From High School
Total Page：16
File Type：pdf, Size：1020Kb
The Flow of Transition
From High School to Adult Life
Malheur County Youth Transition Program There are two things
we can give
our children -
one is roots,
the other is wings.
(Anonymous) Dear Families, It is never too early to begin planning for your son or daughters transition from high school to the adult world. At your child’s IEP meeting, desired post-school outcomes will be discussed, and the steps needed to achieve them will be identified. The following pages of ideas and questions might be helpful as you prepare for this meeting. You may want to use these topics and questions to guide a discussion with your son or daughter before their next IEP meeting. You could also use this information as the framework for a conversation with the support specialist, teachers, school counselor, or representative from other agencies. Make this YOUR list by adding topics and questions that are important to you and your child. IEP meetings are more productive when you, your child and family can talk and prepare for this meeting. Our goal is your child’s success and independence to the greatest of their ability. Please join us in creating a transition plan that best suits for your son or daughters success! Feel free to contact us if you have any questions or concerns.
Sincerely, Debbie Durham – Ontario High School [email protected] 541-889-5309
Christa Maupin – Vale, Harper, Huntington, Annex [email protected] 541-473-0286 Dannette Hackman – Nyssa, MEC, Adrian, Jordan Valley [email protected] 541-372-2275
The Flow of Transition
From High School to Adult Life
What’s all this talk about transition? ...... 1
YOUR IEP/Transition Planning Meeting ...... 2
Vision Poem ……………………………………………..……………………………. 3
Visualize the future ...... 4
Transition activities flow chart...... 5
Some suggestions for the student ...... 6
Some suggestions for parents ...... 7
Transition Planning Questionnaire...... 8, 9, 10
Parents Time Line for Transition ……………………………………………………. 11
Diploma Options……………………………………………….……………………...12
Graduation Requirements……………………………………..……………………….13
Transfer of rights and Guardianship...... 14
Youth Transition Program………………………………………………………….15, 16 Summary of Child Labor Laws ...... 17
College Bound Checklist ………………….………………………………..…………18
Community resources ...... 19-23
What’s All This Talk about Transition?
IDEA definition of Transition Services The term “transition services” means a coordinated set of activities for a child with a disability that è is designed to be within a result-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation. è takes into account the child’s strengths, preferences, and interests; and è includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and when appropriate, acquisition of daily living skills and functional vocational evaluation.
To Transition from high school is to: make a change move from one place to another
To transition from high school may be to: a job community college or university a training program the military a change in where you live and much more
Planning Meeting During your high school years, your IEP meeting is the place where your transition plan comes together.
1
YOUR IEP/Transition Planning Meeting This manual is designed to help you and your family understands the process of transition from high school to your adult life. Remember, this is YOUR meeting and your IEP is the tool to help you get your transition journey off to a good start. Go to your IEP meeting and make a plan for YOUR future.
People and Agencies that you may want to be involved in your IEP: The transition process may rely on the involvement of many people and agencies. You and your family can request these people, or any others, to attend your meeting. Your IEP will list the ways that you and this team can work together. Ideas include You Family and Friends School Administrators Support Specialist Transition Specialist Teachers Job Coach/Instructional Assistant School Counselor Personal Counselor Community College Representative Employer Other
At your IEP meeting, you and others decide if any of the follow is important to your future: Job training Transportation Employment Recreation and Leisure Activities Post-secondary education Financial issues Independent living opportunities Social Relationships Community participation Physical and/or mental health issues
2
You and others at your meeting will also plan for any help or services you might need. This is to help you be successful at the things you want to do. Some examples may include: Instruction and training in school Instruction and training in the community Help choosing career interests Help exploring continuing education options and requirements Help exploring adult living objectives And many more
Vision without action,
is just a dream.
Action without vision,
just passes the time. Vision with Action, can change the world!
3 4 Transition Activities Flow Chart
Individual Plan Development Gather Information Fill out Transition Questionnaire Attend your IEP meeting
Instruction NOTE: This area consists of ANY type of instruction the IEP team feels necessary for each student to be successful. Examples include: Daily Living Skills Health and 1st Aid Self-Awareness and Self-Advocacy Skills Anger and Stress Management Physical and Mental Health Communication Skills Relationships and Social Skills Parenting and Family Living Skills Career Awareness and Exploration Pre-Employment Training Transportation Options and Requirements Vocational Training Continuing Education Options and Requirements Assistance with Senior Project
Employment Job Shadows and Field Trips Volunteer/Peer Tutor School-Based Enterprises In-School Job Development Community Training Partnerships Work Experience/Competitive Employment
Support Services and Follow-up NOTE: This service emphasizes self-advocacy and self-determination skills, insuring that students and families take ultimate responsibility for the transition process. Agency referral when appropriate Job Coach/Instructional Assistant Mentor/Supervisor Transportation Crisis Intervention Collaboration between team players
Final Placement Graduation Adult Service Provider Employment Continuing Education/Training
5 Some Suggestions for the Student
Training and Learning Discover your personal learning styles Explore career interests and options Take classes that support your career choices Explore post-secondary options and requirements Identify sources of financial support Visit post-secondary institutions Learn what accommodations and learning strategies work best for you Understand your disability and its impact on your learning
Jobs Participate in chores at home Visit possible employment sites Volunteer in your community Learn how to interview, fill out an application, write a resume and do a job search Get a part time job in your area of interest Go on informational interviews with employers Learn your strengths and skills
Community Participation/Recreation and Leisure Explore new ways to have fun in your community Identify supports you may need to participate in these activities Join local clubs/organizations Use public transportation, ride a bike, walk, or get a drivers permit/license Volunteer Learn how to register to vote and vote when you are of age
Independent Living and Personal Skills Develop personal care and hygiene skills Learn about acceptable dating behavior Develop housekeeping and cooking skills Identify available transportation Learn about independent living options in your community Learn to read the want ads Learn how to create a budget Learn how to comparison shop Learn how to open a bank account, write a check and use an ATM Learn to schedule appointments Learn self-advocacy skills
Develop Resources Develop a list of people, and their phone numbers, who can be a resource to you Apply at adult support agencies
Lets get started by practicing self-advocacy skills - ask for help! Your Support Specialist, and Transition Specialist can head you in the right direction for help with any of these activities. 6
Some Suggestions for Parents
Emphasize capacities and opportunities: * Focus on your child’s strengths and abilities. * Work to build your child’s self-esteem. Support and reinforce them to feel comfortable about asking for help and to feel OK about getting help. * Encourage your child’s independence. Some people may always need support or access to support to do certain activities - but not to do everything. * Focus on your child’s hopes and dreams. Their aspirations should be the driving force behind all transition planning. * Foster your child’s ability to make choices, and to participate in the decisions that directly affect them. This may include encouraging them to be an active participant in the IEP meeting. * Help your child access opportunities in your community. * Help to build community networks for you and your child. * Ensure that your child’s IEP goals remain responsive to their changing interests, ability and support needs.
Preparing for your child’s IEP meeting might include: * Asking your child what they want to do after high school. * Think about what YOU want for your child after high school. * Know your child’s abilities, interests, skills and needs. Their interests and ideas may also change over time as they discover and try new things. * Bring your suggestions and ideas to their IEP meeting so the information can be used in writing transition goals. * Become familiar with the roles and functions of key players in the transition process. * Request a schedule of classes available to students.
Consider these items before the IEP meeting: * Income - How will my child support him/herself? * Continuing Education - What type of training/education would help him/her grow? * Employment - What will he/she do for work? * Living Arrangements - How and where can he/she live as independently as possible? * Transportation - How will he/she travel to work, to town, to see friends, etc.? * Medical needs - What should be done about health care? * Advocacy - Will he/she be able to speak up for themselves and make choices? * Guardianship - Will he/she be able to act as his/her own guardian? * Long-term planning - What needs to be done to make sure his/her future needs are met?
“Give a man a fish,
and he will eat for a day.
Teach a man to fish,
and he will eat for a lifetime!” 7
Transition Planning Questionnaire
Dear Parents, As your son/daughter moves closer to graduation, it is important to begin to plan for his/her future. At your child’s IEP meeting the IEP team will develop a transition component of your child’s Individualized Education Program. The transition component will identify future goals for your son/daughter and ways to support him/her in reaching those goals. Your input and involvement is critical. Think of your son/daughter as an adult after graduation and identify your dreams, goals, fears, and concerns for him/her. Take some time to sit down with your child and share your ideas, as well as sharing their ideas that they have for themselves. Use this Transition Questionnaire to help guide that conversation. Then share this information with your child’s transition team at their yearly IEP meeting.
Child’s Name: ______Date: ______
When my child graduates from high school I would like to see him/her participate in: ___ part-time employment ___ Life Skills Classes ___ full-time employment ___ Vocational Training ___ Job Corps ___ On-the-job Training ___ Vocational School ___ Community College/University ___ Sheltered Workshop ___ Military
In his/her spare time my child likes to: ______My child’s strengths are: ___being friendly ___communication ___being flexible ___ getting around town ___socially appropriate ___ listening ___following directions ___using technology ___motivation ___writing ___asking for help ___conforming to rules ___teamwork ___math ___being cooperative ___dependable ___following a schedule ___budgeting ___problem solving ___organization skills ___making a schedule ___reading ___understands resources ___healthy habits ___daily living & self care ___knowing personal information ___uses safety precautions ___expressing emotions appropriately ___OTHER ______
My child struggles with: ___being friendly ___communication ___being flexible ___ getting around town ___socially appropriate ___ listening ___following directions ___using technology ___motivation ___writing ___asking for help ___conforming to rules ___teamwork ___math ___being cooperative ___dependable ___following a schedule ___budgeting ___problem solving ___organization skills ___making a schedule ___reading ___understands resources ___healthy habits ___daily living & self care ___knowing personal information ___uses safety precautions ___expressing emotions appropriately ___OTHER ______
8 EMPLOYMENT I think my child would like a job where he/she could: ___work indoors ___works with numbers ___ work with animals ___ work outdoors ___works on a computer ___help people ___ work with people ___works with tools & equipment ___clean ___ work in a quiet setting ___build & take things apart ___stock shelves ___work with food ___work in a casual setting ___be moving around ___lift and move items ___work in a formal setting ___work in one place ___communicate with people ___write a lot ___read a lot ___use their artistic skills ___do the same thing over and over ___OTHER ______
I think my child would hate a job where he/she has to: ___work indoors ___works with numbers ___ work with animals ___ work outdoors ___works on a computer ___help people ___ work with people ___works with tools & equipment ___clean ___ work in a quiet setting ___build & take things apart ___stock shelves ___work with food ___work in a casual setting ___be moving around ___lift and move items ___work in a formal setting ___work in one place ___communicate with people ___write a lot ___read a lot ___use their artistic skills ___do the same thing over and over ___OTHER ______When I think of my child working I worry about ______
Career Education instruction that I feel will help him/her prepare for his/her future. ___ Career Awareness ___ In-School Job Development ___ Career Interests and Exploration ___ Specific in-school vocation training (welding, shop, etc) ___ Pre-employment training ___ Training in the community ___Continuing education for specific careers
TRANSPORTATION I plan for my child to get to and from work and recreational activities by: ___ public transportation ___ family and friends ___ walk/bike ___ drivers permit/license
When I think about my child traveling around the community I worry about him/her: ___getting lost ___getting hurt ___being taken advantage of ___Other: ______
9 INDEPENDENT LIVING When my child graduates from high school I would like to see him/her live: ___at home with family ___with other family members ___in a group home ___independently ___live with a roommate ___close by family
When I think about where my child will be living after high school I get excited about ______
When I think about where my child will be living after high school I worried about ______
My legal concerns are (guardianship, probation, etc.): ______
Medical concerns I have are:______
My child takes medication for: ______
Independent Living, Social and Personal Management instruction that I feel he/she will need in order to prepare for his/her future. ___ personal care and hygiene ___ anger management ___nutrition and healthy living ___ communication skills ___ having fun ___money management ___ daily living skills ___ relationships ___social interaction ___ living on their own ___ 1st Aid and Health___ being able to vote ___ self-advocacy ___ problem solving ___ parenting skills ___ time management ___ other: ______
When I think about their future I am excited about: ______Things that frighten me about their future are: ______These are some other issues that I feel are important to consider when planning my child’s transition. (Drug and alcohol awareness programs, personal counseling, probation, etc.) ______10 Parent’s Timeline for Transition from School to Life
Student age Action Needed
11-14 ▪ Your child’s IEP should include social skill, communication, and self-help skills with at least functional math and functional reading within inclusive settings (if appropriate)
By 14 ▪ Begin Transition Planning as part of the IEP process. Focus on the student’s course of study. ▪ Learn about Exit Options to ensure that your child will be able to reach his/her goals.
No later than 16 ▪ Transition planning (focus on interagency responsibility or any needed linkages) ▪ Identify job interests and abilities ▪ Include activities such as career exploration, and job training. ▪ Begin to identify community services that provide job training and placement ▪ Prepare a job placement file with references and skills that have been acquired ▪ Begin application to adult service agencies ▪ Consider summer employment or participating in volunteer experiences.
16-18* Contact adult service programs when appropriate ▪ Begin to consider and research Guardianship ▪ Colleges, vocational or technical schools ▪ Social Security Administration ▪ Residential or Independent Living Services ▪ Recreation/Leisure Groups ▪ Medical Services
17-18* ▪ Continue to review and update Transition Plan ▪ Take ACT or SAT tests if needed ▪ Visit colleges and their Disabilities Services office ▪ Register with Disability Service Office of your preferred school by the end of senior year.
18-21* ▪ Continue to review and update transition plan ▪ Establish needed health benefits ▪ Develop long-term financial support plan
* If a student does not graduate with a regular diploma they may chose to remain in school and continue working on Transition Goals through age 21 or age as defined by state law. 11
High School Diploma Options 2014 and beyond
As Oregon students work to be successful in their next steps (e.g. postsecondary education and training, workforce entry, career school, apprenticeship, military) the Department of Education is committed to ensuring a variety of options are available to meet all students’ needs.
Oregon Diploma In January of 2007, the State Board of Education voted to adopt new high school graduation requirements. These new requirements are designed to better prepare each student for success in college, work, and citizenship. To earn a diploma, students will need to successfully complete the credit requirements, demonstrate proficiency in essential skills, and meet the personalized learning requirements.
Modified Diploma Passage of HB 2848 requires districts to offer a Modified Diploma “to those students who have demonstrated the inability to meet the full set of academic content standards even with reasonable modifications and accommodations.”
Extended Diploma In December 2009, the State Board of Education adopted new extended diploma requirements. Districts or public charter schools shall award an extended diploma only to students who have demonstrated the inability to meet the full set of academic content standards even with reasonable modifications and accommodations. Students must have a documented history of an inability to maintain grade level achievement due to significant learning and instructional barriers or have a documented history of a medical condition that creates a barrier to achievement, and participate in an alternate assessment or have a serious illness or injury that changes the student’s ability to participate in grade level activities.
Alternative Certificate In accordance with HB 2848 a school district or public charter school shall award an alternative certificate to a student who does not satisfy the requirements for a diploma if the student meets criteria established by the board of the school district or public charter school.
Summary and clarification Oregon has received further clarification from the U.S. Department of Education regarding requirements for federal financial aid eligibility. Oregon students who receive a modified diploma are now eligible to apply for federal financial aid. Oregon students who receive an extended diploma are not eligible to apply for federal financial aid. 12
CREDIT REQUIREMENTS
Comparison of Diploma Credit Requirements and Essential Skills
Regular Diploma Modified Diploma Extended Diploma Academic Graduation 2014 and Graduation 2012 and Graduation 2012 and Subject beyond beyond beyond English/Language Arts 4 3 2 3 Mathematics Content at Algebra I 2 2 and above 3 Science 2 2 Scientific inquiry and lab experiences
Social Sciences 3 21 3
Physical Education 1 1 1 Health 1 1 1 Second Languages/ The Arts/Career and Technical 3 12 1 Education (CTE)
Electives 6 123
TOTAL CREDITS 24 24 12
1
2 3 13 Essential Skills Reading Reading NA Writing Writing NA Math Math NA
Alternative Certificate is at the discretion of the school district.
TRANSFER OF RIGHTS
At your IEP meeting, one year prior to your 18th birthday, you and your parents must be notified of specific rights which will transfer once you turns 18 (except for a student with a disability who has been determined to be incompetent under State law.) Documentation of this notification must be included in the IEP at this time. The rights that will transfer from your parent/guardian to you include.
* Notification of meetings * Notification and consent for evaluation * Selection of participants in IEP meetings * Approval of the contents of the IEP * Approval regarding change of placement
GUARDIANSHIP and CONSERVATORSHIP If you are in a situation where you would need to obtain legal guardianship and/or conservator ship, it is suggested to do them both at the same time. Guardianship is dealing with the body and Conservator ship is dealing with person’s money.
Process: 1. Contact an attorney 1. A petition is filed then submitted 2. A copy of the petition goes our to everyone involved 3. There is a waiting period; during the waiting period there is a court visitor, who evaluates the situation, they talk to everyone involved and a report is filed. 4. If anyone objects - it could go to court and cost is higher 5. If there are no problems and everything is approved guardianship is awarded. Lifeways and EOCIL may be able to assist with this process.
14
Youth Transition Program Explanation and Process
The Oregon Youth Transition Program (YTP) is a collaborative effort between the Oregon Department of Education (ODE), the Oregon Vocational Rehabilitation Division (OVRD), the University of Oregon (UO), Malheur Education Service District (ESD), and the public schools in local communities statewide. The goal of the YTP is to develop a pattern of services for students with disabilities beginning when they are still in school and continuing during the early transition years
YTP PROCESS OVERVIEW The public school system is an “entitlement” program. Vocational Rehabilitation (VR) differs as it is an “eligibility” program. Therefore students must apply and be found eligible to receive services. The focus of VR is short-term support with the focus on employment. When a student is referred to YTP (not ever student with a disability is ready for or requires YTP services) the Transition Specialist begins the screening process. If, through these screening activities and VR/YTP monthly meetings, the Transition Specialist and the VR counselor determines the student would be an appropriate referral a VR Application meeting is scheduled. At this time the Transition Specialist assists the student/family in completing the application packet and gathers the information needed to help the VR counselor determine eligibility. Once the student has participated in the VR Application meeting where the Vocational Rehabilitation counselor explains the process, the student/family decides if he/she wants to continue the application meeting. Once the application meeting has taken place the VR counselor will go over the information and gather any further documentation to determine eligibility within 60 days of the application date. Once eligibility is determined a planning meeting is scheduled. The Student, VR Counselor and the Transition Specialist will work together to create a plan. The timeline for creating a plan is 180 days from the eligibility date. Once the plan is put into place the Transition Specialist will provide follow-along services. When it is determined by the VR Counselor and the Transition Specialist that the student is ready to be closed through VR, the Transition Specialist continues to provide follow- along support for 12 months after the student exits the VR program to ensure continued success.
YTP PROCESS BEAKDOWN Screening and Referral The Transition Specialist begins the screening process by providing a variety of activities with students. During this time the Transition Specialist and the VR counselor are in close contact to determine if the student would be an appropriate referral. If the student has a documented disability and a need for VR services the Transition Specialist refers the student to VR and an Orientation is scheduled.
YTP Student Activities Can Include: Self-Awareness Career Awareness and Exploration Community Experiences Pre-Employment Training Transportation Options and Requirements Continuing Education Options and Requirements Independent Living Activities Housing Options and Requirements Medical concerns Referral to Vocational Rehabilitation when appropriate Referral for long-term supports when appropriate
15
Vocational Rehabilitation Application Process The Transition Specialist assists the student/family in completing the PIF. A Release of Information is signed by the student and when appropriate, the parent (if the student is under 18). The Transition Specialist then gathers the YTP and school information needed to help the VR counselor determine eligibility. At this meeting the student and the Transition Specialist provide this information to the VR Counselor and an application is taken. The student must have: Release of Information Personal Information Form Documentation of student YTP activities and vocational goals Medical information, case report, statement of eligibility, etc.
Vocational Rehabilitation (VR) Eligibility Sometimes the VR Counselor can say right away if the client qualifies for services. If the student receives SSI or SSDI, it is likely they are eligible for VR services immediately. Other times it may take up to 60 calendar days, from the application date, for the VR counselor to go over the Personal Information Packet and gather any missing information. At this point the VR counselor may request additional testing. After reviewing all the information, eligibility will be determined by the VR counselor. To be eligible for VR services the student MUST: have a documented disability have a barrier to employment have a need for VR services intend to enter employment immediately upon completion of their Individual Plan for Employment (IPE)
Writing an Individual Plan of Employment (IPE) An Individual Plan for Employment (IPE) must be written as soon as possible after the student is found eligible and, where possible, prior to the student’s leaving the school setting. The VR counselor, Transition Specialist and the student have 180 days from the eligibility date to complete activities, complete any added research, and develop a plan. The plan MUST: have a vocational goal have a need reflect interests, strengths, abilities, as well as potential barriers to training and/or employment resemble, and build on, the students IEP The student must decide if they want VR to assist with short-term vocation training OR employment. VR can ONLY support both if the training is related to their employment. To begin writing a plan the VR counselor must review the eligibility and address each barrier in the plan. At this point it should be determined by VR and the Transition Specialist if the client needs to apply for the Work Opportunity Tax Credit. If so, this eligibility will also need to be completed.
Exit/Follow-up Students who participate in the Youth Transition Program (YTP) receive follow-up support from the Transition Specialist for 1 year after exiting the program. The overall goal is for youth to be “engaged” at the time of exit and to maintain that status over a 12 month follow-up period. Engagement is defined as employed and/or enrolled in short-term post-secondary education consistent with the student’s abilities as identified in his/her Individual Plan for Employment.
16 BUREAU OF LABOR AND INDUSTRIES SUMMARY OF CHILD LABOR LAWS
MINIMUM WAGE: The minimum wage is $7.95 per hour beginning January 1, 2008. WORKING HOURS (NON AGRICULTURE*) MEALS: Meal periods of at least 30 minutes must be provided no later 14 AND 15 YEAR-OLDS than five hours and one minute after the minor reports to work. Minors 14 and 15 years of age must be fully relieved of work duties during this time. When School is in Session Minors who are 16 and 17 years of age may work during a meal period, • 3 hours per day, 8 hours on non-school days, 18 hours but must be paid for their time. This is permitted only if the nature of the per week maximum work prevents the minor from being relieved from all duty. • Only between 7:00 am and 7:00 pm BREAKS: Rest periods of at least 15 minutes must be provided during • Working is not allowed during school hours each four hours (or major portion) of work time. ADEQUATE WORK: Adequate work must be provided if the employer When School is not in Session requires the minor to report to work. Adequate work means enough work • 8 hours per day, 40 hours per week maximum (or compensation in lieu of work) to earn at least one-half of the amount • From June 1 through Labor Day: 7:00 am to 9:00 pm earned during the minor's regularly scheduled hours to work. RECORDS AVAILABILITY: Records shall be preserved and 16 AND 17 YEAR-OLDS maintained for a period of at least two years. The records should be • Any hours maintained in a safe and accessible place and they shall be made • 44 hours per week maximum available, upon request, for inspections and transcriptions by authorized representatives.
HAZARDOUS AND PROHIBITED OCCUPATIONS The Wage and Hour Commission has determined that the following occupations are particularly hazardous for the employment of minors under 18 and employment in these occupations is prohibited: PROHIBITED FOR MINORS UNDER 18 PROHIBITED FOR MINORS UNDER 16 • Manufacturing, storing and using explosives • Cold storage plants • Motor vehicle driving (prohibited for minors 16 and under; • Commercial docks permitted under limited circumstances for minors 17 years of age.) • Construction (alteration, repair, painting, or demolition of • Motor vehicle outside helper buildings, bridges, and structures)
• Coal mining • Firefighting • Logging and sawmilling • Grain elevators • Using power-driven woodworking machines • Gravel or sand plant or bunker • Where there is exposure to radioactive substances • Ice Plants
• Using power-driven hoisting apparatus • Land clearing (with blasting or presence of heavy equipment) • Using power-driven metal-forming, punching, and shearing • Logging operations machines • Lumber loading • Mining, other than coal-mining • Mechanical amusements • Slaughtering or meat-packing, processing or rendering • Surveying • Using power-driven bakery machines • Window cleaning (outside above ground) • Using power-driven paper-products machines • Wood cutting, sawing • Manufacturing brick, tile and kindred products • All kinds of work in workshops or any premise, room, or • Using power-driven circular saws, band saws, and guillotine place where power-driven machinery is used in or incidental shears to adapting articles or goods for sale • Wrecking, demolition, and ship-breaking operations • Roofing operations • ONLY office work is allowed in the following operations: • Excavation operations - auto wrecking yards - junk dealer - water works • Messenger service between the hours of 10:00 pm and 5:00 am - lumbering - motor vehicles (transportation) Specific rules apply for the employment of minors in agriculture. For more information, contact the Child Labor Unit in Portland at (971) 673-0836. The above information is only a summary – for more complete information, contact the bureau’s technical assistance for employers unit at (971) 673-0824, or refer to the Bureau’s website at www.oregon.gov/boli.
17
College Bound Checklist
APPLICATION FOR COLLEGE 1. Research colleges – admission process, FAFSA, scholarships, costs, etc.
2. Send an application for admissions to the Office of Admissions.
3. Register for the required admissions tests (accommodations can be offered). If an SAT or ACT needs to be taken at the high school it should be taken no later than December of your senior year to be considered for admissions and scholarships. The COMPASS test may also be taken at high school.
4. Ask your high school counselor for an official high school transcript.
5. Send required admissions application fee.
FINANCIAL AID 1. Call the school of your choice and ask: * what types of financial aid are available * what the deadlines are * what are the required number of credits to receive each type of financial aid
2. Submit the financial aid application as soon after January 1st as possible. Keep a copy of everything! You can submit the application on line at http://www.fafsa.ed.gov.
3. If you or your families’ financial situation has changed, anytime during this process or during the year, make sure to contact the Financial Aid Administrator at the school you have applied to or attending, immediately.
NOTE: Recent changes to the modified and extended diploma options makes them both eligible to apply for financial aid.
REGISTRATION
Most colleges have a day for orientation and registration for new students. Make sure to participate in this event.
ASSISTANCE
Make sure to contact the schools Disabilities Coordinator, BEFORE classes start, to see what types of accommodations and/or modifications can be made and what you need to provide so this can happen.
18 MALHEUR COUNTY SCHOOL DISTRICTS Adrian Special Education 541-372-3744 http://www.adriansd.com Annex Special Education 541-262-3280 http://www.annex.k12.or.us Arock Special Education 541-586-2325 http://www.arock.k12.or.us Harper Special Education 541-358-2473 http://www.harper.k12.or.us Huntington Special Education 541-869-2204 http://www.huntington.k12.or.us/home Jordan Valley Special Education 541-586-2213 http://www.jordanvalley.k12.or.us/home Juntura Special Education 541-277-3261 http://www.malesd.k12.or.us/juntura Malheur Education Service District 541-473-3138 http://www.malesd.k12.or.us Youth Transition Program www.ytporegon.org/ Dannette Hackman 541-372-2275 Christa Maupin 541-473-4850 Debbie Durham 541-889-5309 Special Education Services 541-473-2362 Malheur Education Center 541-372-5430 http://www.malesd.k12.or.us/alternative-education Nyssa Special Education 541-372-2287 http://www.nyssa.k12.or.us Nyssa School District 541.372.2275 www.nyssa.k12.or.us Ontario Special Education 541-889-5309 http://www.ontario.k12.or.us Ontario School District 541-889-5394 www.ontario.k12.or.us Vale Special Education 541-473-3181 http://www.vale.k12.or.us Vale School District 541-473-0201 www.vale.k12.or.us MALHEUR COUNTY RESOURCES
Boys and Girls Club of Western Treasure Valley 541-889-7979 http://www.bgcwtv.org 573 SW 3rd Ave. Ontario, OR Committed to providing after-school and summer programs where young people can channel youthful energy into challenging pursuits.
Camp Elderberry Joni Delgado, RN 208-740-0522 http://campelderberry.com “Camp Elderberry is a vision of a Community Health Nurse and Speech Pathologist/ Autism Consultant. We wanted to provide children with differing abilities a developmentally appropriate day camp environment. Camp Elderberry will allow kids, ages 6-18, to feel supported in a safe, fun and nurturing environment. It is a place for Kids to just be kids.” Socials is a newly created group for young adults. They come together in a community setting, for different activities and enjoying each other’s company. Contact Joni Delgado 208-740-0522.
CASA of Eastern Oregon 541-709-0606 http://www.casaofeasternoregon.com CASA of Eastern Oregon is dedicated to making a difference in the lives of abused and neglected children from Baker, Malheur and Union Counties through volunteer advocacy.
Car Seat Program 541-889-5312 Cheri Smith ext. 2310 Ontario Fire Department Child seat checks, instruction and purchases. If you are considered low-income, car seats may be purchased at ½ price.
Child Care Resource & Referral www.oregonchildcaretraining.org www.tecteam.org We promote quality child care in Baker, Grant, Harney, Malheur, Union, and Wallowa Counties. We offer: early learning information and resources; give free referrals for child care to parents; and offer early learning trainings each month to child care providers and early learning teachers. Malheur County contact is: 541-889-7864, ext. 240 or 800-956-0324, ext. 7 [email protected] 19
Commission on Children and Families 541-889-4317 GOAL: To provide assistance for individuals with temporary resources that will aid them in becoming self-sufficient.
Community in Action 541-889-1060 http://communityinaction.info 49 NW 1st St. Ste #6, Ontario OR. Energy assistance call 541-889-9555 Community in Action exists to empower low and moderate-income individuals and families of Harney and Malheur Counties. We offer a diversity of services that meet basic human needs for food and shelter. We strive to provide a path toward education, skills, and access to community resources that help to create self-sufficiency. Programs: Weatherization, Energy Assistance, Housing, Community Service Block Grant Programs.
Department of Human Services 541-889-9141 http://www.oregon.gov/DHS 186 East Lane, Ontario OR Vocational Rehabilitation 541-889-9148 GOAL: Assist Oregonians with disabilities to achieve and maintain employment and independence. Self-Sufficiency and Employment Program 541-889-9141 GOAL: Help families and individuals find and keep jobs to achieve self-sufficiency and family stability. Food stamps, medical assistance (OHP), child care and support, temporary assistance for needy families (FANF), employment, prevention and emergency services. Senior and Peoples with Disabilities 541-889-7553 GOAL: Assist seniors and people with disabilities to achieve well-being through opportunities for community living, employment and services that provide choice, independence and dignity. Food stamps, general assistance, medical care, long-term care, adult foster care, adult protective services and abuse interventions. Child Welfare 541-889-9141 GOAL: Protect abused and neglected children; provide them with safe and permanent families. Volunteer Services & Community Development 541-889-8657
Department of Labor and Industries 971-673-0761 http://www.oregon.gov/BOLI Labor Laws for adult and children
Department of Transportation (DMV) 541-889-8712 http://www.oregon.gov/ODOT/DMV
Eastern Oregon Center for Independent Living (EOCIL) 541-889-3119 1021 SW 5th Ave. Ontario OR GOAL: To empower personal with disabilities throughout Eastern Oregon to improve the quality of their lives, determine their own lifestyle, participate in all aspects of society, and secure their human rights. Mobility Training has recently been added to their services. Services include housing, applying for social security, employment programs, transportation and personal assistance services. http://www.eocil.org
20 ELKS 208-489-4444 www.idahoelksrehab.org Elks Rehab Hospital is the Northwest's premier provider of rehabilitation services. For over 62 years, has given people with stroke, traumatic brain injury, orthopedic disorders, spinal cord injuries or other illnesses the chance to live life to its fullest. Our interdisciplinary team of physical, occupational and speech therapists, nurses, and other staff challenge our patients to reach their highest goals. Families are supported with compassion and education to move towards recovery.
Food Pantries Next Chapter Food Pantries, St. Matthews Episcopal Church 541-889-9332 762 SW 5th St. Ontario OR First Christain Church 541-889-6716 180 NW 1st St. Ontario OR Blessed Sacrament Food Pantry 541-889-8469 829 SW 2nd Ave. Ontario OR The Family Place 541-889-1050 390 NE 2nd St. Ontario OR New Hope Kitchen (meal site) 541-889-1905 381 N Oregon St. Ontario OR Nyssa Community Food Pantry 541-372-5623 corner of 5th and Main, Nyssa OR The Vale Pantry 541-823-2710 corner of Bryant & B St. in the basement, Vale OR Jordan Valley Community Food Pantry 541-586-2428 604 Oregon St., Jordan Valley OR
Harvest House Missions 541-889-9105 http://www.harvesthousemissions.org 381 N. Oregon, Ontario OR SEASON Project -Runaway and Homeless Youth program The SEASON (Safety, Education, Advocacy, Support, Outreach and Networking) project serves youth ages 11-17 in Malheur County who are homeless, at risk of homelessness or experiencing unstable living conditions at home. Summer Lunch Program… Harvest House Missions operates a Summer Food Service Program, Monday – Friday in Ontario and Vale. The program begins serving meals the first Monday after school ends and finishes the Friday before school starts. Women’s Transitional Housing Program … The Women’s Transitional Housing Program is a 90-day program for young women which assists in establishing stable housing and increasing life skills. The New Hope Kitchen The New Hope Kitchen community meal site serves dinner Mondays, Wednesdays, and Fridays at 5:30 PM.
Hope Pregnancy Resource Center 541-889-4272 www.mightbepregnant.com 17 SW 6th St. Ontario Oregon Hours of operation: Monday 10 a.m. – 6 p.m., Tuesday 3 p.m. – 7:30 p.m., Thursday 10 a.m. – 6 p.m. 24 hour helpline help 800-712-HELP (4357)
Housing Authority of Malheur County (HUD) 541-889-9661 959 Fortner St., Ontario OR. The County Housing Authority has housing for low and moderate income families or the elderly.
Job Corps 1-800-863-5627 http://jobcorps.dol.gov GOAL: To provide total-basic education and vocational classes, dental, medical, and eye care, work clothes, social and recreational programs, counseling and student leadership activities.
Lifeways Behavior Health 541-889-9167 http://www.lifeways.org 702 Sunset Drive, Ontario OR GOAL: To provide high quality, comprehensive behavioral health services for people of all ages. 21 Malheur Council on Aging 541-889-7651 842 SE 1st Ave. Ontario OR GOAL: To provide a variety of supportive services to senior and disabled persons and to low income residents of Malheur County. (Food bank, transportation, meals-on-wheels, etc.)
Malheur County Health Department/WIC 541-889-7279 1108 SW 4th St., Ontario OR
Malheur County Transportation 541-881-0000 Snake River Transit www.treasurevalleytransit.com see website for costs Provides bus service for Payette, Fruitland, Nyssa, Vale and Ontario from 6 a.m. to 6 p.m.
Malheur County Health Department 541-889-7279 http://health.malheurco.org/ 1108 SW 4th St in Ontario. "Promoting and protecting the health of our community through collaboration, education, prevention and the delivery of compassionate care".
Malheur County Library 541- 889-6371 FREE library card to all Malheur County residents.
Military Marines 541- 889-3374 Army 541- 889-5383 Navy 541- 889-8384 Air Force 208-378-0966 National Guard 541- 889-5504 Coast Guard 208-376-7655
Ontario Recreation Department 541- 889-7686 GOAL: To provide workshops, trips, sports, craft classes and fun recreation opportunities for all ages.
Oregon Employment Department 541- 889-5394 www.olmis.org 375 SW 2nd Ave. Ontario OR GOAL: To promote employment of Oregonians through developing a diversified multi skilled workforce, promoting quality child care and providing support during times of un-employment.
Oregon Human Development Cooperation 541- 881-1491 Housing and utility assistance, training and employment for migrant farm workers.
Oregon Law Center 541-889-3121 888-250-9877 35 SE 5th Ave. Unit 1, Ontario OR. Providing Access To Justice For Low Income Oregonians
Oregon National Guard Youth Challenge Program 3861 Dodds Road, Bend, Oregon 97701 Admissions Frank Strupith 541-317-9623 ext 223 [email protected] General Information David Nolte 541-317-9623 ext 224 [email protected] Application Fax 541-388-9960 This is a public alternative high school for students who are considered “at risk” of dropping out of high school. http://www.oycp.com
22 Project Dove 585 NW 1st St. Ontario, OR 541-889-6316 Unique Boutique 541-889-1970 clothing and household items http://www.projectdoveor.org 189 S. Oregon St. Ontario, OR Domestic Violence Hot Line 541-889-2000 Temporary shelter, support group, victim’s assistance, forensic examinations, clothing and house hold items. Donation Center 541-881-9909
Social Security Administration 541-889-7446 local 866-403-8016 908 SE 5th Ave. Ontario OR Everyone needs a social security number before starting work and it is recommended that students get a number before starting high school. There is no minimum age required for application. Additional information is available on the web at www.ssa.gov regarding the Social Security Disability Program and Supplemental Security Income Program.
Training and Employment Consortium & Child Care Resource and Referral 541- 889-7864 375 SW 2nd Ave. Ontario OR GOAL: Employment and support http://www.trainingemployment.org Treasure Valley Community College 541-881-8822 TVCC code: 003221 for FAFSA GOAL: To provide educational, cultural and enrichment programs and services for the community. http://www.tvcc.cc https://fafsa.ed.gov/
Treasure Valley Children’s Relief Nursery 541-823-2526 www.trcrn.org 588 W. Idaho Ave. Ontario The Purpose of the Treasure Valley Children’s Relief Nursery is to Prevent Child Abuse and Neglect. We help children heal from difficult life experiences and wrap a variety of services around families in crisis to help them rebuild their lives and help their children thrive. We nurture hope.
Tri County Love, Inc. 541-889-7860 188 East Lane, Ontario OR Tri-County Love INC’s mission is to mobilize the church to transform lives and communities in the name of Jesus Christ. We help churches help people!
Western Idaho Training Company (WITCO) 541- 889-4320 GOAL: To provide vocational, developmental, and residential services to adults with disabilities to increase their potential for independent living and competitive employment.
This manual was created by Debbie Durham
Malheur ESD Youth Transition Program Coordinator
23