Transcript Post-Secondary Goals and the Summary of Performance

South Dakota Transition to Employment
Conference
October 26, 2011
Dr. Ed O’Leary
Congress finds that:
Disability is a natural part of the human experience and in
no way diminishes the right of individuals to participate in
or contribute to society.
This includes such things as:
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Living independently
Enjoying self-determination
Making choices
Pursuing meaningful careers
Enjoying full inclusion and integration in the economic,
political, social, cultural, and economic mainstream of
American society.
The term "transition services" means a coordinated set of activities
for a student, designed within an outcome-oriented process, that
promotes movement from school to post school activities,
including postsecondary education, vocational training, integrated
employment (including supported employment), continuing and
adult education, adult services, independent living, or community
participation.
The coordinated set of activities shall be based upon the individual
student's needs, taking into account the student's preferences and
interests, and shall include instruction, community experiences, the
development of employment and other post school adult living
objectives, and, when appropriate, acquisition of daily living skills
and functional vocational evaluation.
Broad definition:
 Formal process of
cooperative
planning that will
assist students with
disabilities to move
from school into the
adult world.
Rehabilitation Act - Required Collaboration
State VR must coordinate with the state education agency and enter into a
formal interagency agreement with regard to transition planning and the
delivery of transition services.
 The primary purpose of the formal interagency agreement is to ensure
that students with disabilities who are eligible for VR services do not
experience an interruption in services after they leave secondary school
settings.
Section 101(a)(11)(D)
VR must use information submitted by education officials to assist in making
eligibility determinations for VR services for students with disabilities.
 Education officials may provide critical information describing the
students’ vocational, employment, academic, and personal
achievements that may contribute to the development of the student’s
individualized plan for employment (IPE).
Section 102(a)(4)
Rehabilitation Act
Coordination with Education Officials
The State plan shall contain plans, policies, and procedures for coordination between VR and
education officials. The plan, policies and procedures must be designed to facilitate the transition
of the students with disabilities from the receipt of educational services in school to the receipt of
vocational rehabilitation services…This agreement must at a minimum provide for:
consultation and technical assistance to assist educational agencies in planning for the
transition of students with disabilities from school to post-school activities, including
vocational rehabilitation services;
 transition planning by personnel of the designated State agency and educational agency for
students with disabilities that facilitates the development and completion of their
individualized education programs.
 the roles and responsibilities, including financial responsibilities, of each agency, including
provisions for determining State lead agencies and qualified personnel responsible for
transition services; and
 procedures for outreach to and identification of students with disabilities who need the
transition services.
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Rehabilitation Act - Required Collaboration
Each student determined to be eligible for VR services or, if under an order of
selection, each eligible student served under the order, an IPE must be
developed and approved before the student leaves the secondary school
setting.
Regulations at 34 CFR 361.22
It is important to note that VR agencies must collaborate with state
education agencies in providing transition services to all students with
disabilities and are required to conduct outreach and identify those students
with disabilities who may need transition services.
Section 101[a][11][D][iv] of the Rehabilitation Act
This includes students receiving special education and related services under
the IDEA and students with disabilities covered only by Section 504 of the
Rehabilitation Act (Section 504).
Participate in transition planning and assist in designing and
developing transition services for students with disabilities, that
facilitate the achievement of the employment outcome identified
in the individualized plan for employment;
Provide consultative and technical assistance services to assist
educational agencies in planning for the transition of students
with disabilities from school to post-school activities, including
employment.
Beginning with the first IEP to be in effect when the
student turns 16 years of age…the IEP must
include:
1. Measurable postsecondary goals based upon age
appropriate transition assessments:
• Education/training
• Employment
• Independent living – optional
2. Transition services – including courses of study –
needed to assist student’s in reaching their MPG’s.
Percent of youth aged 16 and above with an IEP that includes
appropriate measurable postsecondary goals that are annually
updated and based upon age appropriate transition
assessment; and IEP that includes transition services, including
courses of study, that will reasonably enable the student to meet
those postsecondary goals; an IEP that includes annual goals
related to the student’s transition services; evidence that the
student was invited to the IEP Team meeting where transition
services will be discussed; and evidence that a representative
of any participating agency was invited to the IEP Team meeting
with the prior consent of the parent or student who has reached
the age of majority.
March 2009
1. Measurable postsecondary goals (MPG’s)
• Education/training
• Employment
• Independent living – optional
2. MPG’s – based upon age appropriate transition
assessment
3. MPG’s updated annually
4.
5.
6.
7.
8.
Transition services…coordinated set of activities
Course of study
Annual goal(s) relate to transition services and MPG’s
Evidence the student was invited to their IEP meeting
Evidence that a representative of any participating
agency (e.g. Vocational Rehabilitation) was invited to
the IEP meting with consent of parent or student who
has reached the age of majority.
The collaborating state agencies strongly believe, endorse
and support the following policy statements:
• All South Dakota citizens, including youth with disabilities,
will have opportunities for full participation in work and
community life.
• All human services systems in South Dakota will assist
individuals to achieve independence and self-sufficiency.
• All human services systems in South Dakota recognize
organized constituent groups of person with disabilities as
a primary source of information for program development
by consulting with and advising such groups.
In order to carry out South Dakota’s common policy, the collaborating agencies agree
that:
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All young people with disabilities will be prepared for and offered “integrated”
work settings for “competitive” wages with access to necessary support services or
be prepared to enter and succeed in postsecondary education training with access
to necessary support services.
•
All work opportunities will be geared to employer/industry needs.
•
All work and learning opportunities offered will be commensurate with young
people’s level of ability, interest, and informed choice and should be expected to
change over time (i.e. career ladder opportunities).
•
All youth with disabilities shall have access to “functional” life skills curriculum and
independent living services designed to prepare them to live and function in
domestic, recreational, social, community and vocational environments.
In order to carry out South Dakota’s common policy, the collaborating agencies agree
that:
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A transitional planning process, as a component of the IEP, including identification
of resources for implementation (e.g. case management), will be initiated for
every youth with a disability age 16 and older or at a younger age as determined
by the Local education Agency IEP team.
•
Upon exit from school, all youth with a disability will have incorporated into their
IEP all transition services necessary for the individual to successfully transition to
the next environment or service delivery system.
•
All young people with disabilities will have access to appropriate independent
living options in integrated community based settings.
•
To the extent possible, the IEP will be integrated into the planning documents of
all coordinating agencies, and where possible, eliminate duplication of such plans.
In order to operationalize South Dakota’s transition process, LEA and adult service agency
efforts must be coordinated. Coordination maximizes resources, avoids duplication and
promotes continuity of service provision.
Education
• IEP team – Education (student parents/guardians, school, community agency providers
and others)
• Develops IEP describing necessary transition services
• Assign service responsibility
• Implement IEP
• Determine case management responsibility for each student eligible for VR or another
adult service provider of case management services.
Transition Services Liaison Project (TSLP) - Regional Transition Liaisons
• Provide support services and assist in continuity of case management as students move
from school to post-school.
• Assist schools, VR counselors and students to access transition services.
Joint effort between Department of Education and Vocational Rehabilitation
Special Education will:
A. Develop policy and provide technical assistance to LEAs enabling
them to:
• Provide evaluations (work assessments, vocational evaluations or
independent living evaluations) for student’s planning needs.
• Provide transition planning and service to students who have
disabilities.
• Ensure that all transition planning and transition services as described
on the IEP are implemented.
• Refer all interested students to appropriate adult service for
determination of eligibility for services and obtain necessary releases
from paretns allowing adult service agencies to review the student's
file.
Special Education will – cont’d:
• Collaborate with DRS/DSBVI and other adult service agencies in the
development of the IPE and IEP.
• Request parent consent to provide a copy of the IEP to the Rehabilitation
Counselor or other adult service agency staff, if the Counselor is unable to
participate in the development of the IEP.
• Assist the student and family in identifying the appropriate adult service
providers.
• In conjunction with other agencies as appropriate, develop jobs for
student that they can keep after graduation or exiting fro the education
system.
• Provide/monitor work experiences for the student.
Technical Education in partnership with TSLP will offer the
following services:
 Technical assistance to secondary schools to enable them to
inform and involve students and parents in career
cluster/pathways planning;
 Technical assistance to schools and communities in developing
partnerships to provide authentic leaning experience s for
student with disabilities, and;
 Technical assistance to secondary schools and post-secondary
technical institutes in coordinating the use of articulation
agreements.
The Division of Rehabilitations Services will:
1. Establish a referral process with each LEA insuring that school personnel are
aware of the referral process, eligibility requirements and scope of vocational
rehabilitation services.
2. Meet the with LEA personnel to identify potential referrals as necessary.
3. Offer an application for service on any youth with disabilities who is 16 years
of age or younger when appropriate.
4. Determine eligibility for vocational rehabilitation services within 60 days of
application unless the applicant grants an extension or the applicant receives
a trial work experience.
5. Participate in the IEP for students determined eligible, when appropriate.
6. Complete an IPE with each eligible student on a timely basis, but no later than
prior to the students exit from the school system unless documented why.
The Division of Rehabilitations Services will:
7. Assist student in making a career choice consistent with the unique strengths,
resources, priorities, concerns, abilities, capabilities, interests and the informed
choice of the eligible individual.
8. Purchase vocational assessments and diagnostic services when needed for
vocational purposes and not available from the school.
9. Provide vocational rehabilitation services to students in the course of transition to
competitive employment taking into consideration any other services or
beneif9its for which the student might be eligible.
10. When job placement, job coaching or follow-along services are being purchased
by DRS, the consumer will be offered a choice of providers available to provide
these services including the LEA.
11. Offer LEAs the opportinity to enter into cooperative agreement to particiapte in
Project Skills.
12. Sponsor qualified DRS consumers in the annual Youth Leadership Forum.
The Division of Services for the Blind and Visually Impaired will:
1. Establish a referral process with each LEA insuring that school personnel are
aware of the referral process, eligibility requirements and scope of vocational
rehabilitation services.
2. Meet the with LEA personnel to identify potential referrals as necessary.
3. Offer an application for service on any youth with disabilities who is 16 years
of age or younger when appropriate.
4. Determine eligibility for vocational rehabilitation services within 60 days of
application unless the applicant grants an extension or the applicant receives
a trial work experience.
5. Participate in the IEP for students determined eligible, when appropriate.
6. Complete an WE with each eligible student on a timely basis, but no later than
prior to the students exit from the school system.
The Division of Mental Health – in its services targeted for adults with severe
and persistent mental illness and youth with serious emotional disturbances
in transition to adulthood will:
1. Purchase, based on financial eligibility, mental health services for adults with
severe and persistent mental illness and youth with serious emotional
disturbances.
2. Examine and redesign services available to youth with serious emotional
disturbances to focus on consumer needs and service delivery to facilitate the
transition to adult life.
3. Endorse technical assistance and training fo mental helath center staff on
transition planning, support needs and supported emplyment for youth with
mental illness.
4. Encourage Cxommunity Mental Health Center staff to participate on transition
planing teams for individuals with mental illness.
The Department of Social Services will:
1. Establish a local process with LEAs to:
 Share information on available programs;
 Network locally with other interested parties; and
 Disseminate program eligibility criteria and standards.
2. Establish a local referral process with LEAs for youth with disabilities
in the custody of DSS for successful transition.
The Department of Labor will:
1. Collaborate with LEA’s and DRS/DSBVI in the development of permanent job sites
for students.
2. Certify students and employers for the Work Opportunity Tax Credit Program.
3. Provide technical assistance to LEAs and DRS/DSBVI regarding use of the
Department of Labor’s self-registration site for career planning and for job seeking.
The web site can be accessed at any time by the youth, LEA members, DRS/DSBVI
representatives. Items on the web include: free career assessment, ideas for
developing a resume, preparation methods for interviewing, and listing of job
openings.
4. As requested, local DOL representatives and contractors may participate in IEP
and/or IWRP [IPE] meetings when invited by LEAs and/or DSBVI to provide
technical assistance regarding career planning, information regarding area
business/employers, and area employment opportunities.
5. For youth determined appropriate and eligible with DOL workforce preparation
programs, DOL representatives will provide access to workforce training services.
DOL representatives will provide direction for the youth on the worksite; maintain
contact with the worksite supervisor concerning training progress, and make LEA
and/or DRS/DSBVI representative [aware] of progress or concerns at the worksite.
Age 14
Services
Human Services – Division of Rehabilitation
Services
Tracking and guidance
Education
Student may have transition plan if
determined necessary by IEP team
Age 15
Services
Human Services – Division of Rehabilitation
Services
Tracking and guidance
• Student may have transition plan if
determined necessary by IEP team
• Transition assessments must be
completed and transition plans in place
when student turns 16 (or younger if
Department of Human Services, Labor,appropriate)
Social Services and Education
Education
Age 16
Services
Human Services – Division of Rehabilitation
Services
Individuals with disabilities should be
referred to DRS to:
• Determine eligibility
• Develop IPE
• Provide VR services identified in the IEP
Typically Project Skills and VR guidance are
provided
Education
Student shall have transition plan:
• Utilizing transition assessments
• Needed transition services
• Coordinated set of activities
• Course of study
Age 17
Services
Human Services – Division of Rehabilitation
Services
Individuals with disabilities should be referred to
DRS to:
• Determine eligibility
• Develop IPE
• Provide VR services identified in the IEP
Typically Project Skills and VR guidance are
provided
Education
Student shall have transition plan:
• Utilizing transition assessments
• Needed transition services
• Coordinated set of activities
• Course of study
•
Inform student of transfer of rights upon
reaching age 18
•
If needed address graduation requirements
one year (12 months) prior to graduation
Age 18
Services
Human Services – Division of Rehabilitation
Services
Individuals determined eligible will continue with
IPE and provide services identified in the IPE
Typically the plan and services are becoming more
focused on the vocational goal and services post
high school
Education
Student shall have transition plan:
• Utilizing transition assessments
• Needed transition services
• Coordinated set of activities
• Course of study
•
Transfer of rights upon reaching age 18 (unless
declared incompetent or limited rights)
•
If needed address graduation requirements
one year (12 months) prior to graduation
Age 19 - 21
Services
Human Services – Division of Rehabilitation
Services
If still involved in secondary education – continue
to work with consumer and school on services in
the IEP.
Typically, at this stage consumers are involved in
postsecondary training or employment training.
Some services require financial need tests and
search for comparable benefits before provided by
DRS.
Education
Student shall have transition plan:
• Utilizing transition assessments
• Needed transition services
• Coordinated set of activities
• Course of study – if still in school setting
•
If needed, address graduation requirements
one year prior to graduation
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