Mock Sheltered Workshops Mock Sheltered Workshops ODE Guidance

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Mock Sheltered Workshops

Mock Sheltered Workshops

Mock Sheltered Workshops ODE Guidance: What at MSW activities How this requirement impacts planning

Mock Sheltered Workshops ODE Guidance: What at MSW activities How this requirement impacts planning for appropriate vocational instructional activities How to avoid MSW activities

Background Lane v. Brown The proposed settlement agreement is intended to resolve the class

Background Lane v. Brown The proposed settlement agreement is intended to resolve the class action lawsuit “Lane v. Brown” filed on Jan. 25, 2012, which claimed that the state: – Unnecessarily segregated people with intellectual and developmental disabilities (I/DD) in sheltered workshops; and – Denied supported employment services that would allow people the opportunity to work in the community alongside others without disabilities.

The Settlement Agreement defines MSW activities as: "Mock sheltered workshop activities" are prevocational training

The Settlement Agreement defines MSW activities as: "Mock sheltered workshop activities" are prevocational training activities (for example, folding, sorting, shredding, packaging, and labeling activities) that are: Conducted during the school day; Performed only by students with disabilities; Closely resemble the vocational work tasks performed by adults with I/DD in Sheltered Workshops, including by being activities: designed to fulfill the demands of a contractor, business, charitable organization, school or school district, retail store, or other entity; and performed by individuals without compensation or in exchange for subminimum wages; and Not part of an instructional sequence, such as teaching generalization of skills. Instructional sequence does not include instruction that consists solely of the activities described in all of (a), (b), and (c) above. (Section II. 6).

Become familiar with definition and language of MSW Appropriate pre-vocational activities/transition services must be

Become familiar with definition and language of MSW Appropriate pre-vocational activities/transition services must be included in a student’s program as a part of a vocational instructional sequence Must be aligned to a student’s measurable postsecondary goals that are based upon the student’s preferences, interests, needs and strengths (PINS). Appropriate and measurable post-secondary goals for students with disabilities, including intellectual and developmental disabilities, are competitive, integrated employment opportunities

What Is An ‘Instructional Sequence’? An instructional sequence is the effective ordering of content

What Is An ‘Instructional Sequence’? An instructional sequence is the effective ordering of content in such a way as to help the student learn a skill. It is the task analysis of a skill, whereby the task is broken down into its component parts for the purpose of systematic instruction.

 A vocational instructional sequence should be related to the student’s post-secondary goal of

A vocational instructional sequence should be related to the student’s post-secondary goal of integrated employment. The vocational instructional sequence should also be tied to the student’s transition services focusing on interests and needs. Periodic reviews of student progress should be conducted so that a student does not continue with a vocational instructional sequence after the skill has been mastered and generalized. When skills are achieved, the student, parent and IEP team should identify and implement new vocational goals that support successful work experiences.

Examples of Mock Sheltered Workshop Activities

Examples of Mock Sheltered Workshop Activities

Each of these pre-vocational/transition activities are considered MSW activities because the school activity: 1)

Each of these pre-vocational/transition activities are considered MSW activities because the school activity: 1) is conducted during the school day 2) is performed only by students with disabilities 3) is similar to work tasks performed in sheltered workshops and designed to fulfill the demands of a business or school without compensation; and 4) is not part of an instructional sequence, such as teaching generalization of skills.

Examples of Appropriate Pre-vocational Activities/Transition Services That Are Not Mock Sheltered Workshop Activities

Examples of Appropriate Pre-vocational Activities/Transition Services That Are Not Mock Sheltered Workshop Activities

Appropriate Prevocational Activities/ Transition Services A high school is engaged in a fundraiser to

Appropriate Prevocational Activities/ Transition Services A high school is engaged in a fundraiser to support its students and programs. A special education classroom at the school consists of students with intellectual disabilities. Students with and without disabilities stuff envelopes together with letters to parents asking them to help with the fundraiser. Students in the special education classroom participate.

A school has a voluntary recycling program, in which students are asked to help

A school has a voluntary recycling program, in which students are asked to help out by sorting cans and bottles. Proceeds from the program help pay for school activities. The IEPs for some students with intellectual disabilities provide that students should spend a limited time in sorting activities, including the sorting of recycling materials, as part of an instructional sequence related to the student’s measurable postsecondary goals, to be followed as appropriate by other instructional activities in the sequence. Students with and without disabilities participate together in the program during the school day. Students are not paid for this activity. Recycling

These activities are appropriate and are not considered a MSW activity because the school

These activities are appropriate and are not considered a MSW activity because the school activity: 1)is not performed only by students with disabilities 2)is not similar to activities performed by adults with I/DD in a sheltered workshop solely designed to fulfill the needs of a business or school 3)pays students at minimum wage, or 4)is part of a vocational instructional sequence, such as teaching generalization of skills.

Other Considerations Related to Expectations and Student Progress Students with intellectual disabilities can achieve

Other Considerations Related to Expectations and Student Progress Students with intellectual disabilities can achieve competitive, integrated employment, Oregon public schools will prepare these students to successfully transition to integrated work opportunities. The IEP development for each student should be individualized to address unique post-secondary goals based on needs, interests and areas of strength, through age-appropriate transition assessments.

 The instructional sequence should include periodic progress reports so that early achievement of

The instructional sequence should include periodic progress reports so that early achievement of skills can be recognized new goals developed, as the student gains proficiency. Continuation of the same IEP goals from year to year, without review and revision, is not best practice; IEP goal development should challenge the student to gain additional skills and experiences leading to the postsecondary outcome of competitive, integrated employment.

For more information contact Heather Lindsey, Secondary Transition Liaison, (heather. lindsey@state. or. us) at

For more information contact Heather Lindsey, Secondary Transition Liaison, (heather. lindsey@state. or. us) at 503 -947 -5791 or your Regional Transition Network Facilitator.

PETER AND LIZA – Partnerships

PETER AND LIZA – Partnerships

What the VRC needs from the TS and why UNDERSTANDING VR AND WORKING IN

What the VRC needs from the TS and why UNDERSTANDING VR AND WORKING IN COLLABORATION TO CREATE AN EFFECTIVE REFERRAL AND PARTNERSHIP

Questions from the field What is VR, what is its foundation, and what is

Questions from the field What is VR, what is its foundation, and what is a VRC? How does the YTP/VR partnership process work? What does the VRC need from the TS? Why are these things needed? What are some examples of ways to streamline the process?

What is VR today? Program to assist Oregonians gain employment and independence Federal Department

What is VR today? Program to assist Oregonians gain employment and independence Federal Department of Education (ED) Office of Special Education and Rehabilitation Services (OSERS) Rehabilitation Services Administration (RSA) Oregon Department of Human Services (DHS) Vocational Rehabilitation (VR) 46 offices in Oregon Funded by both state and federal dollars

What is a VRC- Vocational rehabilitation counselor Coordinates the process of vocational rehabilitation Performs

What is a VRC- Vocational rehabilitation counselor Coordinates the process of vocational rehabilitation Performs key tasks in process Typically have Masters or Bachelors degree, CRC. Majority have a general caseload YTP cases are in addition to their general caseload. Autonomy Fiduciary duty

Origins of VR- Prior to Need but no VR Program Higher rates of unemployment

Origins of VR- Prior to Need but no VR Program Higher rates of unemployment and poverty Society relied on religious, charitable and relief organizations Survival basics Individuals with disabilities needed substantial programs to develop employment and sustainable independent living th 20 century

Tragedy increases awareness Industrial revolution increases on-thejob injuries 1908 Federal government Workers Compensation program

Tragedy increases awareness Industrial revolution increases on-thejob injuries 1908 Federal government Workers Compensation program developed State programs for private sector employees 1920 Smith-Fess Act creates Federal/State VR program for individuals with physical disabilities

International conflict necessitates need for systems development Early Science of Vocational Assessment Vocational rehabilitation

International conflict necessitates need for systems development Early Science of Vocational Assessment Vocational rehabilitation counseling.

Major legislation refines systems, expands services and rights 1973: The Rehabilitation Act–(The Rehab act)

Major legislation refines systems, expands services and rights 1973: The Rehabilitation Act–(The Rehab act) 1990: Individuals with disabilities in Education Act (IDEA) 1990: Americans with disabilities act (ADA) 1998: Workforce Investment Act of 1998 (WIA) 2014: Workforce Innovation and Opportunity Act (WIOA)

YTP –Bridging the gap Goals 1) Improve post school transition outcomes for youth with

YTP –Bridging the gap Goals 1) Improve post school transition outcomes for youth with disabilities. 2) Increase capacity and create systems change Evidence-based program Ongoing data collection

VR and YTP Referral Application Eligibility Determination IPE Development Core Services Provided Aligns IPE

VR and YTP Referral Application Eligibility Determination IPE Development Core Services Provided Aligns IPE and IEP-Services VR closure YTP Exit 12 months of YTP follow up

Referral: documents to complete application ID and proof of ability to work in US

Referral: documents to complete application ID and proof of ability to work in US Service questionnaire Application for Services Releases of information: YTP/ School District and treating professionals (MD, Psychologist, OT, Speech pathologist) Medical records with diagnostic statement from MD, PHD, or other licensed professionals Individualized Service Plan (IEP), Present Level of Academic and Functional Performance (PLAFP), Summary of Performance (SOP), statements from SPED professionals Individualized Services Plan (ISP), proof of SSI/SSDI. Functional Limitations sheet

Eligibility determination and priority levels-what are they? Describes each disability condition: AND related functional

Eligibility determination and priority levels-what are they? Describes each disability condition: AND related functional impediments to employment in 8 possible categories. This is the information that determines the client’s priority level Priority 1) Most severely disabled 2) Severely disabled 3) Disabled 4) Those who don’t meet criteria for 1, 2, or 3

Why are priority levels important? Order of Selection Process the state VR agency must

Why are priority levels important? Order of Selection Process the state VR agency must implement demand for VR services exceeds state’s resources to provide services. Must limit provision of services in line with available resources May only have resources for clients in current IPE. Then open services later to each priority level- from highest to lowest as resources become available. Those the VR agency are not able to serve are provided with information and referral services and then placed on a waitlist.

Informed choice All programs, projects and activities funded under the Rehab Act must be

Informed choice All programs, projects and activities funded under the Rehab Act must be "carried out in a manner consistent with the principles of respect for individual dignity, personal responsibility, self-determination, and pursuit of meaningful careers, based on informed choice, of individuals with disabilities”

Preparing for IPE Delivery of Pre employment transition services Evidence of career exploration in

Preparing for IPE Delivery of Pre employment transition services Evidence of career exploration in school or community: data from Career and labor market research (ONET, Quality. Info. Org, Occupational Outlook, CIS) Interest inventory results, skills and/or aptitude testing Career Readiness Certificate from Worksource. Job shadow results or Work experience evaluations Disability awareness information TS documents student’s active participation

Other documents/information, activities VR needs Parents tax return, or participants tax return if over

Other documents/information, activities VR needs Parents tax return, or participants tax return if over 18, no longer a dependent for tax purposes. Why? Referral to Work Incentives Network or other benefits counseling. Why? Motivational Interviewing prior to IPE. Why? Regular updates on student status from TS. Why? Information on support needs of participant in employment or training. Why? Information on placement, updates during 90 days, stabilization info provided promptly- Why?

Streamlining the process In your packet you will find some examples of customized documents

Streamlining the process In your packet you will find some examples of customized documents and forms created for the purpose of streamlining the YTP process. Working closely together, VRC and TS can define a process that works best for both Remember, together the transition team can accomplish great things and truly make a difference in the lives of transitional students and youth.

HOW DOES “IT” START AND WHY? What Questions Does Vocational Rehabilitation Ask and Why?

HOW DOES “IT” START AND WHY? What Questions Does Vocational Rehabilitation Ask and Why? Is there a diagnosed disability? Does that diagnosed disability present an impediment to employment? Does the individual need substantial VR services to overcome that impediment? If those substantial services are provided, is it likely that the outcome will be integrated employment at a competitive wage? Does the individual have a clear vocational goal? Other Questions?

HOW DOES “IT” START AND WHY? What Is Questions Does Education Ask and Why?

HOW DOES “IT” START AND WHY? What Is Questions Does Education Ask and Why? there a disability? Does that disability present a barrier to making progress in the general curriculum or in performing a major life function? Does the student need Specially Designed Instruction and/or Reasonable Accommodation to make progress in Education? What is the Least Restrictive Environment in which to educate the student? Other Questions?

What YTP Sites need from VR Counselors and “the why” behind many common questions.

What YTP Sites need from VR Counselors and “the why” behind many common questions.

Have you ever heard a Transition Specialist ask these questions ? TS to a

Have you ever heard a Transition Specialist ask these questions ? TS to a VRC TS to School Staff TS to a TA Provider What is the IPE date for Joe and the eligibility date for Sue? What is my YTP Budget – Can I see a print out of line Item x? Can you please help me understand my database account? How did Jane’s case close? When can we have more sacred time? What is the best way to schedule an intake with you? How can I support you in writing an IPE for my students Can I get a copy of my grant? Can we open our student based business at lunch? How can I help general education students join my program and partner with YTP to grow our student based businesses? What is an exit from YTP vs a closure in VR? Aren’t these the same thing? Can you meet with my team at the school to help me market the program and get a collective “buy-in” to the YTP Program?

Unpacking the YTP Database Points and Reasons a VRC may hear the What/Why often

Unpacking the YTP Database Points and Reasons a VRC may hear the What/Why often : The database asks for many different inputs from a Transition Specialists. Only a Transition Specialists hold data entry accounts. These inputs include dates and reference points at various snapshots in time. Such as the following…

The School Detail Report

The School Detail Report

School Summary Report What are those percentages all about? What does the middle section

School Summary Report What are those percentages all about? What does the middle section mean? What are those flags and how do they help the TS and VRC?

Page 43 from the Manual - Note: Coordinate IEP/IPE

Page 43 from the Manual - Note: Coordinate IEP/IPE

Pulling it all together – The TS linking VR and IPE back to the

Pulling it all together – The TS linking VR and IPE back to the school Step 6: Coordinate and Align the IEP and the IPE After all the activities in Step 5 are complete, the team members should reflect on the results of the meeting and determine ways to coordinate and align the IEP and the IPE. This is a good time to include the student’s special education teacher and/or case manager in the discussion. Some examples include: Add the IPE to the IEP as an attached document. Revise the Present Level of Academic Achievement and Functional Performance (PLAAFP) to include functional limitations. Assure that the Postsecondary Employment Goal is identical to the Goal in the IPE. Write new annual goals that reflect the Postsecondary Employment Goals.

Questions Lunch on your own – 1 hour

Questions Lunch on your own – 1 hour

VOCATIONAL REHABILITATION PRE-EMPLOYMENT TRANSITION SERVICES Keith Ozols Workforce and Youth Manager Vocational Rehabilitation

VOCATIONAL REHABILITATION PRE-EMPLOYMENT TRANSITION SERVICES Keith Ozols Workforce and Youth Manager Vocational Rehabilitation

Workforce Innovation and Opportunity Act WIOA reauthorizes the Rehabilitation Act through the year 2020

Workforce Innovation and Opportunity Act WIOA reauthorizes the Rehabilitation Act through the year 2020 and was signed by President Obama on July, 22 nd 2014. Final rule issued August 19, 2016.

Overview of WIOA Transitions Services Specific to Vocational Rehabilitation • 15% set aside for

Overview of WIOA Transitions Services Specific to Vocational Rehabilitation • 15% set aside for Pre-Employment Transition Services (Pre-ETS) • Pre-ETS coordination with School Districts (LEAs) • Transition Coordination

15% allotment for Pre-ETS WIOA requires all states to use at least 15% of

15% allotment for Pre-ETS WIOA requires all states to use at least 15% of their federal funds to create the provision of pre-employment transition services. These need to be direct services and administration costs cannot count towards this 15%.

VR’s Mandate In collaboration with the local educational agencies involved, VR shall provide, or

VR’s Mandate In collaboration with the local educational agencies involved, VR shall provide, or arrange for the provision of, pre-employment transition services for all students with disabilities in need of such services who are eligible or potentially eligible for services under this title. WIOA

VR and IDEA Coexisting “Nothing within WIOA is to be construed as reducing the

VR and IDEA Coexisting “Nothing within WIOA is to be construed as reducing the responsibility of the local educational agencies or any other agencies under the Individuals with Disabilities Education Act to provide or pay for transition services that are also considered to be special education or related services necessary for the provision of a free appropriate public education to children with disabilities. ”

Pre-Employment Transition Services (Pre-ETS) Individualized Education Plan Individualized Plan for Employment The Ideal Transition

Pre-Employment Transition Services (Pre-ETS) Individualized Education Plan Individualized Plan for Employment The Ideal Transition Process Employment or Postsecondary Training

Pre-ETS: REQUIRED ACTIVITIES 1. Job exploration counseling 2. Work-based learning experiences 3. Counseling on

Pre-ETS: REQUIRED ACTIVITIES 1. Job exploration counseling 2. Work-based learning experiences 3. Counseling on postsecondary education options 4. Workplace readiness training 5. Instruction in self-advocacy

We need to create Pre-ETS Resources 1. Compile the list of the pre-existing Pre-ETS

We need to create Pre-ETS Resources 1. Compile the list of the pre-existing Pre-ETS and activities in districts 2. In-person group and “one-on-one” activities 3. Online options 4. VRC and Pre-Employment Transition Service Coordinator specific 5. YTP and other best practice models 6. Contracted services (Camp LEAD, SWEP, Summer Work Experience with LWIBs, Self-Advocacy Training w/ CILs

WINTAC: • Online resources • Definitions • Examples • Best Practices • Research

WINTAC: • Online resources • Definitions • Examples • Best Practices • Research

Local VR Office Transition Coordination • Attend IEP meetings for students with disabilities when

Local VR Office Transition Coordination • Attend IEP meetings for students with disabilities when invited, • Work with local workforce development boards, One-Stop centers, and employers to develop work opportunities for students with disabilities, • Work with schools, to coordinate and guarantee the provision of preemployment transitions services

PRE-EMPLOYMENT TRANSITION SERVICES Job Exploration Counseling Work Based Learning Social Skills and Independence Post

PRE-EMPLOYMENT TRANSITION SERVICES Job Exploration Counseling Work Based Learning Social Skills and Independence Post Secondary Counseling Self Advocacy/Peer Mentoring

2016 PRE-EMPLOYMENT TRANSITION SERVICES PLAN OF ACTION • Where are school activities in the

2016 PRE-EMPLOYMENT TRANSITION SERVICES PLAN OF ACTION • Where are school activities in the area of job exploration counseling occurring? Resource room, Counseling center, With Transition Specialist, Business class, FFA, FBLA, Ag/shop, Careers class/senior project, Employment Readiness class Life skills, Internship, local career fair, colleges, local businesses Activities-assessments, CIS, a variety of community experiences Program) (compliments of Malheur ESD YTP

Where are school activities in the area of work-based learning occurring? Greenhouse, fish farming/wildlife

Where are school activities in the area of work-based learning occurring? Greenhouse, fish farming/wildlife class, cafeteria, library, janitor assistant, Internship, Work experience, job shadows, Bistro, office aide, CTE classes (welding, CNA, auto, construction, etc. ), summer CTE camp (compliments of Malheur ESD YTP Program)

Where are school activities in the area of counseling for post secondary education ?

Where are school activities in the area of counseling for post secondary education ? Aspire Program, Careers Class for all Juniors, Work Readiness Class doing career interest research and college visitations, Oregon Promise and Advanced Diploma research in career center, Crook County NJROTC, CTE programs (culinary, welding, agriculture) (compliments of Crook County SD YTP Program)

Where are social skills being taught? Any class, help at food bank, work with

Where are social skills being taught? Any class, help at food bank, work with community improvement projects, community garden , in-school cafeteria, janitor, library, office, bus barn, a variety of community experiences, 1: 1 with TS, employment readiness and adv. Employment readiness, life skills, internships, senior project, Bistro, etc. (compliments of Malheur ESD YTP program)

Where are self advocacy and peer mentoring happening? FFA, FBLA, sports, community service, Bistro,

Where are self advocacy and peer mentoring happening? FFA, FBLA, sports, community service, Bistro, Senior Project, motivational interviewing, 1: 1 with TS, any class, internships, Employment Readiness and Advanced Employment Readiness, Life Skills, community service projects, CTE summer camp, etc. (compliments of Malheur ESD YTP program)

Pre-Employment Transition Services A DISCUSSION OF WHO, WHAT, WHERE, WHEN, HOW- EXAMPLES GLEANED FROM

Pre-Employment Transition Services A DISCUSSION OF WHO, WHAT, WHERE, WHEN, HOW- EXAMPLES GLEANED FROM SUMMER ACADEMY PARTICIPANTS

List activities for job exploration counseling Job club Mock interviews CIS ONET Navience City,

List activities for job exploration counseling Job club Mock interviews CIS ONET Navience City, County, State Job fairs School career center Incight career fairs Job shadows Informational interviews Appt. with guidance counselor Career guest speakers Intern/TA helps with one on one career research Field trips USA Jobs Job shadows Bureau of Labor Statistics Qualityinfo. org STW COPs Transitions class activities

List activities in the area of work based learning experiences Volunteer at local food

List activities in the area of work based learning experiences Volunteer at local food bank Coffee Cart business Work in school greenhouse Senior service learning requirement Work culture class at Community college Campus culinary arts program Volunteer in pre-school program School recycling business Job corps Youth Conservation Corps Northwest youth corps School district jobs partnership- paid summer janitorial & landscape jobs Chamber of commerce volunteer Senior work experience Camp Lead Internships in community Volunteer in local library FFA and 4 H activities Work in student store City job volunteer sites Clerical teacher assistant opportunities

Counseling on opportunities for enrollment in comprehensive transition or postsecondary educational programs at institutions

Counseling on opportunities for enrollment in comprehensive transition or postsecondary educational programs at institutions of higher education College transition planning with school guidance counselor FAFSA completion IEP team meetings Career specific pathways presentations College tours and visits Job corp tours and visits College information night at HS Military presentations College survival skills course High school classes taught on campus Career technical school orientations

List activities for workplace readiness training to develop social skills and independent living Life

List activities for workplace readiness training to develop social skills and independent living Life skills classes Personal finance classes After school clubs Health class topics Working in integrated school enterprises LCSW available 2 x week Writing thank you letter Transition “push in” to all resource classes Creation of portfolios, resumes and cover letters Driver permit classes Food handlers permit through county Mock interviewing Public transportation training OHSU Health class Classroom social skills training Dress for success workshop

List activities where self advocacy skills are taught Health curriculum ”Just say no” consent

List activities where self advocacy skills are taught Health curriculum ”Just say no” consent instruction Transition specialist one on one work Resource room YTP job club Self advocacy skills embedded in all SPED and supported classes Supported learning 504 program School clubs High school service groups Senior seminar Can attend “home room” and ask for help Achievement center classes promote this Students are taught to track grades using ”Synergy” program, and taught to advocate for themselves. Transitions class Leadership class