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Grantees

Pennsylvania Department of Labor and Industry - Office of Vocational Rehabilitation - Transition Division 

  • Project Title: Pennsylvania Transition Partners: Pathways to Partnership Demonstration Model DIF
  • Funding Amount: $9,990,688.97 (H421E230004)
  • Project Director: Mara Wolfe
  • RSA Project Officer: Cassandra Shoffler
  • Project Website: TBD

Project Summary

The Pennsylvania Transition Partners: Pathways to Partnership project is a statewide model demonstration initiative designed to improve transition outcomes for children, students, and youth with disabilities ages 10–24. Through formalized partnerships between the Pennsylvania Office of Vocational Rehabilitation, the Pennsylvania Department of Human Services Office of Developmental Programs, the Pennsylvania Department of Education, and Pennsylvania Centers for Independent Living, the project expands school-to-work transition services by strengthening collaboration across systems and increasing access to supports for youth and families. The project provides professional development, systems-change activities, person-centered planning, career development services, and opportunities for community-based instruction and work-based learning experiences that support successful transitions to adulthood.
Professional development opportunities are available both virtually and in person and are designed to increase the knowledge, skills, and capacity of educators, vocational rehabilitation staff, service providers, families, and other transition stakeholders. Training activities include Charting the LifeCourse and the Transition Systems Framework, which support coordinated planning and improved transition practices across educational and community settings. Through the implementation of the Transition Systems Framework, Intermediate Units receive training and technical assistance to strengthen local transition systems and build sustainable partnerships with schools, community organizations, and service providers. The project also promotes person-centered planning approaches that help youth and families identify goals, explore opportunities, and develop individualized pathways to employment, education, independent living, and community participation.
Students and youth participating in the project have opportunities to engage in career assessments, career exploration, community-based instruction, and work-based learning experiences. For children ages 10–13, age-appropriate career assessments and career awareness activities introduce career concepts early and help families and professionals better understand each child’s interests, strengths, and emerging goals. Community-based instruction provides opportunities to develop independent living, self-advocacy, and community participation skills in real-world environments. Work-based learning experiences allow participants to explore career interests, build workplace readiness skills, and gain exposure to competitive integrated employment settings. The project places a strong emphasis on increasing access to services for underserved and underrepresented populations across Pennsylvania. Through these coordinated efforts, Pathways to Partnership seeks to improve employment, education, independent living, and community engagement outcomes for children and youth with disabilities throughout the Commonwealth.
 

Arkansas Department of Education - Division of Elementary and Secondary Education - Office of Special Education (DESE-OSE)

Project Summary

The Seamless Transition in Arkansas (STAR) Rehabilitation is an innovative collaboration model aimed at providing supports in our state’s high-need regions (Arkansas Rehabilitation Services Regions 3, 8, and 9) in the Delta and Coastal Plains to:

  • Increase youth career and college preparation and experience opportunities through development of additional pre-employment transition service providers (pre-ETS) and enhanced engagement of state Centers for Independent Living (CILs);
  • Increase in knowledge and skills of youth, families, providers, and other community partners through we-based an in-person learning modules aligned with postschool outcomes predictors and scaling up efforts for community-level resource mapping; and
  • Establish and implement an innovative, integrated collaboration model through training of Transition Navigators and empowerment of Youth Leaders co-leading community-led Career Councils, and the use of ECHO Model technologies and supports to provide case-based, ongoing, interagency professional development to partners across the state.
    The STAR project is developed in partnership with Arkansas Department of Education, Arkansas Rehabilitation Services, Arkansas Centers for Independent Living, and University of Arkansas with support from school districts including Magnolia, Lakeside, and Lake Hamilton as well as Workforce, Arkansas’ Center for Excellence in Development Disabilities, NTACT:C, and regional community colleges.
     

Louisiana Department of Education

Project Summary

The Louisiana Center for Effective Transitions (LCET) operates as a major initiative of the Louisiana Department of Education. Its core mission is to create a unified transition framework for students, families, and local school systems. This framework specifically addresses the gap between the educational system and post-secondary career opportunities within local communities. LCET establishes best practices in transition planning for all stakeholders, including school systems, private businesses, universities, and community colleges. The project initiates substantial planning and coordination activities, such as developing project work plans and establishing funding structures. Active collaboration occurs among numerous partners, and the LCET workgroup is launched to provide input and shared leadership. The project develops transition-focused resources for stakeholders, resulting in a dedicated LCET webpage that serves as a central hub for statewide resources. This resource development includes planning for video tutorials to assist students and families with the vocational rehabilitation application process. LCET also maintains a formal structure for evaluation; it engages with a methodologist to support data collection and defines processes for participating agencies. The initiative focuses on enhancing middle-to-high school transitions for students with significant cognitive disabilities through the Middle to High School (M2HS) Initiative. Selected districts participate in structured training and support, and the M2HS Transition Toolkit is released to guide system improvements. Furthermore, LCET introduces the Accountability Model for LEAP Connect Diploma Pathway students. This model develops Career Accountability Accelerator Models, which link students to industry-based credentials, employment, and independent living opportunities. The project operationalizes these strategies through training, customized district needs assessments, and ongoing technical assistance. This consistent structure emphasizes collaboration and networking among partners to ensure shared goals are consistently advanced.

Illinois Department of Human Services - Division of Rehabilitation Services

Project Summary

The Illinois Pathways to Partnerships Project (IPPP) is improving transition outcomes, competitive integrated employment (CIE), and independent living outcomes for students with disabilities. The project is assisting students as young as age 10 up to age 24 across the State. This project is developing a replicable and scalable innovative service delivery model. This model is building a seamless, cohesive, and effective partnership among SVRA, SEA, LEA and CILs. This project delivers an innovative Pre-Employment Readiness model that includes services and supports for families as well as students. We are beginning transition support as early as age 10 and following students through school, with CIL staff providing them an age-appropriate curriculum. This model is coordinating resources from all project partners focusing on these three major domains: (1) Pre-Employment Readiness, (2) professional development (Walters & Plottner, 2023), and (3) independent living. The project is maximizing the implementation of the statewide model and building statewide capacity and partnerships. This is being achieved by working with high demand employers and other community and state agencies. These partnerships facilitate CIE and independent living for Illinois students with disabilities.

Connecticut Department of Aging and Disability Services - Bureau of Rehabilitation Services

Project Summary

BRIDGE CT (Building Resilience, Independence, Dignity, Growth, and Empowerment) is an innovative effort to expand how schools promote positive outcomes after high school for students with disabilities. Led by the Connecticut Bureau of Rehabilitation Services (BRS), this statewide project brings together local education agencies, the state’s five Centers for Independent Living, the Connecticut State Department of Education, the Connecticut Department of Correction, the Connecticut Parent Advocacy Center, students and families, and other community partners. 
The project combines locally driven planning, professional development, and technical assistance to build sustainable systems that better prepare students for education, employment, and independent living. The University of Maryland’s Center for Transition and Career Innovation provides technical assistance to the BRS and its partners, supporting the implementation of BRIDGE CT through training, facilitation, and capacity-building strategies.
BRIDGE CT intends to achieve its outcomes through four key activities:

  • Reinforcing Partnerships: The project maximizes the support and resources for children and youth with disabilities by strengthening collaboration at the local, regional, and state levels, which allows for improved communication, information sharing, and problem solving.
  • Offering Professional Development: The project offers professional development opportunities for school, BRS, and other staff to implement evidence-based practices that support youth-based resources and services for children and youth with disabilities.
  • Enhancing Services: This project enhances youth-focused resources and services through a multimodal approach to career exploration, development and preparation. 
  • Improving Collaborative Outreach and Information: BRIDGE CT works with partners to design collaborative outreach approaches for earlier engagement of children and youth with disabilities and families on roles, expectations, and opportunities.
     

Oklahoma State Department of Education

Project Summary

The Oklahoma Pathways to Partnerships (OP2P) project aims to strengthen statewide transition programming for children and youth with disabilities through an evidence based Oklahoma Transition Framework. The project promotes innovative, cross agency solutions and meaningful youth and parent engagement that improve coordination and expand service capacity. OP2P prioritizes expanded access to effective transition programming, work based learning, and competitive integrated employment, particularly for students with significant disabilities and those in rural or high need areas. The project introduces new, fully accessible game based tools that build self determination, technology skills, and early college and career awareness and exploration. It provides multi agency training and support that strengthen how transition teams collaborate and deliver services. OP2P also develops an inclusive postsecondary program with micro credentialing designed to create flexible, employment aligned pathways. The project offers summer programs that use engaging and skills based approaches to increase self determination, work-based learning, and independent living. It promotes data informed decision making to continuously refine programming and identify emerging needs. OP2P strengthens statewide partnerships by establishing shared resources, unified guidance, and consistent practices. The project expands opportunities for innovative career exploration and work based learning models that respond to different student needs. It encourages collaboration between education, workforce, and community partners to support scalable and sustainable practices. The overall aim is to build a coordinated system that delivers forward thinking and effective transition services statewide.

Wyoming Department of Workforce Services - Vocational Rehabilitation

Project Summary

The Wyoming Pathways to Partnership (WY P2P) project functions as a Disability Innovation Fund (DIF) initiative that establishes a collaborative infrastructure among state vocational rehabilitation, education agencies, Centers for Independent Living, and community partners. This project aims to improve cross-partner collaboration and service delivery to support children and youth with disabilities in achieving employment, training, mental health, and independent living outcomes.
The primary operational goals focus on increasing participant skills, enhancing mental health and employment systems, and implementing a systemic change management process within rural and frontier communities. To achieve these objectives, the program utilizes a tiered technical assistance model to deliver universal, targeted, and intensive services to stakeholders, professionals, community members, and families. Universal activities include a comprehensive resource website, Employment First and Community Rehabilitation Provider training modules, Mental Health First Aid courses, and a localized Community Resource Map.
Dedicated Transition Navigators operate in pilot locations to streamline community partner education and coordinate the sequencing of direct student services. Simultaneously, Centers for Independent Living deliver age-appropriate curricula that emphasize life skills, self-advocacy, financial literacy, and soft skills. Community mental health providers integrate emotional regulation and coping strategy development directly into employment-readiness training.
The project provides individualized technology assessments to enhance participant digital literacy, future independence, and telehealth access. 
Early intervention and participant-focused activities include youth work exposure programs for children with disabilities aged 10 to 14, entrepreneur education events, the use of virtual reality job exploration, and summer employment camps. Through strategic business partnerships, the project facilitates individualized paid work experiences, internships, and pre-apprenticeships for participating youth with disabilities. Finally, independent evaluators continuously monitor student outcomes and systemic collaboration using both quantitative metrics and qualitative feedback loops.

New Mexico Public Education Department - College and Career Readiness 

Project Summary

Career Connected Learning in New Mexico (CCLinNM) supports an innovative model of career-connected learning (CCL) adapted to accommodate students with disabilities. The project demonstrates the efficacy of a statewide multi-sector partnership network made effective through a unified vision that drives coordinated support services and service delivery models to transition these students to postsecondary programs and CIE. Target population: The project will serve more than 27,000 students with disabilities in all districts across the state of New Mexico. The districts represent rural populations, and the majority of students are Hispanic. 

  1. providing relevance CCL;
  2. increasing access to career exploration;
  3. building motivation to learn and proficiency in foundation math to prepare for jobs;
  4. increasing self-awareness and self-advocacy skills;
  5. increasing training opportunities for teachers and partners with a CCL focus from cradle to careers;
  6. apply a shared vision to build a partnership that coordinates resources and service delivery models to ease transitions after high school; and
  7. increasing clarity of measures of CCL in special education.

Colorado Department of Labor and Employment - Vocational Rehabilitation

Project Summary

The Colorado Department of Labor and Employment’s Division of Vocational Rehabilitation (DVR) administers the DIF 84.421E: Pathways to Partnerships project, which uses the public facing name “Map My Path”. Map My Path works to improve transition services and outcomes for children and youth with disabilities ages 10-24 by strengthening connections among the people, resources, and systems that support them. The project focuses on helping youth and families better understand available opportunities, navigate services, and participate in transition planning.
Map My Path brings together youth with disabilities and their families, vocational rehabilitation, schools, Centers for Independent Living, and community organizations. Through this work, the project promotes coordinated planning, communication, and collaboration across service systems. The project supports efforts to build stronger partnerships and increase shared understanding of roles, resources, and services available to youth and families.
Project activities include the development and implementation of an online platform and mobile app that provides accessible information, learning opportunities, transition resources, and tools for youth, families, and professionals. The platform is designed to increase awareness of available supports and help users connect with information that is relevant to their individual goals and needs. The project also provides training, technical assistance, and capacity-building activities that support effective collaboration and service delivery.
In addition, the project supports local implementation efforts that allow school-based interdisciplinary teams to develop, test, and refine approaches for coordinated transition services. These teams consist of a school-based VR counselor, secondary education and the local Center for Independent Living. Youth and family perspectives are incorporated throughout the project to help ensure that activities, resources, and supports are informed by lived experience. Evaluation and continuous improvement activities are used to identify effective practices and inform future service development. Through these combined efforts, Map My Path seeks to strengthen partnerships, improve access to information and resources, increase coordination among service providers, and support successful transition experiences for children and youth with disabilities throughout Colorado.
 

Alaska Department of Education and Early Development

Project Summary

Alaska’s Collaborative System of Employment Services for Children and Youth with Disabilities is a multi-agency cooperative effort aimed at improving outcomes for the target population. The overarching project goal is: Increase the number of Alaska youth and other individuals with disabilities who are competitively employed through innovative and collaborative programs involving key agencies and organizations. The key activities to be performed during this project, by both the sponsor agency and the subrecipient organizations, involve leadership training, peer support, mentorship, apprenticeship opportunities, financial literacy classes, and a centralized website tying all of the services and opportunities together. The grant subrecipients will carry out the majority of the training and outreach activities while the sponsor organization will handle administration funding, reporting and coordination of the overall project.

South Carolina Department of Education

Project Summary

The South Carolina Pathways Project (SCPP) is a disability led, statewide initiative designed to transform how transition services are delivered to young adults with disabilities. Its purpose is to build a collaborative, seamless model that improves postschool outcomes for students with disabilities across South Carolina. The SCPP seeks to align the missions and visions of all partner organizations to remove systemic barriers and deliver coordinated, high quality transition services for people with disabilities across South Carolina.
To achieve this, the South Carolina Department of Education is partnering with the state’s Centers for Independent Living (CIL)—Able SC, AccessAbility, and Walton Options—along with the South Carolina Vocational Rehabilitation Department (SCVRD), the University of South Carolina’s Center for Transition Research and Leadership, and five Local Education Agencies (LEAs). Participating LEAs include four geographic districts—Dorchester School District Four, Rock Hill Schools (York 3), Sumter School District, and Williamsburg County School District—as well as the SC Public Charter School District, which serves 38 brick and mortar and virtual schools statewide.
The SCPP seeks to establish a collaborative model of transition service delivery that supports high school students with disabilities (SWD) as they move toward adulthood. This includes developing innovative diploma aligned course sequences, expanding access to apprenticeships and Competitive Integrated Employment (CIE) opportunities, providing CIL delivered Employment Preparation Services (EPS), and resource mapping to ensure students and families can easily navigate available supports. 
Expected outcomes of the SCPP include increased opportunities for SWD to earn the South Carolina high school diploma, greater access to apprenticeships and CIE pathways, and consistent delivery of high quality EPS. Ultimately, the project seeks to create a groundbreaking and sustainable statewide model that prepares students with disabilities to graduate with a diploma, develop strong independent living skills, gain paid work experience, and enter their communities equipped for successful futures.
 

New Jersey State Department of Education - Office of Special Education - Student Services

Project Summary

The New Jersey Pathways to Postsecondary Success (NJPSS) project approaches the goal of increasing competitive integrated employment for students with disabilities with two broad sets of activities. The first set of activities focuses on the continuous development and improvement of a statewide hub website that makes it easy for users to access information on planning for adult life. The website incorporates input and information from all state agencies that support students and adults with disabilities in New Jersey and will be adjusted based on feedback from parents, educators, and students. The goal of this site is to assist parents, educators, and students in navigating the maze of information and resources available to them in an easy-to-understand, developmentally appropriate way. 
The second set of activities involves direct support and coordination of post-secondary planning across targeted local education agencies (LEAs), local vocational rehabilitation providers, parent advocacy networks, and the Centers for Independent Living. The activities in each district begin with a community-wide resource mapping event and a needs assessment process that guides individualized support and coordinated collaborative activities across agencies. By documenting the successes and challenges of using this framework across all targeted LEAs, the New Jersey Pathways to Postsecondary Success project seeks to scale up these activities and provide LEAs in New Jersey with an effective roadmap for successful postsecondary planning.  

Vermont Agency of Human Services - Vermont’s State Vocational Rehabilitation Agencies - Division for the Blind and Visually Impaired

Project Summary

The Vermont Pathways to Partnerships (VT-P2P) project focuses on improving postsecondary outcomes for youth and young adults with disabilities by strengthening transition services, fostering systems change, and building partnerships across Vermont. The project brings together schools, families, community organizations, state agencies, and disability-led organizations to support successful transitions from school to adult life. VT-P2P promotes a culture of high expectations and collaborative planning that helps youth with disabilities pursue goals related to employment, post-secondary education, independent living, and self-advocacy.
VT-P2P supports coordinated efforts among statewide partners to align resources, reduce barriers, and improve access to services and opportunities. Activities include work-based learning experiences, career exploration, postsecondary education planning, self-advocacy instruction, independent living skill development, peer learning, and leadership opportunities.
VT-P2P also provides technical assistance, professional learning, and resource development for educators, service providers, families, and community organizations. Schools and community-based organizations serve as hubs for innovation and collaboration, helping to strengthen local capacity and improve service delivery. 
Through these coordinated activities, VT-P2P seeks to increase access to transition support regardless of geographic location, strengthens collaboration across systems, and improve outcomes for youth with disabilities as they prepare for adulthood. The objectives of the project are to create a more connected, and effective transition system that supports youth in achieving their postsecondary goals.

Kentucky Department of Education

Project Summary

The KY Transition 360 project supports communities across Kentucky in building strong, sustainable systems to improve post-school outcomes for students with disabilities. The work focuses on interagency collaboration, family–school partnerships, and systems-level change to promote successful transitions into employment, postsecondary education, and independent living. The project also emphasizes strengthening coordinated supports so that students and families can effectively navigate transition services and opportunities. The project has two primary goals. First, it aims to increase the number of students engaged in postsecondary transition services through mentorship and targeted support for students and their families. This goal emphasizes expanding community awareness of available services through family-focused events and mentorship, strengthening parent and family expectations for competitive integrated employment (CIE), and enhancing partnerships among existing service providers. Through these efforts, KY Transition 360 builds local capacity to deliver cohesive and accessible postsecondary transition supports.
The second goal is to expand student access to high-quality transition experiences, particularly in underserved geographic areas and populations. This work is accomplished through immersive virtual reality (IVR) experiences designed to expose students to a wide range of real-world environments and skills. IVR content focuses on career and technical education, career awareness, self-advocacy, travel skills, community participation, and independent living. These innovative strategies ensure that all students—regardless of location—have access to meaningful opportunities for transition exploration.
Project services include developing and piloting a structured collaboration framework to strengthen interagency coordination at the local level. The project also supports school districts in establishing and facilitating transition teams that include students, families, educators, and community partners to create localized action plans. Additionally, the project assists districts in extending career exploration to younger students through high-quality assessments and early transition planning practices. IVR tools further enhance these efforts by expanding access to career exploration and experiential learning for underserved populations.

Maryland State Department of Education - Rehabilitation Services

Project Summary

The Maryland Pathways to Partnership Initiative (MPPI) is a model demonstration project designed to enhance transition services for children and youth with disabilities. The core goal of the project is to build systemic capacity and establish a collaborative interagency infrastructure that expands sustainable career pathways. By focusing on early intervention, the project aims to introduce individuals with disabilities to career development resources that lead to long-term competitive integrated employment (CIE). The operational intent centers on creating a seamless, non-duplicative transition process by strengthening service coordination, resource sharing, and secure data exchange among state and local partners.
Operationally, the initiative serves two core age groups, providing distinct interventions for children aged 10–13 and young adults aged 14–21. For the younger demographic, the project delivers foundational services such as career awareness, interest assessments, and early self-advocacy training. For the older demographic, the activities shift toward advanced transition planning, including coordinated career counseling, pre-employment workshops, and work-based learning experiences like internships. Local education agencies employ dedicated Career Navigators who lead countywide outreach, handle enrollment documentation, and connect families directly to appropriate service providers.
The project also integrates specialized partner activities, such as financial literacy and peer mentoring delivered by Centers for Independent Living, alongside family training and tools managed by Parents’ Place of Maryland. Technical assistance and professional development are continuously provided to project staff to optimize service delivery and ensure stakeholder capacity. To monitor participant progress from initial outreach to enrollment and final outcomes, MPPI utilizes a centralized, secure tracking system. Ultimately, the initiative seeks to establish a replicable, multi-tiered framework that empowers youth with disabilities and their support networks to successfully navigate post-secondary education and workforce entry. 

Nevada Department of Education - Office of Inclusive Education 

Project Summary

The Nevada Transitions Roadmap through Innovative Partnerships Project provides a seamless system of secondary-transition services for the state’s children and youth with disabilities. The Nevada Department of Education leads this important work. Project partners include the State of Nevada Bureau of Vocational Rehabilitation; Northern Nevada Center for Independent Living; Southern Nevada Center for Independent Living; Nevada Statewide Independent Living Council; University of Nevada, Reno, Nevada Center for Excellence in Disabilities; and Nevada PEP Parent Training and Information Center. In addition, local education agency school district partners represent Carson City, Douglas County, Humboldt County, Nye County, Pershing County, and White Pine, with a plan for statewide rollout by 2028. 
Nevada TRIP operates high-quality information systems to disseminate information on secondary-transition through web-based and in-person channels (Goal 1). It provides high-quality professional development for service professionals to support the creation of resources and knowledge related to secondary-transition planning (Goal 2). It also deploys strategies to increase the availability and use of student resources to support secondary-transitions and preparation for competitive integrated employment (Goal 3).
Nevada TRIP partners maintain the website, deliver cross-agency training to build the capacity of key staff, create tools and resources to support systems and youth service professionals, and operate an advisory work group to provide input on project activities for continuous improvement. They also collaborate with school staff to develop age-appropriate career exposure, career exploration, and work-based learning experiences, and to create accessible student resources on postsecondary education and employment opportunities.
 

Georgia Vocational Rehabilitation Agency

Project Summary

The Georgia Pathways to Partnerships (P2P) connects the Georgia Vocational Rehabilitation Agency (GVRA), the Georgia Department of Education (SEA), Local Educational Agencies (LEAs), and nine Georgia-based Centers for Independent Living (CILs) to jointly develop, pilot, and replicate an innovative model for improving competitive integrated employment (CIE) outcomes for children and youth with disabilities and their support systems, while facilitating successful transitions. The project focuses on early intervention of key soft skills and employment readiness, transition planning, and coordinated support that prepares participants for life after high school. The project aims to enhance a seamless system of transition support that helps participating children and youth with disabilities successfully transition toward competitive integrated employment and independent adulthood.
The project includes two primary program components for eligible children and youth designed to support participants at different stages of development and transition. 
Pathway to Dreams is a curriculum developed by the project for eligible children designed to introduce students to soft skills essential for school and workplace readiness, goal setting, career exploration, self-advocacy, and independent living. Through engaging, informative, and adaptable age-appropriate lessons and experiences, participants are introduced to concepts related to employment, education, independence, and community participation while building a strong foundation for future transition success. Pathway to Dreams is made possible through the collaborative P2P partnerships among LEAs, CILs, and GVRA, which work together to deliver the curriculum while connecting students, educators, and families to local CILs, GVRA services, and other transition-related resources and supports. 
Bridging the Gap is a youth program developed through a collaborative partnership involving GVRA Vocational Rehabilitation Counselors, GVRA leadership, Georgia CILs, post-secondary partners such as Roosevelt Warm Springs and Cave Spring, and the P2P team. The program is designed to equip eligible youth with the skills, knowledge, and resources needed to successfully transition from high school to post-secondary education, training, independent living, and competitive integrated employment. Through workplace readiness and post-secondary goal setting, peer mentoring, hands-on learning experiences, career exploration, self-advocacy learning, and collaboration with community partners, participants develop the competencies needed to pursue their future employment goals. After the initial BTG programming, participating youth are invited to attend the project’s culminating week-long BTG Summer Dreamers’ Camp held at Roosevelt Warm Springs (RWS), where participants are immersed in an intensive soft skills training in a supportive environment- applying and further developing their workplace readiness, financial literacy, self-advocacy, and independent living skills in real-world settings. This experience provides opportunities to practice learned skills, explore post-secondary options, strengthen confidence and independence, develop strong interpersonal skills, and continue taking meaningful steps toward achieving their employment and career goals.
Family engagement is a key component of the project and includes outreach, education, resource sharing, and individualized support. The project facilitates monthly Family Learning Sessions, a BTG Parent Support Group, monthly family newsletters, a P2P webpage family toolbox, and ongoing communication designed to increase family knowledge of and access to available resources, services, and opportunities. These efforts help families actively participate in transition planning and better support their child's educational, employment, and independent living goals. 
The project also has collaborated with GVRA and Georgia State University to develop and implement a consistent Community of Practice (CoP) model for GVRA providers, further strengthening and enhancing collaboration among providers, building capacity, and supporting services offered to eligible youth.
The project continually emphasizes collaboration among partner organizations to improve coordination, strengthen local capacity, and reduce barriers that may impact successful transitions to adulthood. Through continuous evaluation, stakeholder engagement, and data-informed decision-making, Georgia P2P strengthens services, programming, and partnerships while creating sustainable systems that support children and youth with disabilities in pursuing education, training, independent living, meaningful community participation, and competitive integrated employment.

Maine Department of Labor - Division of Vocational Rehabilitation

Project Summary

The Pathway to Partnerships (P2P) grant aims to develop and implement a sustainable, statewide model that strengthens coordination among education, vocational rehabilitation, workforce, and community partners to increase competitive integrated employment opportunities and successful transitions to adulthood for children and youth with disabilities. 
Improving transition outcomes for children and youth with disabilities through cross-agency collaboration, capacity building, and expanding access to employment, education, and independent living supports through the following activities:

  • Development of statewide information, training, and resource-sharing systems. 
  • Creation and delivery of accessible educational curricula and training materials for youth, families, educators, and service providers. 
  • Provision of virtual transition services, including career exploration, peer mentoring, independent living skills training, and pre-employment transition services. 
  • Education and technical assistance related to benefits counseling, work incentives, and financial literacy. 
  • Expansion of work-based learning opportunities, including internships, pre-apprenticeships, apprenticeships, and other career readiness experiences. 
  • Stakeholder engagement, cross-agency collaboration, and systems-change initiatives designed to improve transition planning and service coordination. 
  • Outreach and awareness activities that promote employment, workforce participation, and independent living opportunities for youth with disabilities.

Idaho State Department of Education - Special Education 

Project Summary

The Idaho Pathways to Partnerships Innovative Model Demonstration Project supports the development and implementation of coordinated transition services for children and youth with disabilities. The project focuses on strengthening collaboration among education, vocational rehabilitation, workforce, community, and family partners to improve the delivery of transition-related supports. Through a collaborative interagency approach, the project promotes shared planning and coordination among organizations that serve students and youth with disabilities.
The project facilitates partnerships that help align services and resources across local, regional, and state systems. It supports activities that enhance transition planning and encourage coordinated service delivery for youth as they prepare for adult life. The project provides professional learning and technical assistance to educators, service providers, families, employers, and other community partners involved in transition services. These activities focus on building knowledge, strengthening collaboration, and supporting effective practices that promote successful transitions.
The project emphasizes meaningful youth engagement by encouraging youth participation in planning, decision-making, self-advocacy, and goal setting related to their future education, employment, and community involvement. It supports opportunities for youth with disabilities to explore careers, develop employment-related skills, build independent living skills, and engage in their communities. Through partnerships with schools, community organizations, employers, and public agencies, the project promotes access to experiences that support future education, employment, and community participation. The project encourages family engagement and collaboration throughout the transition process. In addition, it supports the development of sustainable systems and partnerships that strengthen transition services across Idaho. The overall goal of the project is to improve coordination among partners, increase access to transition services and opportunities, and support improved outcomes, including greater participation in competitive integrated employment for youth with disabilities.

Kansas State Department of Education - Division of Learning Services

Project Summary

The Kansas Youth Transition Network (KYTN) is establishing innovative and sustainable local networks, called Transition Councils, to facilitate local systems change focused on expanding and enhancing the transition service system in Kansas. Transition Councils are local networks of youth with disabilities, family members, youth service organizations including schools and community organizations, and employers who collaborate to address those barriers identified by youth with disabilities and their families during the transition to life after high school.
KYTN is a partnership between the Kansas Department of Education, Kansas Rehabilitation Services, Centers for Independent Living across the state of Kansas, local providers, the Kansas University Center on Developmental Disabilities, Families Together, and other partners. The KYTN supports local Councils to advance the provision of seamless transition services focused on career exploration and competitive, integrated employment for children and youth with disabilities.
The process involves conducting local area resource mapping to ensure that KYTN Councils address the unique needs identified by youth with disabilities and their families across the project communities. Efforts of the KYTN councils are supported by a website providing a central source for youth, families, and professionals for transition resources for Kansas, and the Kansas Centers for Independent Living, which partner with other organizations in local communities to develop innovative transition-focused services for youth with disabilities.