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1 School s Out for Ever? Preparing for Life after High School Disability Advocacy Conference 2015 Yasmin Farahi, Attorney Debbie Thome, Advocate 2015 Disability Rights North Carolina The Social Security Administration has reviewed the following publication for technical accuracy only; this should not be considered an official Social Security document. Employment First Today s Presentation Individualized Education Plan (IEP) Transition Planning - Timelines - Assessments - Self Advocacy Skills Vocational Rehabilitation SSI work incentives and considerations for transition-age youth Disclosing disability Resources 2 1

2 Employment First NC Coalition Policy Statement Employment in the general workforce is the first and preferred outcome in the provision of any publicly funded services for all working age citizens with disabilities, regardless of level of disability. 3 What is Employment First? A vision to make employment the first priority and preferred outcome for all people with disabilities. An umbrella term where states and programs align to emphasize the importance of employment focusing on ability versus disability. Employment First does not mean that employment is the only outcome for all; rather, that employment is the expectation, not the exception. 4 2

3 Meet Alice Alice is a 15-year-old with autism and a mild intellectual disability. Up to high school, Alice was educated in an inclusive setting. In 8th grade, her IEP team identified her diploma track as Occupational Course of Study (OCS). She is currently in 9th grade and her team must develop a transition plan this year because she will be 16 in November. 5 Diploma Tracks in NC Future-Ready Core Course of Study Future-Ready Occupational Course of Study (OCS) - OCS courses aligned with Future Ready Core courses in English I, English II, Algebra I/Integrated Math I, and Biology - CTE courses in regular setting - Completion of 300 hours of school-based training, 240 hours of community-based training, and 360 hours of paid employment 6 3

4 Transition Services Transition services prepare a child to make the transition from secondary school to postsecondary school, from school to work, and from living dependently to living independently. The IEP must address instruction, community experiences, and development of employment and other postschool living objectives, unless services are not needed within these areas. 7 Transition Planning Timeline Child must be invited to IEP team meeting when purpose includes consideration of postsecondary goals and transition services; this occurs no later than age 14, which is when a Transition Statement must be included in the IEP The IEP in effect the year the child will turn 16 must include a Transition Plan Transfer of rights at age of majority (age 18 in NC) must be discussed by time child turns

5 IDEA Transition Requirements Appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills The transition services (including courses of study) needed to assist the child in reaching those goals. 34 CFR (b)(1). 9 Transition Assessments May be combination of formal and informal ageappropriate assessments, based on individual needs; assessment should be on-going. Broad categories for assessment include: - Academic - Self-determination - Vocational interest and exploration - Adaptive behavior/independent living Depending on needs, student may require assessment in other areas. 10 5

6 Before the IEP/Transition Plan Meeting Identify a vision for life after high school. List any concerns about student s progress or unmet needs; discuss these concerns with teacher/exceptional children s case manager before the meeting, if possible. Consider who else will be involved in helping student achieve transition goals and invite them to the meeting. Consider outside agencies, such as VR or a mental health provider. School may invite outside agencies with permission of guardian or student (age 18 or older). 11 Identify: Envisioning the Future Interests, talents and skills; Possible job(s) or career(s) they suggest; Preferred leisure activities at home and in the community; Preferred living arrangement; Education (now and post-high school), training, supports and resources needed to achieve vision; Barriers to achieving vision. 12 6

7 Alice s Transition Statement (from IEP developed at age 14) Alice would like to have a job and live in an apartment with a roommate. Her course of study will focus on academic skills, independent living, employment skills, and experiences to prepare her for a job after high school, but she also has some interest in further education including college (like her older sister) or community college. 13 Alice s Interests Playing with/caring for her two dogs Reading books and magazines about animals Cooking, especially breakfast foods like scrambled eggs and pancakes Walking her dogs or a neighbor s dog, which she sometimes does to earn money Listening to music on her ipod 14 7

8 Alice thinks she would like to work with animals. She enjoys walking and playing with her dogs and accompanying them to the vet s office and to the dog groomer. She would like to earn money during the summer walking dogs or caring for her neighbor s pets while they are on vacation. Her parents agree this is a realistic goal and have offered to help her advertise her services in the neighborhood. 15 Bring to the Meeting Positive comments to share with the team. Your list of concerns and any documents that support them or suggest ways to address them (e.g., progress reports, work samples, medical documents, letters from therapists). Your suggestions for resolving issues, based on your knowledge of your child, your discussions with others, or research from reliable sources. An open mind so that you can hear others ideas, even if they conflict with your own. 16 8

9 During the Meeting Ask for further evaluation and/or a followup meeting, if there is not enough information to make an informed decision about something. Ask for a 5-minute break if you need it. Try to focus discussion on planning for positive outcomes going forward (not on past wrongs). 17 Though no one can go back and make a brand new start, anyone can start from now and make a brand new ending. Carl Bard 18 9

10 Alice s Transition Goals After high school graduation, Alice will: live in an apartment with a roommate; work part-time in a job involving animal care; attend community college classes or a technical training course to learn vet tech or dog grooming skills. 19 Examples of Transition Activities Activities to support Alice s goals might include: OCS Prep courses to learn Self-Advocacy and independent living skills Training in the use of public transportation or enrollment in Driver s Education class Explore options for college or tech training with Guidance Counselor Volunteer work placement involving animals Partner with DECA Club member to develop marketing plan for her summer business 20 10

11 At Meeting s End Before you sign them, make sure that the meeting minutes and the Prior Written Notice (DEC 5) accurately reflect your input, the decisions made, and any objections or alternatives you offered. Obtain copies of all IEP meeting documents before you leave. Thank the other participants for their efforts on behalf of you or your child. 21 Vocational Rehabilitation Vocational Rehabilitation (VR) assists individuals with disabilities learning-related, physical, psychiatric, intellectual, or communicative who require assistance to prepare for, locate, or maintain employment compatible with their interests, skills, and potential

12 Vocational Rehabilitation: Services Examples of services provided at no cost regardless of family income: Evaluations/assessments Career Guidance and counseling Rehabilitation Engineering Supported Employment Job-seeking skills training Job development and placement On-the-job support services 23 Vocational Rehabilitation: Services Examples of services that may be offered at a cost determined by the family s financial needs: Training at a vocational school, community college, or four-year college or university Training at community rehabilitation programs Telecommunication devices/technological aids Personal assistance services 24 12

13 Vocational Rehabilitation: Eligibility You are eligible for VR services if: You have a disability Your disability is significant enough that it creates barriers to obtaining and being successful in a job Your employment barriers can be overcome through VR services 25 Vocational Rehabilitation: Accessing Services Referrals referrals may be made by a parent, teacher, counselor, social worker, or healthcare provider; OR an individual may refer himself or herself Do not need to wait for school to refer! Application VR counselor will assist in completing the application 26 13

14 Assessment Vocational Rehabilitation: Accessing Services Meet with counselor to determine your eligibility for services provide documentation of disability and any assessments you have VR counselor may schedule evaluations SSI/SSDI recipients are presumed eligible for VR. 27 Vocational Rehabilitation: Individualized Plan for Employment IPE: Written plan outlining vocational goal and services to be provided to reach goal. Based on program assessment conducted by VR Counselor Counselor and client jointly construct the program of services Outlines responsibilities of client and counselor in meeting goals Must be reviewed annually and amended if client s needs change 28 14

15 Vocational Rehabilitation: Client Assistance Program Having trouble accessing services? Determined ineligible and don t know why? Experiencing delays accessing services for which you have been determined eligible? Other complaints? Contact the Client Assistance Program (CAP) NCCAP@dhhs.nc.gov 29 SSI Considerations Work incentives allow people with disabilities receiving SSI or SSDI to look for work, get a job, and continue to receive benefits until they are able to support themselves. Work incentives coordinators are available to answer questions and help you make choices about working and benefits that are best for you

16 Work Incentives SSI Considerations Student Earned Income Exclusion (SEIE) For any student who is under age 22 and regularly attending school (could be student in vocational program; attendance requirements are detailed in regulations) Excludes from earnings in 2015 Up to $1780 in a month but not more than a total of $7180 in a calendar year Can be used for summer employment 31 SSI Considerations Title IV and BIA Educational Assistance not counted as income (includes Pell grants and work study) Education-Related Financial Aid may also be excluded from resource calculation Disability redetermination at age 18 uses definition of disability for adults 32 16

17 SSI Considerations Consult a Community Work Incentives Coordinator (CWIC) to discuss your individual situation 33 Alice Are there work incentives that could help Alice explore employment opportunities? Should she be concerned about educational assistance for which she may qualify? How can Alice find out more about how working and/or pursuing additional education will impact her benefits? 34 17

18 Disclosing Disability 35 Disclosing Disability Decision is up to you. Consider advantages/disadvantages: Advantages allows you to receive reasonable accommodations, provides legal protection against discrimination under the ADA, intangibles. Disadvantages disclosing personal and sensitive information can be very difficult

19 Disclosing Disability If you choose to disclose, be prepared: Who? Determine who will be able to facilitate accommodation requests What? General info regarding disability How disability impacts ability to perform key job tasks Why? Need accommodations: bring ideas! 37 Resources Exceptional Children s Assistance Center: Adulthood National Collaborative on Workforce and Disability: NC Division of Vocational Rehabilitation Services: National Secondary Transition Technical Assistance Center:

20 Contact Information Disability Rights North Carolina 3724 National Drive Suite 100 Raleigh, NC TTY fax

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