first three years. featured interagency collaboration and person-centered planning. Maryland High school MSTC participants VR Maryland’s Seamless students with were connected to agency, Maryland Transition disabilities in 11 VR services, paid State Department of Collaborative Maryland employment, and a Education, Maryland (MSTC) counties/school community Department of districts from rehabilitation Disabilities, Luecking and The provider one to TransCen, Maryland Luecking (2015) target three years before Developmental program’s sample size was exiting high school. Disabilities 400 students. In addition, the Administration, program enabled Maryland students to lead Department of their IEP Health and Mental development, Hygiene, families, encouraged family and the Governor’s participation, made Interagency health and social Transition Council links, and provided benefits management support. Model Transition New York State high The program New York State high Program (MTP) school students with enabled VR, MTP, schools; New York’s disabilities. Sixty and school staff to SVRA; and other Brewer et al. (2011); MTP sites operated develop and refine partners such as Karpur et al. (2014 from fall 2007 transition businesses, through fall 2009. curriculums; colleges, and other fostered interagency postsecondary collaboration for VR institutions services; and developed internship and work experience sites. Project SEARCH Transition-age youth Project SEARCH Public schools, local with intellectual and provided work employers, and Müller and developmental experience to SVRAs VanGilder (2014); disabilities. More participants, O’Day (2009); than 200 Project including one full
first three years. featured interagency collaboration and person-centered planning. Maryland Seamless Transition Collaborative (MSTC) Luecking and Luecking (2015) High school students with disabilities in 11 Maryland counties/school districts from The program’s target sample size was 400 students. MSTC participants were connected to VR services, paid employment, and a community rehabilitation provider one to three years before exiting high school. In addition, the program enabled students to lead their IEP development, encouraged family participation, made health and social links, and provided benefits management support. Maryland’s VR agency, Maryland State Department of Education, Maryland Department of Disabilities, TransCen, Maryland Developmental Disabilities Administration, Maryland Department of Health and Mental Hygiene, families, and the Governor’s Interagency Transition Council Model Transition Program (MTP) Brewer et al. (2011); Karpur et al. (2014 New York State high school students with disabilities. Sixty MTP sites operated from fall 2007 through fall 2009. The program enabled VR, MTP, and school staff to develop and refine transition curriculums; fostered interagency collaboration for VR services; and developed internship and work experience sites. New York State high schools; New York’s SVRA; and other partners such as businesses, colleges, and other postsecondary institutions Project SEARCH Müller and VanGilder (2014); O’Day (2009); Transition-age youth with intellectual and developmental disabilities. More than 200 Project Project SEARCH provided work experience to participants, including one full Public schools, local employers, and SVRAs
Study2_IssueBrief_01.docx