ODDS Statewide Employment First Coordinator Acacia McGuire Anderson writes:
The Individuals with Disabilities Education Act (IDEA) states that transition planning must begin at age 16. However, transition planning may begin as early as 14 years of age. The sooner we start transition planning, the better for the young person so they can connect to ODDS (Office of Developmental Disabilities Services) and VR (Vocational Rehabilitation) services and begin the process of exploring career options and skills needed to be successful in the workforce.
In Oregon, we have Transition Network Facilitators (TNFs) who provide outreach, technical assistance, and training opportunities for educators, individuals and families, and collaborate with VR counselors, providers and DD case management entities (such as Brokerages and CDDPs/counties). The TNFs are also launching a podcast series in January aimed at providing information and resources to educators, individuals and families throughout Oregon.
There are upcoming trainings where educators, as well as VR staff and DD providers and case managers, can learn more about transition planning. These include the Oregon Statewide Transition Conference, happening March 7-8, 2019, in Eugene. In addition, ODE, ODDS and VR collaborate to put on regional trainings throughout the state.
If you have any questions regarding transition planning beginning as early as age 14, or any questions regarding transition services in general, email: firstname.lastname@example.org. Thank you for all your efforts as we strive to support people with I/DD to live and work in their communities.
Independence Northwest is a proud sponsor again this year for the exceptional All Born (In) Conference.Registration is open now!
The annual All Born (in) Conference is an exciting day for parents, caregivers, and professionals working to end segregation in neighborhood schools and the community. It’s a day of celebrating community and learning how to use Universal Design for Learning and Best Practices to reach and teach every child. Share, learn and make connections so that we can all go forth to open the eyes of the wider community to the fact that our children are all born “in”. The Conference was founded by Northwest Down Syndrome Association in 2006 in partnership with Portland State University’s joint certification program and the Center on Inclusive Education. It has grown to be a cornerstone resource in the Northwest region, engaging many innovative parents, professionals, and community partners to embrace the gifts of every learner.
Brokerage customers with Family Training written into their ISP can use support services funding to pay customer and non-paid caregiver conference costs. Please contact your Personal Agent with any questions.
Full details about the conference can be found here.
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
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
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 Oregonto 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 12th
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.
Portland Public Schools has partnered with Soltrekker to develop Solar Waffle Works, NE Portland’s first solar-powered waffle cart. The cart is a training program in a socially responsible business and entrepreneurship, designed and operated by young adults in the community transition program.
Visit them at: NE 23rd Avenue and Alberta Street
Hours: 11am – 2pm Monday through Friday | 9am – 3pm Saturday and Sunday.
Thanks to Allison Hintzman for the tip.
From PPS News:
A new solar-powered food cart in Northeast Portland serves up more than waffles.
Located at Northeast Alberta Street and 23rd Avenue (map), Solar Waffle Works is a nonprofit project that helps high school graduates gain independent living skills and vocational training.
The young adults involved are part of the PPS Community Transition Program, which helps recent graduates transition to life after high school.
Corinne Thomas-Kersting, CTP administrator, says Solar Waffle Works benefits students by making them active partners in the creation and management of a socially responsible start-up.
“This project gets them out of the classroom and into the real world,” Thomas-Kersting says. “That hands-on experience is incredibly valuable.”
Students designed the cart, which is a small blue trailer, from start to finish: They helped create the business plan, the logo, the marketing concepts and the menu, and worked on preparing it for service. They work in the cart preparing and serving food, and assist with accounting and advertising.
Hours are 11 a.m. to 2 p.m. Monday through Friday and 9 a.m. to 3 p.m. Saturday and Sunday. Weekday revenue supports the Community Transition Program.The cart is the result of a partnership between PPS and SolTrekker, a Northeast Portland-based nonprofit dedicated to renewable energy education. A solar panel array on the cart’s roof supplies much of its power.
“It’s about a lot more than CTP students learning how to flip waffles,” says Allison Hintzmann, a CTP transition specialist who envisioned and co-created Solar Waffle Works with students and SolTrekker. “This fosters entrepreneurship while also teaching skills that will make them more employable.”
In addition to job training, Solar Waffle Works emphasizes the importance of conserving resources and reducing impact on the environment.
SolTrekker provided the trailer and added plumbing and solar components. It also contributed labor, funds and materials. Funding also came from PPS and the Spirit Mountain Community Fund.
Ty Adams, founder and board chairman of SolTrekker, says his organization didn’t need any convincing to participate.
“This is a project that’s not just unique to Portland, but one that is unique nationwide,” Adams says. “It’s definitely the tastiest project we’ve ever been a part of.”
More on Community Transition Program
The Community Transition Program helps young adults achieve the greatest degree of independence and quality of life as they transition to life after high school; functions include integrating young adults into the community, increasing their access to social and leisure activities and making appropriate referrals to other services and agencies.
Reynolds School District in collaboration with Multnomah County School Districts presents the 2010 Multnomah County Transition Resource Fair.
Time – 10am – 6pm on April 9th, 2010
Place: Four Corners, Reynolds School District
14513 SE Stark Street, Portland, OR 97233
Independence Northwest will be sharing a table with several other metro area brokerages.
The fair will include resources on jobs, self-determination, health care, housing and training available to individuals living in Multnomah County and receiving (or preparing to receive) high school transition services.
For questions, please contact Shirley Burns (503.328.0428) or Shannon Selby (503.328.0423), the co-chairs of the 2010 Transition Resource Fair.
The IEP: What Parents Need to Know from 8:45am – 12:00pm on January 30th, with a special session from 12:30pm on Transition to Kindergarten—parents of children transitioning into kindergarten are invited to stay for a more focused look on this important milestone.
The Partners Program trains and matches Partners with parents wanting support at their child’s IEP, Transition or Mediation meeting. Our goal is to have Partners in every community throughout the state of Oregon.
Who are Partners?
Partners are parents and others who have gone through a two day intensive Partner Training Program. Partners are volunteers for the Oregon Parent Training and Information Center (OrPTI). They receive a stipend for each meeting that they attend as assigned by OrPTI.
What is the role of a Partner?
Partners are not at the meeting to speak for you. Their role is to help you prepare for the meeting, plan an agenda, identify the issues, write out proposals etc. At the meeting they will take notes and act as a trained listener who is familiar with special education rules and regulations. Partners model parent/professional partnerships and collaboration.
Can I have a Partner attend my meeting?
We currently have Partners available in most areas of the state. Due to the great demand, we are only able to provide each parent with a partner for two meetings per student per school year.
To have a Partner attend your meeting you need to give the OrPTI as much notice as possible before the meeting (two weeks is preferable). If you call the day before your meeting, we may not be able to make a match, so please plan accordingly. Partners are not always available and we may not have a partner in your area. We continue to hold trainings throughout Oregon in hopes of being able to support parents in all parts of the state.
Before a Partner can contact you, a release of information form must be signed and returned to the OrPTI. This form will be provided for you by mail or email which ever you prefer. We would also appreciate you filling out a Partner Evaluation Form, your feedback is important to us, we will use the information you provide to improve this program.
To request a Partner please call the Special Education helpline at 1-888-891-6784.
One of the most common questions we hear at brokerages is “What can I use my support services funds for?”
Each customer enrolled in a brokerage has a certain benefit level (an amount of support services funds to which they are entitled and may use to purchase needed services). Before any support services funds can be accessed, we first must look for natural supports in the community. This means we look to services like Vocational Rehabilitation, school districts, the Oregon Health Plan, Independent Living Resources and other organizations who offer services to individuals with disabilities first. This allows for maximum benefit to you, the customer and ensures the appropriate use of brokerage services, a taxpayer funded program.
All services purchased with Support Services dollars are what is known as a “social benefit”. A social benefit is a service “solely intended to assist an individual with disabilities to function in society on a level comparable to that of an individual…who does not have a disability”. The benefit can never:
Duplicate services and benefits otherwise available to citizens, regardless of disability (such as paying for a college class since people with or without disabilities must pay college tuition.)
Provide financial assistance with food, shelter or clothing
Replace any other service that is available elsewhere in the community (also known as “natural supports”) like Vocational Rehabilitation or services from a school district
Exceed the amount in the authorized Individual Support Plan.
To read more about specific types of support services options, check out the list below. Your Personal Agent can assist you with better understanding services available to you.
October 29, 2009, Ambridge Event Center in Portland, OR
1333 NE Martin Luther King Blvd. Portland, OR 97232
The Center is located 2 blocks North of the Portland Convention Center. Some parking spaces available at Ambridge. If full, there are many parking lots conveniently located. Also very convenient to the Max Line and TriMet. Map it
One-day special education law and advocacy programs focus on four areas:
special education law, rights and responsibilities
tests and measurements to measure progress & regression
introduction to tactics & strategies for effective advocacy
Wrightslaw programs are designed to meet the needs of parents, educators, health care providers, advocates and attorneys who represent children with disabilities regarding special education. The program is not disability specific.
Last Friday, the metro area brokerages (Independence Northwest, Inclusion, Mentor Oregon and The Arc Brokerage Services) held the 2009 Resource Fair. The fair was an enormous success. We’re still tallying the attendee count, but it will likely surpass 400! Special thanks to all the vendors who came and presented their resources to metro area brokerage customers. You can check out their services below.
*NOTE: Not all vendors listed above provide services that can be paid for through Support Services funding. Some are natural resources and others are available through private pay. Check with your Personal Agent if you have questions.
IDEA Website– This site was created to provide a “one-stop shop” for resources related to IDEA and its implementing regulations, released on August 3, 2006. It is a “living” website and will change and grow as resources and information become available. When fully implemented, the site will provide searchable versions of IDEA and the regulations, access to cross-referenced content from other laws (e.g., the No Child Left Behind Act (NCLB), the Family Education Rights and Privacy Act (FERPA), etc.), video clips on selected topics, topic briefs on selected regulations, links to OSEP’s Technical Assistance and Dissemination (TA&D) Network and a Q&A Corner where you can submit questions, and a variety of other information sources.
ORPTI – Oregon Parent Training and Information Center
Oregon PTI’s mission is to educate and support parents, families and professionals in building partnerships that meet the needs of children and youth with the full range of disabilities ages birth through twenty six. Oregon PTI provides programs and services throughout the state.
Transition Toolbox Newsletter– The Oregon Department of Education and Transition Specialist Jackie Burr invites you to receive the monthly Transition Toolbox! This brief newsletter is designed to facilitate communication and connections statewide with transition specialists, parents and students interested in issues relative to the transition of students with disabilities to college, post secondary education and employment opportunities.
Sibling Support Project – The Sibling Support Project is a national effort dedicated to the life-long concerns of brothers and sisters of people who have special health, developmental, or mental health concerns.We believe that disabilities, illness, and mental health issues affect the lives of all family members. Consequently, we want to increase the peer support and information opportunities for brothers and sisters of people with special needs and to increase parents’ and providers’ understanding of sibling issues.
Oregon Parental Information and Resource Center– The Oregon Parental Information and Resource Center (OR PIRC) provides resources, information, and skills to educators and parents throughout Oregon, with a focus on Hispanic and low-income families, to create meaningful school-family partnerships for youth success.
Technical Assistance Alliance for Parents Centers – Each state is home to at least one parent center. Parent centers serve families of children and young adults from birth to age 22 with all disabilities: physical, cognitive, emotional, and learning. They help families obtain appropriate education and services for their children with disabilities; work to improve education results for all children; train and inform parents and professionals on a variety of topics; resolve problems between families and schools or other agencies; and connect children with disabilities to community resources that address their needs.
Wrightslaw – Excellent resource for parents and individuals with disabilities still in school! Parents, educators, advocates, and attorneys come to Wrightslaw for accurate, reliable information about special education law, education law, and advocacy for children with disabilities. Begin your search for information in the Advocacy Libraries and Law Libraries. You will find thousands of articles, cases, and free resources about dozens of topics.
Building Futures is for anyone who has an interest in supporting individuals with disabilities as they transition from school to life. This includes Secondary Educators, Post Secondary Educators, Vocational Rehabilitation Counselors, Special Educators, therapists, counselors, service providers, job developers, and other rehabilitation specialists, and especially secondary students with disabilities and their families. Throughout the two-day event there will be presentations by regional and national experts on issues surrounding secondary transition and assistive technology. Check out the agenda here.
August 18 & 25, 2009 IEP Partner training from 9:00 AM to 4:00 PM at the Swindells Center, 830 NE 47th Ave, Portland, Oregon 97213. For more information contact Karen Ripplinger at 1-888-505-2673 Ext. 212 or Email: email@example.com
October 10, 2009 “Saturday Sessions: A Day of Learning” This event is designed for parents of children with disabilities to help you learn to successfully navigate special education and prepare your child for the future. There will be different concurrent sessions for you to choose from. The event will be at the Becky Johnson Community Center in Redmond from 9:30 AM to 3:00 PM. Registration is required. Contact Danielle Bethell at 888-505-2673 ext 105 or email firstname.lastname@example.org