth, and I was hoping
she could share a few comments about that.
MS. KOHLER: This is Kerin Kohler from the Department
of Public Welfare Office of Children, Youth and Families, and I
guess I came to the state team from the policy perspective in the
first place. I looked at a broader perspective of not just what
our office can bring to the state team but also what my participation
on the state team can bring to children in the child welfare system
in Pennsylvania. Over the last few years, we’ve shifted from
looking at things from an isolated viewpoint to looking at, most
definitely, a cross-systems viewpoint and how our different systems
can have an impact on the policy and practices within each of the
Some of the things that I was able to take forward in our office
was the language from other agency representatives and taking that
back to the child welfare system. We’re in the process of
rewriting several chapters of regulations for child welfare in Pennsylvania
and for the first time the word “transition” is going
to be seen in those chapters. A lot of concepts and language that
I’ve learned from my partners from the different state agencies
are going to also find their way [into the regulation], which we
hope will be able to support local collaboration and efforts at
the local areas.
We’ve also very much supported capacity building and sharing
of resources. We’ve had at several of the child welfare conferences
within the last year, people from the Department of Education, the
Department of Health, the Office of Mental Retardation and Vocational
Rehabilitation, that have done presentations. We’re expanding
the knowledge of people in the child welfare system to those in
other systems as well.
The other thing that is very exciting for me is that from the
state team perspective and going around to those local areas, as
Michael had talked about, we’re always talking to local councils
as to what issues are relevant to them and what we can do as a state
team to help with those local issues. One of the areas that we’ve
heard throughout the state is the connection to the juvenile justice
system and having juvenile justice cases represented. Within the
Office of Children, Youth and Families, we deal not only with child
welfare issues, but we also have our Youth Detention Centers for
those youths that are adjudicated delinquent, and I’m lucky
that, sitting next to me today, is a representative from our Bureau
of State Children and Youth Programs that plans to be an active
participant on the State Interagency Team. We are also looking to
not just support the local areas but also to expand our state teams
to support the efforts within the state.
MS. KESTER: Thanks, Kerin. We have with us Abby
Barwick with the Department of Health to talk about what our activities
are on many different levels and dimensions. Through the Department
of Health a local team has brought to the state level and provided
extensive training for interagency teams on a healthcare transition
planning checklist, and I was wondering if Abby could say a few
things about that.
MS. BARWICK: We developed a checklist because
we were getting feedback from many of the parents that said, “My
child is now 18, and I know they’re transitioning. They have
to transition into that adult world, and although the education
department is working with them to transition for life skills and
those kinds of things, what do I do about health insurance? What
do I do about changing from a pediatric model to an adult model?”
So we developed this checklist that really goes into timelines,
who do you have to see, what departments are involved, how are they
involved and looking at all of those aspects that the youth needs
to consider when they’re moving from pediatric care into the
adult world. We’ve also put together a little checklist with
a lot of resources for youth and families to assist them along that
The other piece that the Department of Health is doing is a program
called the Special Kids Network, with six regional offices in local
communities that work with the transition councils to help strengthen
them, help build capacity, to work with them on some of their projects,
and to provide technical assistance to them so that they can build
on some of the projects that they currently have or actually engage
in building new projects for them.
Those are two of the pieces that we can and do provide for the
councils. There are two other aspects that the department provides:
the department has district offices peppered throughout the state,
and within each district office we have a special needs consultant
that is a nurse who works with families and youth in helping them
through the transition process.
MR. KESTER: Bob, I think you and the other folks
on the call can see that truly the statewide team does reflect a
very diverse group of folks who are committed to working with students
and young people with disabilities and assisting in their transition.
Each of us brings something to the table but expects to get something
from the table also. I think that’s a very important piece
in terms of the guiding principles of effective teams to realize
that not only do you bring something to the team, but you are also
there to gather information, services, resources, and assistance
for those folks that you work with as well as everyone else at the
table doing the same thing. I think that comes to the issue of being
honest and forthright with everyone at the table and goes to the
empowerment of all the members as the number two element of your
principles speaks to.
If anyone would have questions for the members of the team, I’m
sure we would be open to giving any answers or ideas that folks
MR. LEVINE: We’ve been developing little
meetings and councils such as linking agencies, collaborators, and
the various other types of names, but I think the way you have been
doing it, it seems much more formalized and much better for us here
on the Virgin Islands, and I’d like to try to get more involved
with you all, if possible.
DR. STODDEN: That’s great. Well, right
at the end of the call, we’re going to talk about some next-step
MS. PALMER: This is Barbara Palmer from the Colorado
Department of Education. I have two quick questions. One is for
Abby. Is it possible for us to get the healthcare checklist that
MS. BARWICK: Certainly. I could just e-mail it
out to you. My e-mail is email@example.com.
MS. PALMER: My other question is for Bob. Lots
of the efforts in Colorado around interagency shifted from our formalized
transition framework as the Workforce Investment Act was coming
down and the development of the state-level and local-level youth
councils. I’m wondering how your transition structure is aligning
with the youth council structure?
DR. STODDEN: Well, it definitely should align
with it. I can give you that input, and Marty, does someone on your
team want to indicate how that has happened in Pennsylvania?
MS. KESTER: Yes, this is Joan Kester from Vocational
Rehabilitation. What we find is that we have a connection in many
parts of the state. I was in what we call the “northern tier”
of Pennsylvania this past week, and they’ve pulled together
a youth coalition. They have combined the youth council activities
with the transition council, and they’re taking on some portfolio
projects, which look really great from a digital format perspective.
We do not have them formally linked. I’m not going to mislead
you that there is some kind of policy in place; however, I’m
on the State Youth Council, and the staff that works with the State
Youth Council is on our state interagency team. We have a lot of
the cross-pollination that I think you need.
MS. PALMER: That’s interesting, and it’s
not the formal structure so much as I was wondering if others were
experiencing that. We ended up with many communities, and they were
questioning getting together multiple times during the month with
the same faces around the table. We’ve had a lot of collapsing
of some of those different groups into more what would be a youth
coalition or, in many cases, it just comes under the umbrella of
the youth council, but it’s the same players, and they’re
talking about issues of all youth in the community, including those
MS. KESTER: That’s great. We have Lancaster
County, Pennsylvania, which is in south central Pennsylvania. They
have a transition council but then they also developed interested
parties in a mental health task force. They were dealing with a
little bit more specific issues and took on a project, but I know
they connected that activity to the council. I think the idea of
having a fluid group and having groups connect, not necessarily
that one group takes over another group, but they’re allowed
to function in a parallel way is really important.
MR. KESTER: I think the issue in rural areas
is the fact that people wear many hats and go to many different
meetings and that speaks to the issue of how do you keep people
interested, how do you keep your membership together? Those are
issues that you have to deal with when you have, as you said, Barbara,
perhaps the same people coming to the same meetings and say, “Why
do I have to meet five times a month?”
MR. DENNISON: Hi. My name is Harline Dennison,
I’m from Delaware. I have a very quick question for you. When
you talked about developing your transition conference and coalescing
around a project, at what level did you develop your project goal?
Was it at a lower level? A state level? A regional level? A school
level? I want to be able to institute that here in Delaware.
MS. KESTER: The reality is that it depends where
the money comes from, as to what the focus is. Local projects are
developing around different pots of money, so as we develop the
conference, we had an open process of saying to folks, “What
activities are you involved with?” What we tried to do, which
we want to tighten up this year, is to say, “We have 10 programs
that are dealing with job shadowing,” and then we ask them
to present together so that people could go to one session and get
a picture of many different models. Except for where the monies
come from, we weren’t necessarily driving the activity at
MS. KOHLER: This is Kerin Kohler again. The other
thing that we did in developing the different strands for the conference
was that we took the information from the local areas of what they
felt their needs were and then tried to develop sessions based on
the needs of the local folks.
MR. DENNISON: Okay, so you gathered information
and pulled that all together.
MR. KESTER: Yes.
HEIDI: This is Heidi from Alaska. One of the
main issues that we’ve had is trying to get the local business
community involved. We don’t have a lot of big businesses
here, and so I was wondering if you included the business perspective
in these transition teams.
MR. KESTER: I’ve made some contacts over
the past couple of years with the local teams, and at local levels
there are many employers who are part of the local transition community
and councils, but certainly not as many as we would like to see.
We see interested employers and, as Joan had mentioned earlier,
there’s some workforce activity that’s been helpful
along those lines, too. It’s one of the areas that I know
at a statewide level we’d like to see more involvement of
the employer community in the transition efforts here in Pennsylvania.
I’ll mention one area very quickly, and that would be locally—it’s
often helpful to get your local elected officials to become members
of the team. Many councils have been successful in doing this because
they’re interested in their constituents, and their constituents
are interested in what they can support locally, too.
MS. KESTER: One more comment about employers.
In many ways, I think it’s unrealistic to think that an employer
is going to come and take time and sit at a process meeting, but
that if they’re going to receive something in return for participation,
such as youth coming out to do job shadowing or that they have a
role with youth, like helping to practice interview. We did have
some employers involved in our employment expo, or Disability Mentoring
Day. We also tried to build in educational sessions about disability
sensitivity and the ADA. We have a lot more work to do, but we’re
thinking that we really need to be offering employers something
to get them to the table.
DR. STODDEN: Great discussion, you guys, but
we’re going to have to pull it together. I’d like to
just take a minute and thank Marty and the Pennsylvania team. You
guys are doing some great things, and we really appreciate your
input to the call here. It brings a lot of this alive, and that’s
a necessary part of these calls. So thank you very much and thanks
a lot, Marty, for agreeing to do this.
MR. KESTER: Thanks for having us.
DR. STODDEN: You’re welcome. Just a couple
of things before we finish. We’re starting a process over
the next six months of preparing for the National Summit in June
2005. We’re preparing teams to attend and participate, so
I want to lay a couple of these things out and then request your
input via e-mail to me, because several of you, I know, are very
interested in this, and there’s a lot of ways we can probably
be of help.
- First, this call is the kickoff of this process.
- The second activity will be the release of the Essential Tool
over the next two weeks, and it will be posted on the NCSET website,
might want to check in a week or so for that. It will also be
announced on various listservs.
- Thirdly, we’re organizing a sequence of activities between
now and June that might include regional or national workshops
around different parts of the Essential Tool. We are also holding
a number of teleconferences on very specific aspects of the Essential
Tool. There all kinds of possibilities like putting together discussion
boards, providing individual technical assistance to teams trying
to get started around various elements of the Essential Tool.
I’m going to give you my e-mail address, and I’m open
to you e-mailing about whatever your thoughts might be around what
would be helpful to you and your team in getting organized and being
in quality condition prior to the summit and in general. My e-mail
address is firstname.lastname@example.org.
Thank you, everybody, for your participation.
MS. CRANE: As Bob mentioned, we do have several
activities coming up prior to the National Leadership Summit, which
is scheduled for June 14-15, 2005. Registration is not open yet,
but we will be sending out an announcement once that opens, and
it should be very soon.
Our next teleconference call of the National Center on Secondary
Education and Transition is in January. We don’t have a specific
date for that call yet. The topic will be the national standards
and quality indicators that have been developed around secondary
education and transition by a group of national associations and
experts from around the country. Over the next six months, complementing
the work that Bob will be doing with states, the teleconference
calls will be in preparation for the summit and focus on specific
content around these national standards and quality indicators.
E-mail Bob if you have any specific comments, concerns, or ideas,
about pre-activities with your states as we approach the summit.
You can also e-mail any of us at NCSET by visiting the NCSET website.
The transcript from this call will also be up on the NCSET website
within the next couple of weeks. If there are no more questions,
we’ll let you all go and thank you for participating.
MS. MOORE: This is Maryann Moore from Virginia.
I took Robin Barton’s position as Secondary Transition Specialist
with the Virginia Department of Education. I’m curious about
“registration.” How will you know who’s on the
Virginia team? Were you supposed to get a listing of those people?
MS. CRANE: This is how the registration for the
National Leadership Summit happens: the letter of invitation will
go out to your State Director of Special Education. They are our
primary point of contact, and we’ll work with that person
to put together your team. In some cases, the state director will
turn it over to the transition specialist. I know for the last summit
Robin was the person who pulled together your state team in Virginia.
If you call us, we can look to see if a team from your state has
actually registered and connect you with them so you can get on
that team. Our primary point of contact has to come through the
state director of special education just to avoid confusion.
MS. MOORE: Okay, that makes sense. It’s
just that I know that from looking at the things Robin had, she
had this group of people already on the team, and I guess my question
is should it be those same people?
MS. CRANE: States to do it differently and we
suggest team members but do not prescribe. What we’re asking
for is a state-level interagency team. Some states send their current
interagency transition team. Other states pick their priority issue
they might want to work on, whether it’s postsecondary education
or workforce development, and they build a team based on that issue.
I think that’s what Virginia did last time. As I recall you
had a team that was built around some of the issues your state actually
wanted to focus on because you had a lot of postsecondary people
like Susan Asselin and Sharon Defur. It is up to you how you do
it. We just strongly encourage an interagency team—education,
vocational rehabilitation, youth and families—to be a part
of your team. We are looking at around seven members, but if you
have more or less, it’s what works best for you.
MS. MOORE: Okay, because we’ve all sort
of been in some kind of contact already, and I got the impression
from looking at Robin’s notes that we were supposed to be
in contact. Thanks for responding.
MS. CRANE: Not a problem, and you can always
e-mail me if you have any more specific questions in terms of the
Summit at email@example.com.
END OF TELECONFERENCE
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