coordination between the schools and vocational rehabilitation increasing employment for students...
TRANSCRIPT
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Coordination Between the Schools and Vocational Rehabilitation
Increasing Employment for Students with Disabilities
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Purpose
• The purpose of the panel presentation is to provide a brief overview of WIOA, Interagency Coordination, Personal Learning Plans and Secondary Transition Planning.
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WIOA’s New Vision
• Increasing partnerships between VR and schools
• More job exploration while in high school- starting at a younger age
• Ensuring ALL students with disabilities engage in career preparation opportunities
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Historical Functions of VR
• Engaging with students just before graduation• Joining the IEP team to provide counseling and
guidance• Services occur primarily after graduation
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What will be different for VR?
• Engaging with students and school staff earlier to address work experience and career prep needs
• Coordinate work readiness and work experience opportunities as needed
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A need for caution
• No new funding for VR• Careful decisions about when to invest funds• Partnering with schools and other community
partners on creative approaches is crucial• To include low-cost, no cost and/or blending
and braiding of funding
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PETS: Five Required Activities
• Job exploration counseling• Work-based learning experiences• Counseling on opportunities for enrollment in
post-secondary education• Workplace readiness training • Instruction in self-advocacy
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Job Exploration Counseling
– Researching career options – Providing and discussing labor market information about
careers – Assisting with understanding the vocational implications
of a disability – Administering interest/ ability assessments– Determining what sets of skills the student has and
needs to have prior to graduation– Discussing pros and cons of career options– Setting up and/ or supporting job shadowing, situational
assessments or informational interviews
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Work-Based Learning
– Regular paid employment (part-time or full-time)– On-the-job evaluations– Job try-outs– Volunteer work– Internships– Youth apprenticeships– Opportunities through other workforce programs
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Counseling on postsecondary education and training options
– Researching options online– Going with a student to tour and/ or meet with
staff in education or training programs– Discuss/ assist with financial aid and other funding
options– Assist in applying for and getting registered for
training programs– Supporting students who are in training or
education programs while they are still in high school (ie., PSEO or CRP training programs)
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Workplace readiness training
…Or work preparation training– Job applications , interviewing skills, resumes– Job search skills– Addressing soft skills– Social security benefits planning and DB101
sessions– Transportation/ bus training
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Instruction in Self-Advocacy
– Learning to take ownership of life activities– Social and independent living skills training– Disability disclosure– Job accommodations needed – Address assistive technology– Peer mentoring
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For More Information
• To find out more about Vocational Rehabilitation Services, including the counselor assigned to your school: http://mn.gov/deed/vrs/
BRIDGE to Employment:
Connecting Teens who are Blind, DeafBlind, or Low Vision with programs and services that prepare them for
college and career success.
State Services for the Blind
Youth Employment
Basic SkillsRole ModelsInitiativeDiscoveryGoal SettingExperience
SSB BRIDGE Offers• Year-Round and Summer Transition Programs• Career Exploration• Mentoring• Paid and volunteer work experience• Technology assessments and resources• Peer Connections• Partnerships with Schools
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State Services for the Blind
Transition Coordinator:Sheila Koenig
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WHY INTERAGENCY COORDINATION?
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Families and their multiple systems
Relationship Circles
Lynne Frigaard (1991)
Government Programs
HealthCare
Other
Education
SocialServices
Other Specialized
Services
Family/Youth
Waivers
TEFRA
SSI
Family Subsidy
Children’sHealth
MA
MCSHNEarly
Childhood
IEP/IIIPIFSP
Transition
Admin Trans.
RegularEducation
SpecialEducation
OT/PTSpeech
FinancialWorker Case
Manager
ParentFee
Social ServiceAgencies
ISP/IFCSP
Insurance
HospitalStaff Public
Health
HomeCare
Doctor 3
Doctor 2
Doctor 1
Trans.
MedicalSupplies
Pharmacy
Social/Civic
WorkFriends
Religious Neighbors
Employment
GroupLiving
Social
CommunityIntegration
Recreation
GuardianshipConservator
Families and Their
Multiple Systems
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The goal:Minnesota will be a place where
people with disabilities are living, learning,
working and enjoying life in the most integrated setting.
Minnesota’s Olmstead Plan
• Agency rules and regulations• Limited resources• Entitlement vs. mandates• Time• Relationships and cross training• Supportive Leadership• No cross agency agreement on outcomes and
accountability
What are Barriers to Interagency Coordination
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WHAT MAKES INTERAGENCY WORK?
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Primarily, a commitment by all involved agencies to work together on behalf of the child and family.
Commitment
Historical and personal relationships between colleagues in the multiple agencies serving children and families.
Relationships
Commitment to interagency strategies by leadership at top levels of administration.
Modeling of interagency strategies by specific individual leaders.
Leadership
Three Core Supports for Successful Implementation of an Interagency
Coordinated System
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Interagency Coordination Success Factors
• Coordinated planning across home, school and community can increase the success of children and youth with disabilities and their families.
• Interagency coordination can help improve outcomes, skills and participation in the most integrated settings
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System coordination: – Systems are clear, organized and structured– Happens at all levels: state and local, system and individual– Have formalized shared policies, outcomes, training, etc. (bylaws,
governance agreements) – Have formalized roles, responsibilities of agencies– Aligns/coordinates the work so that it facilitates building
relationships– Leadership actively supports and participates in the system.– Consensus that coordination is an essential activity – Have processes/procedures/expectations that incorporate cultural
competence, family and person-centered practices and focus on living, working, learning and playing in the most integrated setting
– Identify, maximize and leverage financial supports and incentives (clarify how funding streams work and what is allowed; dispel myths)
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Individual coordination: – All team members are knowledgeable and take part in planning and
delivering services– Plans required for the person are jointly developed. – Team members discuss and coordinate any changes to the plans so the
person with a disability gets the right services at the right time.– Person-centered planning is an ongoing process and not a one-time
event.• The guide for all planning is the interests, strengths and skills of the person and
their family.• The person, family, team members and other important to the person meet
together.
– Meeting agendas set clear expectations and goals for each meeting.– Each meeting has a facilitator who:
• Assures all team members’ skills and resources are used.• Coordinates the meeting.• Encourages everyone to participate and have a voice.• Helps ensure the team and its members carry out the plan accountably.
• Abilities to build relationships• Knowledge of creative and inclusive case planning• Flexibility• Teaming skills• Networking skills• Knowledge of local community structures and relationships • Increasing knowledge in managed care and other health care
funding issues• Facilitation skills• Time
Leaders that Develop and Support Interagency Coordination Have:
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System Planning Opportunities• Community Interagency Transition Committees
(CTICs)– Can be used for system planning discussions,
agreements, design and implementation of coordination
• Educational Cooperative Service Units (ECSUs)– a regional opportunity
• AdHoc– Plan with key people for this activity specifically
• Other
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Be Flexible and Creative
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a) School Districts, beginning in the 2013-2014 school year, must assist all students by no later than grade 9 to explore their educational, college and career interests, aptitudes, and aspirations and develop a plan for a smooth and successful transition to postsecondary education or employment.
Planning for Students’ Successful Transition to Postsecondary and Employment (120b.125): Personal Learning Plans
1) provide a comprehensive plan to prepare for and complete a career and college-ready curriculum by meeting state and local academic standards and developing career and employment-related skills such as team work, collaboration, creativity, communication, critical thinking and good work habits;
2) emphasize academic rigor and high expectations;
3) help students identify interests, aptitudes, aspirations and personal learning styles that may affect their career and college-ready goals and postsecondary education and employment choices;
Planning for Students’ Successful Transition to Postsecondary and Employment (120b.125): Personal Learning Plans
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4) set appropriate career and college-ready goals with timelines that identify effective means for achieving those goals;
5) help students access education and career options;
6) integrate strong academic content into career-focused courses and applied and experiential learning opportunities and integrate relevant career-focused courses and applied and experiential learning opportunities into strong academic content
Planning for Students’ Successful Transition to Postsecondary and Employment (120b.125): Personal Learning Plans
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7) help identify and access appropriate counseling and other supports and assistance that enable students to complete required coursework, prepare for postsecondary education and careers, and obtain information about postsecondary education costs and eligibility for financial aid and scholarship;
8) help identify collaborative partnerships among prekindergarten through grade 12 schools, postsecondary institutions, economic development agencies, and local and regional employers that support students' transition to postsecondary education and employment and provide students with applied and experiential learning opportunities; and
Planning for Students’ Successful Transition to Postsecondary and Employment (120b.125): Personal Learning Plans
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9) be reviewed and revised at least annually by the student, the student's parent or guardian, and the school or district to ensure that the student's course-taking schedule keeps the student making adequate progress to meet state and local academic standards and high school graduation requirements and with a reasonable chance to succeed with employment or postsecondary education without the need to first complete remedial course work.
Planning for Students’ Successful Transition to Postsecondary and Employment (120b.125): Personal Learning Plans
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Experiential Learning
• Document and a Process
• System of documentation
• School-wide, not just counselors
• Students use regularly
• Leverage community partnerships and opportunities
• Connect academics and enhanced learning activities
• Career Exploration and Development
Suggestions forPersonal Learning Plans
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IDEA 2004 – The Purpose
• The purpose of IDEA is to ensure that all children with disabilities have available to them a free and appropriate public education (FAPE) that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment and independent living.
Legal Foundation: When
• During grade 9, the plan must address the student's needs for transition from secondary services to postsecondary education and training, employment, community participation, recreation, and leisure and home living.
Minnesota Statute 125A.08(b)(1)
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Secondary Transition Planning at a Glance
Where Am I N ow? Identify strengths, needs, in terests, and preferences
through assessm ent
Where Do I Want To Go? Postsecondary Ex pectations
How Do I Get T here? A nnual goals, Course of study, Supports, Services
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The IEP is a GUIDE
• The Individualized Education Program planning process assist students in identifying their long range goals for employment, postsecondary education/training.
• The process assists students in learning about the services, supports and accommodations they will need to reach those goals.
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IEP Requirements: Transition Services• Transition Services are a coordinated set of activities
determined by the IEP team to:– Focus on improving the academic and functional
achievement of the child;– Facilitate movement from school to post-school
activities;– Based on child's needs, taking into account the child's
strengths, preferences, and interests; and– Includes, instruction, related services, community
experiences, development of employment and other post-school objectives and when appropriate functional vocational evaluation.
34CFR §300.43(2)
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Transition Services (SAMPLE) (Activities Needed to Assist the Student in Reaching their Measurable
Postsecondary Goals)Service Activity
(Activities that are bold require an annual goal)
Agency Providing Service on the IEP
Instruction (i.e. specialized instruction, regular education, career and technical education):
Participate in a business basics courseImprove reading skillsImprove social skillsImprove employment skills
Career and Technical EducationSpecial EducationRelated ServiceCareer and Technical Education / Special Education and Vocational Rehabilitation Services (VRS)
Community Experiences: Visit a WorkForce CenterVisit Hennepin Technical CollegeParticipate in a Job Shadowing Opportunity
Vocational Rehabilitation ServicesMnSCU Disability CoordinatorCareer and Technical Education / Special Education
Related Services: Improve communication skillsComplete application for county support and vocational rehabilitation programParticipate in a Student Estimator Session
Special Education / Related ServiceCounty Staff and VRSSpecial Education and/or County Staff
The development of employment and other post school adult living objectives:
Participate in Informal InterviewsParticipate in Creative Job Search ClassLearn current labor market information related to MPSG
Special EducationVocational Rehabilitation ServicesVocational Rehabilitation Services
If appropriate, acquisition of daily living skills and provision of a functional vocational evaluation:
Complete a vocational evaluationImprove orientation and mobility skills
Vocational Rehabilitation ServicesSpecial Education and Related Services
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Question to Consider
• Does the student have a course of study or a program of study that identifies and aligns to their career goals and post school learning opportunities including employment?
• Are students getting opportunities to find what they are interested in, explore related careers, and understand their disability?
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Develop a Local Vision for Competitive Integrated Employment
• Early Discussions - Dispel Myths– Students can earn money without losing benefits
• Foster Experiential Learning Opportunities – Informational Interview– Job Shadowing– Volunteering– Internships– Paid Work
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Who Can Help?
• Schools• County Disability Programs• Vocational Rehabilitation Services• Community Rehabilitation Providers• Disability Specific Organizations• Workforce Centers• Families• Others
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True or False• Everyone “customizes” their work.
• People seek out jobs based on their interests preferences and skills.
• Most jobs are found through family & friend connections.
• Employment is an expectation in our society.
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The Relationship
• WIOA and Secondary Transition linkages will provide enhanced opportunities for students with disabilities to practice and improve their work readiness skills, study their career interests, and experience a wide variety of experiential learning opportunities.
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Quote
“Every single person in this country has skills and talents to contribute to the workplace and every
single person has an inherent right to work.”
Neil Romano, former Assistant Secretary Dept. of Labor, Office of Disability Employment Policy
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Thank You
• Our next activity will be getting into small teams and working on a case scenario incorporating what you learned today.