school/vr partnerships: lessons learned from project access oavsnp february 2011 jeri dickinson...
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School/VR Partnerships: Lessons Learned from Project ACCESS
OAVSNPFebruary 2011
Jeri Dickinson & Mimi McGrath KatoUniversity 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 (email, 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
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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!
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