2016 Pre-Employment Transition Services Survey YTP Summer Academy

School:

Date:

Please complete this survey as thoroughly as you can. If you have questions about this survey please contact your TA and they can assist you in completing this document. This information will be used as the foundation to develop enhanced transition services that will prepare youth with disabilities for the working world. 1. List school activities in the area of job

exploration counseling. • These activities can take place in a

class room, at a resource center like a career center or through school based technology (CIS, Naviance, or other online resources).

2. List school activities in the area of work-based learning experiences. • These experiences may include in-

school or after school opportunities, or experience outside the traditional school setting (including internships), that is provided in an integrated environment to the maximum extent possible.

3. List school activities in the area of counseling on opportunities for enrollment in comprehensive transition, apprenticeships, Community College Pathways Programs, on the job training opportunities,or postsecondary educational programs at institutions of higher education.

4. List school activities in the area of workplace readiness training to develop social skills and independent living.

5. List of classes where self advocacy skills are taught and practiced in your school.

2016 Pre-Employment Transition Services Survey Are there plans for future transition related programs, services or classes in the school district that are not yet available? (These may be firm plans or aspirational plans for the future). How can your Vocational Rehabilitation Counselor support your school in developing stronger transition services? (E.g.: Regular visits, Co-Teach classes) Please list the roles of the individuals that were interviewed for this survey. Sped-Teacher Gen-Edu. Teacher Para-Professional

Counselor Case Manager Building Administrator

Superintendent Sped. Director TOSA

Other:________________________________________________________________ Other:________________________________________________________________ Other:________________________________________________________________ Other:________________________________________________________________

2016 YTP Regional Training TABLE TALK 2 on IPEs

Directions: • Recorder (closest birthday) writes down ideas for the group. • Reporter (most letters in last name) shares out 3 ideas. Who is a part of the IPE Plan Development?

What do you use and where do you get the information? For example:

• To identify substantial VR services? • To identify vocational goals? • Other?

What are the challenges do you face in creating the IPE? For example:

• Coordinating the IEP and IPE? • Other?

In your role, what is the most valuable information you want or can use to develop individualized plans? For example:

• Gathering labor market information

• Vocational Goal Development • Age Appropriate Transition

Assessment • Other?

2016 YTP Regional TABLE TALK 1 on YTP/VR Partnership

Directions: • Recorder (closest birthday) writes down ideas for the group. • Reporter (most letters in last name) shares out 3 ideas.

Who are members of the local YTP Team?

What documents (or if there are any in your training packet) make sense to use?

What do you use in your Region?

What are the challenges do you face? For example:

• Having time to meet? • Gathering documentation? • VR Eligibility? • Other?

Do you use any data to support this partnership?

• What? • How do you use it? • Do you collect anything on Pre-

ETS? • Other?

Lynne T. Carter, CRC 6/2014

YTP Intake Checklist

1. _________ School documentation (IEP, academic performance, person centered plan

if available)

2. ________ ANY work experience information, dates, employers, job titles, tasks completed, performance evals/feedback…

3. _________ Medical documentation (Psych evals, testing) 4. _________ Complete “Student Narrative” (homework for student to do and bring back

for intake)

5. _________ Provide info on student’s parents, is there a Legal Guardian (not just the Payee - will need legal certification document) Who are his/her supports?

6. _________ Complete "4 Squares" form about where a student is now and what changes

they want to make/goals 7. _________ The “Student Transition Questionnaire” form. (attached) 8. _________ Copies of any research from OLMIS, CIS, and other websites about the job

choice. 9. _________ The VR Personal Information packet completed (13 pages). 10. _________ Complete the “Intake Question” form, front and back. (Have student really

focus on the questions 8,9 & 10…take home and think on them, with parents?)

11. _________ Prepare the 3 VR forms for signature:

______ VR Application, with 4 initialed areas and signature ______ HIPPA Form, and ______ Authorization for Payments and Procedures Form

(**Please DON’T DATE anything yet, until official I ntake with VRC.) 12. _________ Two ID’s = Social Security Card and Oregon picture ID card 13. _________ ROI’s (3 plus)–

______ Requests for Information for Parents, ______ School District/YTP Specialist, and

______ Medical Providers/MH Counselors (**To be signed by students; dates don’t matter.)

HOW TO WORK WITH VR

“Welcome to VR!” As your VR Counselor, it is my goal to help you identify your desire, ability,

reason and need to work; this process can be a big change from where you are now.

Sometimes the process can go very quickly; other times it takes a while to figure out if this is

the right time for a change.

My primary role as your counselor is to explore these issues with you while considering your

disability-related barriers and how they may prevent you for getting or keeping jobs. Our

relationship is a partnership. In partnership, I will support your desire to make changes that

will lead to a successful employment outcome.

Your active participation in the VR program is what drives your progress. I will help you

understand where you are in the program and what activities are necessary to move your

progress forward. Please don’t hesitate to ask questions or discuss your concerns as we move

through the VR program together.

Counselor Role:

• To work with you to establish a relationship that fosters positive communication, trust,

respect and understanding.

• To help you explore your desire, ability, reason & need to work.

• To help you identify & address your barriers to employment caused by your disability.

• To provide vocational counseling to support a successful employment outcome.

• To assess your skills, interests, aptitudes, concerns and capacities to work.

• To refer you to community resources and programs that can help you.

• To help you develop a written Individualized Plan for Employment (IPE) that will lead

you toward an employment goal.

Client Role:

• To communicate openly and honestly with my counselor about my disabilities and

problems I’ve had with getting or keeping jobs.

• To enable my VR counselor to have access to information and records that will help her

evaluate and assess my disabilities and capacities.

• To learn as much as I can about the VR program.

• To learn about my disability related barriers to employment and ways to minimize them

in the workplace.

• To actively participate in VR activities to determine a vocational goal and explore the

labor market.

• To attend all scheduled meetings and follow through with things I agree to do.

• To follow the recommendations made by my doctors or treatment providers.

I:\OVRS\Intake Forms\ Authorization for payments policies and procedures rev – 10-30-13 map.docx

AUTHORIZATIONFORPAYMENTS:VRPOLICIESANDPROCEDURES

Thank you for applying for Vocational Rehabilitation services. Our experience has been that

more confusion arises over money matters than any other part of the rehabilitation program.

Below are the VR policies and procedures that have been established for purchases. Please

read them carefully and feel free to ask any questions. Your understanding of these policies is

very important. Our Five Rules of Finance:

� ANY MONEY SPENT ON YOUR CASE MUST BE PRE-APPROVED BY YOUR COUNSELOR.

This means you must discuss any expenses with your counselor before a purchase takes

place. The purchase must be agreed upon by both you and your counselor and will be

put in writing in your file. You will be provided a payment voucher (Authorization for

Purchase), which must be used to affect any purchase. Reimbursements, even with

receipts, are not authorized. Contact your counselor for any approved purchases.

� ALL PAYMENTS MADE MUST RELATE TO THE VOCATIONAL REHABILITATION PROGRAM

ITSELF (meaning EMPLOYMENT). Living expenses or regular car maintenance for

example, are costs you would have regardless of your involvement with the

rehabilitation program; therefore are not the responsibility of VR.

� YOU ARE EXPECTED TO USE ANY LOCAL RESOURCES AVAILABLE TO YOU BEFORE USING

VR MONEY. In a school program for example, you are required to apply for financial aid

and use any resulting award money for tuition and other school costs. If you have

insurance benefits, etc. you will also be expected to use those funds.

� PURCHASES WILL BE LIMITED TO THE MINIMUM REQUIRED TO DO THE JOB. We will

not pay for example, tinted lenses on eyeglasses, unless that feature is required by your

physician for your eye condition and must be stated on the prescription.

� THESE ARE SOME OF THE THINGS THAT WILL NOT BE PAID FOR UNDER ANY

CIRCUMSTANCES. Living Expenses, Fines, debts, credit card payments, legal expenses,

etc. These are your responsibility whether you are employed or not.

It is necessary for you to talk with your counselor before assuming that a service or item will

be paid for by Vocational Rehabilitation Services.

I HAVE READ AND UNDERSTAND THE ABOVE POLICIES AND PROCEDURES.

______________________________________________________/____________ Applicant Signature Date

WIOA PETS Defined Draft

1. Job Exploration Counseling: Defined as counseling activities that help individuals:

• Determine transferable skills, aptitudes, and interests • Identify viable employment and/or independent living services options • Explore labor market and wage information • Identify physical demands and other job characteristics • Narrow vocational options to identify a suitable employment goal • Select programs or training leading to an employment or independent living

goal • Investigate training requirements • Identify resources needed to achieve rehabilitation • Develop an individualized rehabilitation plan to achieve the identified

employment and/or independent living goals

2. Work-based learning experiences: Defined as opportunities in integrated work settings that may include:

• In-school or after-school work experiences; • Experiences outside the traditional school setting, including internships; • Classroom activities tied to the work experience (e.g. job clubs, instruction

where careers are explored, etc.); • Activities defined by training agreements; • Structured training tied to all aspects of a particular industry; • Learning competencies connect to a particular occupation or career.

3. Counseling on opportunities for enrollment in comprehensive transition or postsecondary educational programs at institutions of higher education: Defined as counseling activities that help individuals:

• Choose a “comprehensive transition program” detailed by the Higher Education Act: http://www.thinkcollege.net/topics/becoming-a-comprehensive-transition-program and http://www2.ed.gov/programs/tpsid/index.html

• Understand how postsecondary education is different than secondary education in terms of reasonable accommodation (i.e. no Special Education), how Disability Resource Centers work, how to survive doing college level work etc.

• Utilize resources that facilitate access to postsecondary education such as http://www.incighteducation.org/ ; http://www2.ed.gov/about/offices/list/ocr/transitionguide.html ; http://www.ncwd-youth.info/blog/?p=702 ; http://www.nsttac.org/content/nsttac-internet-resources#postsecondary_resources

4. Workplace readiness training to develop social skills and independent living: Defined as training opportunities that may include:

• “Soft Skills” training that builds social skills necessary to sustain employment. Sometimes these skills are developed in venues like Job Clubs, classroom activities, NCRC classes, etc.

• Self-Advocacy instruction in the classroom or in other venues. • Courses that develop skills in managing money, navigating in the community,

utilization of public transportation, leisure and recreation programs, or other instruction that helps individuals build the “underpinning” skills of life that support the ability to work.

• Training that helps individuals find, get, and keep jobs. • Training that helps individuals learn “those skills or tasks that contribute to

the successful independent functioning of an individual in adulthood” (Cronin, 1996). We often categorize these skills into the major areas related to our daily lives, such as housing, personal care, transportation, and social and recreational opportunities. Each student’s needs in the area of independent living are unique and should be determined through informal and formal age appropriate transitional assessments.

5. Instruction in self-advocacy, which may include peer mentoring: Defined as instruction which:

• Builds skills to demonstrate, ‘[...]one form of advocacy, occurring any time people speak or act on their own behalf to improve their quality of life, effect personal change, or correct inequalities’” (Concunan-Lahr and Brotherson as cited in Brown, 1999).

• Increases the ability to articulate one’s needs and make informed decisions about the supports necessary to meet those needs (Strodden, as cited in Test et al, 2005).

• Provides students with the skills and abilities to: make choices; make decisions; problem solve; set and attain goals; self-advocate; and independently perform tasks.

• Usually takes place between a person who has lived through a specific experience (peer mentor) and a person who is new to that experience (the peer mentee). An example would be an experienced student being a peer mentor to a new student, the peer mentee, in a particular subject, or in a new school. Peer mentors are also used for health and lifestyle changes. For example, clients, or patients, with support from peers, may have one-on-one sessions that meet regularly to help them recover or rehabilitate. Peer mentoring provides individuals who have suffered from a specific life experience the chance to learn from those who have recovered, or rehabilitated, following such an experience. Peer mentors provide education, recreation and support opportunities to individuals. The peer mentor may challenge the mentee with new ideas, and encourage the mentee to move beyond the things that are most comfortable. Most peer mentors are picked for their sensibility, confidence, social skills, and reliability.

What VR does… Every state has a federally funded (w/ taxpayer dollars) agency that administers vocational rehabilitation (VR) services. Some states have separate vocational rehabilitation programs for individuals who are blind or visually impaired as Oregon does. State VR programs provide services that enable individuals with disabilities to pursue meaningful, integrated, competitive employment that corresponds with their preferences, abilities, interests and needs.

VR counselors (VRC) are assigned based on specialties, availability and client needs. A VRC will first determine the individual’s eligibility for VR employment services. Once it is determined that the individual is eligible to receive VR services, the individual and their assigned VRC will work on developing an Individual Plan for Employment (IPE) that identifies the individual’s needed VR services related to their vocational goal. Family members are encouraged to participate in this process - although individuals who have reached legal age of adulthood must give their written permission for parents/family to be involved.

VR services can include an work assessment to determine the extent the individual's disability; vocational evaluation, counseling and guidance; referral to services from other agencies, including social security benefits planning; short term vocational and other types of post-secondary/certification education and training (including self-determination and self-advocacy training); interpreter and reader services; rehabilitation technology services and other job accommodations; placement in competitive & integrated employment; employer education on disability issues -- such as the ADA and job accommodations; post-employment services for job retention; services to family members, and other goods or services necessary to achieve rehabilitation objectives identified in the IPE.

VR is a community partner with local developmental disability (I/DD) services within your county. If the I/DD cleint qualifies, through the local county’s DD services, VR connects with local brokerages and designated community-based provider agencies, depending on the county’s eligibility processes and what client’s needs are. These agencies can provide extended and ongoing supports for the individual client beyond what VR can do. VR is a temporary employment only related agency. County supports are ongoing and relate to client’s daily living.