TRANSITIONING FROM HIGH SCHOOL TO VOCATIONAL REHABILITATION THE

TRANSITIONING FROM HIGH SCHOOL TO VOCATIONAL REHABILITATION: THE SYSTEMS & SERVICES Meada Hall, Ed. D Katie Wolf Whaley, MSW University of Kentucky Human Development Institute

Who has heard? ? ? And who is confused? ? ?

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Why do you need to know? You know people in your life who want to and can work. Students become adults. Adults do not need to just sit all day or be separated from other opportunities in their community just because they have a disability Share your knowledge! If you know how the system should work, then you can advocate/insert yourself

Measureable Objectives for today 1. Understand the school system and what is offered to help transition a student from school to work 2. Understand the adult system and which agencies provide what and with which public dollars 3. Understand the services provide, how you can access them and learn of resources to help you along the way

WORKFORCE INNOVATION AND OPPORTUNITY HERE? E ACT (WIOA) 2014 W E R WHY A Release of the Final Regulations (August 19, 2016) for the WORKFORCE INNOVATION AND OPPORTUNITY ACT, 2014 Provision of Pre-Employment Transition Services (Pre-ETs) (a) In general-from the funds reserved under section 110(d) and any funds made available from States, local, or private funding services, each state shall ensure that the designated state unit, in cooperation with the local educational agencies involved, 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 5 Required Activities (AKA Pre-ETS) 1) Job Exploration Counseling, which may include: interest inventories, career pathways, exploring in-demand occupations, interview skills 2) Work-Based Learning Experiences, which may include: in-school or after school work opportunities or experiences, internships, job shadowing, apprenticeships, short term employment, job readiness training, on the job training 3) Workplace Readiness Training, to develop social skills and independent living, which may include: soft skills training, communication and interpersonal skills, financial literacy, orientation and mobility, job seeking skills, employer expectations 4) Post-Secondary Counseling, which may include: providing info on course offerings, career options, types of trainings advising on academic curricula, application and admission process, completing the FAFSA, disability support services 5) Instruction in Self-Advocacy, which may include rights and responsibilities, request for accommodations/services/supports, communicate needs, informational interviews

WIOA Section 511 ◦ Limitations on use of subminimum wage ◦ Individual with a disability who is 24 or younger ◦ Unless meeting 1 of the following conditions ◦ Employed on or before July 22, 2016 ◦ Completed and produced documentation ◦ Pre-Employment Transition Services (WIOA) and/or Transition services (IDEA) ◦ Applied for Vocational Rehabilitation Services

WIOA Section 511 ◦ Found ineligible or ◦ Found eligible ◦ Has an IPE ◦ Working toward employment goal, with supports services, including SE for a reasonable period of time without success. ◦ Closed by VR ◦ Provided career counseling that includes employment support services in the geographic area ◦ Must not be provided by the subminimum wage employer

IDEA Transition Definition The term “transition services” means a coordinated set of activities for a student with a disability that: (a) Is designed within a results-oriented process that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post school activities, including post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation.

Transition Definition, cont. (b) Transition services are based on the individual’s needs, taking into account their strengths, preferences, and interests. (c) Transition services include: a. Instruction b. Related Services c. Community Experiences d. The development of employment and other post school adult living objectives e. When appropriate, acquisition of daily living skills and functional vocational evaluation. 707 KAR 1: 002 Section 1 (62)(a)(b)(c)

IDEA Transition: Age 14 The ARC invitation shall state that a purpose of the meeting will be the development of a statement for the need for transition services for the child and state that the child is invited. 707 KAR 1: 320 Section 4 (3)(4) The IEP shall include a statement of the transition service needs of the child under the applicable components of the child's IEP that focus on the child's course of study. This statement shall be updated annually. 707 KAR 1: 320 Section 5 (14) The ARC reviews (and revises if necessary), the student’s multiyear course of study as outlined in the Individual Learning Plan (ILP) Course of study means a multiyear description of coursework from the student's current school year to the anticipated exit year designed to achieve the student's desired post school goals. 707 KAR 1: 002 (19)

IDEA Transition: Age 16 The invitation shall state that a purpose of the meeting is the consideration of the postsecondary goals and needed transition services for the child and shall include the identity of any other agency that is invited to send a representative. 707 KAR 1: 320 Section 4 (3)(4) IEP shall include appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and where appropriate, independent living skills; and the transition services (including course of study) needed to assist the child in reaching those goals. The ARC documents the transition services needed by the student to reasonably enable the student to reach the postsecondary goals. 707 KAR 1: 320 § 7(4 -5) If another agency is likely to provide or pay for the services that are needed to assist the student in reaching postsecondary goals, that agency is listed as one of the agencies responsible and the ARC documents the need to invite the outside agency. If an agency, other than the school district fails to provide the transition services described in the IEP, the school district shall reconvene the ARC to identify alternative strategies to meet the child's transition objectives set out in the IEP. 707 KAR 1: 320 Section 7

Age of Majority At least one year prior to the child reaching the age of majority, the IEP shall include a statement that the child has been informed of his rights under 707 KAR Chapter 1 and that the rights will transfer to the child upon reaching the age of majority. 707 KAR 1: 320 Section 7 Summary of Academic Achievement and Functional Performance For students who graduate or age out of the program, the school district shall provide the child with a summary of the child's academic achievement and functional performance, including recommendations on how to assist the child in meeting the child's postsecondary goals. 707 KAR 1: 300 Section 4 (21)

Secondary Transition Programs in KY ◦ Community Work Transition Program, CWTP (OVR/KDE) ◦ Transition Opportunities Program, TOP (OFB/KDE) ◦ KY Special Education Cooperatives, (OVR/KDE) ◦ Community Rehabilitation Programs, CRPs (OVR) ◦ Project CASE (OFB) ◦ JOBS for AMERICA'S GRADUATES (JAG) ◦ Jobs for Kentucky’s Graduates/JAG KY Program - Pre-employment Transition Service ◦ Project Search, Boone County Schools

CWTP is a collaborative program between the Human Development Institute, KY Department of Education and Office of Vocational Rehabilitation. KY Department of Education (KDE) and Kentucky Office of Vocational Rehabilitation (OVR) provides funding for, trainings, technical assistance, outreach and personnel provided by HDI. OVR reimburses school districts for services authorized by the OVR Counselor to the school district to provide vocational relevant Pre. Employment Transition Services and individualized Transition Services to potentially eligible and/or eligible students.

Community Work Transition Pre-Employment Transition Program 2 Transition Services OPTION S 5 Required Activities -Job Exploration Counseling -Work Based Learning Experiences -Post Secondary Counseling -Workplace Readiness Training -Self Advocacy Potentially Eligible Participants No progress or performance expectations No assessing or evaluating Services What does the Student need to successfully move into postsecondary? -Job Development -Vocational Assessment in order to focus -Job Placement -Follow-up -Supported Employment Consultation Eligible Consumers Progress expected, performance outcome goals Assess and Plan for Competitive Integrated Work 18

Transition Opportunities Program (TOP) ◦ The Transition Opportunities Program (TOP) is a collaborative program between the KY Office for the Blind(OFB), KY Department of Education and Human Development Institute at UK. ◦ OFB reimburses school districts for services authorized by the OFB Counselor to the school district to provide vocational relevant Pre-Employment Transition Services: ◦ Job Exploration Counseling, Work Based Learning Experiences, Post Secondary Counseling Workplace Readiness Training, Self Advocacy ◦ TOP is for potentially eligible students who are blind, visually impaired or Deaf- Blind ages 14 to 21 to enhance their skills and readiness for competitive integrated employment and/or post-secondary education/training.

TOP Pre-Employment Transition Services (Pre-ETS) ◦ Consultation/Meeting for Student ◦ Interview Skills Development ◦ Vocational/Career Exploration & Planning Activities ◦ Orientation and Mobility Training Coordination ◦ Explore Carl D. Perkins Voc. Center/Mc. Dowell Center ◦ Job Shadowing/Site visits, Internships, Short term Volunteer experiences ◦ Post-Secondary Counseling ◦ Work Skills Training ◦ Employment Based Organizational Skills Training ◦ Soft Skills Training (communication, attitude, etc. ) ◦ Transportation Readiness ◦ Benefits Planning/Financial Literacy ◦ Resume Development ◦ Behavioral Observations in Work Situations ◦ Obtain state picture ID/Register to Vote/Library Card ◦ Self-Advocacy Skills Development/Problem Solving Skills ◦ Workplace Readiness Training/ Focused Skills Development

Creating Access to Successful Employment Project CASE is a five-year federal grant designed to: promote State VR agency partnerships in the development of and the use of career pathways to help individuals with disabilities eligible for VR services, including youth with disabilities, acquire marketable skills and recognized postsecondary credentials secure competitive integrated employment in high-demand, high- quality occupations in information technology, manufacturing and healthcare fields. Project CASE is administered through the Office for the Blind (OFB), an agency in the Education and Workforce Development Cabinet.

Project CASE Career Pathway Coordinators provide direct services to individuals with disabilities in: ◦ Eastern Kentucky Areas ◦ Bell, Carter, Elliott, Harlan, Lawrence, Menifee, Morgan, Johnson, Knott, Martin, Wolf, Magoffin, Floyd, Pike, Lee, Breathitt, Jackson, Owsley, Clay, Perry, Knott, Leslie, Letcher counties ◦ Louisville metropolitan areas ◦ Jefferson, Bullitt, Henry, Oldham, Spencer, Shelby and Trimble counties.

Career Pathway Coordinators offer no-cost workshops, classes and/or trainings for staff, parents, and students. For Example: ◦ Attend an educational co-op meeting ◦ Set up a table at a transition fair ◦ Present soft skills/ info on manufacturing to a special education classroom ◦ Arrange a tour for teachers to a manufacturing training center ◦ Create “Camps” for students to have exposure to the sectors ◦ Meet with an employer to understand what their workforce needs are ◦ Meet with a VR counselor and a VR consumer to discuss IT training possibilities ◦ Coordinate an apprenticeship for a high school student ◦ Understand KYWorks and EKCEP resources and introduce them to VR

KY Special Education Cooperatives ◦ The Office of Vocational Rehabilitation (OVR) awarded the KY Special Education Cooperatives Pre-ETS funds to plan, coordinate and carry out student-focused activities for high school students with disabilities that are eligible, or potentially eligible, for OVR services. ◦ The Activities fall under the Pre-ETS five required activities. ◦ Each KY Special Education Cooperative hired 2 new staff to plan and implement Pre-ETS activities in their region.

KY Special Education Cooperatives Pre-ETS Activities may include: Hosting Transition and Self-Advocacy Fairs and/or conferences Providing transition workshops (also available during the summer) Plan and organize visits/tours to local resources and businesses Deliver in-school lessons on self-advocacy to students age 14 -16 Plan and conduct visits to college campuses and technical schools Visits to Carl D. Perkins Vocational Training Center, Thelma KY

Community Rehabilitation Programs (CRP) OVR partners with private agencies to provide Pre. ETS services: WORK-READINESS TRAINING: SELF-ADVOCACY: Identification of company culture Interview skills Job-readiness training Social skills training Summer workshops Benefits planning and financial readiness Goal setting Life skills coaching Mentoring programs Mock interviews Self-determination Student-led IEP training WORK-BASED LEARNING EXPERIENCES: Internships Job placement assistance Job-readiness training Job shadowing Occupational and vocational training On-the-job training Short-termon-the-job supports Summer work Work-related materials JOB EXPLORATION COUNSELING: Assessments and evaluations Career counseling Community-based work transition program Customized employment services Job exploration in community Job search assistance POST-SECONDARY COUNSELING: Dual enrollment opportunities Working with college disability offices

Community Rehabilitation Programs (CRP) ◦ The primary responsibility of the CRP is to assist in the development of and to carry out the agreed upon services outlined in the Individualized Plan for Employment (IPE). ◦ Ideally a representative of the CRP should be involved in the IPE development to ensure all parties understand the services that are to be provided. It is critical there is a general understanding and agreement among all involved parties concerning the expected vocational outcome.

Community Rehabilitation Programs (CRPs) ◦ For more information regarding funding for Supported Employment and Community Rehabilitation Program Services, please contact: Kentucky Office of Vocational Rehabilitation Central Office 800 -372 -7172 (V/TTY) ◦ https: //kcc. ky. gov/Vocational-Rehabilitation/programservices/Pages/Supported. Employment-and-Community-Rehabilitation-Services. aspx

Jobs for Kentucky’s Graduates JAG KY Program Jobs for Kentucky’s Graduates (JAG KY) is a state-based national non-profit organization dedicated to preventing dropouts among young people who are most at-risk Program participants receive work readiness skills, leadership development, and job shadowing/mentoring services. The program provides a competency-based curriculum for in-school youths who have significant barriers to success that include disability, academic, physical, psychological, work related, and/or environmental. The JAG KY program targets students ages 14 to 21 who are believed to be at risk for not completing high school or successfully transitioning into post-secondary schooling or the labor market because of academic, economic family or personal barriers.

JAG KY There will be a “Specialist” or “Career Coach” from JAG KY assigned to the school (not all schools will have this program yet). The Career Coach will identify the consumer and provide the referral to the counselor. This could include current open cases or those with disabilities who may be “potentially eligible”. The “Specialist/Career Coach” will complete and provide documentation to include The Individual Development Plan and minimum of quarterly reports documenting participation and progress.

Project SEARCH, Boone County Schools Project SEARCH is a nine month work readiness internship program in which the participants or interns, go through s set of 3, 10 week rotations. Within the rotations, the interns learn 3 different job tasks and skills. Project SEARCH includes an extensive period of training and career exploration, innovative adaptations, long-term job coaching and continuous feedback from teachers, job coaches, and employers. As a result, at the completion of the training program, students with significant intellectual disabilities are employed in nontraditional, complex and rewarding jobs.

Project SEARCH, Boone County Schools Project SEARCH serves students with significant intellectual and developmental disabilities. Typically, these are students who are on an Individual Education Program (IEP) and in their last year of high school eligibility. The most important criterion for acceptance into Project SEARCH is a desire to achieve competitive employment. Project SEARCH is housed at Cengage Learning in Independence, KY. Together with Boone County Schools, KY Office of Vocational Rehabilitation, and Easter Seals Tristate.

Project SEARCH, Boone County Schools Cengage Learning allows interns a place to learn, grow and mature. Majority of the internships within Cengage include tasks such as: Operating a shrink wrap machine Applying UPC labels and other labels to textbook and boxes Scanning barcodes of textbooks Packing boxes Constructing boxes Organizing, sorting, separating and counting textbooks Cengage creates learning experiences that build confidence and momentum toward the future students want. Serving the higher education, K- 12, professional, library and workforce training markets worldwide, we welcome every student and design tools that make learning accessible to all.

How does the Adult system work? Key Systems in Supported Employment: 1. Office of Vocational Rehabilitation or Office for the Blind 2. Medicaid Waivers for Long Term Support If a student received CWTP services in high school there is a fee for service that allows SE agency staff to get to know student, learn from school Job Coach during the end of final year in school

Office of Vocational Rehabilitation OVR ◦ Job Seeker can go on own or with family ◦ Agency or Case Manager can help make referral ◦ Students with IEP should be connected with VR before exiting school

Things to take to the first appointment with the VR Counselor ◦ Any Medical Documentation that you can legally release. Bring names and addresses of Doctors/Hospitals/Schools/etc that we will need to request information from. ◦ Let the counselor know if the person is receiving SSI/SSDI. ◦ Let the counselor know that the person is in a Medicaid Waiver program or on the waiting list. ◦ Bring a list of all medications the consumer is taking. ***Bringing this information with you will expedite the eligibility process.

Eligibility Guidelines for all VR Consumers ◦ Physical or Mental impairment ◦ The impairment must result in a substantial impediment to employment. ◦ If the above criteria is met, the person is determined eligible (presumption of employability) unless there is clear and convincing evidence someone cannot benefit from services. ◦ Social Security benefit recipients are considered to be an individual with a significant disability and are presumed eligible for services.

Eligibility Determination/Service Referral made ◦ The VR Counselor is responsible for determining eligibility. This determination is made based upon information that you provide and may need to be supplemented with information/testing that the counselor will request. ◦ Eligibility must be determined within 60 days or a waiver must be signed. ◦ Referral for SE will be made to vendor agency – at request of job seeker or VRC choice

Kentucky – Supported Employment Fee Schedule ◦ Office of Vocational Rehabilitation/OFB: ◦ $900 for Person Centered Job Selection ◦ $900 for Job Development ◦ $4400 Outcome fee

Kentucky – Supported Employment Fee Schedule If ES completed Advanced Training/MG&A Certification Office of Vocational Rehabilitation: ◦ $1900 for Discovery (full MG&A Vocational Profile) ◦ $1500 for Job Development of Customized Job ◦ $5000 Outcome fee

Medicaid Waivers ◦ Rules & Regs differ depending upon which waiver job seeker has ◦ ALL Employment Specialists – billing VR OR a Wavier must attend Supported Employment Core Training Series ◦ Person Centered Employment Plan & Long Term Support Plan (from OVR/OFB) become part of Plan of Care ◦ Case Manager doesn’t provide SE but needs to be kept in loop – even when billing VR!

After VR $ ◦ SCL Medicaid Waiver will pay about $42/hour for Supported Employment (after billing all of VR $) ◦ Other waivers will pay about $22/hour for Supported Employment (after billing all of VR $)

Michelle P. Waiver In 2002, some people with developmental disabilities sued the Commonwealth of Kentucky because the state didn’t provide enough help for them to live in the community instead of an institution. Kentucky finally agreed to provide extra services and settled the suit. It then created the Michelle P. Waiver. The Michelle P. Waiver is a Medicaid program that helps people live in the community or go back to the community after living in an institution. It is for anyone with intellectual disabilities or a developmental disability who is eligible to receive services at an ICF/MR, like Oakwood, Hazelwood, or Cedar Lake Lodge. To get the waiver, you must also have a medical card or be eligible for one. Both children and adults can qualify.

Services provided through MPW Case Management Supported Employment * Homemaker * Attendant Care * Personal Care * Behavioral Supports * Respite Assessment/Reassessment Adult Day Health * Occupational Therapy * Adult Day Training * Physical Therapy * Environmental and Minor Home Adaptations Speech Therapy * Community Living Supports * *Services with an asterisk are limited to 40 hours a week altogether. A case manager or support broker will help you decide the services you need. There are no residential services with the Waiver. It was designed to help people who live in their own homes or a family member’s home, but need help to continue living in the community.

Supports for Community Living Program (SCL) SCL provides services to individuals with intellectual disabilities that enable them to live in the home or in the community rather than institution. There is often an extended waiting list for SCL, so it is very important to contact the Supports for Community Living Office to have your name added to this list.

SCL – Eligibility criteria Must have an intellectual disability Must meet Medicaid requirements Must be eligible to receive services at an ICF/MR, such as Oakwood, Hazelwood, or Cedar Lake Lodge

SCL Services Include: support coordination residential supports supported employment behavior supports psychological services occupational therapy physical therapy speech therapy respite care specialized medical equipment and supplies

SCL - Billable Limits for supported employment Person Centered Job Selection Job Development 120 Units 90 Units Job Acquisition and Stabilization Long Term Supports 24 units each month (unless granted more due to approved justification) 800 Units

Michelle P. & SCL ◦ When it comes to SE, both programs provide supported employment AFTER client has “exhausted funds from OVR. ” ◦ The services provided in SE through these programs are the same as with VR but the funding is different (and the paperwork is slightly different) ◦ The goal is independence on the job ◦ Supports are provided on an ongoing basis to check in, be sure things are OK, advocate, and look toward career growth over time. ◦ You can re-do PCJS and Job Development if needed/desired to find a new job.

Assistive Technology ◦ Available to all consumers of OVR service, if referred by VR Counselor – Rehab Technologist ◦ Common supports include help with memory and retention, communication, and overcoming physical barriers as well as assistance with workflow and ergonomics ◦ Happy to consult but also have a budget to purchase items ◦ ALSO able to be purchased through waiver

Resources for help Supported Employment Training Project Katie Wolf Whaley kwolf@uky. edu www. hdi. uky. edu/setp Tab for Job Seekers & Families OVR Supported Employment Consultants Ron O’Hair – Ronnie. L. O’Hair@ky. gov Ashley Taylor – Ashley. D. Taylor@ky. gov Gloria Gibson – Gloria. Gibson@ky. gov Waiver/DDID Jeff White – Jeff. White@ky. gov APSE and Kentucky APSE www. apse. org and www. kyapse. org Kentucky. Works www. kentuckyworks. org

Questions? Meada Hall Meada. hall@uky. edu Katie Wolf Whaley Kwolf@uky. edu