TRANSITION PLANNING FOR YOUTH Sample Clauses

TRANSITION PLANNING FOR YOUTH. 1. The State and PPSD shall adopt an Employment First Policy, making work in integrated employment settings the first and priority service option for youth seeking transition work placements and for transition-age youth’s postsecondary vocational planning objectives. The PPSD’s Employment First Policy will set forth values for the school district’s transition planning process that reflect PPSD and the State’s expectations for supporting youth in transition in integrated employment settings through a systemic and collaborative framework.
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TRANSITION PLANNING FOR YOUTH. 1. RIDE shall adopt an Employment First Policy, making work in integrated employment settings the first and priority service option for youth seeking transition work placements and for transition-age youth’s postsecondary vocational planning objectives. RIDE’s Employment First Policy will set forth values for the State’s transition planning process that reflect the State’s expectations for supporting youth in transition to integrated employment settings through a systemic and collaborative framework.
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TRANSITION PLANNING FOR YOUTH. 1. Consistent with ODE’s authority under Oregon law, including, inter alia, Or. Rev. Stat. §§ 326.051 and 329.095, as well as Division 22 of the Oregon Administrative Rules, including, inter alia, Or. Admin. R. 581- 022-1020, the ODE shall require that: (1) the transition planning process may begin as young as age 14, if deemed appropriate by the student’s Individualized Education Plan team (including the student’s parent(s)), and must begin not later than the start of the one-year period of a student’s Individualized Education Plan during which the student reaches 16 years of age; (2) the transition planning process shall include information about, and provide opportunities to experience, Supported Employment Services in Integrated Employment Settings; (3) local educational agencies may not include Sheltered Workshops in the continuum of alternative placements and supplementary aids and services provided to students; and (4) school instructional curriculum shall not include mock sheltered workshop activities.
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TRANSITION PLANNING FOR YOUTH. The State and PPSD shall adopt an Employment First Policy, making work in integrated employment settings the first and priority service option for youth seeking transition work placements and for transition-age youth’s postsecondary vocational planning objectives. The PPSD’s Employment First Policy will set forth values for the school district’s transition planning process that reflect PPSD and the State’s expectations for supporting youth in transition in integrated employment settings through a systemic and collaborative framework. The State and PPSD shall enter into an interagency agreement that includes timelines and specific benchmarks setting forth a school-to-work transition process for transition-age youth (14-21 years of age) with I/DD in Providence Public School District, including Birch students, and providing for students’ access to the services and supports set forth in Sections V(A)(1)-(2). The State and PPSD shall promote the involvement and availability, and use of employment planning teams at Birch. Employment planning teams shall at a minimum include a qualified vocational rehabilitation counselor, qualified school transition specialist, qualified State representative, where applicable, and the eligible youth with I/DD. Family and/or guardian participation in all planning meetings should be required. The eligible youth shall be ensured an active and leading role in all of his/her planning meetings. The transition planning process for students enrolled in Birch shall continue to begin by age 14, shall include an employment planning team, and shall include access to ORS and Medicaid Waiver services, if the individual is eligible for such services. The transition planning process shall be designed to ensure that each youth and his/her family has been informed about, and been given opportunities to experience, Supported Employment Services and Placements. The transition planning process, as set forth by interagency agreement in Section XIII, shall be inclusive of specific and relevant planning milestones for all eligible Birch youth in transition. At minimum, these milestones shall include: Assignment, by age 14, to an employment planning team, as defined in this Section; No later than during the first year of entry to Birch, and with the assistance of the employment planning team, the formulation of the employment-related recommendations of the IEP to discover and record students’ personal interests and goals for postsecondary employment and...
Sample 1
TRANSITION PLANNING FOR YOUTH. Consistent with ODE's authority under Oregon law, including, inter alia, Or. Rev. Stat. §§ 326.051 and 329.095, as well as Division 22 of the Oregon Administrative Rules, including, inter alia, Or. Admin. R. 581-022-1020, the ODE shall require that: (1) the transition planning process may begin as young as age 14, if deemed appropriate by the student's Individualized Education Plan team (including the student's parent(s)), and must begin not later than the start of the one-year period of a student's Individualized Education Plan during which the student reaches 16 years of age; (2) the transition planning process shall include information about, and provide opportunities to experience, Supported Employment Services in Integrated Employment Settings; (3) local educational agencies may not include Sheltered Workshops in the continuum of alternative placements and supplementary aids and services provided to students; and (4) school instructional curriculum shall not include mock sheltered workshop activities. The State will develop a broad-based professional development plan for transition services that includes targeted technical assistance provided to agency personnel, school district personnel, and other practitioners. In determining whether a broad-based professional development plan is adequate, the Court's determination shall be limited to whether or not the plan represents a substantial departure from widely accepted professional judgment.
Sample 1

Related to TRANSITION PLANNING FOR YOUTH

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