1. Planning My Way to Work OAVSNP conference February 20th, 2015
Cynthia Owens, Oregon Council on Developmental Disabilities Acacia McGuire-Anderson- Office of Developmental Disabilities Services Keith Ozols- Vocational Rehabilitation Heather Lindsey- Oregon Department of Education

2. Purpose: To engage in conversation of transition early and often
Objectives of training:
Learn about blending and accessing services for transition aged students
Discuss planning forward for students
Learning how to use the Transition Manual to help families and students access supports for transition

3. Strong components of Transition
Parent Preparation
Student Preparation
Interagency Collaboration

4. Transition Age Student
14-18
High School
19-21
Post-High School
21+
Beyond School Services

5. Student and Parent Preparation
Assist families in learning about the accessing transition services
Providing families an overview of transition information, a timeline of service access, list of transition related activities……..
How to connect student and family to non-school transition related services….. Early
Provides targeted information for the transition process

6. Interagency Collaboration
Basic overview of Adult Service Agencies and eligibility criteria
Understand the roles and responsibilities of community partners, especially when overlapping with school services
Learn how to plan forward to provide a more seamless transition

7. Your Transition Planning Team
Teachers and
school staff
Friends and
others that
know you well
Personal
Agent or
Service
Coordinator
Vocational Rehabilitation Counselor
Community
Resources
Other Agendas
Student
And
Family
Discussion:
The transition guide is developed to-
*Help students and families to understand services and resources that can help you successfully transition from school to work and adult life
* Emphasize that the student directs his/her own transition
* The student creates their transition plan with your education and work goals in mind

8. Self-Determination The Student Leading IEP meetings
Choice and decision making
Leading IEP meetings
Speaking up (self-advocacy)
Taking Responsibility
Giving feedback
Self-regulation
Goal setting & planning
Talking about yourself

9. Person Centered Planning
Provides a way for your team to think about how they can best support you
Fosters positive working relations hips with your team
Improves assessment and planning activities for the team
Provides direction for achieving goals
Identifies natural community connections to reach goals

10. Transition Services from Education Transition planning starts the year the student turns 16
Transition Services help students:
Move from school to work
Further education
Adult services
Independent living
Other community participation

11. Individualized Education Plan (IEP) Includes:
Age-Appropriate Assessments
Measurable Goals
Transition Services
Course of Study
Annual IEP Goals
Involvement of other agencies

12. School Transition Services Work-related transition services

13. Summary of Performance
What is it:
It summarizes the students:
Academic Achievement and Functional Performance
Post secondary Goals
Recommendations to Assist the Student in Achieving the established Post secondary Goals

14. Adult Developmental Disabilities Services
Offers services that help people meet their goals.
These services can support:
Living
Working
Community Inclusion

15. Overview of eligibility You may be eligible if:
You have an intellectual or developmental disability; and
This disability makes everyday living skills difficult
Your disability is not caused by mental disorder, sensory impairment, personality disorder, substance abuse, learning disability, or attention deficit hyperactive disorder

16. Service Coordinator/Personal Agent
Once eligible for Adult Services, a student goes though choice advising, and completes the level of care (LOC), functional needs assessment and service planning. This is completed by a:
Service Coordinator at CDDP or
Personal Agent (PA) at a local support service brokerage
Differences between CDDP/Brokerage

17. Individual Support Plan (ISP) and Career Development Plan (CDP)
An ISP describes:
Your needs, goals, choices, and services for the next year…
Your day and supports needed
Your plan for reaching your goals
A CDP explores and identifies
Your employment goals
Your plan for supports in reaching goals
Tell your SC or PA you want to work
ISP team meeting and career planning
Discovery and Career Exploration
Referral to VR/Individual Plan for Employment
Job Development
Get a job!
Job coaching if needed
Annual ISP and career planning

18. Services provided for adults K Plan:
Attendant care
Residential Services
Transportation
Respite Care
Assistive Tech
Behavior Support
Skill Development
Training- managing Personal Support Workers

19. Services provided for adults: Waiver services
Supported Employment
Discovery and Employment Path
Case Management
Vehicle Modifications
Family Training

20. Vocational Rehabilitation
Mission
“To assist Oregonians with disabilities
to achieve and maintain employment and independence.”
We believe individuals that experience disabilities are:
-Motivated to work
-Capable, talented, and can achieve on par with their peers
-Are unique and have different needs and goals
-Deserve the opportunity to achieve their potential
-Have skills that are needed in the world of work

21. Individuals experiencing a documented disability
The disability is a barrier to employment
There is a service VR can provide to address barrier
The individual wants to work

22. Eligibility Eligible Disability related barriers to employment
Documented disability
Disability related barriers to employment
are identified
VR services expected to reduce/eliminate barriers

23. Services provided for students
APPLICATION
Meet with a VR Counselor (VRC) for an intake appointment
Give your VRC your completed Personal Information form
Discuss your disability and problems with getting or keeping jobs
Sign an application and other forms to open a VR file & send for records
ELIGIBILITY
Work with your VRC to discuss & evaluate your barriers to employment
Assess your unique interests, needs, capacities & concerns to develop a realistic and achievable job goal
Explore the labor market (if not currently working)--narrow your choices for a job goal
PLAN
Identify a Job Goal to get or keep a job
Work with your VRC to determine what services will be needed to achieve the goal
Develop a written Individualized Plan for Employment (IPE) to get or keep the job
Follow your IPE until you’ve obtained or maintained your job goal
EMPLOYMENT (Closure)
Found or kept a job!
Maintained employment for 90 days!
SUCESSFULLY REHABILITATED!
VR file closed

24. Vocational Rehabilitation and Workforce Innovation and Opportunity Act (WIOA)
Signed July Designed to help job seekers access employment, education, training, and support services.
Requires states to strategically align Workforce Development programs
Requires schools and VR offices to work together to provide “Pre-employment transition services”

25. Social Security Benefits
SSDI- monthly cash benefit paid to people who are unable to work at least one year or more due to disability.
SSI- monthly cash benefit paid to people with disabilities to help meet basic needs for food, clothing and shelter.

26. Benefits Planning Two benefits counseling programs: Plan for Work
The Work Incentives Network
______________________
Impairment-Related Work Expenses (IRWE)
Plan for Achieving Self-Support (PASS)

27. Guardianship Transfer of parental rights- IDEA Procedural Safeguards
Legal Guardianship Changes at 18
Consent

28. Guardianship cont. Surrogate Guardianship Conservatorship
Power of attorney
Representative payee

29. How this works together

30. Activity