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.
Today’s Presentation
• Employment First
• 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
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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.
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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.
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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.
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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
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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.
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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 17
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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 §300.320(b)(1).
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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.
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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).
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Envisioning the Future
Identify:
• 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.
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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.
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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
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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.
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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.
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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).
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“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
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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.
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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
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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.
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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.
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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
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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
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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
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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
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Vocational Rehabilitation:
Accessing Services
• Assessment
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.
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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
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client’s needs change
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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)
1-800-215-7227
[email protected]
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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.
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SSI Considerations
Work Incentives
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
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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
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SSI Considerations
Consult a Community Work Incentives
Coordinator (CWIC) to discuss your
individual situation
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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?
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Disclosing Disability
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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.
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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!
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Resources
• Exceptional Children’s Assistance Center:
http://ecac-parentcenter.org/Transition-toAdulthood
• National Collaborative on Workforce and
Disability: http://www.ncwd-youth.info
• NC Division of Vocational Rehabilitation
Services: http://www.ncdhhs.gov/dvrs
• National Secondary Transition Technical
Assistance Center: http://www.nsttac.org/
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Contact Information
Disability Rights North Carolina
3724 National Drive
Suite 100
Raleigh, NC 27612
919.856.2195
877.235.4210
888.268.5535 TTY
919.856.2244 fax
www.disabilityrightsnc.org
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