School/VR Partnerships: Lessons Learned from Project ACCESS OAVSNP February 2011 Jeri Dickinson & Mimi McGrath Kato University of Oregon Special Acknowledgement to The Florida VR STW Transition Program

Funded through OSERS (Office of Special Education and Rehabilitative Services) VR Role UO role 5 Sites Purpose: Model Demonstration – Youth Transition at younger age – VRC in schools – Family involvement Scaffolded Delivery (grade level) ACCESS Overview

Model for Implementation – Defined Outline of Services – Defined School Role – Defined VR Role – Curriculum – Parent Involvement Component – Evaluation tools Better services to more youth Outcomes

Lessons Learned – Systems Working Together – Defined Outline of Services – Defined School Role – Defined VR Role – Curriculum

Systems Working Together Obtaining Buy In from both systems – Summer Academies – TA Intervention on Issues/ Problem Solving – Working with School and VR Administrators Providing Ongoing Support – Celebrating Success – TA Intervention on Issues/ Problem Solving – Technical and Legal Barriers

Practices Defining what it looks like day to day – What are the services? – Who does what? – How can we make this efficient and effective?

Defined Outline of Services Assist eligible students with disabilities to transition from HS to postsecondary training, education, or directly into employment upon exit Vocational Guidance and Counseling occurs while the student is still in HS The Individualized Plan for Employment (IPE) is coordinated with the student’s Individual Educational Plan (IEP) and in place prior to the student’s exit

VR Services May Include Assessment for determination of eligibility & VR needs Referral to other agencies Counseling and guidance Job search and placement services Personal assistance services Supported employment services Trial work services Extended Evaluation On-the-job training Community Based Work Experience for school to work transition Physical and Mental Restoration Services Vocational & Other Training Services Transportation Occupational Licenses, Tools & Stock Rehabilitation Technology Services Other Goods & Services Services to Family Members Technical assistance to develop a business Maintenance Post Employment Services

School Role Designee to work with VR Counselor Private/Semi-Private Office Space Computer/System access ( , mailbox, etc.) Make Appropriate Referrals Assist with needed Documentation Invitations to appropriate IEP meetings Opportunity for VRCs to educate staff

Schools: Who Should Be Referred to VR? Students that have an IEP Students that have a 504 Plan Students or Youth that don’t need academic or physical accommodations can still be provided information about VR Transition Students or Youth that have disabilities should be encouraged to apply for VR services Youth at High Risk of Dropping Out of School

11 Schools: At Risk Students VR should be involved when any student is at high risk for drop-out ****** even if only in an advisory capacity ****** Emphasis is placed on encouraging students to remain in school Provide information about their options that will help them to become engaged in transition services VRCs can be a Resource, whether or not the student goes through VR – Referral for additional services

Schools: When Should a Student Apply ? At least two years prior to HS exit Referral should be made at the end of the Sophomore or early in the Junior year… or Two to three years before graduation or exit for those students staying until age 21 At age 16 and older if the student is or will be involved in a community work experience

Schools: How Can the School Help VR? Copies of school records & releases of information Opportunities for VR presentations Aid distributing VR info to staff, parents, & students Scheduled meeting space & time for school visits Invitations to IEP meetings at start of school year or alternate input Student referrals at the start of the school year Time to speak with teachers, guidance counselors, nurses and students

Schools: What Documents Does VR Need? Current IEP or 504 Plan Medical and/or psychological records or new evaluations that document disability Transcript or academic reports Attendance and tardiness reports Behavioral reports, if applicable Vocational training records and/or career assessments, if available Involvement with any other agencies

VR: Early Services (3-4 yrs to grad) Consult with and educate schools, parents, students, and other agencies about VR services Conduct outreach to include VR orientation presentations, dissemination of VR brochures, and technical assistance with transition IEP planning Participate in transition fairs, job fairs, and other activities targeting parents and students to increase appropriate referrals Conduct early identification and assessment of student needs for transition services Communicate relevant VR policy which may impact a student’s application or eligibility for VR services

VR: Later Services (1-2 yrs to grad) Determine eligibility Coordinate and provide payment for any assessment necessary for VR services Counsel the student, parent and/or guardian on vocational goals, evaluations, recommendations, and discuss options for VR services so that they can make an informed choice Encourage career exploration, mentoring, job shadowing, and volunteerism Provide guidance and counseling about work attitudes, habits, and behaviors generally required by employers

VR: Services (cont.) Participate in IEP meetings at the invitation of the school Participate in other ways to assist the IEP team in planning transition services if unable to attend the IEP meeting Link the student with other appropriate adult agencies that may provide services during the transition process and/or after the student exits school Encourage student application for VR transition services Communicate relevant VR policy which may impact a student’s application or eligibility for VR services during the IEP

VR & School: Communication Establish a consistent point of contact between VRC and School Visit the assigned school(s) at least once a month, starting in the fall of the school year Visit more frequently depending on the needs of the school and the local agreement with the VR field office Maintain regular communication Meet with the school designee at the beginning of the school year to review referral procedures and to identify transitioning students who may benefit from VR services. There should be sufficient time for the ACCESS VR Counselor to assist the student in identifying his/her vocational goal and needs so that the IPE can be finalized prior to their graduation or exit Seek out school referrals of those students with disabilities who do not qualify for special education or are under a Section 504 plan in accordance with the Rehabilitation Act

Curriculum Development Compared to National Standards Coded each matrix Sorted by codes Identified main ideas across all matrices

Self Awareness Strengths/ Weaknesses Interests IEP Awareness What is the IEP? Modifications/ Accom. Participation Foundation Skills Social Emotional/ Behavioral Cognitive/ Academic Independent Living Awareness of Options Post- Secondary Employment

Curriculum Development Developing curriculum based on common areas Curriculum Develpoment Specialist Family Component Formatting for Website Would love feedback!

Where to find it

Next Steps Finalize Curriculum Continue to develop model – Understand what to deliver and how to deliver it – Understand VR roles – Understand School Roles – Understand how to reach the most students

Questions? Jeri Dickinson Mimi McGrath Kato