Protocol for Referral of Students to the Division of Rehabilitation Services

1. Protocol for Referral of Students to the Division of Rehabilitation Services Presented by Tom Barkley, Division of Special Education And Adele Connolly, Division of Rehabilitation Services November 2009

2. Protocol for Referrals – Why are we here? • To assist Local school systems in referring appropriate students with disabilities to DORS.

3. What is DORS? The Division of Rehabilitation Services (DORS) operates the public vocational rehabilitation program in Maryland. DORS helps individuals with a wide variety of disabilities go to work and remain independent. At the same time, DORS helps businesses recruit and retain qualified workers. DORS is a part of the Maryland State Department of Education.

4. What is DORS? DORS provides rehabilitation services in locations throughout the state: • The Office of Field Services has rehabilitation counselors in over 25 offices in communities throughout Maryland.There is a DORS counselor assigned to each Maryland public high school. • The Office for Blindness & Vision Services specializes in programs for people who are blind/vision-impaired. OBVS staff are also located in many field offices.

5. DORS works for people with disabilities in MD • Last year, DORS helped 6,330 high school students with disabilities get ready for post-secondary education, training or employment. DORS has agreements with each of Maryland’s local school districts to assist in providing services to students with disabilities.

6. Why can’t I refer everybody? • Maryland DORS is under an Order of Selection due to funding restrictions • Funding diminished over the years, so DORS needed to determine how to most efficiently and effectively allocate our very limited resources • Began federally mandated Order of Selection, which assigns priority to serving individuals with the most significant disabilities first

7. What is a “Most Significant Disability?” • People with “most significant” disabilities have three or more serious limitations in important life skills areas such as communication, mobility, self-care, self-direction, work tolerance, work skills, or interpersonal skills . • For example, a person with quadriplegia may have three functional limitations in mobility, self-care and work tolerance. A person who is deaf and blind may have serious limitations in communication, mobility and work skills.

8. What if the student does not have a “most significant disability?” • People with “significant” disabilities have serious limitations in one or two of these areas, and will be placed on a waiting list. • DORS does not expect to serve people with “non-severe” disabilities in the foreseeable future. Note: Individuals who receive Supplemental Security Income (SSI) and Social Security Disability Insurance (SSDI), due to their own disability, are presumed eligible and to have a significant disability.

9. The Waiting List • If the student has a “most significant disability,” there is currently no wait for services.  If the student has a significant disability, he/she may be on the waiting list for 6 – 8 months.  • This year, DORS received some additional funding that we expect will reduce the waiting list. • DORS may provide some limited services, such as assessment and vocational guidance, to people on the waiting list. • This is why it is so important to refer students during the beginning of their next to last year of high school/secondary education.

10. So. . . Who should I refer? • Students with significant and most significant disabilities (1) in Special Education (i.e., with IEPs), (2) with 504 Plans or (3) with significant health impairments, who: • Have a goal of employment (i.e., the student is interested in receiving services that will ultimately lead to employment). • Demonstrate serious limitations in important life skills areas such as communication, mobility, self-care, self-direction, work tolerance, work skills, or interpersonal skills .

11. Who should NOT be referred? • Individuals who are not interested in seeking employment services from DORS. • Individuals with mild impairments which do not seriously affect functional capacities and who will be able to access post-secondary education and/or employment with minor accommodations, if appropriate.

12. Examples • Student A has a Learning Disability, and is under an IEP. He plans on going to college and has the skills to independently access Disability Support Services for appropriate classroom accommodations. • Student B has Autism, and is under an IEP. He is diploma bound, has the academic skills to succeed in college, and needs extensive classroom accommodations in school. • Student C has ADD, and needs limited classroom accommodations. He also has recently been diagnosed with a heart condition which seriously limits physical activity and stamina.

13. When to Refer • In most instances DORS begins to work with transitioning students during the beginning of their next to last year of secondary education. • If there is a specific reason to begin earlier for a particular student, an exception can be considered.

14. How and When Should I Refer a Student to DORS? • At Age 14: • At the transition/IEP meeting, the student/family would be given the Transition Planning booklet, which includes information about DORS. • There would be a sign off from the student/family for the school’s records. This addresses the requirement to provide information about and linkage to participating agencies. 

15. How and when should I refer a student to DORS? • At Age 16 - Invitation to IEP Meeting: • Consideration will be given to inviting the DORS counselor to the IEP meeting if it appears DORS will be involved at some point in the transition process. • The DORS counselor may choose to defer attendance at that time (e.g., until fall of the next to last year of secondary education) depending on, among other things, what grade the student is and how long from exit.

16. The Referral Process • Means of referral: Coordinate referral of students with the assigned DORS transition counselor. Online referral and detailed information about DORS is available at www.dors.state.md.us. • Best Practice: The school transition facilitator should meet at least annually with the DORS transition counselor to discuss potential referrals as well as progress of students previously referred. • Referral information: Any information the school can provide with the referral (such as assessment information, Exit Document, Individualized Education Program (IEP) or 504 Plan), will be appreciated and will facilitate moving forward in the rehabilitation process.

17. What happens to the referral? • Student will work with the DORS Transition Counselor to determine eligibility for vocational rehabilitation • Student and DORS counselor will jointly develop the Individualized Plan for Employment (IPE), which outlines the services the student will receive to achieve their employment goal • Student will receive appropriate services and will hopefully become employed!

18. QUESTIONS??