Do you have questions about school transition services after high school?
Want to learn more about the Portland Public Schools Community Transition Program?
Do you have questions about services for adults with developmental disabilities?
Want to learn more about brokerage services?
Join PPS and the five Portland metro brokerages in 2013 for an evening informational tea! We’ll do a short presentation on the transition program as well as brokerage services. The evening teas will include light refreshments and tea – and an opportunity for you to meet with PPS and brokerage staff. Get your questions answered and learn more about programs available to young adults in transition.
The fourth tea is April 17th. The event will be held at UCP Connections.Please RSVP by calling 503.916.5817. See you there!
May 23rd, 2013 – Hosted at Community Pathways
All teas start at 6pm and end at 7:30pm
See flyer for details. Click here: PPSBrokerageInformationalTeas2013
The Department of Human Services released the following transmittal this morning. It relates to House Bill 2283 and the responsibilities of school districts, brokerages, and Vocational Rehabilitation with regard to service provision for adults in transition.
The content of this message was jointly composed by representatives of the Oregon Department of Education, Oregon Council on Developmental Disabilities and the Oregon Department of Human Service’s Office of Vocational Rehabilitation Services and Office of Developmental Disability Services. This same message will be distributed by the ODE, OCDD, and OVRS to their respective stakeholders.
The passage of House Bill (HB) 2283 is causing some confusion regarding the implementation of services for youth with disabilities ages 18 through 21. The two main areas of concern are the provision of “other” services by non-educational agencies and the interagency agreement.
The intent of HB 2283 was to ensure all students have access to instructional hours, hours of transition services and hours of other services that are designed to:
1) Meet the unique needs of the student; and,
2) When added together, provide a total number of hours of instruction and services to the student that equals at least the total number of instructional hours that is required to be provided to students who are attending a public high school (990 hrs/yr.)
HB 2283 encourages collaboration among all agencies providing services to the student. However, education, human services, Community Developmental Disability Programs, support service brokerage and employment programs cannot supplant services that are the responsibility of another agency. A copy of this bill can be viewed here.
The purpose of this transmittal is to inform the field that the Oregon Department of Education (ODE), Office of Vocational Rehabilitation (VR), the Office of Developmental Disability Services (DD), and the Oregon Council on Developmental Disabilities (OCDD) have joined forces to clarify implementation of this new law, so that all partners can continue to focus on the outcomes for this group of students. Until the final education rules are in place and agreements are announced, this transmittal is providing you guidance in your work relationships with other agencies.
General Information about Education Expectations
• Students on IEPs are entitled to a free and appropriate public education (FAPE) through their 21st year, or until they earn an Oregon high school diploma.
• A school district or public charter school cannot unilaterally decrease the total number of hours of instruction and services provided to students. As required by the Individuals with Disabilities Education Act (IDEA), the IEP team determines services that are needed to meet the unique needs of the student. If the IEP team determines that fewer than 990 hours should be provided, a written statement that explains the reasons for the reduction must be included on the IEP.
• Transition is not a “program” but a coordinated set of activities designed to facilitate successful movement from school to post school activities. It takes the coordinated efforts of many partners for a student’s transition to be successful.
• Educational transition activities include instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, if appropriate, acquisition of daily living skills and functional vocational evaluation. School districts are not responsible for the development of employment. Schools are responsible for helping develop the skills needed to reach the employment objectives. They are not responsible for identifying an actual paid job and providing the support in the job. In 1997, the intent of IDEA was to make certain that in addressing transition, IEPs were not just based on traditional academic goals/objectives, but would be addressing the post school vision of each student. Thus, in 2004 regulation for post–secondary goals was established.
• The IEP must include measurable post-secondary goals in the areas of education, training, and employment and where appropriate, independent living skills. School districts are required to get the student ready to meet these post-secondary goals. Annual transition goals, transition services, and courses of study are educational requirements needed to assist the student to reach those post-secondary goals. IDEA also requires IEP teams to invite to the IEP meeting other agencies who may provide or pay for services.
General Agency (non educational) Expectations
• The Medicaid Waiver funding cannot be used to fund transition activities considered the responsibility of education.
• Collaboration among non-education agencies and school districts is permitted and encouraged in HB 2283. The hours of services that are not educational, provided during the school day, and paid for or provided by non-education agencies may be included in the calculation of the total hours of service. However, this is dependent on a mutually agreed IEP that is consistent with the requirements and program guidelines of each partner. Services provided by non-education agencies after school hours are not to be considered educational services and cannot be counted in the calculation of the total hours of service.
• Mutually agreed upon transition and other services provided by non-education entities may be provided at any time during the day but must not supplant required educational services. Transition services and other services may be provided to the student through an interagency agreement entered into by the school district if the student’s IEP indicates that the services may be provided by another agency. An agency is not required to change any eligibility criteria or enrollment standards prior to entering into an interagency agreement
More specific guidance will be issued once the cross-agency agreements are made on coordination of these critical transition activities. In the meantime do not hesitate to contact your state liaison for further explanation or clarification. Thank you for all you do for the students in Oregon as we prepare them to become healthy, productive and satisfied adults within their communities.
If you have any questions about this information, contact Mike Maley at 503-947-4228 or Mike.email@example.com
Via Disability Rights Oregon:
Parents of Special Education Students Ages 18 and 19: Is Your Child Receiving Less Than a Full School Day of Services?
If you are the parent of a special education student under 20 years of age whose services were cut from a full school day to less than a full school day after he or she turned 18, we would like to hear from you. DRO’s special education attorneys are concerned that a new state policy may allow districts to ignore their legal responsibilities by providing less than a full school day of services for special education students who are 18 and 19 years old.
If you believe that your child is being affected by this policy, please call 503-243-2081 to discuss the details of your situation or fill out an on-line intake form.
DRO is committed to taking appropriate action if student rights are being violated.
Confused about your rights as a student in transition?
Have questions about school practices, responsibilities and the law?
Looking for resources and contacts?
Need expert opinion and guidance on school-related issues?
Want to connect with other students and families?
As part of its commitment to demystifying the transition process for adults with disabilities, Independence Northwest is partnering with Disability Rights Oregon to bring you a great resource in the month of October. Susana Ramirez, the Special Education Advocate for Disability Rights Oregon, will be presenting “Understanding Your Rights as a Transition Student”. The training is designed for students and their families as well as professionals interested in learning about increasing their advocacy skills.
Join us Wednesday October 27th from 4 – 6pm at the Independence Northwest office located at 541 NE 20th Avenue Suite 103 in Portland. We’re just off Glisan and 20th in the Jantzen Building.
Please take a moment to RSVP so we know you’ll be joining the conversation. Contact Summer Rose at Independence Northwest via phone (503.546.2950) or email (firstname.lastname@example.org) to register. You can RSVP via Facebook here. This presentation is FREE and light refreshments will be served.
ABOUT THE SPEAKER
Susana Ramírez has been advocating for the rights of children and adults with disabilities with Disability Rights Oregon for the last 9 years. Susana brings a skill set combining her personal experiences as a parent advocate at the state and national level and her professional expertise in special education law and community organizing.
ARRO Westside Family and Community Center
2360 SW 170th Ave, Beaverton, Oregon
Tuesday, October 12 th
ARRO (Autism Research and Resources of Oregon) will be hosting a panel discussion on high school transition for teens with Autism. The panel will feature Jonathan Chase, Peter Fitzgerald, and David Abramowitz, discussing the ins and outs of transition out of high school and into adulthood as it relates to teens with Autism. Topics will include pre-high school planning, writing long-term goals into an IEP, eligibility and services in high school, and how the various agencies and services interact with families and the public school system. The panel will also be taking questions and offering advice specific to the laws in the state of Oregon.
Jonathan Chase is an adult with Asperger’s Syndrome and a member of the Autism Society of Oregon’s board of directors. Peter Fitzgerald works with the Youth Transition Program with the University of Oregon and has over 30 years of experience as a special ed teacher and transition specialist. David Abramowitz also has over 30 years of experience working with transition-age teens and their families in the Eugene school district. Jonathan, Peter, and David all serve on the Transition Subcommittee on the Oregon Commission on ASD.
This event is open to the public and will offer information helpful to parents of children with Autism who are currently in high school or looking ahead to high school in the future. Teens and adults with ASD, service providers, and professionals are welcome to attend and ask questions. The forum will be held at the ARRO Westside Family and Community Center and a $5 donation is suggested, but not required, to help support our efforts to support the autism community and develop resources that meet the needs of our families and individuals with autism throughout their life and throughout the spectrum of ability. Handouts, refreshments, and coffee will be available.
Walk-ins are welcome, but RSVP’s would be appreciated. Please email Jonathan@JonathanChase.Net if you plan to attend or have any questions.
Disability Rights Oregon has created an excellent guide to assist you through the Special Education experience. The guide was written to provide parents and advocates with accurate information and answers to questions about special education for children enrolled in Oregon’s public schools from Kindergarten to age 21.
Check out the guide in English or Spanish.