Webinar Series on Transition: AT Transition Policy Thursday December 13, :00 PM - 4:00 PM EDT TO USE YOUR COMPUTER'S AUDIO: When the Webinar begins, you will be connected to audio using your computer's microphone and speakers (VOIP). A headset is recommended. OR TO USE YOUR TELEPHONE: If you prefer to use your phone, you must select "Use Telephone" after joining the Webinar and call in using : Toll: +1 (415) , Access Code: Questions and Answers for presenters will be taken at the end of the Webinar Please check that your computer has the latest version of JAVA After the Webinar, you will receive a brief survey. Please take a moment to complete, and help us help you! Thank you.

Kathy Hayfield and Linda Jaco Transitioning with Assistive Technology

Transition Services for Which Students Can Apply Tutoring Vocational training Assistive Technology GAO: Transition for Students with Disabilities Can, Must Improve

Barriers to Transitioning out of High School Lack of access to public transportation Lack of access for certain groups of people with disabilities to some programs Inaccurate information given to some parents High schools failing to work with students on transition plans until it is too late or not at all Low expectations from parents, agencies providing services, and students themselves GAO: Transition for Students with Disabilities Can, Must Improve

Suggestions for Improvement of Services Case managers – Students and families need help coordinating and guiding them through the maze of services Increased collaboration between the Department of Education, Social Security, Department of Health and Human Services, and the Department of Labor GAO: Transition for Students with Disabilities Can, Must Improve Feds: Transition Services in Need of Improvement

What is Oklahoma Doing? IDEA recognizes the need for continued use of AT devices that are originally purchased for individual students when the student moves from one school district to another or transitioning to other public agency service systems. In response to this, the Oklahoma State Department of Education along with the Oklahoma Assistive Technology Center and Oklahoma ABLE Tech developed a technical assistance document outlining Assistive Technology (AT) for Children and Youth with Disabilities receiving services under IDEA Part B. The guide includes a state approved procedure that provides Oklahoma with an agreement for the Purchase/Sale of AT devices by school districts to other entities (i.e. other districts, parents, or public agencies). Oklahoma State Department of Education Technical Assistance Document

Technical Assistance Document Outlines Federal Regulations for implementing IDEA: Assistive technology devices and services Depicts Purchase/Sale Agreement - Sample Device Depreciation Spreadsheets (see below): AT Device Estimated Useful Life Device Age Estimated Remaining Life Original Purchase Price Depreciation Current Value Vantage Lite2 AAC Device 523$7,495.00$2,998.00$4, Carry Case725$25.00$7.14$17.86 Battery Charger 725$59.00$16.86$42.14 TOTAL$7,579.00$3,022.00$4,557.0 *Note: Computers/AAC devices utilizing computer technology: 5 years Other types of devices: 7 years

Assistive Technology and Self- Determination (AT-SD) Pilot Project The Department of Rehabilitation Services (DRS), in collaboration with Oklahoma State University’s Oklahoma ABLE Tech and the University of Oklahoma’s Zarrow Center for Learning Enrichment sought a NIDRR grant to provide assistive technology (AT) and self-determination (SD) instruction to juniors on DRS transition plans and to then follow their progress for two years, including the first post- school year. With a vested interest in serving this effort, DRS agreed to fund the project when the NIDRR grant was not awarded. Started December 2009 and now in its third year, the three- year pilot project: Using Assistive Technology and Self- Determination to Attain Transition Goals was instituted to model for the state how continued use of AT throughout the transition plan can benefit students in post secondary or employment settings.

Combined expertise of DRS counselors, professionals at Oklahoma ABLE Tech, and instructors at the University of Oklahoma Zarrow Center for Learning Enrichment Seven geographically diverse local education agencies (LEAs) were considered to participate with three chosen: Owasso Public Schools, located in Northeast Oklahoma; Stillwater Public Schools, located in Northern Oklahoma; and Anadarko Public Schools, located in Southwestern Oklahoma A total of eight students on DRS transition plans who would be starting their junior year were selected to participate. AT-SD Pilot Project, Continued

Year 1 – Junior Year: Students received self-determination instruction from the Zarrow Center as well as needed AT (purchased by ABLE Tech with DRS funds) to complete coursework. LEAs purchased the AT from ABLE Tech at a depreciated amount using the formula contained in the Purchase/Sale Agreement Year 2 – Senior Year: Students continued receiving instruction and using AT Needs were reevaluated to determine if additional AT was required. DRS purchased the AT from the LEAs at a further depreciated amount using the same formula contained in the Purchase/Sale Agreement.

Year 3 – First Year Post High School: Students continue using AT Department of Rehabilitation Services (DRS) continues to provide case management and support to students as they transition from the school setting to post secondary or employment settings. What worked? With communication and continued updates between all participating parties, issues/needs could be discussed, plans made, and helpful strategies instituted to make sure students were learning curriculum and utilizing the AT. AT-SD Pilot Project, Continued

What Difference Did the AT Make? Students gained independence using AT Completing homework and tests independently Students played an active role in determining how and what AT would work. Students were encouraged to seek technical assistance regarding AT questions on their own. Students were able to keep the AT used in high school as they began their post-high school ventures. With guidance, persistence, and AT support, all participants, including the students, had high expectations for post secondary goals.

References ansition_for_students_.html; retrieved 08/13/ ansition_for_students_.html transition-improvement/16195; retrieved 08/13/ transition-improvement/16195 Oklahoma State Department of Education Technical Assistance Document: Assistive Technology for Children and Youth with Disabilities; May 2008

AT Follows the Student! Kathy Hayfield Assistant Commissioner Virginia Department for Aging and Rehabilitative Services (DARS) / Virginia Assistive Technology System (VATS)

Learning Objective Define a process by which Virginia’s AT Act Program helped establish a law regarding assistive technology devices purchased by the school system may transfer to: Another school division VR agency To the parent or individual with a disability

Where We Started  Problem identified by 10+ years ago  Virginia is a Commonwealth  No one authority  VADOE represented on ATAC  Requested advocacy for AT Follows the Student issue

What to Do Next? ATAC Action (2010) Requested Disability Commission submit legislation to study the problem FAIL! Grant to SW VATS - VT to study the transfer of assistive technology for students exiting education and entering work or college. (2010)

What to Do Next? (continued) SW VATS – VT Study: Examined cooperative agreements of 16 states (local school systems and VR agencies): Collaboration is key to removing interagency barriers Cost Sharing taking place Determining usefulness of devices Establishing fair market value for equipment Reviewed Texas Code Re: Transfer of AT in Schools (§ )

Partners We Found on the Way! ATAC Action (2011) Disability Commission (2011) VADOE, AT & Transition Rep and ATAC member HB382 Submitted in January 2012

HB 382 Passed March 2012! § An assistive technology device may be transferred to (i) the school division to which a child with a disability transfers from the school division that purchased the device; (ii) a state agency, including the Department for Aging and Rehabilitative Services, that provides services to a child with a disability following the child's graduation with a standard or advanced studies diploma or when a school division ceases to provide special education services for the student; or (iii) the parents of a child with a disability, or the child with a disability if the child with a disability is age 18 or older and has capacity to enter into a contract. That the Department of Education shall issue guidelines for the transfer of assistive technology devices no later than July 1, The guidelines shall address (i) a uniform transfer agreement to convey title to an assistive technology device and applicable warranty information and (ii) a method for computing the fair market value of an assistive technology device, including a reasonable allowance for use.

Now What Do We Do? VADOE Report to ATAC Formation of an Interagency Stakeholder Group (parents, state agencies, DARS, DBHDS, VDOE / LEA) Develop Guidelines by July 1, 2013 Definitions Transfer agreement Title and warranty information Method for transfer Cost calculation / fair market value etc,

There’s No Place Like Home … for your Student’s AT!

Questions for both Presenters?

Thank you! Contact Information: Linda Jaco Director, Sponsored Programs Oklahoma ABLE Tech (405) Kathy Hayfield Assistant Commissioner – Virginia Department for Aging and Rehabilitative Services (DARS) (804)