Idaho Vocational Rehabilitation A Division of the State

Idaho Vocational Rehabilitation A Division of the State Board of Education

Transition Services Referring & Preparing Students Our Mission Preparing individuals with disabilities for employment and community enrichment

Our Vision Your success at work means our work is a success

Our program provides services for people with disabilities Designed for the purpose of integration or reintegration into the workforce consistent with: o o o Individual’s strengths Resources Priorities Concerns Abilities Capabilities Region 8 Office

SESSION FOCUS Assisting school personnel with information about: 1) Ideas and ways to collaborate with our staff 2) How best to assist students be successful

Definitions: IDVR – Idaho Division of Vocational Rehabilitation VRC – Vocational Rehabilitation Counselor VRA – Vocational Rehabilitation Assistant Customer – • Refers to individual student or client of IDVR If you have any questions about an acronym, please ask me!

Transition to VR means: Working with students to: q Identify needs & available assistance which will help them as they enter adulthood post high school. q Students are treated as adults. ü Parents still need signatory approval if they are guardians q Students and school personnel work as a team. ü School personnel have substantial information about students

What are Transition Services? Coordinated set of activities for a student with a disability that is focused on: q Improving the academic or functional achievement to facilitate movement from school to post-school activities ü Based on individuals needs & strengths q Successful Employment ü Suitable long term, paid employment is the goal

VR Referral Expectations: q Communication: ü VR understands a release is needed. You can talk to us in general terms without revealing individual details and situations. q Gate Keepers: Your role in connecting students and parents with VR is critical. ü Once releases are obtained, communication can open up and we can help. ü Brochures can be sent to parents.

What happens after a referral? q Permission/Approval ü Parents of students under the age of 18 need parental approval to participate. Approvals will be needed at different phases of the process. An appointment is scheduled to start the application process

Application A Counselor will gather information regarding a student’s Disability from: Ø Ø Ø Student/Client Parents School records IEPs Other medical Information

Eligibility Four core requirements are reviewed prior to eligibility determination: Ø Ø Disability Barrier to Work Are IDVR services required Can the client benefit from services v Note: Financial income is not part of eligibility determination

Meeting with VRC’s Students have several different options for meeting with Counselors while still in high school: q Available space in the schools/colleges q Community Rehabilitation Provider (CRP) offices q Department of Labor offices q Mutually agreed upon public q places, i. e. libraries

Working with Students It’s important that VRC’s develop a rapport with students. The earlier they start in High School the more successful we are at keeping them in a program. 1) 2) 3) 4) Career Exploration Strengths & weaknesses Gearing up for transition High School vs. Post High school adjustment 5) Career advice/planning This all takes time. The better we do our job the more success with post school indicators

A Word about Services Ø Identify Vocational goal Ø Identify individualized services Ø Must be employment & disability related Ø Must be jointly developed & agreed upon in an individualized plan for employment Ø Designed towards achievement of successful employment Ø Informed Choices Customers and their VRC will gather all the information Possible to make an informed choice of the options

Individualized Employment Plans Ø Vocational goal Ø Measures for progress Ø Agreed upon services Ø Identifies cost responsibilities Ø Student responsibilities Ø Other resources available

IDVR Service Examples Ø Job Placement and Retention Ø Vocational Counseling and Guidance Ø Post-secondary Education Ø Rehabilitation & Technology Services & Devices Ø Evaluations Ø Medical Assistance Ø Tools & Licenses Ø Career Exploration Ø Referrals for SSA Benefits Planning

Goal is Employment Students may obtain employment on their own or with different types of assistance Students may need short term support or have long term support in place

Transition from High School While a student is leaving the school setting they are increasing Involvement with IDVR by: 1) Immediate work 2) Training ü Vocational ü College ü On the Job 3) Job Search

Case Example #1 Eighteen year old high school student with cerebral palsy who utilizes a wheel chair for mobility and has significant cognitive impairments Possible services might include: 1) Identify long term job support 2) Job seeking assistance 3) Job coaching 4) Assistive technology and counseling & guidance

Case Example #2 Eighteen year old high school student with a learning disability who is seeking to enter a two year training program Possible services might include: 1) Vocational counseling and guidance 2) Tuition assistance 3) Book assistance 4) Transportation assistance 5) Assistive technology device 6) Placement & follow along assistance

Case Example #3 Nineteen year old who uses a wheelchair for mobility and is seeking a Bachelors Degree Possible services might include: 1) Vocational counseling and guidance 2) Tuition assistance 3) Book assistance 4) Transportation assistance 5) Assistive technology assistance 6) Job search assistance 7) Placement & follow along

Case Example #4 Twenty one year old seeking employment who has psychological disabilities and graduated from a two year program Possible services might include: 1) Medication 2) Medication management 3) Mock interviews 4) Transportation assistance 5) Job search assistance 6) Placement & follow along

Transition - Who can refer? Ø Walk-ins – students directly contact a VRC Ø Counselors • Career • Special Education • School nurses • Other school staff Ø Doctors, hospitals, medical facilities Ø Support Groups Ø Family/Friends Ø Public Awareness Ø IEP/504 referral Ø Anyone can refer

Referral Source Relationships VRC’s actively work to establish & nurture relationships within the school districts they cover They need your help! A team approach is critical to help with transition and to better serve the student. Actively working with students starting at age 16 greatly increases a successful transition

How can you help? Make IDVR a part of your team. The more Students that see a VRC as a team member, the better Share work related information, resumes and work experience Invite VRC’s to participate in college night and other Transition related events your school hosts

How can you help? Refer students at 16 so they can develop a comprehensive Transition plan with their VRC Stress the value of IDVR to parents of your students Invite VRC’s to parent teacher conference to meet parents

How can you help? Inform parents of when the VRC will be at the school Invite VRC’s to parent teacher conferences to meet parents When talking with parents, use examples of how IDVR has helped other students Discuss student strengths & weaknesses with VRC from your perspective.

Benefits to Students Refer students with disabilities to IDVR Don’t feel like you have to determine if the meet eligibility criteria. That’s our job. Each school district is different Find creative ways that a VR counselor can become a part of your team…

IEPs Ø Invite VRCs to IEP meetings Ø Let the VRC which meetings may particularly important for them to attend Ø Scheduling conflicts may only allow VRC to call into the meeting

POTENTIAL Ø We have great referral from the schools and want that to continue v For SFY 2014: IDVR took 954 applications from ages 14 -19. v Current open files 2, 414 v Actively serving 1, 978 Ø Have the potential to have significantly more referrals schools

504 Plans Ø Students who are on 504 plans should be referred to IDVR Ø Students qualify for VR services for a variety of types of disabilities Not getting as many of these types of referrals as we should

Benefits to Students Ø Students has continuation of VR services from High School to post High School Ø Student has better understanding of VR role and will continue to contact us with questions Ø Student will see IDVR as a resource Ø IDVR has better understanding of student’s individual needs Ø Student has a clear direction/plan

Other VR Participation with Transition Youth Ø IEP Meetings Ø Tools for Life Conference Ø College Fairs, College Nights at school Ø Youth Leadership Forum Ø Young Adult Transition Fair

And finally. . . Preparing individuals with disabilities for employment and community enrichment Our Success is their Success We are dedicated to our Our highly trained counselors mission to see customers work directly with customers go to work. to achieve employment success

Questions ? ? ? Thanks for your time Nanna Hanchett M. S. CRC IDVR Chief of Field Services (208) 334 -3390 Alan Aamodt M. S. CRC IDVR Regional Manager (208) 327 -7017