~~Service coordination activities may also include resource information about vocational rehabilitation, presentations, handouts, and staff development. The counselor works in a collaborative team process along with the local education agency to develop the transition services section of the Individualized Education Program (IEP) and the Individualized Plan for Employment (IPE) for transitioning students. Both the IEP and IPE will include, if appropriate, a statement of interagency responsibilities or any needed linkages by which the responsibilities of other entities are satisfied. (Pages 151-152) Title I
VR counselors attend transition related meetings as early at age 14 and act as a consultant in the student’s IEP. Early contact and intervention not only saves the VR counselor considerable time and effort, it allows the student and parents the opportunity to plan a realistic vocational path that will lead them to the vocational goal of their choice. VR counselors shall attend student IEP meetings starting at age 14.
The school system will continue to have the primary responsibility for accommodations and student’s educational needs. Once the student graduates OVR will become the primary agent. It is mandatory that the IPE be developed with the student 90 days after eligibility or prior to graduation, whichever comes first.
An IPE is developed for each student determined eligible and that meets the current order of selection for vocational rehabilitation services. The IPE should address the student’s pre-employment transition services needs in the areas of job exploration counseling, work based learning experiences, counseling regarding post-secondary training opportunities, workplace readiness training to assist in the development of social and independent living skills, and instruction in self-advocacy. (Pages 152-153) Title I
Provisions under the cooperative agreement include: 1. Process for making student referrals to the OVR; 2. Determination of eligibility for OVR services; 3. Joint sharing and use of evaluations and assessments; 4. Planning and development of individualized programs (IEP and IPE) as a collaborative team process; 5. Role of educational personnel in transition planning; 6. Role of the OVR counselor in outreach to, identification of, and transition planning for eligible students with disabilities; 7. Use of memoranda of agreement (MOA) at the local level to facilitate and coordinate transition services for secondary students with disabilities; 8. State coordination with agencies in the provision of transition services inclusive of pre — employment transition services; 9. A comprehensive system of personnel development for qualified personnel responsible for transition services; 10. Determination of lead agencies; 11. Financial responsibilities; 12. Status of services for an individual student/consumer during a dispute; 13. Agency dispute resolution; 14. Due process for the individual student/consumer. 15. Memoranda of Agreements at the Local Level. (Page 153) Title I
The CWTP is designed to provide pre-employment transition services to all students with disabilities and provide transition services to assist VR eligible students with the most significant disabilities in transitioning from high school to competitive integrated employment. Student employment coordinators, funded by the local education agency, refer students to OVR in order to provide pre—employment transition services during their final three years of school.
During this time, should the student need individualized transition services, counselors work with the employment coordinators to ensure that community vocational services provided lead to the completion of an individualized vocational evaluation and the development of individualized programs (IEP and IPE) to ensure successful transitioning from high school to post school activities, including employment. Upon completion of the IPE, further community—based vocational services are provided to the student in the form of training for the planned vocational goal. The desired outcome for participants in the CWTP Transition Services is a post—school outcome or paid employment.
Outreach to students also occurs through OVR’s contractual agreements with the Kentucky Career and Technical Educational College System and the nine Special Education Cooperatives for pre-employment transition services. (Page 154) Title I
An IPE is developed for each student determined eligible and that meets the current order of selection for vocational rehabilitation services. The IPE should address the student’s pre-employment transition services needs in the areas of job exploration counseling, work based learning experiences, counseling regarding post-secondary training opportunities, workplace readiness training to assist in the development of social and independent living skills, and instruction in self-advocacy. (Page 153) Title I
A variety of partnerships are needed in order to market the benefits of a variety of earn and learn opportunities, including registered apprenticeships to Kentucky business for individuals with disabilities including youth and students with disabilities. OFB will work with its existing partnerships among workforce, economic development, education and business entities in fostering work based learning opportunities. (Page 158) Title I
The CWTP is designed to provide pre-employment transition services to all students with disabilities and provide transition services to assist VR eligible students with the most significant disabilities in transitioning from high school to competitive integrated employment. There will be a Supported Employment Consulting fee available with the Community Work Transition program for seamless transition into competitive integrated employment. There are specific programs i n place with specialized services for the blind and visually impaired. The PATH Program focuses on job exploration, workplace readiness training, and self-advocacy and is an intensive three week program based on the work of Dr. Karen Wolffe that introduces employability skills to students with disabilities. The curriculum is specific to individuals that are blind or visually impaired. The Summer Work Experience Program is in collaboration with Community Rehabilitation Providers. CRPs are paid to find work experiences in competitive integrated settings for transition aged individuals. The goals of the work experience are to provide community based career exploration and the opportunity to practice work readiness skills. It is also hoped that by participating in the work experience program, employers will be open to providing more opportunities for individuals who are blind or visually impaired in their communities. The Summer Work Program is in collaboration with the Kentucky School for the Blind, Kentucky Kingdom, the American Printing House for the Blind, and the Louisville Zoo. The World of Work Program is another program in which the OFB and KSB provide work based learning experiences to students. The program provides competitive integrated work experiences to students that attend the Kentucky School for the Blind. The INSIGHT Post-Secondary Preparation Program is held each summer at Morehead State University. Students are able to participate in college classes, live in the dorm, and participate in social activities both on and off campus during this eight day program. They receive counseling on post-secondary opportunities and are taught the self-advocacy skills necessary to succeed in a post-secondary environment along with workplace readiness skills. (Page 159) Title I
Rehabilitation counselors work collaboratively with the special education cooperatives, high school education teachers, local directors of special education, and job coaches for students transitioning from high school into employment. OVR Vocational Rehabilitation Counselors attend IEP and ARC meetings working with the team in establishing a vocational goal. This assures the development of the students IPE in conjunction with the vocational rehabilitation IEP. OVR provides support to teaching instructors, school staff and job coaches regarding rehabilitation issues and other areas of expertise such as Assistive Technology to ensure successful placements. Often rural schools do not have the needed resources; therefore OVR staff offer their expertise based on the individual needs of the student working closely with all staff involved with IDEA. (Page 181) Title I
gain this year, VI teachers indicated that their expectations in working with a counselor are mainly to provide resources for the student/family, and to include the counselor as part of the student’s IEP team. However, overall the survey indicated that the VI teachers expect greater involvement in the provision of guidance and counseling, training, the employment proves and career counseling. These beliefs may indicate a need to not only affirm our own commitment to early involvement in planning, but to find new ways to stay involved and easily accessible. VI teachers gave positive ratings to OFB”s counseling staff in areas such as knowledge, rapport building ability, and ability to connect to needed vocational services such as training, job search and placement, including post-secondary education as well the development of strong appropriate vocational goals. (Page 192) Title IV
WIOA allows KY OVR to address these particular issues by allocating funds for pre-employment transition services. WIOA mandates 15% of all federal funds be set aside to provide pre-employment
Page 196transition services. Indications of post-school success are broken into categories in ‘Predictors of Post-School Success in Taxonomy 2.0. (Test, et al., 2009) clearly noting areas where Vocational Rehabilitation may play vital roles. The predictors are (possible VR role in parentheses): Student Development (assessment, employment skills attainment, supports), Student-focused planning (IEP development ant IPE participation), and Family engagement (family involvement, family empowerment, and family preparation), Program Structures (strategic planning, high expectation, and high involvement), Interagency Collaboration (collaborative framework, and collaborative service delivery). (Pages 195-196) Title IV
All training programs at the Carl D. Perkins Vocational Training Center (CDPVTC) have associated work based learning experiences in the local community. The agency is always pursuing other collaborative activities to provide Pre-ETS, and we have made at least 9 proposals to Community Rehabilitation Programs (CRPs). These proposals are in the process of being implemented. The contract was completed and renewed for a partnership with the Kentucky Partnership for Families and Children to sponsor students to attend the KPFC Youth Parent Conference. The PepNet2 project grant has ended related to partnerships with the school system and KDE to improve transition outcomes for students who are deaf and hard of hearing. This population, however, will be the focus of a Co-Op contact as a targeted population. (Pages 219-220) Title IV
Goal 6: To engage youth, parents, high schools, and other transition specialists in exploring and planning career choices that connect to a full range of post—secondary options for training, career development, and competitive integrated employment.
Objective 6.1: To improve the number, quality, and rate of employment outcomes for youth and students participating in Transition services.
VR Counseling Staff, school counseling and teaching staff, and VI teachers statewide will collaborate to achieve earlier involvement of OFB counselors in IEP development of vocational goals. OFB transition policies and practices used to guide the implementation and continuous improvement of services leading to employment will be based on the gathering and tracking data through the case management system. (Page 230) Title IV
Objective 6.3: Enhance student awareness of enrollment in transition programs
Promote summer transition programs through innovative marketing strategies in order to increase referrals. Implementation of marketing strategies to VI teachers, students and their families.
Report of Progress:
Path a summer transition program for students ages 14-21 who are blind and visually impaired was held at the Charles W. McDowell Center in Louisville during July. There were 16 students in attendance. Students participated in classes teaching blindness skills such as orientation and mobility, assistive technology and braille. Additionally, the curriculum had a focus on pre-employability skills such as local labor market information, career pathways, financial literacy and interest inventories. Students went off site for employment site tours and participated in recreational activities that provided for many their first exposure to those kinds of events. (Pages 230-231) Title IV