Narrative: d. 1.

The CDOR ensures coordination with education officials at the local, regional, and statewide level through a variety of mechanisms, as described below. At the local level, the CDOR has established cooperative agreements as described in description b and has established a list of all California secondary schools and assigned a CDOR staff liaison to each secondary school to ensure VR services are made available, particularly those that do not have a cooperative agreement. The CDOR also provides training and technical assistance at the local and regional level to education officials on VR and pre-employment transition services. The CDOR also coordinates services through an interagency agreement with the California Department of Education as described in response to section d.2.A.

Consultation, Technical Assistance and Community of Practice

The CDOR provides consultation and technical assistance to support state and local agencies in planning for the transition of students with disabilities, including the provision of Pre-Employment Transition Services. Locally, each CDOR District has liaison staff to provide outreach, consultation, and technical assistance to local educational agencies seeking information on DOR Student services (Pre-Employment Transition Services) and VR services for students with disabilities. In addition, CDOR participates in the Community of Practice, which is supported by the National Association of Special Education Administrators and has created a shared work website for programs that support transition practices for students with disabilities. The Community of Practice leadership team includes representatives from CDOR, the California Department of Education, the California Department of Developmental Services, the California Department of Social Services, the California Employment Development Department, the State Independent Living Council, educators, and parents who all share the goal of providing a seamless delivery of transition services to students with disabilities that lead to positive post school outcomes.

Regional Training and Technical Assistance Curriculum

In keeping with the goal of collaboration to support transitioning students with disabilities, CDOR and California Department of Education collaboratively fund and provide a core series of regional training and technical assistance curriculum to local CDOR and Local Educational Agency staff and partners. Expert consultants provide training on topics related to Pre-Employment Transition Services and vocational services and supports leading to employment for students and youth with disabilities. The trainings include topics such as employment preparation, job development and placement; transition-age youth; benefits planning and management. These trainings help support the further success of CDOR consumers who are students with disabilities in securing and maintaining employment. Trainings are provided, as mutually requested by CDOR and the local education agency. Approximately, 20 trainings are provided annually.

Collaborative Team Process

In the coordination of goals, objectives, and services for transitioning students with disabilities, CDOR and Local Educational Agencies are encouraged to use a collaborative team process to develop the transition services section of the Individualized Education Program for students determined eligible for VR services. This process should include the involvement of the student, family, representatives of the Local Educational Agency, CDOR staff when invited, and other service providers, as appropriate.

The CDOR and the California Department of Education’s specific responsibilities are defined in the Interagency Agreement by each agency’s applicable rules and regulations. The Local Educational Agency is identified as the lead agency responsible for providing transition services by qualified personnel to students with disabilities to the point of exit from school. In planning for transition, the school should inform the parents and the student with a disability no later than age 16 about CDOR services and facilitate the referral process.

When invited, CDOR staff attend Individualized Education Program meetings to actively participate in the planning and development of pre-employment transition services and transition services for the individual student.

For CDOR, a student’s Individualized Plan for Employment must be coordinated with the Individualized Education Program or 504 services, as applicable, for that individual in terms of the goals, objectives, and services identified in the education program

Determining Eligibility and Individualized Plan for Employment Development

The CDOR is responsible for determining eligibility for VR services needed to prepare for or obtain employment and is designated as the lead agency responsible for providing VR services by qualified personnel to students with disabilities meeting eligibility and Order of Selection requirements, as identified in the response for Description (m) - Order of Selection. When a student with a disability is referred to CDOR, is determined eligible, and is able to be served under an Order of Selection, CDOR develops the consumer’s Individualized Plan for Employment. The Individualized Plan for Employment is developed within 90 days or by an agreed-upon extension date, and before leaving the school setting. CDOR is responsible for providing and paying for the transition services, including Pre-Employment Transition Services, agreed upon in the Individualized Plan for Employment while the student with a disability is still in high school and continuing for the period the consumer is participating in the VR program.

Individualized Education Program or Individualized Plan for Employment Responsibilities

The CDOR and the California Department of Education’s responsibilities include the provision of services outlined and required by the Individualized Education Program or Individualized Plan for Employment. When developing these plans, both agencies work to ensure duplication of services does not occur. Where responsibilities overlap, the primary responsibility for specific services rests with the most appropriate agency, as determined by the consumer’s present status and when an agency is legally obligated and funded to provide that service. When a service could be provided by either agency, the CDOR and local educational agencies use the following criteria to determine and assign the financial roles and responsibilities of each agency for the provision of the service:

• Determine the purpose of the service - Is it related more to an employment outcome or education?

• Determine if the service is customary - Is the service one that the local educational agency customarily provides under part B of the Individuals with Disabilities Education Act?

• Determine the student’s eligibility for the service - Is the student with a disability eligible for transition services under the Individuals with Disabilities Education Act?

The local agency (Local Educational Agency, Special Education Local Plan Area, or other entity) that develops the eligible student’s Individualized Education Program is responsible for paying for the agreed upon transition services required to be provided under the Individuals with Disabilities Education Improvement Act. CDOR is responsible for providing and paying for the VR services, including Pre-Employment Transition Services, included in the consumer’s agreed upon Individualized Plan for Employment for the period the consumer is in high school and continues to participate in the VR program.

Outreach

The CDOR conducts outreach through third party agreement partners. To do so, the CDOR implements procedures for enhancing outreach and identification of students with disabilities in need of transition services. CDOR provides local presentations and informational literature to Local Educational Agencies, educators, student associations, and parents about CDOR eligibility and program services. Additionally, CDOR assigns liaison VR Counselors to many secondary schools as a single point of contact for Special Education departments. Each liaison assists in the identification of local coordination activities between CDOR and the local educational agency and is responsible for annually reviewing the interagency agreement with designated local educational agency staff. CDOR will continue to provide outreach and information to high schools about available VR services.

Collaboration with Partners

The CDOR communicates the value and benefits of VR services by reaching out to organizations that serve and represent students with disabilities, including parent resource centers, Independent Living Centers, Regional Centers, and organizations that serve youth with disabilities that are blind or visually impaired or deaf or hard of hearing.

Cooperative Programs Action Committee

To support the provisions of this Interagency Agreement, CDOR established a Cooperative Programs Action Committee comprised of representatives from the California Department of Education, Local Educational Agencies, community colleges, state universities, mental health agencies, and community-based organizations. The Cooperative Programs Action Committee provides feedback to CDOR in the development of policies and procedures to promote the services for individuals with disabilities.

Pre-Employment Transition Services

The CDOR will engage or engaged in the following activities to coordinate with schools and provide Pre-Employment Transition Services:

• Developed and published a “Services to Youth” Webpage on the CDOR Internet in January 2018.

• Established a CDOR School Liaisons to secondary schools in August 2017.

• Communicate the statewide availability of pre-employment transition services with Special Education Local Planning Area Directors and the Advisory Commission on Special Education.

• Outreach to schools and closer coordination between VR and Local Educational Agency staff that do not currently have a Transition Partnership Program cooperative arrangement.

• Expand transition services beyond school to work to include school to postsecondary training transitions.

• Provide information about the transition from school to work at an earlier age to eligible and potentially eligible students with disabilities.

• Provide work incentives education and planning services to students as well as parents and guardians of students with disabilities.

• Provide specialized training and increase awareness for VR staff and service providers on the unique needs of students with disabilities.

In addition, CDOR will utilize a variety of methods to ensure the provision of Pre-Employment Transition Services to students with disabilities:

• Job Exploration Counseling: This service will be provided by CDOR VR team members. It will also be provided to some students with disabilities through Transition Partnership Programs third-party cooperative arrangements and through purchased services provided through other contracts or fee for service arrangements through local educational agencies, CRPs, or other providers.

• Work-Based Learning Experiences: CDOR VR team members will arrange for on-the-job trainings, internships, apprenticeships, work experiences, and other work-based learning experiences for students with disabilities through direct interaction with businesses, Transition Partnership Programs third-party cooperative arrangements, and through vocational services provided through other contracts or fee-for-service arrangements through local educational agencies or CRPs.

• Counseling on Postsecondary Education Opportunities: This service will be provided primarily by CDOR VR team members. Team members may also arrange for the provision of this service through contracts or fee-for-service arrangements through local educational agencies, CRPs, or other providers.

• Workplace Readiness Training: CDOR VR team members will provide training on workplace readiness skills, including soft skills, financial literacy, independent living skills, and resume development, or arrange for training through Transition Partnership Programs third-party cooperative arrangements as well as other contracts or fee-for-service arrangements through local educational agencies, CRPs, or other providers. As part of the financial literacy component, CDOR Work Incentives Planners will provide limited Work Incentives Planning services to students who are Supplemental Security Income or Social Security Disability Insurance recipients who need support and information regarding the impact of paid work experience on their benefits.

• Instruction in Self-Advocacy: The CDOR VR team members provide training on self-advocacy. It will also be provided to some students with disabilities through Transition Partnership Programs third-party cooperative arrangements as well as through other contracts or fee-for-service arrangements. In addition, CDOR is issuing a Request for Proposals to contract for self-advocacy training services as a standalone service to be provided through local educational agencies, independent living centers, or CRPs.

Activities that will support the Pre-Employment Transition Services methods above include the following:

• The CDOR released a Request for Proposal to contract for self-advocacy training on November 23, 2016. Three bidders were selected to execute their proposal in the northern, central, and southern regions of the State. The self-advocacy trainings included instruction in self-knowledge, identifying resources and needs, and personal self-advocacy planning. Self- advocacy training was provided to over 50 students with disabilities during the summer of 2017.

• The Transition Partnership Programs contract services will be revised to emphasize the provision of Pre-Employment Transition Services.

• The CDOR developed new CRP work experience services, in which work experiences are arranged by CRPs across the state that serve as the employers of record.

• The CDOR established and expanded contracted work experience opportunities through WE Can Work contracts, in which local educational agencies serve as the employer of record.

• The CDOR will establish other work opportunities in collaboration with the local America’s Job Center of California.

• The CDOR will develop additional work opportunities for students with disabilities on an ongoing basis by working directly with businesses and establishing the Community College Foundation as the employer of record.

• The CDOR will additionally prioritize the development of a fee-for-service service option for self-advocacy training.