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Guiding Questions

The technical assistance process uses a set of guiding questions to assist each state in understanding the causes, conditions, and practices that either hinder or encourage employment.

  • What factors facilitate competitive employment for youth and young adults with intellectual disabilities?
  • What challenges do systems, students, young adults, and families face in supporting integrated employment and post-secondary education outcomes?
  • How are transition, post-secondary education, and employment addressed in state and local policy?
  • What is the role of the departments of public instruction, developmental disabilities, and vocational rehabilitation in facilitating transition outcomes?

  1. What factors facilitate competitive employment for youth and young adults with intellectual disabilities?
  2. What challenges do systems, students, young adults and families face in supporting integrated employment and post-secondary education outcomes?

POLICY:

  • How are transition, post secondary education and employment addressed in state and local policy?
  • What is the role of the department of public instruction in facilitating transition outcomes?
  • What is the role of the department of developmental disabilities in facilitating employment outcomes?
  • What is the role of the vocational rehabilitation agency in supporting integrated employment outcomes?
  • How is employment prioritized during the transition from school to adult life?  What memoranda of understanding exist between education and vocational rehabilitation, education and developmental disabilities agencies, or other state agencies to promote employment of youth and young adults?

LEADERSHIP and GOALS:

  • Who is accountable for improving employment and educational outcomes?
  • How are employment and post-secondary education outcomes communicated as a priority?

POST-SECONDARY EDUCATION and EMPLOYMENT PLANNING:

  • How is employment emphasized in the individual education program process?
  • How is post-secondary education emphasized in the individual education program process?
  • How do internships and work experiences satisfy graduation requirements?

FUNDING and CONTRACTING:

  • How do rates and the contracting process support integrated employment?
  • How does the contracting process support post-secondary education?

STAFF TRAINING and TECHNICAL ASSISTANCE:

  • What training and technical assistance is available?
  • Who are the audiences?
  • How is it supported?
  • What expectations or requirements are in place for employment personnel (education and adult services)?

SERVICES and INNOVATION

  • How is information disseminated about innovation solutions to post secondary education options and integrated employment?
  • What strategies are used to replicate and expand successful pilots and demonstration projects related to post secondary education and employment?

EMPLOYMENT PERFORMANCE MEASUREMENT, QUALITY ASSURANCE and PROGRAM OVERSIGHT

  • What quality standards exist for transition to employment supports?
  • Describe quality assessment and monitoring procedures for transition to post secondary education options and employment services

YOUTH DEVELOPMENT and LEADERSHIP

  • What statewide self-determination curriculum exists for schools?
  • What are the state guidelines supporting students to make experientially based choices?

FAMILY ENGAGEMENT

  • Describe benefits planning resources provided to students, young adults, and families.
  • What other resources are available to transition age students and their families to encourage them to choose employment over other service options?

Sample participants for site visit meetings:

  • State agencies
  • Leadership
  • Contracting
  • Management
  • Cross stakeholder coalition leadership or steering committees: (Consortium members)
  • External
  • Students
  • Family members
  • ProvidersAdvocates
Topics
Model Elements