~~In September 2015, OOD and ODE/OEC launched the Ohio Transition Support Partnership (OTSP). This statewide collaboration between the two agencies expands transition services for students with disabilities, ages 14 to 21, who are receiving services under an Individualized Education Plan (IEP) and meet OOD eligibility criteria. Through the OTSP model, VR staff has an increased presence in each of the 91 career technical planning districts (CTPDs) and other local education agencies statewide. OTSP:
• Expands access for students with disabilities to engage in career exploration and skill development at a younger age, launching them on a path to career success and independence;
• Increases participation of VR counselors in IEP team meetings ensuring cross-agency planning and earlier career preparation; (Page 34) Title I
The Ohio Department of Education estimates there are more than 50,000 school-age youth (starting at age 14), with an IEP and who also have identified disabilities, potentially qualifying them for OOD VR services. In 2014, OOD served nearly 12,000 youth between the ages of 14 and 24, indicating a significant need to expand services to youth and students with disabilities throughout Ohio.
The OTSP model utilizes a person-centered, agency-neutral and outcome-focused approach to comprehensive career planning that is based on established evidence-based predictors of success. It is a progressive service delivery model designed to increase independence and career readiness. While a full range of VR services are available, service provision is based on individual specific data driven decisions and is designed to meet people where they are on their unique path to employment. (Page 35) Title I
OOD finalized its Vocational Rehabilitation (VR) Transition Services procedure (Procedure 80-VR-11-12) in September 2014 after months of development with multiple stakeholders, including the Ohio Departments of Education, Developmental Disabilities, and Mental Health and Addiction Services, and other entities. The purpose of the transition procedure is to provide direction for the application, eligibility determination and provision of transition services, including pre-employment transition services for VR-eligible students with disabilities. The procedure complies with 34 CFR 361.5, ensuring that the Individualized Plan for Employment (IPE) for students with disabilities is developed as early as is reasonably possible, but no later than the time at which the student leaves the school setting. Specifically, the transition procedure states that the Individualized Plan for Employment (IPE) must be completed prior to the eligible student exiting school. (Page 150) Title I
The transition procedure describes a service delivery process focused on progressive career development for eligible students with disabilities. It is designed to be person-centered to meet the needs of students who are ready for progressive career development and those youth who may need developmental activities, including students as young as 14, to prepare them for progressive career development. The flexibility of this service delivery model allows VR program staff to become involved with the student at an earlier age, thus becoming a more active participant in the transition planning process overall. To meet the progressive career development needs of students who are at various places in their development, OOD updated its VR Fee Schedule in April 2014 to expand services for transition youth, adding Summer Career Exploration and Summer Job Development. OOD has worked with the Ohio Department of Education, Office for Exceptional Children to develop a publication titled “A Guide to Transition Services: Helping Students with Disabilities Move from School to Work”. This publication is widely distributed to school personnel, as well as to students with disabilities and their families. This publication was updated in FFY 2014 (October 2013), and will continue to be used in training measures to promote collaboration between local education authorities and OOD field staff. (Page 150) Title I
In September 2015, OOD and ODE/OEC launched the Ohio Transition Support Partnership (OTSP). This statewide collaboration between the two agencies expands transition services for students with disabilities, ages 14 to 21, who are receiving services under an Individualized Education Program (IEP) and meet OOD eligibility criteria. Through the OTSP model, VR staff has an increased presence in each of the 91 career technical planning districts (CTPDs) and other local education agencies statewide. OTSP: • Expands access for students with disabilities to engage in career exploration and skill development at a younger age, launching them on a path to career success and independence; • Increases participation of VR counselors in IEP team meetings ensuring cross-agency planning and earlier career preparation; and • Improves strategies to ensure that students with disabilities secure employment prior to graduation and connect with long-term supports services when needed and available to ensure long term success.
The Ohio Department of Education estimates there are more than 50,000 school-age youth (starting at age 14), with an IEP and who also have identified disabilities, potentially qualifying them for OOD VR services. In 2014, OOD served nearly 12,000 youth between the ages of 14 and 24, indicating a significant need to expand services to youth and students with disabilities throughout Ohio. (Page 151) Title I
OOD staff at the state and local level provides consultation and technical assistance to school personnel, students, families and other agency partners through formal and informal trainings, joint problem solving and the exchange of information on policies and procedures. VR counselors serve as liaisons to local schools, attend IEP meetings regularly for prospective referrals and serve on state and local interagency groups. They also present at state and local conferences and training seminars and participate in local district career fairs and other interagency forums on VR eligibility and services. (Page 152) Title I
The Interagency Agreement outlines how transition planning is to occur at the local level for individual students with disabilities. Specifically, the agreement provides for consultation and technical assistance to educational agencies and VR personnel in planning for the transition of students with disabilities that facilitates the development and completion of individualized plans prior to the student exiting school. This includes the Individualized Plan for Employment (IPE), the 504 Plan, the Individualized Education Program (IEP), and any other plans that lead to post-secondary vocational outcomes. The agreement encourages educational agencies to develop linkages with VR offices as early as possible in the transition process. The agreement also specifies training efforts to promote the use of evidence-based practices and predictors to improve youth skills for competitive, integrated employment and community participation, driven by principles of informed choice, community-based services and measurable results. Additionally, Ohio Administrative Code now requires transition planning and services under an IEP to begin no later than age 14 and include a statement describing appropriate measurable post-secondary goals based on age-appropriate transition assessments related to employment in a competitive environment in which workers are integrated regardless of disability. (Page 152-153) Title 1
The Interagency Agreement between the Ohio Department of Education and the Opportunities for Ohioans with Disabilities outlines roles and responsibilities for education and vocational rehabilitation staff, including assurances that local education agencies are implementing Ohio’s Operating Standards for the Education of Children with Disabilities. This means that transition services are based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests, and includes: instruction, related services, community experiences, the development of employment in an integrated competitive environment and other post-school adult living objectives, and when assessment data supports, a need for acquisition of daily living skills and provision of a functional vocational evaluation. Additionally, as previously mentioned, transition services must be provided by staff who have obtained the Transition to Work Endorsement or who possess equivalent skills and knowledge. Roles and responsibilities for VR staff under the Interagency Agreement between the Ohio Department of Education and the Opportunities for Ohioans with Disabilities include providing a liaison counselor for each school district to formalize collaboration in planning and referral development and facilitating identification of students with disabilities who may benefit from VR services as early as possible during the transition planning process. This ensures that transition services and goals on a student’s IPE are aligned with the IEP, utilizing ready and existing documentation of the student’s disability as well as information needed to determine appropriate services whenever possible. Staff also finalizes the IPE prior to a student existing school. VR services should complement services funded by schools, but not replace those services. This means that neither the local education agency nor OOD may shift the financial burden for providing a service for which it would be responsible to the other entity. (Page 153) Title I
Alignment with In-Demand Occupations: OOD utilizes resources provided by ODJFS and OhioMeansJobs.com that provide information on the available jobs by employers in all 88 Ohio counties. OOD’s Business Engagement Team will utilize this information to establish partnerships with the identified employers for the purposes of sourcing qualified OOD eligible individuals for the available jobs. OOD’s Business Engagement Team will also use these partnership opportunities to offer the Windmills training to the employers to assist them in their movement to a culture of inclusion of people with disabilities. OOD will also identify Ohio’s in-demand occupations, as published on OhioMeansJobs.com and evidenced by employers, job opportunities to assist OOD’s VR counselors in writing Individualized Plans for Employment (IPE) that align with the in-demand occupations in their particular area and by industry cluster. (Page 161) Title I
OOD seeks to provide meaningful training for all personnel. Staff development begins on day one. Every new staff member is required to attend new staff training. After new staff training, OOD has designed position job specific training that aids in the development of skills that are needed for a designated position. For example, new counselor training provides job specific information including topics such as standardized intake process, eligibility, assessments, Individualized Plan for Employment (IPE) development, and case closure. New counselors report directly to training supervisors for their first six months on the job. This allows training to extend well beyond what is covered in the classroom. It also allows other training techniques to be included such as observation, on-the-job training, in depth case analysis and caseload specific topics. During the past year, new counselor training has become more comprehensive so new counselors are better prepared to meet the VR needs of consumers. Specific trainings have also been developed for supervisory staff, accountant examiners, Employment First staff, job development staff, and business sourcing analysts. These trainings provide the foundation to all future trainings (Page 171) Title I
OOD seeks to provide meaningful training for all personnel. Staff development begins on day one. Every new staff member is required to attend new staff training. After new staff training, OOD has designed position job specific training that aids in the development of skills that are needed for a designated position. For example, new counselor training provides job specific information including topics such as standardized intake process, eligibility, assessments, Individualized Plan for Employment (IPE) development, and case closure. New counselors report directly to training supervisors for their first six months on the job. This allows training to extend well beyond what is covered in the classroom. It also allows other training techniques to be included such as observation, on-the-job training, in depth case analysis and caseload specific topics. During the past year, new counselor training has become more comprehensive so new counselors are better prepared to meet the VR needs of consumers. Specific trainings have also been developed for supervisory staff, accountant examiners, Employment First staff, job development staff, and business sourcing analysts. These trainings provide the foundation to all future trainings. (Page 171) Title IV
OOD and the Ohio Department of Education (ODE) collaborate on a regular basis to provide guidance to educational agencies and vocational rehabilitation (VR) personnel responsible for facilitating transition services. These staff also offer consultation and technical assistance resources to assist schools and related community support entities in planning for transition of students with disabilities.
At the state level, both agencies have designated personnel to provide oversight and leadership for the development of policies, procedures, interagency training and other state-level partnership activities for transition services. On the local level, VR counselors are assigned as liaisons to schools and work with local school districts’ transition specialists.
OOD will provide targeted training to enhance personnel development. This will include targeted training on Employment First, supported employment, eligibility, transition procedures and clarification of roles and responsibilities of OOD and school personnel. (Page 173) Title I
Data for the Ohio Department of Education (ODE) suggests that more than 50,000 youth statewide, with an individualized education program (IEP), who also have identified disabilities, could meet OOD eligibility criteria for VR services. Fifteen counties, 12 of which are located in the North Central and Northwest Ohio, have service rates higher than 40 percent. Three counties have services rates below 10 percent. The remaining 70 counties have service rates between 10 and 40 percent. As OOD partners with ODE and local education agencies, this information is being used to prioritize outreach efforts based on geographic areas.
Two-Year Modification Update (February 2018): OOD will be updating Ohio’s Comprehensive Needs Assessment in FFY 2018. The report is expected to be complete in the summer of 2018. (Page 178) Title I
In FFY 2015, OOD expended all Title VI, Part B funds on direct supported employment case services. OOD intends to continue to expend supported employment grant funding in this manner. Individuals with an Individualized Plan for Employment (IPE) that includes an employment outcome of supported employment are targeted for the use of these funds. OOD utilizes an auto-budget feature in its case management system to ensure the proper expenditure of supported employment grant funds. (Page 185) Title I
OOD has partnered, in particular, with DODD and 26 county boards of developmental disabilities to provide high quality transition services to students and youth with developmental disabilities in the Bridges to Transition program. This program model has recently been enhanced to promote improved employment outcomes and cost effectiveness of the program. This service delivery model involves VR counselors working with county transition specialists to provide intensive transition services to students, ages 14 to 21, who are eligible for county board of DD and VR services. The model utilizes a team approach to increase collaboration and local connection with families, schools, providers and business, and facilitate the transition to long-term supports.
Two Year Modification Update: OOD has updated its Supported Employment policies and procedures to align with requirements under the Workforce Innovation and Opportunity Act (WIOA), including the provision of extended services for a period not to exceed 4 years. (Page 186) Title 1
OOD has several Interagency Agreements that are designed to implement service delivery models that will increase outcomes for specific populations served by the VR program. The Employment First Partnership Agreement with the Ohio Department of Developmental Disabilities and the Ohio Transition Support Program with the Ohio Department of Education are both examples of this. Details about these strategic initiatives are located in (d) and (f).
Two-Year Modification Update (February 2018): OOD has accomplished the following since implementation of this State Plan:
o Updated the Vocational Rehabilitation Fee Schedule as well as the Medical, Psychological and Dental Fee Schedules,
o Hired additional “in-house” job developers who provide direct service to individuals with disabilities,
o Continued the Employment First Partnership Agreement with the Ohio Department of Developmental Disabilities and expanded the Ohio Transition Support Program with the Ohio Department of Education, (Page 187) Title I
At present, the transition to extended supports begins at the point of job stabilization and at least 90 days prior to successful case closure, but for a period not to exceed four years. This ensures a smooth transition VR funded supports to ongoing and/or natural supports as outlined in the IPE. (Page 198) Title IV
All program administration activities are intended to support the following Perkins Act vision for the state of Ohio. From FY2016 through FY2020: • All state—approved secondary career—technical programs will be based on a state—approved career pathway and program of study (POS); o A POS is a pathway of secondary and postsecondary non—duplicative course sequences that culminates in a diploma, credential(s) and/or degree(s). o A POS must minimally span grades 9 to 14 and is encouraged to span grades 7 to 16. o A POS should emphasize Ohio’s in—demand occupations, identified in OhioMeansJobs.com. • State—approved secondary career—technical programs will meet State Quality Program Standards (QPS); o The Office of CTE created an instrument to guide and facilitate program improvement with a common set of standards. The Quality Program Standards instrument is designed to serve all secondary career—technical education programs. o Career Technical Planning Districts (CTPDs) will have access to the monitoring system to aid in evaluating a program to determine how to improve the quality of the CTE program. o Evaluation of adherence to QPS will be part of a periodic renewal of eligibility as a state—approved career—technical program and for state supplemental career—technical funding. o The state will provide technical assistance for and monitoring of QPS. • A secondary program that operates under a state—approved POS and meets secondary state QPS will also, by definition, meet Tech Prep criteria; • All secondary programs operating under a state—approved POS and meeting QPS, will continue being identified as Tech Prep programs; • Tech Prep programs will be characterized by open entry for all secondary students; • Effective academic/career counseling and comprehensive transition planning and provision of transition services beginning not later than the first IEP to be in effect when the child is 14 years of age. IEP and Section 504 development will be available in schools to ensure that students are in appropriate programs for their individual needs; • All educators, especially teachers, will be supported with access to products/services that will help them ensure student success; and • High expectations will continue to be in place for students to exit secondary Tech Prep programs as successful secondary “completers:” o A successful secondary completer is a student that demonstrates high—level academic and technical achievement. o A successful secondary completer is a student that is well prepared to move seamlessly to postsecondary Tech Prep programs. The purpose of programs of study is to ensure, through collaboration between secondary and postsecondary institutions, that CTE programs will: • Support 100 percent graduation from high school and successful transition to and through completion of postsecondary education, including matriculation without the need for remediation; • Provide rigorous coursework at the secondary and postsecondary levels that will prepare learners for the attainment of a diploma, industry credentials and college degrees without remediation. (Page 218) Title IV
Ohio’s career—technical education programs will serve all learners in a fair and equitable manner and ensure that students with disabilities have equal access to an education. Ohio does not differentiate between the degrees, diplomas, or credentials earned by learners with an identified disability and those earned by learners without an identified disability. Moreover, at the secondary level, there is no distinction made regarding technical assessments administered to students with disabilities. Through a system whereby performance measures, learner outcomes and provider accountability are the “same for all,” Ohio will make every effort to assure that students with disabilities are provided the necessary modifications, accommodations and support services under their Individual Education Programs (IEPs) needed for success in both academic and career—technical coursework. State products/services will consider how to best assist high—need districts, including Ohio’s urban districts. (Page 223) Title IV
• Maintain a teacher-preparation network of universities that provide programs that prepare new career-technical teachers and emphasize with that network the need to prepare pre-service and in-service CTE teachers, especially those coming directly from business and industry, to effectively serve members of special populations. • Support the provision of career information for special populations through OhioMeansJobs.com and the Student Success Plan and other personalized learning tools into which OhioMeansJobs.com and the Student Success Plan may be integrated. • Promote increased collaboration at the secondary level among all districts, schools and units within schools relative to the development, use and updating of Individualized Education Programs (IEP) for students with disabilities who are enrolled in career-technical education programs. Cross-agency and external stakeholder committees will address areas of needed improvement such as effective use of IEPs in career-technical education (CTE) classrooms and effective use of career assessment for identifying needed services, facilitating appropriate placement and enhancing transition from secondary to postsecondary programming. (Page 239) Title IV
Ohio’s career-technical education (CTE) programs will serve all learners in a fair and equitable way, including those who are members of special populations. Ohio does not differentiate between the degrees, diplomas, or credentials earned by learners with an identified disability and those earned by learners without an identified disability. Moreover, at the secondary level there is no distinction made regarding technical assessments or academic achievement tests administered to learners with disabilities unless at the secondary level such distinction is specifically mandated within a student’s Individualized Education Program (IEP). Through a system whereby performance measures, learner outcomes and provider accountability are the “same for all” (unless at the secondary level mandated by an IEP), Ohio will make every effort to assure that members of special populations are provided the necessary support and services needed for success in both academic and career-technical coursework.
The state will require all sub-recipients to describe, as part of their local plans, how special populations learners of all categories will have equitable access to and participate in approved career-technical programs at all levels and meet or exceed state adjusted levels of performance and prepare for further learning and high-skill, high-wage or high-demand occupations. Local recipients will be required to identify barriers to participation for members of special populations and how they will take appropriate steps to eliminate them. Services to be used by local recipients to enable special population learners to meet or exceed state adjusted levels of performance may include, but are not limited to: • Specialized support services as required by an IEP; • “Support for learner success” and implementing common reforms that identify the way students best learn in career-technical programs and provide appropriate interventions to help all students in career-technical programs achieve at a high level; • Career information and assessment; • Limited English proficiency support services; • Services designed to facilitate the effective transition from secondary to postsecondary programs; and • Educator professional development activities. (Pages 240- 241) Title IV
The number of students with disabilities served in career technical programs was approximately 602. Of this number, 587 were served in the Ohio Department of Youth Services career-technical education (CTE) programs, and approximately 15 were served in Ohio Department of Rehabilitation and Correction programs. The CTE services and activities carried out in institutions serving students with disabilities were nearly the same as those provided to non-disabled students. The difference for students with disabilities is that programs were provided with Specially Designed Instruction, Accommodations, Modifications and Related Services indicated in students’ Individual Education Program (IEP). (Pages 242) Title IV
All state-approved secondary career-technical programs will meet State Quality Program Standards (QPS); o Evaluation of adherence to QPS will be part of a periodic renewal of eligibility as a state-approved career-technical program and for state weighted career-technical funding. o The state will provide technical assistance for and monitoring of QPS. • A secondary program that operates under a state-approved POS and meets secondary state QPS will also, by definition, meet Tech Prep criteria; • Once all secondary programs operate under a state-approved POS and meet QPS, all programs can also be identified as Tech Prep programs; • Tech Prep programs will be characterized by open entry for all secondary students; • Effective academic/career counseling and effective Individual Education Plan (IEP) development will be available in schools to ensure that students are in appropriate programs for their individual needs; • All educators, especially teachers, will be supported with access to products/services that will help them ensure student success; • High expectations will be in place for students to exit secondary Tech Prep programs as successful secondary “completers;” o A successful secondary completer is a student that demonstrates high level academic and technical achievement. o A successful secondary completer is a student that is well prepared to move seamlessly to postsecondary Tech Prep programs. (Pages 258-259) Title IV
Ohio’s Tech Prep programs will serve all learners in a fair and equitable way, especially those who are members of special populations. Ohio does not differentiate between the degrees, diplomas, or credentials earned by learners with an identified disability and those earned by learners without an identified disability. Moreover, at the secondary level there is no distinction made regarding technical assessments or academic achievement tests administered to students with disabilities unless at the secondary level such distinction is specifically mandated within a student’s Individualized Education Program (IEP). Through a system whereby performance measures, learner outcomes and provider accountability are the “same for all” (unless at the secondary level mandated by an IEP), Ohio will make every effort to assure that members of special populations are provided the necessary support and services in Tech Prep programs to be prepared for postsecondary education (including apprenticeships) and for success in Ohio’s in-demand occupations careers. (Pages 262-263) Title IV
All state—approved secondary career—technical programs will meet State Quality Program Standards (QPS); o Evaluation of adherence to QPS will be part of a periodic renewal of eligibility as a state—approved career—technical program and for State weighted career—technical funding. o The state will provide technical assistance for and monitoring of QPS. • A secondary program that operates under a state—approved career pathways and POS and meets secondary state QPS will also, by definition, meet Tech Prep criteria; • Once all secondary programs operate under a state—approved career pathways and POS and meet QPS, all programs can also be identified as Tech Prep programs; • Tech Prep programs will be characterized by open entry for all secondary students; • Effective academic/career counseling and effective Individual Education Plan (IEP) development will be available in schools to ensure that students are in appropriate programs for their individual needs; • All educators, especially teachers, will be supported with access to products/services that will help them ensure student success; • High expectations will be in place for students to exit secondary Tech Prep programs as successful secondary “completers;” o A successful secondary completer is a student that demonstrates high level academic and technical achievement. o A successful secondary completer is a student that is well prepared to move seamlessly to postsecondary Tech Prep programs. (Page 265) Title IV