Collaborative Transition Protocol

General Overview

What is the Collaborative Transition Protocol?

The Collaborative Transition Protocol is an initiative of Iowa Vocational Rehabilitation Services (IVRS), Area Education Agencies and local school districts. The purpose of this project is to improve transition services for students, provide resources for special education teachers, and expedite eligibility determination and quality plan development for students participating in the Vocational Rehabilitation program. These mutually beneficial outcomes are realized through heightened collaboration between IVRS and our education partners. Through the Collaborative Transition Protocol, IVRS counselors are able to use existing IEP information for eligibility determination. The overall goal of CTP is to work collaboratively for the benefit of students, use the expertise of both partners and create an effective and efficient transition process so students can achieve their post-secondary expectations. Keystone AEA studied the use of the protocol and had the opportunity to begin implementing CTP during the 2014 school year. We are currently in the process of expanding the Collaborative Transition Protocol into other school districts.

How does this differ from the current process?

Currently, when a student applies to Vocational Rehabilitation Services, the AEA school psychologists review the IEP and provide input about whether the student meets eligibility requirements. Sometimes students are then required to get additional testing done to prove they are eligible for services. The CTP protocol encourages and improves the transition process for students, allows for eligibility determination for IVRS services using existing IEP information. IVRS counselors will learn to use the IEP and other school information to expedite eligibility determination without the need for standardized assessment wherever possible. This will better align IVRS with the method that schools currently use to determine eligibility for special education services.

CTP Implementation

The CTP Implementation Team is the local team supporting the CTP implementation within the school district. Representatives may include: AEA Core Team, IVRS Counselor, Special Education Teacher(s), School Counselor, and School Nurse. The implementation process includes:
  1. District completes CTP Collaboration Survey administered to staff before the CTP process commences.
  2. CTP Implementation Team meets with special education teachers to discuss partnership, ”functional capacities” language. This meeting is set and lead by the IVRS counselor and supported by the AEA core team. IVRS, AEA and the LEA meet to discuss how the three partners will work together to provide effective transition services. (September/October)
  3. IVRS counselor meets with AEA and LEA to complete Transition Vision Analysis (TVA). This document is used as conversation piece to talk about how transition efforts are occurring in a school. The information that is gained from this discussion can lead to sustaining things that are working and also, to help identify any plans for improvement. (April/May)

Keystone AEA

Improving Learning and Living for All Students

The mission of Keystone AEA is to provide leadership for school improvement and student learning and living. This leadership is provided through equitable, effective, and efficient services to its districts, schools, and their patrons by working in school-community planning, professional development, curriculum instruction assessment, school leadership, school management, services for diverse learning, services for inclusive schools, instructional media, and school technology.