A Guide to Developing Collaborative School-Community- Business

A Guide to Developing Collaborative School-Community- Business

31 Pages · 2015 · 804 KB · English

coordinated application of resources and effort. In fact, there is partners. How this Guide will help. The “gold standard” of youth outcomes is when they are achieving employment and pursuing a clear career path Individual Educational Plan and other learning and career development planning.

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A Guide to Developing Collaborative School Community Business Partnerships Prepared by : Richard Luecking, EdD Ann Deschamps, EdD Ruth Allison , MBA Jacque Hyatt , MEd TransCen, Inc Christy Stuart, EdD Maryland State Department of Education 2 Acknowledgment: This document was developed by TransCen, Inc in partnership with The National Technical Assistance Center on Transition (NTACT), Charlotte, NC, funded by Cooperative Agreement Number H326E140004 with the U S Department of Education, Office of Special Education and Rehabilitative Services jointly from the Office of Special Education Programs (OSEP) and the Rehabilitation Services Administration (RSA) This document has been reviewed and approved by the Of fice of Special Education and the Rehabilitation Services Opinions expressed herein do not necessarily reflect the position or policy of the US Department of Education nor does mention of trade names, commercial products, or organizations imply endorsem ent by the US Department of Education OSEP Project Officer: Dr Selete Avoke RSA Project Officer: Kristen Rhinehart Fernandez This product is public domain Authorization to reproduce it in whole or in part is granted While permission to reprint thi s publication is not necessary, the citation should be: National Technical Assistance Center on Transition (2015) A Guide to Developing Collaborative School Community Business Partnerships Richard Luecking, Ann Deschamps, Ruth Allison, Jacque Hyatt, and Christy Stuart 3 Table of Contents I Introduction to School Community Business Partnerships 4 a Why are they important? 4 b How this guide will help 5 II Setting the Stage for School Community Business Partnerships 6 a Partnerships fo r what? 6 b Planning to get there 7 c Focus on youth 8 III Forming School Community Business Partnerships 10 a What’s in it for me? 10 b Convening the partners 12 c Who does what? 14 d Case Example: Partnerships working for individual youth 15 e Case Example: Partnerships working to improve systemic support for youth employment 16 IV Strategies for Engaging Key Partners 17 a Secondary schools and school systems, and post secondary education prog rams 17 b Business and emp loyers 19 c Government agencies and other community programs that serve youth with disabilities 21 d Advocacy organizations and school community business Partnerships 22 e Family engagement in school community business Partnerships 22 V Sustaining School Community Business Partnerships 25 a Addressing challenges that can effect p artnerships: Blending and braiding r esources 25 b Connecting the partnership activities to outcomes 26 c Where do we go from here? 28 Additional Resources 29 References 30 4 I Introduction to School Community Business Partnerships Why are they important? Youth development does not occur in a vacuum, nor can any one entity take on the full responsibility of helping students and yout h1 prepare for and pursue successful employment and careers This is true of all youth However, this notion is especially relevant to youth with disabilities who may find themselves interacting with multiple systems, entities and professionals at various times during their movement through secondary education and beyond It has long been held that collaboration among professionals and service systems is an important component of effective initiatives and programs that support the transition of youth with disabilities from school to work and adult life (Wehman, 2013) In fact, without clearly identified roles of, and coordination between, involved parties to this transition there are potential problems at two levels: the individual youth level where poor collaboration and poor application of disparate resources may exa cerbate an already complicated path to adult employment;

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