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Community Level Team
Community Level Teams
“No one can do it alone. Improving the quality of life and the education of children with disabilities and their families requires the collective knowledge, skills, experience and expertise of all family members and professionals. It requires that the community and all service systems work together to achieve the goals of the child and the family” (Bishop, K.K. (1993). Family/Professional Collaboration of Children with Special Health Needs and their Families)
Community Level TeamA group of administrative levelprofessionals from the school system and adult service provider agencies within the community that meet on a regular basis to oversee the quality of transition services. This team does not address individual student needs.
Potential Members
Education
• Public Schools• Community College
Rehabilitation
• Vocational Rehabilitation• Independent Living• Department of Juvenile Justice
Business
• Chamber of Commerce• Job Link Center
Service Agencies
• Developmental Disabilities • Mental Health/Substance Abuse• Social Services• Department of Juvenile Justice
Advocates
• ARC • Autism Society
Political
• County Commissioners• School Board
Religious Groups
• Church Groups
Community Groups
• Recreation Department • Arts Council• Boys/Girls Club • YMCA
Recruitment of Team Members
Forming Stage Activities“getting to know you”
Initiating the team Defining/investing
membership Planning/holding
organizational and follow-up meeting
Defining initial needs, goals, action plan
Determining governance/structure
Community Level Team Activities
Collaboration
Communication
NetworkingService
Coordination
Morningstar, 2006
Values
VisionMission
Common Goals
• Membership (participants, and plans/ strategies)• Vision • Values• Mission
Resource Assessment• Identifying the gap
between what is available and what resources are needed or desired
• Placing resource and service needs in priority order
• Making decisions on which needs require attention
• Developing a long term plan to address needs
Interagency Agreements
• Purpose/Mission • Partners • Length of Agreement • Commitments • Assurances • Administrative
Oversight • Signatures
We agree to...
Negotiating Interagency Agreements
• Why we need them• How to get people to the table• To hold people accountable• To know roles• To begin collaboration• Foundation for braiding funding, enhancing roles,
etc.• In beginning…Outlining what’s already being
done
Case Managers
CRP Staff
DJJ Counselors
DSS Case Managers
Teachers
VR Counselors
What can they do to facilitate transition?
• Resource Assessment • Interagency
Agreements• Role
Clarification
Buy-In Must Be Real
Coordination and Networking
• Information exchange• Referrals• Eligibility
determination • Staff development• Job development• Job placements• Community awareness
Legislative Basis
Resources
Priorities and RulesEligibility
Jargon
Information Sharing
Storming Stage Activities“the honeymoon is over!”
Confirming values, missions, and needs Setting goals Embracing diversity Communicating effectively/managing conflict Gaining momentum with action planning
Teams at various Stages: Community Teams/School Teams
Forming Stage Members are aware of each
other’s names and positions Members bring personal
goals to meetings Team roles are loosely
defined Communication is cautious Decision-making is largely
independent
Storming Stage Members interact frequently
between meetings and understand each other’s personal goals
Members are somewhat able to merge personal goals with team goals
Communication is lively; conflict may be high
Some shared decision-making
Standard Operating ProceduresCommunity Level Team
• Orientation for new members
• Frequency, time, and length of meetings
• Environmental arrangements
• Meeting reminders• Member absences
• Agenda • Team member
roles • Celebration
• Resource Management • Problem-
Solving• Advocacy
Evaluation
• Outcome data • Customer
satisfaction • Member
satisfaction • Quantitative data
Indicator 14
• Indicator 14, part of IDEA (2004) Part B State Performance Plan and Annual Performance Report, requires states to collect data on the:
“Percent of youth who had IEPs, are no longer in secondary school and who have been competitively employed, enrolled in some type of postsecondary school, or both, within one year of leaving high school.”
• Resource Management• Standard
Operating Procedures• Networking
The First Follower