Transition School to Work VR/LEA Collaboration

Learning Objectives

Recognize the importance of early transition planning in the lives of students with disabilities

Formulate an employment plan that supports maximum development of the knowledge, skills and abilities needed for success in post-secondary education and employment

Utilize proven methods to reduce the number of students dropping out of high school

Define the components of the transition process as well as the roles and responsibilities of both VR and LEA staff.

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Transition School to Work

Section 7(37) of the Rehabilitation Act defines “transition services” as:

a coordinated set of activities for a student

designed within an outcome-oriented process, that promotes movement from school to post-school activities

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CONTINUE

Transition School to Work (Continued)

activities shall be based upon the individual student’s needs, taking into account the student’s preferences and interests

These statutory and regulatory provisions authorize VR agencies to provide eligible students with disabilities the necessary transition services to assist students with post-school activities designed for the achievement of an employment outcome.

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Transition Planning and Services Provided through the State Vocational Rehabilitation Services Program

The successful transition of students with disabilities from school to adult life is a shared responsibility between:

A student and their family

Local Education Agencies (LEAs)

Institutes of higher education (IHE)

Employers and

Vocational Rehabilitation- (VR) – the VR program is designed to assist students to achieve high-quality competitive and integrated employment.

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RSA Technical Assistance Circular 14-03

A TAC addresses those areas of program requirements for which state VR agencies or other RSA grantees have flexibility in determining precisely how such requirements are to be met.

“..guidance contained in the TAC will better enable VR agencies to implement policies and engage in innovative strategies designed to improve the transition of student with disabilities …”

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RSA Technical Assistance Circular 14-03 (Continued)

The Rehabilitative Services Administration (RSA) recently issued a Technical Assistance Circular (TAC) to give guidance to state VR agencies on promoting collaboration between VR and other public agencies..

The TAC addresses the following issues that have emerged during the past few years:

1) Effective collaboration between VR agencies and State Educational Agencies (SEA) for the provision of transition services;

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RSA Technical Assistance Circular 14-03 (Continued)

2.) VR process as it relates to referral and application for services, the determination of eligibility, and the development of the individualized plan for employment (IPE); and

3.) Services that may be provided through the VR program.

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RSA Technical Assistance Circular 14-03

You can access the TAC at:

http://www2.ed.gov/policy/speded/guid/rsa/tac/2014/tac-14-03.pdf

or at,

https://rsa.ed.gov/display.cfm?pageid=437

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How Can VR Increase Employment Opportunities for

Transition Age Youth?

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Formal Cooperative Agreement

The Tennessee version of a VR/SEA Agreement for transition age youth which is being developed will be referred to as a Memorandum of Understanding (MOU) and will include other state agencies besides VR and Education. It will include:

A specific process for the coordination of services, dispute resolution, and allocation of resources.

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Formal Cooperative Agreement (Continued)

Consultation and technical assistance between VR and the LEA for appropriate transition planning

Roles and responsibilities of each agency’s employees.

Procedures for outreach and identification of students with disabilities who are in need of transition services. This outreach should occur as early as possible during the transition planning process.

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Student Population to Consider

The age group

The disability

The graduation track

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Outreach and Referral

The student is referred by a school employee

The student’s parent calls

The student drops by the office

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Application Process

An individual is considered to have submitted an application when the individual or the individual’s representative :

1. Has completed and signed a VR application form;

2. Has requested services from the VR agency;

3. Has provided to the VR office information necessary to initiate an assessment to determine eligibility and priority for services;

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Application Process (continued)

4. Has signed a consent form giving VR permission for the student to receive “transition services”; and

5. Is available to complete the assessment process.

At the time of application individuals will be informed of the application and eligibility process and of their due process rights. Individualized services cannot be provided until completion of the application and eligibility process and the Individualized Plan for Employment.

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Documents To Be Obtained From the LEA to Determine Eligibility

Medical, psychological, and specialty evaluations (provide evidence of diagnosis and functional limitations)

Current IEP or 504 Education Plan

Results of age-appropriate transition assessments (Present levels of performance)

Focused Plan of Study

Transcript

Job history, including volunteer and paid/unpaid work experience

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Eligibility and ENA Process

Eligibility for student applicants should be determined within 60 days of application as for any other client, unless unforeseen circumstances prevent the completion of the process within 60 days. If eligibility cannot be completed within 60 days, the applicant and counselor should agree on a time extension for completing the eligibility process.

Following determination of eligibility, VR will begin the Employment Needs Assessment process to determine the individual’s priority category and work potential.

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IPE Development

An Individualized Plan for Employment (IPE) will be developed in accordance with VR guidelines. When the IPE is completed, individualized services can be provided for the student.

The IPE should be developed as early as possible during the transition planning process but at least by the time the student leaves the school setting. Changes to the IPE may occur during the high school years.

The IPE must be developed in coordination with the IEP in terms of identified goals, objectives, and services.

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Scope of VR Services

Career exploration

Personal and vocational adjustment training

Job readiness

Post-secondary readiness

Homework assignments

Job coaching

Transportation

Counseling and Guidance 20

Career Exploration

Personality assessments

Career interest assessments

Vocational evaluation

Psychological evaluation

Online research

Job shadowing

Volunteering

Counseling and guidance

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Personal and Vocational Adjustment

Job skills

Social skills

Time management skills

Multi-tasking skills

Organizational skills

Communication skills

Hygiene

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Job Readiness

Filling out applications

Creating a resume

Creating a reference list

Discussing interview attire

Practicing interview skills

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Post-Secondary Readiness

The student's knowledge and preparation for college life

The availability of support services

The use of grant financial aid to pay for post-secondary training

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Homework Assignments

Students research colleges, fields of study, and career interests on their own

Students call to see if there are any specific jobs in their area

Students research to determine the training and/or degree needed for a particular job

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Job Coaching

Instructions

Directions

Structure

Guidance

Rules

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Transportation

Travel to and from a training center

Travel to and from personal and work adjustment

Travel to and from a job

Reimbursing a parent, relative, or significant other

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Services Available from the School System

Career interest assessments

School counselors to help determine graduation track

Work based learning program

Pre-vocational training

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Services to Groups

VR personnel may provide services to groups of applicants or VR eligible students that might contribute substantially to the rehabilitation of a group of individuals but are not related to the IPE of any one individual

Services may include:

Distribution of VR marketing materials

Use of a career exploration curricula

Interviewing and resume-writing workshops

Career Days, etc.

Benefits Planning

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Possible Misunderstandings

Paying for the service

Providing the service

Scheduling

Stepping over our boundaries

Cooperation from the schools

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TSW Contract Provisions

Transition Services

Previous

Covers 30% of the TSW VR Counselor’s salary & benefits

Provides a secretarial position at the school

Some systems contracted for Case Manager Assistants and Job Coaches

New Contract

Will no longer covers TSW VR Counselor ‘s salary and benefits

Will no longer provide a secretarial position

LEA can select staff positions which may include Transition Case Manager and Job Coaches

New and Enhanced Services

Services may include:

Project SEARCH®

Walgreen’s REDI assessments

In-depth career exploration

Asset development

New and Enhanced Services (Continued)

Benefits Planning

Optional programs that may include:

Summer workshops (TN-VR Initiative)

Student/family/teacher information nights (VR MOVES YOU)

New and Enhanced Services (Continued)

Project SEARCH®: The Project SEARCH High School Transition Program is a unique, business-led, one-year, school-to-work program that takes place at the workplace. Total workplace immersion facilitates a combination of classroom instruction, career exploration, and relevant job-skills training through strategically designed internships.

Walgreen’s REDI: Preparing qualified candidates for employment in store positions, as well as positions in any retail setting that requires similar skills. Responsibilities include cash register operations, customer service, merchandising, store inventory and maintaining store signage and displays.

New and Enhanced Services (Continued)

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Career Exploration:

Helping the student find a career that is right for

them. Career exploration is a progressive process

of choosing education, training, and jobs that fit

your interests and skills and might include

interest testing, job site tours, job shadowing,

volunteer opportunities, post-secondary

education tours, and soft skills training.

New and Enhanced Services, (Continued)

.

Asset Development: Asset development is learning about money and how it can help you develop a plan for the future. It is owning or investing in something that increases in value. Training may include money management skills, financial resources management, living on a budget, planning for retirement, saving money, and/or balancing checkbook.

Benefits Planning: Qualified assistance for families and youth who are considering working that allows the youth to maximize their work opportunities and work incentives without jeopardizing necessary benefits.

New Initiatives

Summer Workshops: Summer Employment Empowerment Kickoff (SEEK) two weeks in June, 2015 for upcoming Seniors

Training and presentations to include:

Employment readiness, career exploration, interest testing, tour of job sites, tours of college/tech schools, job shadowing, guest speakers from the community, meet with benefits analysts

Split the group into college/tech school bound and employment bound

New Initiatives (Continued)

Asset development for both groups

On-the-job training, self employment, independent living skills, problem-solving skill development, job fairs, voter registration, how to use public transportation

Ensure the student who is attending post-secondary education has the pre-requisites for college, including developing study skills and learning strategies; introducing the student to the disability services office at the college of choice

Goal to add week for upcoming Juniors and a week for recent graduates for FY 2016

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New Initiatives (Continued)

“VR MOVES You” (Making Our Vocational And Education a Success) quarterly evening meetings for VR eligible students and potential VR applicants and family members

Videos of VR success stories to encourage transitioning youth to apply for services. Combine the video with brochures and posters

Encouraging VR Collaboration with family and schools to support the student

Providing information on ADA, accommodations, community resources

Guest Speakers

New Position – Transition Case Manager

Serves as a direct liaison between the Local Education Agency (LEA) and VR Counselor.

Coordinates and develops student activities and events such as SEEK and VR MOVES You Initiatives.

Expedites and tracks referrals from LEA to VR Counselor.

Early involvement and introduction to VR services within IEP meetings (ages 14-15).

New Position – Transition Case Manager (Continued)

Maintains on-going documentation of referral information shared with VR Counselor and LEA monthly.

Assists in scheduling student/client evaluations needed by VR Counselor.

Assists VR Counselor with tracking student outcomes to LEA and VR.

New Position – Transition Case Manager (Continued)

Networks and develops job sites for the student/client to obtain necessary training /internships that may lead to employment.

Communicates with VR staff and the LEA to ensure vocational objectives are in alignment with stated goals.

Collaborates with VR Counselor to resolve client/student work site complaints and/or any LEA concerns.

Provides information on new technology, community resources and assistive devices to VR students.

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New Position – Job Coach

Provides hands-on assistance to a trainee (student with a disability) in a training or placement site to help him/her to learn to perform specific job tasks and appropriate work-related activities, behaviors and relationships.

Assesses a client’s ability to perform a learned job skill.

Ensures that client is working according to expectations of employer.

New Position – Job Coach (Continued)

Provides on-site feedback and assistance to trainee as well as feedback to VR Counselor and Transition Consultant.

Makes independent decisions based on various factors to resolve problems requiring immediate attention at the work site.

Develops and modifies processes to accommodate the client/trainee’s barriers to employment.

New Position – Job Coach (Continued)

May need to be creative in methods of teaching clients job tasks.

Documents weekly client progress and communicates relevant information to VR Counselor and Transition Consultant.

Attend team meetings as needed with referring VR Counselor, Transition Case Managers and other members of the transition team.

Conducts Walgreens REDI assessments.

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