Transition Into Your Future: Partnering with Department of Rehabilitation

1. Transition Into Your Future: Partnering withDepartment of Rehabilitation

2. Presenter Cathleen Coombs, M.S., C.R.C Rehabilitation Counselor for Blind Department of Rehabilitation 464 West 4th Street, Suite 152 San Bernardino, CA 92401 909-383-4355 ccoombss@dor.ca.gov

4. What is Transition • It is the process of going from one stage of life to another • It starts when we are born • We go through many transitions in life • It is not something we just do in the last year of school

5. Terminology • Student with a Disability: • 16-21 years old • Still attending school • Special Education Services (IEP) OR receiving accommodations under a 504 plan • Youth with a Disability • 14 to 24 years old

6. Legislation • IDEA: Individuals with Disabilities Education Act • WIOA: Work Innovation and Opportunity Act • Rehabilitation Act • Lanterman Act

7. What’s New? • DOR must to provide a continuum of services for youth with disabilities (14-24) and students with disabilities (16-21) • Transition coordination between schools/DOR/RC mandated • 5 required Pre-Employment Transition Services (15% of DOR funding required) for students with disabilities

8. PETS NOT

9. RATHER • Job exploration counseling • Work-based learning experiences • Counseling on post secondary opportunities • Workplace readiness training • Self-advocacy training

10. Job Exploration Counseling • Interest and aptitude inventories • Career research http://www.mynextmove.org/ http://www.myfuture.com/ http://www.afb.org/careerconnect/connect.aspx?action=search http://www.ncwd-youth.info/ilp/how-to-guide/section-1/career-exploration

11. Work-Based Learn Experiences Source:http://www.mecked.org/career-pathways-program/career-pathways-partners/

12. Work-Based Learn Experiences

13. Work-Based Learn Experiences Source: Charlotte-Mecklenburg School District, North Carolina

14. Work-Based Learn Experiences Source: Porterville Unified School District

15. Work-Based Learn Experiences Source: Porterville Unified School District

16. Post Secondary Opportunities • College • Vocational Preparation Programs • Jobs students can do to complement their training while in school • Going straight to work

17. Workplace Readiness Training • Vocational classes while still in school • Weekend workshops • Summer immersion programs • Summer boot camps

18. Self-Advocacy Training • Teaching students how to be self-determined and how to take charge of their future • How to problem solve • Learning how to be responsible

19. Employment First The idea that everyone can work • Expectations for students with disabilities should be as high as students without disabilities • Students need to leave school with paid work experience • Students need to be prepared for a life time of self-sufficiency

20. Considerations Thinking about the age of your child or student: • What were you doing at that age? • What were your responsibilities? • What were the expectations? • What were your dreams? • What made you successful? We must expect the same for our kids as was expected of us!

21. Case Examples • Juanita: full time college student. Working full time in the field serving people with disabilities. Aspires to be an attorney. Lives on Starbucks like everyone else.

22. Case Examples • Sarah: Lives with her family which has always been over protective. Developed the self-advocacy skills to convince her family let her be independent. Meets with a support team monthly for vocational and personal skill planning

23. Case Examples • Zach: still in high school. Will start attending a program in school that teaches vocational skills. Active in Scottish community and plays bagpipes. Started his own business playing at weddings, funerals, and parties.

24. What is DOR? • State-Federal program authorized by the Rehabilitation Act • Serves people transition age and up with goal of obtaining and maintaining employment

25. Who Should Apply? Anyone that: • Wants to work • Has a disability • Believes that disability keeps him/her from working • Believes vocational rehabilitation Services will enable him/her to obtain/retain employment

26. How does DOR get involved? • Students and VI specialists can make connections with DOR • DOR can be invited to an IEP • Student and DOR can begin to work together

27. When to get DOR involved • Age 14 • Invite representative to IEP • Team will decide when to start services • DOR will serve as valuable member of team advising student through transition period

28. What will DOR do? • Attend IEP meetings as active member of educational team • Assess student needs • Offer appropriate services specific to student needs • Work directly with student and team to develop steps needed to prepare for training after graduation

29. Blind Field Services • Division dedicated to participants with vision impairments • Participants served by specialty counselors that are knowledgeable about blindness and the needs of those with vision loss

30. Ideal Service Flow/Time Frame • Apply for DOR services before age 16 • Invite DOR to all IEP meetings • Student choose a summer program to attend after Jr. year (STEP/STREET week) • IEP early Sr. year • Student attend STEP weekend workshops

31. Ideal Service Flow/Time Frame • Before second semester Sr. year, student decide plans post graduation • Communication with DOR about post graduation plans (college, blindness adjustment training, work) • Participation in technology evaluation to determine tech needs post grad • Final IEP before graduation

32. Preparing for College • Understand your options: Comm College, private/public university • How will it be funded? • What supports will DOR provide for college? • What are comparable benefits? • Campus services: DSPS/SSD/EOP • Self Advocacy

33. Preparing for Work • Learn about your career options www.cacareerzone.org https://bigfuture.collegeboard.org/majors-careers https://bigfuture.collegeboard.org/majors-careers Vocational Training Options: Statler Center, LWC, Cust Service JBA

34. Referral to Service Providers • Student advised of different services and options • Discussion of student needs (self assessment//input from IEP team) • Student perform research on options • Development of Ind. Plan for Empl. based on student/team input that details needed services/timelines

35. Types of Services • Summer Transition Programs • Work Experience/Internships • College Immersion Programs • Weekend Transition Workshops • Independent Living Skills • Recreation/Summer Camp • Mentoring

36. Service Providers • Junior Blind (No and So CA) • Braille Institute (4 locations) • REACH • San Francisco Lighthouse for the Blind • Camp Bloomfield • Enchanted Hills Camp • Local providers by geographic area

37. What Can the Ed Team Do? • Coordinate with the DOR RC to prepare for upcoming students • Work with DOR and local service providers to organize outreach and information events • Invite DOR and appropriate service providers to IEP meetings • Facilitate completion of DOR application

38. What Can Parents do? • Hold the same high expectations for your child with vision loss as you do for your other non-disabled children • Provide opportunities to be responsible and independent • Let your child take risk…even if it’s scary! • Have conversations about the future

39. What Can the Student Do? • Take your education seriously • Use all of the aids and services available to maximize your success • Do everything you can independently and responsibly • Get work experience….ANY work experience • Do volunteer work

40. What Can the Student Do? • Take your education seriously • Use all of the aids and services available to maximize your success • Do everything you can independently and responsibly • Get work experience….ANY work experience • Do volunteer work

41. Best Outcome with DOR • Keep an electronic and hard copy file of communications that you have with DOR.  • Read your Plan for Employment prior to agreeing and signing. • Know your plan! • Be proactive with your needs/requests to your DOR Counselor

42. Best Outcome with DOR • Provide regular updates to your counselor: e-mail updates and phone calls.  • Respond right away to requests from your counselor • Make appt with counselor to discuss changes in your plan • Thank your DOR Counselor for supporting your Transition and Employment needs.

43. Thank You!