News

New Report on Youth with Disabilities in Juvenile Justice System

ANNOUNCEMENT ****************************************

"A Better Path, A Better Future"

One of the goals of juvenile justice programming is to prevent recidivism and to support youth to successfully rejoin their communities upon release. Incarcerated youth with disabilities – including youth with learning disabilities and emotional/behavioral disturbances – are at a higher risk for recidivism than youth without disabilities, and too often experience negative post-release outcomes. “A Better Path, A Better Future” [z.umn.edu/A-Better-Path] is a new report describing three innovative projects that have developed strategies for improving the reentry of youth with disabilities from juvenile justice facilities into school, community, employment, and family. The report, published by the Institute on Community Integration (ICI), University of Minnesota, is co-authored by Project RISE at Arizona State University, Project STAY OUT at the University of Oregon, and the MAP Project at ICI.  

Interagency Agreement Toolkit - WINTAC & NTACT

The Formal Interagency Agreement Toolkit is meant to assist state and local agencies coordinate the Pre employment Transition Services (Pre-ETS) and transition services under the Rehabilitation Act of 1973 as amended by WIOA and the Individuals with Education Act (IDEA). These six documents were developed jointly by WINTAC and NTACT as a resource for state Education and Vocational Rehabilitation Agencies in the development of state and local interagency agreements. http://www.transitionta.org/interagencytoolkit

Updated "Transition Resource Guide"

"Updated" A Transition Guide to Postsecondary Education and Employment for Students and Youth with Disabilities.

Updated to reflect Public Law No. 115-13, which rescinded the Department of Education's regulations relating to accountability and state plans under the reauthorized Elementary and Secondary Education Act.  

This original guide was issued by OSERS, the Rehabilitation Services Administration, and the Office of Special Education Programs on January 2017 to advance our efforts in ensuring that all students and youth with disabilities are equipped with the skills and knowledge to be engaged in the 21st century workforce. 

CIPP - "What the Research Says About Inter-Organizational Collaboration"

The U.S. Department of Education Office of Special Education Program’s (OSEP) vision for its Technical Assistance and Dissemination (TA&D) centers is that they will, when appropriate, work together and provide collaborative, effective, and efficient targeted and intensive technical assistance (TA), especially when working to provide TA within the same state. In fact, collaboration is a key component of OSEP’s conceptual framework, and OSEP expects TA&D centers to collaborate to leverage and maximize resources and increase the likelihood of systemic improvements by helping states prioritize their needs. This review was developed to inform OSEP’s ongoing efforts to deliver the highest quality TA&D projects and to determine whether and how interorganizational collaboration between TA centers might lead to improved outcomes. The literature is broad, so the focus here is limited to whether and how interorganizational collaboration might lead to improved outcomes, with particular attention paid to sources that focused on collaboration between organizations that were comparable to the TA&D centers (see the Appendix for key points from relevant sources).

For more information, see document below.

• CIPP2_2017_What_Does_the_Literature_Say_.pdf