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entitled 'Summary of a GAO Conference: Helping California Youths with 
Disabilities Transition to Work or Postsecondary Education' which was 
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Report to Congressional Committees: 

United States Government Accountability Office: 

GAO: 

June 2006: 

Summary Of A GAO Conference: 

Helping California Youths with Disabilities Transition to Work or 
Postsecondary Education: 

GAO-06-759SP: 

GAO Highlights: 

Highlights of GAO-06-759SP a report to congressional committees. 

Why GAO Convened this Conference: 

The federal government plays a significant role in supporting youths 
with disabilities, many of whom research has shown are less likely than 
other students to successfully transition from high school to 
postsecondary education or employment. Federal programs make 
considerable investments in providing transition services for youths 
with disabilities, often through state and local agencies. GAO has 
previously reported problems in how these programs support transition, 
such as difficulties youths with disabilities may experience in 
accessing services. 

To better understand how federal programs interact at the state and 
local levels to support transitioning youths with disabilities, on 
November 15, 2005, GAO convened a conference of professionals and state 
and local program experts who are directly involved with transitioning 
youths with disabilities in California. While the perspectives offered 
were limited to one state’s experience, California has wide variation 
in population, industry, disability rates, and employment rates among 
its counties, and thus may offer lessons to other states about the 
challenges and successes in serving transitioning youths. This report 
summarizes the views of panelists on challenges they experienced 
serving this population during critical transition years, and 
identifies several practices that they believe are helping to address 
those challenges in California. 

What GAO Found: 

What Panelists Said: 

Panelists offered a variety of perspectives on the challenges they 
faced serving youths with disabilities making the transition from high 
school to postsecondary education or employment. Participants reached 
general agreement in two broad areas. 

* Panelists generally agreed youths with disabilities in California do 
not receive sufficient training in vocational preparation, life skills, 
and transition planning. While acknowledging the recent emphasis on 
learning academic skills and its importance for all youths with 
disabilities, panelists noted that for those who will not pursue 
postsecondary education, there are too few vocational programs in high 
school and inadequate time during school to study vocational and life 
skills. They suggested many ways to address these challenges, including 
beginning transition planning at a younger age, creating internship 
programs during high school, and bringing in mentors from the working 
world. 

* Panelists generally agreed that limited coordination among programs 
and differences in program structure prevented the seamless provision 
of services. For example, several panelists noted that students are 
generally not able to retain school-provided assistive technology 
equipment that could help them with postsecondary school or employment, 
and often need to reacquire such technology through the support of 
another service provider after they graduate. Panelists also cited 
specific differences in the structure of programs—such as the use of 
different definitions of learning disabilities between high schools and 
community colleges—that they thought hindered the seamless provision of 
services. Panelists suggested ideas for improving coordination among 
programs, including designating days outside of the classroom for 
teachers to coordinate with other programs and adopting common 
assessment materials and, where feasible, common definitions of 
disability. 

Panelists also shared examples of programs currently available to a 
limited number of youths in California that had the potential to 
address some of the challenges they identified. For example, some 
programs provide work experience and career counseling. Other programs 
provide a case manager to work with students throughout their 
transition and help coordinate their services. Panelists suggested that 
expanding and replicating these practices could improve the transition 
outcomes of youths with disabilities. 

[Hyperlink, http://www.gao.gov/cgi-bin/getrpt?GAO-06-759SP]. 

To view the full product, including the scope and methodology, click on 
the link above. For more information, contact Robert E. Robertson, 
Director, (202) 512-7215, robertsonr@gao.gov. 

[End of Section] 

Contents: 

Introduction: 

Appendix I: Summary of the Conference Discussion: 

Background: 

Panelists Discussed Need for Additional Vocational Training, Life 
Skills Development, and Transition Preparation among Youths with 
Disabilities in California: 

Panelists Discussed How Limited Coordination among Programs and 
Differences in Program Structure Can Prevent the Seamless Provision of 
Transition Services: 

Panelists Identified Several Promising Practices That May Address 
Challenges in California: 

Appendix II: List of Panel Participants and Observers: 

Appendix III: Agenda, General Themes, and Questions: 

Appendix IV: GAO Contact and Staff Acknowledgments: 

Related GAO Products: 

United States Government Accountability Office: 
Washington, DC 20548: 

June 20, 2006: 

The Honorable Michael B. Enzi: 
Chairman: 
The Honorable Edward M. Kennedy: 
Ranking Minority Member: 
Committee on Health, Education, Labor, and Pensions: 
United States Senate: 

The Honorable Howard P. "Buck" McKeon: 
Chairman: 
The Honorable George Miller: 
Ranking Minority Member: 
Committee on Education and the Workforce: 
House of Representatives: 

The Honorable William M. Thomas: 
Chairman: 
The Honorable Charles B. Rangel: 
Ranking Minority Member: 
Committee on Ways and Means: 
House of Representatives: 

The federal government plays a significant role in supporting youths 
with disabilities, many of whom research has shown are less likely than 
other students to successfully make the transition into postsecondary 
education or employment once they leave high school. Although the 
amount spent to support transitioning youths with disabilities is not 
known, the federal government has a considerable investment in various 
programs to help support these youths. For example, in 2005 the 
Department of Education (Education) allocated over $10.5 billion in 
federal grants to states for ensuring that 6.8 million youths with 
disabilities received a free and appropriate public education, as 
required by the Individuals with Disabilities Education Improvement Act 
(IDEA)--a key piece of legislation pertaining to transition. 

A number of other federal programs--largely administered at the state 
and local levels--endeavor to help youths with disabilities achieve 
successful transitions. For example: 

* Education's vocational rehabilitation (VR) program provides 
transition services to youths with disabilities through state VR 
agencies and in coordination with public education officials. 

* The Department of Labor (Labor) helps eligible youths between 14 and 
21 years of age[Footnote 1] prepare for work or postsecondary education 
through its one-stop center system--a federally funded workforce 
investment system that is managed by states and localities. 

* The Social Security Administration's (SSA) Ticket to Work and Self- 
Sufficiency program (Ticket) helps individuals who are receiving cash 
benefits from SSA's Supplemental Security Income Program and are 
between the ages of 18 and 64 to obtain services--from providers such 
as VR agencies--that are necessary to find, enter, and retain 
employment. 

The success of these programs can play an important role in determining 
whether vulnerable youths transition successfully to become independent 
adults or face a lifetime of reliance on public assistance. However, 
GAO has previously reported problems with how these programs support 
transition, such as difficulties youths may experience in accessing 
services.[Footnote 2] 

To better understand how federal programs support transitioning 
students with disabilities, GAO held a conference on November 15, 2005, 
that focused on such supports in one state--California.[Footnote 3] We 
chose to focus on one state in order to better explore the complex 
interplay of the many and varied federal programs that are administered 
at the state and local levels and serve this population. California 
presents an interesting case study because of the wide variation in 
population, industry, rate of disability, and employment rates among 
its counties. As such, California's experiences may provide a basis for 
identifying challenges and promising approaches to serving 
transitioning youths with disabilities that could apply to other 
states. 

To identify discussion themes as well as panel participants for this 
conference, we interviewed officials from federal, state, and local 
disability programs; special education teachers and administrators; 
researchers in this area; and disability advocates. We also reviewed 
program guidance, published articles, and GAO reports relating to 
disability and transitioning youths.[Footnote 4] In light of the many 
federal programs that provide similar services in support of 
transitioning youths, we invited to the conference officials from 
Education, Labor, and SSA to observe the proceedings and engage in a 
direct dialogue with transition professionals. We also invited 
congressional staff from committees with jurisdiction over some of 
these federal agencies and programs to provide their perspectives on 
the topic. 

Recognizing the importance of this topic for policy makers, we have 
summarized the conference proceedings in this report on behalf of 
interested committees from both the U.S. Senate and the House of 
Representatives. The discussion summarized in this report does not 
necessarily represent the views of any individual participant or GAO, 
may not be applicable to other parts of the country, and does not 
attempt to provide a comprehensive treatment of the topic. For example, 
although the topic of preparing for postsecondary education was 
included in the conference agenda, the panelists' discussions focused 
primarily on workforce preparation. 

In summary, panelists generally agreed that challenges exist for 
transitioning California youths with disabilities in two key areas. 
First, they noted that the education system as they experience it in 
California does not provide adequate training in vocational and life 
skills or transition preparation for students with disabilities. While 
acknowledging the importance of academic studies, the panelists noted 
that for those youths who will not pursue postsecondary education, 
there are few vocational programs in high school and inadequate time 
during school to study vocational and life skills. Second, panelists 
indicated that lack of coordination and differences in program 
structure between organizations responsible for assisting these youths 
hinder the seamless provision of services. For each challenge area, 
panelists identified suggestions for improvement. Panelists also 
identified several ongoing practices that they believe hold promise for 
addressing these challenges in California. 

Appendix I summarizes the collective discussion, as well as subsequent 
comments we received from panel participants on the draft summary of 
the conference proceedings. Appendix II lists our panel participants 
and observers from federal agencies. Appendix III contains our agenda-
-including a list of congressional staff who provided Hill perspectives 
on this topic--as well as the general themes and questions posed to 
panelists. Major contributors are acknowledged in appendix IV. 

We are very grateful to all of the conference participants for taking 
the time to share their knowledge, insights, and perspectives. The 
views expressed will be of value to the community of federal, state and 
local programs and professionals as they strive to improve employment 
and postsecondary educational outcomes for youths with disabilities at 
a critical juncture in their lives. In addition, the results of this 
discussion may help Congress ensure that federal programs serve this 
vulnerable population effectively and improve federal disability 
programs to meet the needs of the 21st century. 

Signed by: 

Robert E. Robertson: 
Director, Education, Workforce, and Income Security Issues: 

[End of section] 

Appendix I: Summary of the Conference Discussion: 

Conference panelists offered a variety of perspectives on the 
challenges they faced serving youths with disabilities transition from 
high school to postsecondary education or employment. This appendix 
provides background on the issues discussed by the panelists and a 
summary of their discussion. 

Background: 

In 2003, we designated modernizing federal disability programs as a 
high-risk area--one that requires urgent attention and organizational 
transformation to ensure that programs function in the most economical, 
efficient, and effective manner possible to meet the needs of 
individuals in the 21st century. Federal disability programs were 
placed on the list because many of these programs have yet to 
incorporate scientific advances and economic and social changes that 
have redefined the relationship between impairments and the ability to 
work.[Footnote 5] In addition, these programs have faced long-standing 
challenges in ensuring the timeliness and consistency of decisions 
related to benefits and services for people with disabilities. As part 
of our work in this area, in 2005, we identified more than 20 federal 
agencies and almost 200 programs that serve people with disabilities, 
many of which play some role in serving transitioning youths with 
disabilities.[Footnote 6] 

The array of programs supporting transitioning youths with 
disabilities, in some ways, reflects the wide diversity of this 
population. For example, youths with disabilities can have a wide range 
of physical and cognitive disabilities that can affect their ability to 
learn. In addition, they may demonstrate varying levels of academic 
aptitude and achievement in different areas. Consequently, youths with 
disabilities may require different strategies for transitioning from 
school to postsecondary education or the workforce that address their 
unique needs. 

One key piece of legislation pertaining to transitioning youths with 
disabilities is the Individuals with Disabilities Education Improvement 
Act (IDEA).[Footnote 7] In 2005, under IDEA, states received over $10.5 
billion for ensuring that 6.8 million youths identified as having a 
learning disability or a disability such as mental retardation or 
autism received a free and appropriate public education. Among other 
requirements, IDEA requires all children with disabilities to be 
included in all general state and districtwide assessments,[Footnote 8] 
including annual assessments under the No Child Left Behind Act of 
2001.[Footnote 9] IDEA also charges public education authorities to 
develop an individualized education program[Footnote 10] (IEP) for each 
eligible student that spells out the specific special education and 
supplementary aids and services to be provided based on the student's 
needs. Beginning no later than when a student is 16, the IEP must also 
contain transition plans that include measurable postsecondary goals 
and specify the transition services needed to assist the child in 
reaching those goals. 

In addition, the federal government funds many other services that may 
assist youths with disabilities during their transition period through 
programs administered by agencies such as the Department of 
Education(Education), the Department of Labor (Labor), and the Social 
Security Administration (SSA). For example, the vocational 
rehabilitation (VR) program, Workforce Investment Act youth program 
(WIA), and the Ticket to Work and Self-Sufficiency program (Ticket) all 
provide services that can ease youth transition from high school to 
postsecondary education and employment. Youths who are eligible for 
special education services under IDEA, however, are not automatically 
eligible for these education, employment, and support services. 

Education's Rehabilitation Services Administration provides significant 
funds to state VR agencies in the form of a matching grant to help 
persons with disabilities prepare for and engage in gainful employment. 
The vocational rehabilitation services that state-run VR programs 
provide include a variety of vocational services, including job 
training, postsecondary education, and career counseling. Under the VR 
program, all people with a physical or mental impairment are 
potentially eligible for services, but states must serve those with the 
most significant disabilities first in times of funding 
constraint.[Footnote 11] This means that sometimes VR agencies are not 
able to serve all youths with disabilities, including those eligible 
for special education services. However, federal regulations under the 
Rehabilitation Act require state VR agencies to coordinate with public 
education officials to facilitate the transition of students with 
disabilities from school to work.[Footnote 12] 

Labor oversees the implementation of the Workforce Investment Act of 
1998. WIA requires states and localities to bring together most 
federally funded employment and training services into a single system, 
called the one-stop center system. WIA requires one-stop centers to 
offer services to all eligible youths between 14 and 21 years of age 
that prepare them for work or postsecondary education. To be eligible 
for services under WIA, a youth must have a low income and also meet at 
least one of six specific barriers to employment, one of which is 
having a disability. Exceptions to the income requirement, however, are 
available for a small percentage of youths, including those with 
disabilities.[Footnote 13] 

SSA implements the nation's two largest cash benefit programs for 
individuals with disabilities, one of which covers youths under 18. 
Supplemental Security Income (SSI) is a means-tested income assistance 
program that provides monthly payments to adults or children who are 
blind or have other disabilities and whose income and assets fall below 
a certain level.[Footnote 14] Eligibility for SSI, in many states, 
entitles beneficiaries to Medicaid insurance coverage. In addition to 
providing cash benefits that may assist SSI-eligible youths in 
transition, SSA implements the Ticket program, established under the 
Ticket to Work and Work Incentives Improvement Act of 1999. The goal of 
the Ticket program is to enable individuals with disabilities who are 
receiving cash benefits from SSA and are between 18 and 64 years of age 
to obtain the services necessary to find, enter, and retain employment. 

A number of nonfederal agencies play a role in providing many of these 
federally funded services as well as additional transition services to 
youths with disabilities. For example, California Departments of 
Education, Rehabilitation, Employment Development, Developmental 
Services, Mental Health, and Social Services provide a wide range of 
federally supported transition services including education, vocational 
skills training, and supported employment and independent living 
services. In addition, local education authorities and other local and 
nongovernmental organizations obtain funding from a variety of sources 
to provide transition services, including vocational training, 
assisting with job searches, and making referrals for services. 

Panelists Discussed Need for Additional Vocational Training, Life 
Skills Development, and Transition Preparation among Youths with 
Disabilities in California: 

Panelists raised concerns that California's education system does not 
provide students with disabilities with adequate training in vocational 
and life skills or in transition preparation. While acknowledging the 
importance of academic studies, they noted that for those youths who 
will not pursue postsecondary education, there are few vocational 
programs in high school and inadequate time during school to study 
vocational and life skills.[Footnote 15] They also suggested several 
ways that schools and service providers could improve the provision of 
these services. 

According to the panelists, the education system in California does not 
adequately emphasize vocational skills, leaving many youths unprepared 
for the workforce. While some students with disabilities continue on to 
postsecondary education, this is not a realistic option for many others 
who either transition into the workforce immediately after high school 
or remain at home pursuing neither postsecondary education nor work. 
These youths might want to enter the workforce but might not be 
prepared for work because they may not have received adequate 
vocational instruction during high school, such as supervised work 
experience or training in skills for a specific career, like the 
culinary arts.[Footnote 16] Panelists noted that while most students 
with disabilities entering the workforce will need the academic skills 
emphasized in schools, vocational skills and training that these 
students may also need currently receive little attention in the 
education system. For example, vocational training is mostly offered 
through adult education providers, such as community colleges, and 
vocational high school diplomas are not widely available. Consequently, 
youths desiring vocational instruction might drop out of high school. 
Federal policy emphasizes accountability for academic achievement for 
all students, including those with disabilities.[Footnote 17] Most 
students with disabilities are expected to meet the same academic 
standards as those without disabilities. Panelists noted that since 
some students with disabilities require more instruction time to meet 
those standards, there is less time for teachers and students to spend 
on vocational coursework. In some cases, this has led schools to offer 
fewer vocational courses. 

In addition to discussing vocational skills, panelists said that 
students with disabilities need more training in life skills, such as 
self-advocacy and interpersonal communication, to help them pursue 
postsecondary education, secure employment, or obtain necessary 
services as adults. For example, panelists noted that without self- 
advocacy training, youths with disabilities might fail to seek out the 
support services they need after high school, either because they do 
not understand the programs and eligibility rules or are hesitant to 
come forward about their disabilities. Another panelist said that 
youths with disabilities are sometimes reluctant to speak up in groups 
or initiate conversations. This might lead them to miss out on job 
opportunities if they are unable to effectively communicate with 
employers to alleviate any concerns about their abilities or discuss 
needed accommodations. Further, the panelists said that employers 
sought out employees with life skills or soft skills, such as 
willingness to learn and to work hard and appropriate behavior. 
However, panelists found that learning life skills, similar to 
vocational skills, were often de-emphasized in favor of learning 
academic content. One panelist said that students in his school must 
study life skills either before or after the regular school day because 
there was no other time left in their schedules for such study. 

Panelists also said that in a variety of ways, the education system 
does not provide many students with disabilities with adequate 
preparation for their transition into the workplace or postsecondary 
education. For example, California credential programs for teachers, 
including special educators, do not require training in transition 
preparation, such as how to teach students to connect with employment 
services or how to integrate career preparation into an academic 
curriculum. Panelists also said that teachers have few professional 
development days available to take training in transition preparation. 
Another problem that many panelists brought up was that recent federal 
legislation increased the age--from 14 to 16--that students are 
required to begin planning for their transitions in their IEP meetings. 
Several panelists stated that increasing the minimum age sent a message 
to administrators, teachers, and parents that transition planning is 
unimportant. Two panelists noted that while schools can begin planning 
for transition at an earlier age, scarce monetary and time resources 
make it unlikely that transition services would be offered earlier than 
required. Others suggested that birth or kindergarten was not too early 
to start thinking about a student's transition period, noting that many 
students with disabilities are in danger of dropping out before age 16. 
Further, one panelist pointed out that students with disabilities, 
especially younger students, often do not attend their IEP meetings. 
Others said that the IEP process, including transition planning, could 
be more successful if students were given more opportunities to 
advocate for their own needs in their IEP meetings and to work toward 
long-term goals linked to adult outcomes from an early age. 

Panelists suggested several ways that schools could improve the 
vocational, life skills, and transition preparation that students 
received. Some panelists said that students should be taught the basic 
skills that employers value and that correlate with essential job 
duties. Others suggested that students needed more vocational training 
and interaction with the working world while in high school. They noted 
that mentors from the business world get students interested in 
careers, serve as successful role models, and help students succeed in 
transitioning to work.[Footnote 18] They also praised the value of 
internships and other school-sponsored workplace learning opportunities 
and suggested that students with disabilities needed more of these 
opportunities before they finished high school.[Footnote 19] Panelists 
suggested that students could learn self-advocacy skills by educating 
other youths about their disabilities, as well as by becoming more 
involved in their IEPs. Regarding transition preparation, panelists 
recommended that transition training should be incorporated into the 
first level of credential requirements for teachers, and that federal 
agencies could recommend that states add this requirement to their 
credentials. Finally, panelists agreed that transition planning should 
begin before age 16. 

Panelists Discussed How Limited Coordination among Programs and 
Differences in Program Structure Can Prevent the Seamless Provision of 
Transition Services: 

Panelists indicated that the lack of coordination and differences in 
program structure among organizations that assist transitioning youths 
with disabilities prevent the seamless provision of services. They had 
several ideas for improving coordination among these organizations. 

The panelists noted that limited coordination among the multiple 
organizations involved in providing services to youths with 
disabilities hinders the transition process for youths in California. 
Many thought that collaboration between school districts and outside 
organizations needs to be improved.[Footnote 20] One panelist noted, 
for example, that schools do not always involve government agencies or 
community-based organizations in the development of a student's IEP, 
thereby missing an opportunity to educate youths and outside programs 
on issues related to transition. Other panelists noted that students 
generally are not able to retain school-provided assistive technology 
equipment, such as voice-to-text software, after they leave school; as 
a result, the support of other service providers may be required to 
help these students reacquire technology to assist them with 
postsecondary education or employment. Panelists said that after youths 
leave school, no single agency is in charge of providing services to 
all youths. Instead, one panelist said, youths are expected to manage 
the services they receive on their own, but might not have adequate 
information on the availability of benefits or program eligibility 
requirements.[Footnote 21] Further, the panelist said, organizations 
that provide services to youths with disabilities after they leave 
school are often responsible for assisting a broader population and 
might lack the expertise and sensitivity for serving individuals with 
disabilities. 

The panelists indicated that differences in the structure of programs-
-including their eligibility criteria, disability definitions, and 
performance measures--hinder the provision of seamless service to 
youths with disabilities. For example, according to panelists, 
differences in eligibility criteria can create conflicting incentives 
for youth who participate in more than one program and can create gaps 
in service provision. One panelist noted that the eligibility criteria 
for SSA's Supplemental Security Income program, which require youths to 
maintain low income and asset levels in order to continue receiving 
cash benefits and medical insurance, deter youths from fully utilizing 
employment assistance programs.[Footnote 22] Another panelist mentioned 
that not all youths with disabilities meet the income eligibility 
criteria to receive services from WIA one-stops.[Footnote 23] 

Other panelists noted that differences in the definitions of disability 
lead to gaps in service provision. For example, one panelist said that 
California high schools and community colleges use different 
definitions of learning disabilities. Similarly, another panelist said 
that many youths eligible for IDEA are not eligible to receive services 
from California's Department of Rehabilitation because the department, 
constrained for funding, generally restricts its caseload to 
individuals that meet its definition for "significant" or "most 
significant" disability. These differences in eligibility criteria and 
definitions, at best, might result in youths having to be reevaluated 
or not knowing whether they are eligible to continue receiving services 
after high school. At worst, they could prevent youths from receiving 
needed services from postsecondary education institutions, VR, or WIA 
one-stops. 

Another panelist added that some program performance measures deter 
programs assisting broader populations from serving youths with 
disabilities. For example, the performance measures for WIA, including 
measures of the number of clients finding employment, do not 
distinguish between individuals with and without disabilities. Since 
assisting individuals with disabilities generally requires more effort 
and resources than assisting those without disabilities, program staff 
may choose not to serve individuals with disabilities in order to more 
easily meet or exceed their performance goals.[Footnote 24] 

The panelists offered several ideas on ways to improve coordination 
among organizations involved in serving youths with disabilities. One 
panelist suggested that primary service providers convene a regional 
conference to identify roles and responsibilities of different agencies 
and to develop a comprehensive plan for assisting youths with 
disabilities. Others thought that school systems could enhance 
cooperation by designating professional development days for teachers 
to coordinate with public and private providers and family members. 
They also thought that schools needed to make a more concerted effort 
to include provider staff and family members in IEP meetings. Other 
panelists proposed the designation of a single agency or person to 
coordinate the provision of services for all youths with disabilities, 
both in school as well as after students have left high school. Another 
suggestion, currently implemented at one school district, was to set up 
agreements between the local education authority and other service 
providers to reimburse the school system for allowing students to 
retain their assistive technology. 

The panelists also suggested improvements to the ways that programs are 
structured that may lead to seamless service provision. For example, 
one panelist suggested that programs be encouraged to provide 
comprehensive services to youths over a broader age range so that 
youths could receive many services from a single place. Another 
panelist proposed that programs use common assessment materials and, 
whenever possible, common definitions of disability to improve 
coordination among programs and make it easier for youths to receive 
needed services. For example, youth should not have to be subjected to 
different tests in order to establish their eligibility for services 
being provided by different agencies. Finally, one panelist thought 
that the federal government, in choosing which programs to fund, should 
reward programs that have collaborative structures. 

Panelists Identified Several Promising Practices That May Address 
Challenges in California: 

Panelists shared examples of programs--available to a limited number of 
youths--that have the potential to address some of the challenges they 
identified. Most of these programs operate only in California, but one 
operates nationwide. These programs are administered either by 
government entities or nonprofits, and are supported by both public and 
private funds. They provide such services as vocational training, job 
placement, case management to help coordinate with different service 
providers, and leadership opportunities for youths with disabilities. 
Panelists suggested that if resources were available, expanding and 
replicating these practices could improve the transition outcomes for 
youths with disabilities. 

* WorkAbility I: WorkAbility I is a California program for special 
education students aged 16 to 22 that is designed to promote career 
awareness and exploration while students complete their secondary 
education program. While it is not available in many schools, the 
program has grown to over 300 sites in all 58 counties in California 
since its inception in 1981. WorkAbility I provides students with 
opportunities for job shadowing, paid and nonpaid work experience, and 
ongoing support and guidance from vocational personnel, as well as 
coordination of state and local services. The program is funded and 
administered by the California Department of Education, Special 
Education Department. Panelists considered WorkAbility I to be a 
successful vehicle for career preparation and for helping to train 
special educators in transition planning. One panelist said that this 
program has increased graduation rates and decreased dropout rates for 
students with disabilities. Panelists agreed that this program should 
be expanded so that it is more available to California students with 
disabilities and that many of its practices should be incorporated into 
the education system rather than restricted to a separate program. 

* Marriott Foundation Bridges from School to Work: Bridges works with 
youths exiting special education to develop job placement with local 
employers. Operating primarily in major urban centers nationwide, the 
program serves more than 1,000 people annually. Since its inception in 
1990, Bridges has placed more than 7,800 youths in competitive 
employment nationwide with over 1,500 different employers, and 89 
percent of those who successfully complete the program receive offers 
of ongoing employment. One panelist considered Marriott Bridges to be 
an excellent example of a transition service provider that collaborates 
with other programs to help students get good jobs that fit their 
interests. Another noted that this program helps some youths with 
visual impairments obtain assistive technology. 

* Jewish Vocational Services (JVS): JVS's Youth Programs help youths 
with disabilities in the San Francisco area aged 14 to 24 prepare for 
employment through vocational assessment, internships, case management, 
educational and career counseling, computer and life skills classes, 
and job placement services. JVS also partners with schools to provide 
vocational education classes and with other government and nonprofit 
entities to coordinate services. In 2004, JVS worked with 700 youths, 
including 400 still in school, and helped 346 youths find jobs. Founded 
in 1973, JVS's nonprofit programs are funded through multiple revenue 
streams, including federal, state, and local government funds, among 
other sources. One panelist described JVS programs as providing case 
management and help with obtaining and coordinating services throughout 
the youth's entire transition, including after leaving school. 

* Transition Partnership Project (TPP): The TPP, created by the 
California Department of Rehabilitation (DOR) in 1987, encourages 
partnerships between schools and the department to work toward a 
seamless transition from school to work or postsecondary education. 
Most students whom the department classifies as having a significant 
disability are eligible for the TPP and can begin receiving guidance 
from department vocational counselors in their junior year of high 
school. In 2005, there were 85 TPP programs statewide. In 2005, the TPP 
served 17,524 of the 38,917 DOR consumers who are 24 years of age or 
younger. (Because of budgetary constraints, DOR cannot serve all 
200,000 special education students enrolled in California's high 
schools.) Panelists said that the TPP is involved in the bulk of 
successful job placements for youths with disabilities in California, 
and that its strengths included providing a case manager who works with 
students from high school until they finish their education and enter 
the workforce. 

* Youth Leadership Forum for Students with Disabilities: The Youth 
Leadership Forum for Students with Disabilities is an annual career 
leadership training program for approximately 60 high school juniors 
and seniors with disabilities in California, who serve as delegates 
from their communities at a 4-day event in their state capital. 
Delegates create a personal leadership plan and gain access to 
resources related to assistive technology, community support, and 
employment opportunities, with successful adults with disabilities 
serving as role models. The program is funded and organized by the 
California's Governor's Committee on Employment of People with 
Disabilities, Department of Rehabilitation, Employment Development 
Department, California State Independent Living Council, California 
Department of Education, Sonoma State University, California Workforce 
Investment Board, State Council on Developmental Disabilities, 
California Foundation for Independent Living Centers and Friends of the 
California Governor's Committee on Employment of People with 
Disabilities, Inc. This program is being replicated across the nation 
by the U.S. Department of Labor. One panelist suggested that the model 
set forth by the Youth Leadership Forum be followed at the county and 
city levels to provide students with disabilities more opportunities to 
learn self-advocacy through leadership. 

[End of section] 

Appendix II: List of Panel Participants and Observers: 

List of Panel Participants: 

* Pauline Aughe, NOVA One Stop: 

* Dr. Diana Blackmon, Director, Special Services, Washington Unified 
School District: 

* Lana Fraser, Assistant Deputy Director, Department of Rehabilitation, 
CA: 

* Paul Gibson, Director, Youth Department, Jewish Vocational Services: 

* Dr. Phyllis Harris, Executive Director, Special Education, Oakland 
Unified School District: 

* Dr. Angela Hawkins, Commissioner, California Advisory Commission on 
Special Education: 

* Dr. Dennis Kelleher, Transition Coordinator, Department of Education, 
CA: 

* Chris Leroy, Program Specialist, San Bernadino City Unified School 
District: 

* Fran Lopez, Associate Dean, Disability Resource Center, Gavelin 
College: 

* Jodee Mensik, Transition Specialist, Los Angeles Unified School 
District: 

* Jeff Riel, Chief, Transition Programs, Department of Rehabilitation, 
CA: 

* Richard Rosenberg, Vocational & Training Coordinator, Whittier Union 
High School District: 

* Caren Sax, Professor, Interwork Institute at San Diego State 
University: 

* Vicki Shadd, Director, Vocation & Transitional Services, Glenn County 
School District: 

* Zoey Todd, Children and Family Services Policy Unit, Department of 
Mental Health, CA: 

* John Weber, ITOP Coordinator, Support for Families: 

* Marcia Yamamoto, Manager, Workforce Inclusion Section, Employment 
Development Department, CA: 

List of Observers from Federal and Other Agencies: 

* Rhonda Basha, Department of Labor: 

* Sandra Beckley, Social Security Administration: 

* Chris Button, Department of Labor: 

* Joyanne Cobb, Social Security Administration: 

* Rachel Dorman, Department of Labor: 

* Melodie Johnson, Department of Education: 

* Jamie Kendall, Social Security Administration: 

* Margaret Mack, California Workforce Investment Board: 

* Laurel Nishi, Department of Labor: 

* Linda Rogaski, California Department of Education: 

* Jennifer Sheehy, Department of Education: 

* Marlene Simon-Burroughs, Department of Education: 

[End of section] 

Appendix III: Agenda, General Themes, and Questions: 

Agenda: 
Tuesday, November 15th, 2005: 
San Francisco, California: 

8:00 - 8:30 Meet and greet: 

8:30 - 8:45 Welcome, Introductions and Conference Overview: 

8:45 - 9:45 Morning Panel: Helping Youths in School Prepare for 
Transition: 

9:45 --10:00 Break: 

10:00 -11:30 Morning Panel (continued): 

11:30 - 11:45 Break: 

11:45 - 12:30 Hill Perspectives (via a video teleconference): 

* Aaron Bishop, Majority Staff, Committee on Health, Education, Labor 
and Pensions, U.S. Senate: 

* Kim Hildred, Majority Staff Director, Subcommittee on Social 
Security, Committee on Ways and Means, U.S. House of Representatives: 

* Joanne Butler, Majority Staff, Subcommittee on Social Security, 
Committee on Ways and Means, U.S. House of Representatives: 

* Sonja Nesbit, Minority Staff, Subcommittee on Human Resources, 
Committee on Ways and Means, U.S. House of Representatives: 

12:30 - 1:00 Question & answer session with congressional staffers: 

1:00 - 2:00 Afternoon Panel: Helping Youths Who Are Out of School 
Transition to Work or Postsecondary Education: 

2:00 - 2:15 Break: 

2:15 - 3:45 Afternoon Panel (continued): 

3:45 - 4:00 Concluding remarks and closing: 

General Themes and Questions: 

Based on our discussions with you and other panelists, along with a 
review of the literature, general themes emerged as key challenges to 
helping youths with disabilities with respect to their transition to 
postsecondary education or employments. We have grouped these themes 
according to their relevance to youths who are in and out of school, as 
follows: 

For youths who are in the school setting, we identified the following 
general themes: 

* professional development to help teachers meet the instructional 
needs of students with disabilities in regular classrooms, 

* available and appropriate testing accommodations, 

* support to keep students with disabilities in school through 
graduation, and: 

* resources and professional development to provide instruction in 
career and independent living skills. 

For youths who are out of school, we identified the following general 
themes: 

* varying eligibility requirements, which create gaps in services (WIA 
for low income, VR for significant disabilities, secondary versus 
primary education systems), 

*coordination among agencies (who delivers or pays for services, and 
navigating the web of services once out of school (guidance, outreach), 

* absence of peripheral supports (transportation, housing, medical), 
and: 

* attitudes and perceptions that inhibit students from achieving 
successful outcomes (parents, employers). 

In preparing for your participation in either the morning or afternoon 
sessions of the conference, we would like you to think about your 
experiences as they relate to the above themes by asking yourselves the 
following questions: 

1. What are some reasons (or root causes) for the challenges? 

2. Are there any initiatives that are being undertaken to address these 
challenges or their root causes, and what has been the success of such 
initiatives? 

3. What additional efforts should be undertaken to address these 
challenges or root causes, and by whom? 

We hope that your thinking about these themes prior to the conference 
will help the group move forward more quickly in setting priorities and 
in identifying potential best practices and areas where additional 
support is needed. We look forward to an interesting and lively 
discussion of the issues and possible resolutions.

[End of section] 

Appendix IV: GAO Contact and Staff Acknowledgments: 

GAO Contact: 

Robert E. Robertson, Director, (202) 512-7215 or robertsonr@gao.gov. 

Acknowledgments: 

In addition to the contact above, Director Marnie S. Shaul; Assistant 
Directors Harriet Ganson and Michele Grgich; and team members Erin 
Godtland, Arthur T. Merriam, and Brittni Milam made major contributions 
to this report. In addition, Laurie Latuda and Jonathan McMurray 
advised on report preparation. Jessica Botsford and Richard Burkard 
provided legal advice. Danielle Bosquet, Ramona Burton, Shannon Groff, 
Robert Marek, and Elizabeth Sirois also made important contributions to 
organizing the conference held November 15, 2005, in San Francisco. 

[End of section] 

Related GAO Products: 

Vocational Rehabilitation: Better Measures and Monitoring Could Improve 
the Performance of the VR Program. GAO-05-865. Washington, D.C.: 
September 23, 2005. 

No Child Left Behind Act: Education Could Do More to Help States Better 
Define Graduation Rates and Improve Knowledge about Intervention 
Strategies. GAO-05-879. Washington, D.C.: September 20, 2005. 

No Child Left Behind Act: Most Students with Disabilities Participated 
in Statewide Assessments, but Inclusion Options Could Be Improved. GAO- 
05-618. Washington, D.C.: July 20, 2005. 

Federal Disability Assistance: Wide Array of Programs Needs to Be 
Examined in Light of 21st Century Challenges. GAO-05-626. Washington, 
D.C.: June 2, 2005. 

Social Security Administration: Better Planning Could Make the Ticket 
Program More Effective. GAO-05-248. Washington, D.C.: March 2, 2005. 

Workforce Investment Act: Labor Has Taken Several Actions to Facilitate 
Access to One-Stops for Persons with Disabilities, but These Efforts 
May Not Be Sufficient. GAO-05-54. Washington, D.C.: December 14, 2004. 

No Child Left Behind Act: Improvements Needed in Education's Process 
for Tracking States' Implementation of Key Provisions. GAO-04-734. 
Washington, D.C.: September 30, 2004. 

Student Mentoring Programs: Education's Monitoring and Information 
Sharing Could Be Improved. GAO-04-581. Washington, D.C.: June 25, 2004. 

Special Education: Additional Assistance and Better Coordination Needed 
among Education Offices to Help States Meet the NCLBA Teacher 
Requirements. GAO-04-659. Washington, D.C.: July 15, 2004. 

Workforce Investment Act: States and Local Areas Have Developed 
Strategies to Assess Performance, but Labor Could Do More to Help. GAO- 
04-657. Washington, D.C.: June 1, 2004. 

Special Education: Federal Actions Can Assist States in Improving 
Postsecondary Outcomes for Youth. GAO-03-773. Washington, D.C.: July 
31, 2003. 

Workforce Investment Act: One-Stop Centers Implemented Strategies to 
Strengthen Services and Partnerships, but More Research and Information 
Sharing Is Needed. GAO-03-725. Washington, D.C.: June 18, 2003. 

High-Risk Series: An Update. GAO-03-119. Washington, D.C.: January 
2003. 

Business Tax Incentives: Incentives to Employ Workers with Disabilities 
Receive Limited Use and Have an Uncertain Impact. GAO-03-39. 
Washington, D.C.: December 11, 2002. 

At-Risk Youth: School-Community Collaborations Focus on Improving 
Student Outcomes. GAO-01-66. Washington, D.C.: October 10, 2000. 

FOOTNOTES 

[1] Youths generally must have a low income in order to be eligible for 
one-stop services. However, some exceptions are made for a small 
percentage of youths with disabilities. 

[2] GAO, Special Education: Federal Actions Can Assist States in 
Improving Postsecondary Outcomes for Youth, GAO-03-773 (Washington, 
D.C.: July 31, 2003). 

[3] The conference took place in GAO's San Francisco field office and 
via a video teleconference. 

[4] Most notably, GAO-03-773. 

[5] GAO, High-Risk Series: An Update, GAO-03-119 (Washington, D.C.: 
January 2003). 

[6] GAO, Federal Disability Assistance: Wide Array of Programs Needs to 
Be Examined in Light of 21st Century Challenges, GAO-05-626 
(Washington, D.C.: June 2, 2005). 

[7] 20 U.S.C. § 1400 et. seq. 

[8] 20 U.S.C. § 1412(a)(16). 

[9] The No Child Left Behind Act of 2001 requires school systems to 
establish annual assessments in order to demonstrate that all students, 
including those with disabilities, make academic progress. Pub. L. No. 
107-110, § 1111(b) (2002). 

[10] The term "individualized education program" refers to a written 
statement that is developed for each student that specifies, among 
other components, the services that the student will receive, the 
extent to which the student will participate in the regular education 
setting with peers without disabilities, and how the student will 
participate in statewide assessments. 

[11] As in the case with California, state VR agencies that are not 
able to serve all eligible individuals applying for services are 
required to develop criteria for ensuring that individuals with the 
most significant disabilities will be selected first for services. 
Federal regulations do not stipulate, however, the definition of "most 
significant disability," leading states to define the term in a variety 
of ways. 

[12] Specifically, federal regulations require state VR programs to 
develop an individualized plan for employment for all clients accepted 
into the VR program. For VR clients who are also students receiving 
special education services, VR is required to have this plan in place 
before they leave school, and to develop VR goals, objectives, and 
services that are consistent with those stipulated in their IEP. 

[13] Under WIA, youths are eligible for services if they have a low 
income and they fall within one or more of the following categories: 
deficient in basic skills; school dropout, homeless, runaway, or foster 
child; pregnant or parenting; offender; or individual (including a 
youth with a disability) who requires additional assistance to obtain 
employment. Income qualification can be waived for up to 5 percent of 
youths in a local area. A 2003 GAO report found that about 29 percent 
of IDEA youths meet WIA's low-income requirement. See GAO-03-773. 

[14] The other SSA program is the Social Security Disability Insurance 
(SSDI) program, which provides monthly payments to workers with 
disabilities (and their dependents or survivors) under the age of 65 
who have enough work experience to qualify for disability benefits. 

[15] The panelists' discussion was limited to youths with disabilities, 
although it may be true that vocational programs are not widely 
available and could be beneficial for all high schools students, not 
just those with disabilities. 

[16] A 2003 GAO report also found that while vocational training and 
experience in high school lead to more successful transitions for some 
youths with disabilities, many do not receive these services. See GAO- 
03-773. 

[17] Over the past decade, Congress has passed laws that emphasize 
greater state and local accountability for improving graduation rates 
and postsecondary results for youths, including the No Child Left 
Behind Act of 2001. 

[18] For more information on mentoring programs, see GAO, At-Risk 
Youth: Student Mentoring Programs: Education's Monitoring and 
Information Sharing Could Be Improved, GAO-04-581 (Washington, D.C.: 
June 25, 2004). 

[19] For more information on school-community collaboration, see GAO, 
At-Risk Youth: School-Community Collaborations Focus on Improving 
Student Outcomes, GAO-01-66 (Washington, D.C.: Oct 10, 2000). 

[20] A 2003 GAO report found that students, parents and teachers also 
thought schools needed to improve coordination with outside service 
providers. See GAO-03-773. More generally, other GAO reports have 
highlighted the need for improved coordination among all federal 
disability programs. See, for example, GAO-05-626 and GAO, People with 
Disabilities: Federal Programs Could Work Together More Efficiently to 
Promote Employment, GAO/HEHS-96-126 (Washington, D.C.: Sept. 3, 1996). 

[21] A 2005 GAO report found that 38 percent of federal programs 
assisting individuals with disabilities reported that making clients 
aware of their programs' services and benefits was a challenge. 
Similarly, 30 percent of these programs reported that interpreting 
complex eligibility requirements was a challenge. See GAO-05-626. 

[22] Similarly, a 2003 GAO report also found that some SSA officials, 
school administrators, teachers, advocacy groups, and others involved 
in the transition process said that fear of losing federal and state 
benefits is a common reason why individuals are hesitant to participate 
in federal work incentive programs such as the Ticket program. See GAO- 
03-773. 

[23] However, up to 5 percent of youth served in a local area do not 
have to meet the income criteria so long as they fall within certain 
other categories, such as having a disability. 

[24] A 2004 GAO report similarly found that WIA performance measures 
can create disincentives for one-stops to serve clients with 
disabilities. See GAO, Workforce Investment Act: Labor Has Taken 
Several Actions to Facilitate Access to One-Stops for Persons with 
Disabilities, but These Efforts May Not Be Sufficient, GAO-05-54 
(Washington, D.C.: Dec. 14, 2004). We also recommended that WIA 
performance measures be changed to take different populations into 
account. See GAO, Workforce Investment Act: States and Local Areas Have 
Developed Strategies to Assess Performance, but Labor Could Do More to 
Help, GAO-04-657 (Washington, D.C.: June 1, 2004). 

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