Community on Transition Conference 2013 - Session 803 - From IEP to IPE: Crossing the Bridge

Speaking: Shirley Kopecki, Lee Lippi, Margaret McKenna

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MARGARET MCKENNA: Good morning, everyone.

AUDIENCE: Good morning.

MARGARET MCKENNA: Rise and shine, right? So, we all had plenty of coffee. It's a beautiful day and it's a Friday, so three good things and now looking forward. So, I'm sure you could tell which three

are up here. There's a couple missing now. I'm sure we'll be able to figure out which ones are missing and which ones are here. It's a very easy, simple [inaudible]. Anyway, we are three of the six

people from the Pennsylvania Client Assistance Program. And we are here, we're going to be doing two sessions for you, this one and one right after that. Really, mostly focusing -- which we're going

to do a little bit about what our services are, who we are, what we're for, where we're located, what kind of trouble we cause, all that. And then we're really going to focus really on the topic,

it's very important, which is why we're all here, is to find out a little bit more about some transition services, transition, transitioning, crossing the bridge, making the transition, however you

want to frame it. And the different stages, I would say, that you go through during this process, so it's important for everyone, from the student on up, and for all of us who are going to be part of

that process for them. So, I'm Margaret McKenna. I'm an advocate for the Pennsylvania Client Assistance Program. I'm housed in the Philadelphia Office. This is Shirley Kopecki. She is our wonderful

Administrative Assistant. She's like the cook and bottle washer. She does it all for us. She's great. And this is Lee Lippi. He's the "senior advocate" from the Camp Hill location of the Client

Assistance Program, so and then, of course, the three missing folks, the director of our agency, Steve Pennington.

SHIRLEY KOPECKI: That's the sickest lie.

MARGARET MCKENNA: That's okay. Jamie Ray-Leonetti, who is the Managing Attorney and Frank Leonetti who does some really good clerical work for us. So, just to give you a brief idea of who we are. All

right, Shirley.

SHIRLEY KOPECKI: Okay.

SHIRLEY KOPECKI: Oh, I have that. So, hi, I'm Shirley Kopecki and just like Margaret said, we are the Pennsylvania Client Assistance Program. Up here, on the projector here, you'll see that Margaret

MARGARET MCKENNA: You don't need it.

basically told you who everybody is but these are the appropriate titles for everybody, Steve Pennington, our Executive Director; Jamie Ray-Leonetti, our co-director, she's also an advocate; Margaret

and Lee; and our other administrative assistant, Frank Leonetti and myself. I'm also a paralegal as well as the administrative assistant for the CAP program. Okay. Next, I just wanted to touch on

some things that what CAP is basically. CAP is the statewide advocacy program for people with disabilities who are seeking and/or receiving services from the following agencies; the Office of

Vocational Rehabilitation, the Bureau of Blindness and Visual Services, the Centers for Independent Living, and other programs, projects or facilities funded under the Rehabilitation Act of 1973.

There are some things that CAP does not cover at all though, like I said, CAP is an advocacy program for individuals with disabilities. There are some things that CAP unfortunately does not help with

these things or include but are not limited to Medicare, Medicaid, Housing or Special Education, but even if you call us, we don't deal with it most of the time. One of our advocates, such as

Margaret or Lee, could refer you to an agency that might be able to assist with your concerns. Okay. So, to be eligible for CAP services, like I said, you have to be either seeking or receiving

services from either program funded under the Rehabilitation Act. If that individual is seeking or receiving those services, they're eligible for all CAP services. If the individual is not seeking or

receiving services from one of those programs I previously mentioned, he or she is eligible for information and referral services only. It's important to note that all CAP services are free of

charge. So, with that being said, some of the services CAP provides is advice about Rehabilitation Programs all throughout the State of Pennsylvania because even though we're located in Philadelphia

and Camp Hill, we service the whole State of Pennsylvania, and it's there to also advise clients of their rights and responsibilities as it relates to their case either with OVR, BVS, or these other

programs that I mentioned. CAP can also help with negotiation and problem solving between the individual and, say, the OVR Counselor or, you know, just to help mediate and they sometimes have joint

meetings together, conference calls, sometimes CAP Advocate will sit in on various meetings for the different stages of developing the IPE and things like that. And CAP Advocates provide these

services but only after a signed release is returned by the client. When we -- when the advocate initially takes the intake, they take the basic information from the client, then I send out an intro

letter basically explaining the services that we provide, and that also will include a release for the client to sign and return to their individual advocate. You can find most of this stuff on our

website, www.equalemployment.org. There you'll find also more biographies about our staff and different questions that have come up under the frequently asked questions section. There's a lot of

valuable information there, so make sure you check it out if you have any questions that I didn't touch on. Then, on the next slide I just put up our basic information. The -- at the Philadelphia

Office, you'll see that I put up an email also that goes directly to myself and if, you know, sometimes the individual doesn't feel comfortable calling, so in some cases, I've gotten emails asking

for advocacy help and I'll pass that along to our co-director and she will make sure that it gets the appropriate person to help out. Lee also has an email address. You gave them your business card,

right? So, you can also use that to contact him, I'm sure. And all these numbers are up here. The resources page is?

AUDIENCE MEMBER: That was the second.

SHIRLEY KOPECKI: ?it's the second slide. Sorry about that. It kind of got out of order. There it is right there. I got most of this information from our step-by-step guide to Vocational Rehabilitation

Services. I believe they would have gotten that in your materials, right?

AUDIENCE MEMBER: That was copied on the [inaudible]

AUDIENCE MEMBER: On the flash drive.

AUDIENCE MEMBER: On the flash drive, that's correct.

SHIRLEY KOPECKI: So, yeah, it should all be in there and you'll be able to find that all this information plus any other things that you may have questions about should kind of touch base in there

and, again, if you have any other questions, you should always feel free to call and speak to one of our advocates.

MARGARET MCKENNA: Now, we're going to entertain with a little skit regarding transition that will take you through a shortened version of what sort of kind of, should be like, could be like, it's

like, it's not like for student who's going through the transition process, and our student here today is Penny. Oh, you don't need that. Yeah, she -- go, yeah.

SHIRLEY KOPECKI: I'm good. You need the microphone, not me, Margaret.

LEE LIPPI: Penny, I think we need to talk. You know, graduation is right around the corner and you only have one year left of high school, what do you want to do?

SHIRLEY KOPECKI: Oh, dad, do we need to talk right now. This is my favorite song. Penny's listening to her iPod by the way, sorry, we didn't -- we didn't introduce you to the scene. Penny's listening

to her iPod while her dad comes in. So go ahead, Lee.

LEE LIPPI: Have you thought about what you want to be when you grow up? I don't -- I don't have any -- I don't have the money to just throw away at college so you can eat pizza and hang out with

friends. And let me -- and?

SHIRLEY KOPECKI: Dad, you know, you're really like, bugging me about this. I told you I'm listening to my favorite song here, dad. Look now, I have to put it on repeat. It's almost over. Go ahead,

dad. What are you trying to say?

LEE LIPPI: Well, on my way down from work today, I stopped into the grocery store and I saw Mrs. Smith, Cathy's?

SHIRLEY KOPECKI: Okay. Cathy's mother.

LEE LIPPI: ?Cathy's mother. You remember Cathy, right?

SHIRLEY KOPECKI: I do. I talk to her often, yes.

LEE LIPPI: She graduated from high school last year at your school, and I asked Mrs. Smith, I was curious what Cathy's doing right now. Mrs. Smith proceeded to tell me that after Cathy got out of

school, she decided to go to work. One of her teachers had introduced her to a job at the photo place, PennDOT photo place, and she was working there for a year. I said, "Well, is she still working

there?" She said, "No, she's not. She decided to go to OVR and talked to an OVR counselor about perhaps getting in -- getting some services to go to school." I said, "Well, that's a -- that's really

great." I said, "So, is she in school now?" And she said, "Yes, she is. She starts -- she started this past semester and she's in the engineering program at school." I said, "That's wonderful." I

said, "Well, how was her experience when she went to OVR?" She -- he's -- she said that, "Everything was just fine. Everything went smooth. There were a little rough spots there but they were ironed

out with her counselor and now everything seems to be okay."

SHIRLEY KOPECKI: Well, dad, you know, I really like -- like I said, I really don't know what I want to do. I mean, I like those TV legal shows like, Law & Order, you know, CSI, those types of things

but I really don't know. I don't pay much attention to that. Right now, dad, I just want to go on vacation. You know, I only got a little bit of time left in school. I really don't want to keep

thinking about this -- first, I got to think about graduating from school and then you want me to just jump right back into college and doing all this. My brain needs a vacation, dad, but I guess

you're right. Maybe I do have to think about it a little bit, you know, and Janet's a legal assistant and, you know, I kind of like that too. Maybe I'll look into something like that.

LEE LIPPI: Well, you know, Penny, I was talking to some other parents as well. I think you should call the Office of Vocational Rehabilitation, and see if you can make an appointment to talk to a

counselor there. I heard the counselors can help you make decisions about what to do after high school and they can guide you in terms of choosing a career.

SHIRLEY KOPECKI: Oh, dad. You really want me to go OV -- what is it, OVR?

LEE LIPPI: OVR, yes.

SHIRLEY KOPECKI: I don't see what they're going to do. They're just going to nag me. I don't know. That's just something else. What if I can't do it, dad? What if I, you know, what if they won't help

me or what if, you know, what if I don't know what to say to them when I go to them.

LEE LIPPI: Well, the -- you're going to -- you're going to experience some things like that when you go there. There are things that you don't know about and the counselor is knowledgeable enough to

be able to explain those things to you.

SHIRLEY KOPECKI: Okay. If it'll make you happy, dad, I'll call tomorrow. Can I just get back to my music now?

LEE LIPPI: Yes, go ahead and get back to your music and we'll talk about this a little later.

SHIRLEY KOPECKI: Oh, thank you. Margaret, want to read the scene for them?

MARGARET MCKENNA: Uh-hmm. The next day dad comes home from work to talk to Penny.

SHIRLEY KOPECKI: Lee.

SHIRLEY KOPECKI: You first, dad.

LEE LIPPI: Penny?

LEE LIPPI: Okay. Oh, hi, Penny. How was your -- how was -- how was your day today?

SHIRLEY KOPECKI: Dad was working.

LEE LIPPI: Hard day at work today.

SHIRLEY KOPECKI: Well, dad, guess what? You'll be really happy about this. [inaudible] at least for a while. I called the OVR today and I spoke to the receptionist there. And, you know, she's a really

nice lady I have to say, and she's going to send me an application for -- she said an application for services. She's going to send it to me by next Tuesday. She told me I got to fill it out, send it

back; and then after the counselor receives it or, I guess, it's the counselor, after they receive it, within 30 days I should get a letter or a phone call giving me an appointment. Now, she told me

that, you know, if I didn't hear back, you know, within 30 days, I could give them a call to see what the status on my application was or I could even call in a couple of weeks to make sure they got

my application, but she did say it takes about 30 days to get an initial appointment after the completed application is returned.

LEE LIPPI: You know what? I am so proud of you. I'm glad you -- that you called. It makes me -- it makes me really feel good and I think -- I think you're really going to enjoy this experience.

SHIRLEY KOPECKI: Well -- okay. Well, I'm glad you're happy, dad. I just was wondering. You'll go with me, won't you? Because I really don't know what to say to this lady.

LEE LIPPI: Of course.

SHIRLEY KOPECKI: Man or whoever it is.

LEE LIPPI: Of course. Of course. Honey, I'll go with you. That's not a problem.

SHIRLEY KOPECKI: Okay, good.

MARGARET MCKENNA: Scene three. Penny and her dad meet with the OVR counselor.

SHIRLEY KOPECKI: It's been about 30 days now.

MARGARET MCKENNA: Fast forward.

SHIRLEY KOPECKI: Oh, hi, Ms. Glockenshire, it's very nice to meet you. Ms. Glockenshire?

MARGARET MCKENNA: I'll go.

SHIRLEY KOPECKI: Hi, Penny.

MARGARET MCKENNA: Hi, Penny, nice to meet you.

SHIRLEY KOPECKI: Well?

MARGARET MCKENNA: What brings you here today?

SHIRLEY KOPECKI: Well, you see, my dad was talking to some of his friends who have kids that use OVR and he thought I could benefit from talking to you and learning more about your services. I have to

tell you, Ms. Glockenshire, just like I told my dad, Mr. Jackson here, I don't really know anything about OVR. So you'll really have to explain it to me because some of the things are a little bit

confusing. I'm getting ready to graduate soon. I just want to go on vacation but my dad will be happy if I talk to you.

MARGARET MCKENNA: On vacation, well, first things first. I -- first of all, you could call me, Glinda.

SHIRLEY KOPECKI: You mean like the Wizard of Oz?

MARGARET MCKENNA: That's right. Just think of me as the Good Witch from the North. And I'm going to provide you some of the things that the Tin Man needed, the scarecrow, and the lion. And you are

going to click your heels and do the rest.

SHIRLEY KOPECKI: Wait, so you're -- so actually, you're going to give me some tools so I can click my heels and get out of here then? Is that what's going to happen?

MARGARET MCKENNA: Get out of here is a little strong. I'm going to click your heels, so that you find your way to Oz, wherever that is for you. It could be in any way you interpret it. We're going to

help you get to the destination regarding employment that you think it's going to be the best place for you. And I want to help you with that, so just call me Glinda. Now, so, OVR?

MARGARET MCKENNA: ?is the Office of Vocational Rehabilitation. It is a lot to swallow. You could just say OVR. You're going to hear a lot of initials as you go through this process, and if you have

SHIRLEY KOPECKI: Okay.

any questions I'd be happy to explain them to you. But OVR is the Office of Vocational Rehabilitation.

SHIRLEY KOPECKI: Office of Vocational Rehabilitation, okay.

MARGARET MCKENNA: And we are here to assist people like you who are interested and motivated who are able to work, who have a disability, who would like to make something of themself one day, to be

independent and productive. And I could tell that you have some gusto in you, Penny, and that that's something that you would like to do.

SHIRLEY KOPECKI: Okay. So basically -- okay, so I filled out the application. You obviously have it that's why I'm here today. So now, I'm getting OVR services, so what kind of stuff can I get?

MARGARET MCKENNA: Now, what -- no, no. Wait, wait, you're rushing ahead. You're not getting any OVR services yet. We're just at the beginning. You must crawl before you walk. You have to take your

time through this process. Now, we didn't say anything about you getting services yet. So I know you're anxious.

SHIRLEY KOPECKI: What do you -- wait, wait, wait. What do you mean, I filled out the application like, you know, like a -- you know, I did all that stuff. Now, I'm here meeting with you, so why

wouldn't I be getting OVR services now?

MARGARET MCKENNA: Oh, no, no, no, no. Nothing is that speedy. No, no. It takes -- it took them forever to get to Oz. I mean, you can't?

SHIRLEY KOPECKI: I can't wait that long, I have a vacation to get on.

MARGARET MCKENNA: Well, I could tell you that you could go on your vacation and come back, and you're still, you know, you're going to be in the very beginning of this. You're going to have patience

with this process. It's going to take a little while and a lot of effort on your part and some patience on both of our parts.

SHIRLEY KOPECKI: So but I'm definitely eligible then?

MARGARET MCKENNA: Well, once again, you're jumping ahead. But you have good thoughts. The hope is that you're eligible, but we're going to get to that.

SHIRLEY KOPECKI: Wait, wait, wait, wait, wait. Ms. Glinda, right?

MARGARET MCKENNA: Glinda.

SHIRLEY KOPECKI: You said the hope is that I'm eligible?

MARGARET MCKENNA: Well, that'll be your hope.

SHIRLEY KOPECKI: Wait, wait. I came, I filled out this long application with five pages, you know, front and back, of course. And I filled out this application, I sent it all in, I called -- and you

mean to tell me that I might not even be eligible?

MARGARET MCKENNA: Well, well, well, wait. Now, you're putting some words in my mouth. Do not do that. That'll complicate things. I said you may or may not be eligible. We have to look and gather some

information. I'm going to review your application, ask you lots some more questions, and then we'll decide better if you're eligible. Not everyone is eligible for services.

SHIRLEY KOPECKI: Oh, I see. Well, can I just tell you that I get SSI, does that help with my eligibility?

MARGARET MCKENNA: Now, she is ahead of the game. This girl is good. Yes, you've been checking things out. You -- your dad has?

SHIRLEY KOPECKI: I read a little bit about it, and my dad.

MARGARET MCKENNA: Your dad? Yes, he's been helping you out. It is very possible that if you collect Social Security, SSI, or SSD that you will be eligible for services. But once again, we have some

things we have to work on to do -- to process we have to follow here, to be sure that you have -- that you meet the requirements for OVR Services.

SHIRLEY KOPECKI: I think I understand a little better, Ms. Glinda. Is there anything else that you might need besides, you know, my stuff from SSI that could help determine my eligibility?

MARGARET MCKENNA: Well, we're going to collect some medical information. I see here in the application that you have the addresses and phone numbers of your doctors who treat you for CP, and we're

going to contact them and get some more specific information from them about the specific impediment you have for employment. So, we are better able to firm up your eligibility decision. Now, this is

going to take about 60 days, hopefully less, but?

SHIRLEY KOPECKI: Oh, I could go on vacation and come back.

MARGARET MCKENNA: Well, you see. Well, you know, it's -- it may take less time, you know. You may want to hang around, it's up to you. But, Glinda will see what she could do. You know, I am the good

witch after all. We'll see what she could do to speed this up. It's possible. Not probable, but possible. And I will collect lots of information. I'm going to have you sign some releases for me? Do

you have a problem with that, so I could contact some of your doctors?

SHIRLEY KOPECKI: No, I don't have a problem signing the releases. I was just wondering the type of medical records that you would need, is that relating to my cerebral palsy?

MARGARET MCKENNA: Yes.

MARGARET MCKENNA: You have other disability I should know about?

SHIRLEY KOPECKI: Okay.

SHIRLEY KOPECKI: Not that I'm aware of, Ms. Glinda, but, you know, I can tell you that I know when I was in high school, I used to get -- because I had IEP and in high school, I used to get extra time

on test because my disability affects both my legs and my left arm. So, I can't write very fast. So, I used to get extra time on test, is that something that OVR could help me get in college?

MARGARET MCKENNA: Oh, she is definitely jumping ahead. Her mind is going in the right direction, I must say. Now, we're going to talk about that. We haven't even talked about college yet, but we'll

talk about that and see if it's possible. It doesn't mean that because you got some accommodations on high school that you're automatically going to get them in college. It's a whole different

ballgame.

SHIRLEY KOPECKI: Okay. Well, I think I understand from what you've been telling me what, you know, basically where I need to start at least. The -- I just had -- I just was wondering, is there --

like, is there a reason that I would or would not be eligible for OVR Services?

MARGARET MCKENNA: Well, in terms of OVR eligibility, we have something called an order of selection and it -- the severity of your disability, if you're too severe or if you're not severe enough, a

lot of details that we could get into, but there is a criteria to follow for your eligibility. But, I do think that based on the application I have here in front of me and the fact that you collect

the SSI, now, do you have a copy of your SSI award letter with you?

SHIRLEY KOPECKI: Well, unfortunately, see, I didn't know you would need that, but I do have?

MARGARET MCKENNA: That's okay.

SHIRLEY KOPECKI: ?it at home, but I did bring some letters from my doctor and just some things that talk about my disability a little bit.

MARGARET MCKENNA: Well, that's good. We'll copy those and we'll put those in your file, and I will need some time to review that and then I will give you an envelope with my name on the front, so it

doesn't get lost. We don't want it to go to the wicked witch to the west. We want it to come to Glinda.

SHIRLEY KOPECKI: So take it by shoes away.

MARGARET MCKENNA: Oh, so, we will -- so, you could send that award letter in the envelope and then when I get that information, it will help me be able to, you know, be clear about your eligibility

decision. And then I will let you know if you're eligible for services and then we could talk further about what your career goal will be.

SHIRLEY KOPECKI: Oh, my career goal? You mean, like what I -- what I want to do, right?

MARGARET MCKENNA: What you want to be when you grow up.

SHIRLEY KOPECKI: Well, you know, that's good that we could talk about that because I was actually talking to my dad earlier, and I had -- my aunt is a legal assistant and she -- I interned at her

office one summer when -- in between school years. I really like that. So, I think that I might want to go to college somewhere and to get some training with that.

MARGARET MCKENNA: Well, I like this. This girl has some sense to her. This is good. You already interned.

SHIRLEY KOPECKI: Yes, yes, I help my aunt out during the summer months in between school years.

MARGARET MCKENNA: Well, did you like that?

SHIRLEY KOPECKI: I did. I had -- I had a really good time with it.

MARGARET MCKENNA: What about that did you like? What kind of -- what do you -- what do you like about that kind of work?

SHIRLEY KOPECKI: You know, I like -- well, I like that it's not boring, first of all.

MARGARET MCKENNA: It's not boring?

SHIRLEY KOPECKI: And it seems really interesting. She works on a lot of different, like Social Security cases. She even helped somebody. There's a partner in the law firm that she works for that says

better in these cases. And then they also do some advocacy work for people with disabilities. So, you know, having a disability myself, I really like that they kind of touch base on all the different

things that impact so many different people and even myself such as Social Security and things like that.

MARGARET MCKENNA: So, now, you interned there, what did you do, clerical work? Did you do research? What did you do?

SHIRLEY KOPECKI: Well, I did some clerical work and then I would send -- I would get some letters together or send different people different documents. I did follow-up calls for the attorney there. I

did a whole bunch of different things?

MARGARET MCKENNA: Oh, they really?

SHIRLEY KOPECKI: ?it just depended on the day.

MARGARET MCKENNA: ?had you doing some good work there?

SHIRLEY KOPECKI: Yeah, I really like that and I think -- I think I will be interested in that. I mean, I'd have to see more of what it's about and once I got into some classes, but I think I will be

really interested on that.

MARGARET MCKENNA: Now, tell me, if I would want to call or get a letter from that legal office to kind of get an idea from a supervisor there about what your skill was and how you did, and if you were

dependable, would I be able to do that just to have a clear picture of, you know, what would be best for you?

SHIRLEY KOPECKI: Yes. You can always call there. I mean, I can give you the contact information. I have to check with my aunt first to make sure it's okay. But, you can always look up, they have a

website. The law firm is called Pennington, Ray McKenna. So you can look?

MARGARET MCKENNA: Oh, my, this is local?

SHIRLEY KOPECKI: ?you know, look it up. Yes, it's right downtown Philadelphia.

MARGARET MCKENNA: Pennington, Ray McKenna.

MARGARET MCKENNA: Oh, my goodness. Is this -- is this a law firm that your aunt works at?

SHIRLEY KOPECKI: Yes.

MARGARET MCKENNA: Oh, she works there?

SHIRLEY KOPECKI: She's the legal assistant there. That's how I got my internship.

MARGARET MCKENNA: Oh, okay. So, I -- you could ask your aunt and if I could contact somebody there, you know, we may want to get some information from them. See, all of this is good information for us

to kind of assess, you know, what -- how you do with this type of work. Is this a work that's going to highlight your strengths as opposed to your weaknesses? So, as much information that we could

gather about something that you're interested in, combined with the fact that you may or may not have skill in that area, helps us to determine your employment goal.

SHIRLEY KOPECKI: Well, Ms. Glinda, you -- you know, you've certainly cleared up a lot of different things for me, you know, in terms of OVR Services, and I actually think that l feel a little more

comfortable knowing some more information. Can you tell me what -- I know we're going to have another visit in the future. Can you tell me what we would work on at that -- what are the types of

things we'll work on that visit?

MARGARET MCKENNA: Well, you're going to send me your Social Security award letter. I'm going to give you the envelope so you could send me a copy of that and I will copy the medical information you

sent me and you're going to sign these releases that I will give to you. And after that, I will gather some more information. Once I do that, we're going to officially determine your eligibility

status. And after that, we will meet again and then we will talk more about some of your more -- your goals and your interests and seeing if -- what the next step will be. In the meantime, you can

talk to your Aunt Janet. You can ask her if I could contact somebody at that law firm of Pennington, Ray, McKenna and you could also do some research on your own about what it takes to be a legal

assistant in this year 2013. And is this a job that is going to be in demand in the -- in the near future? Is this a job that you're not going to be able to find employment? But just because you like

it, doesn't mean you're going to find a job. So you have to make sure that all these pieces fit together. So you could do some research for me. I have a feeling that you would be good at that after

your vacation of course. I could tell that that is a priority for you.

MARGARET MCKENNA: I understand. After your vacation, you can come back and do so some of this research. That would be great.

SHIRLEY KOPECKI: It is.

SHIRLEY KOPECKI: Now are we going to do, like, I know in high school and I know you said it's different, but am I going to have, like, an IEP?

MARGARET MCKENNA: Oh, an IEP is what you have in high -- what you had in high school. You remember that?

MARGARET MCKENNA: That was called an Individualized Education Plan. You had one of those?

SHIRLEY KOPECKI: Yes.

SHIRLEY KOPECKI: Yes, I did.

MARGARET MCKENNA: Okay. Did you think that helped you?

SHIRLEY KOPECKI: Yeah. I think it did, because it helped me get my commendations and things in high school.

MARGARET MCKENNA: At the school you mean?

SHIRLEY KOPECKI: Uh-hmm.

MARGARET MCKENNA: Well, in OVR, it's called an IPE, an Individualized Plan for Employment, more initials for you to?

MARGARET MCKENNA: ?you know, remember and think.

SHIRLEY KOPECKI: Of course.

SHIRLEY KOPECKI: But I just got to remember?

MARGARET MCKENNA: We're going to have a matching test at the end so you can match, you know?

SHIRLEY KOPECKI: Just reverse it so?

MARGARET MCKENNA: Well, it's in a, kind of, a reverse but it's IPE, Individualized Plan for Employment. Your focus in working with OVR is employment and that document is slightly different, but

slightly similar to your IEP and we will go over that once we get over the eligibility hurdle, but it's good that you're thinking ahead.

SHIRLEY KOPECKI: Well, I think that's good and, you know, I look forward to our next meeting and thank you for definitely clearing up some things for me and I think I have a better understanding of

what I need to do now.

MARGARET MCKENNA: Do you have any questions?

SHIRLEY KOPECKI: None that I can think of that I didn't already ask you, but maybe my dad does. Dad?

LEE LIPPI: No, I don't have any questions right now, Glinda, but I thank you for your time. I'm sure that you gave my daughter a wonderful -- a wonderful presentation of the services and what can be

provided by OVR. It gives her something to think about other than listening to her iPod all day.

SHIRLEY KOPECKI: Oh, dad.

LEE LIPPI: And it'll give -- it'll give us an -- it'll give us an idea to do a little more research and thank you again.

MARGARET MCKENNA: Now one more thing, Penny, before you go. I'm going to give you the envelope so you could send back your award letter and I'm going to copy these medical letters that you did give

me. I do need more information. I did glance at them and I will need a few more specific things which I will take care of and I'll give the originals back to you and I'm going to give you my card

that has all my contact information. Now, I'm in the office Monday, Wednesday, and Thursday. So if you call on Tuesday and Friday looking for me, you are out of luck. So I advice you in advance,

Monday, Wednesday, Thursday, that are the days I'm in the office. So it's best if you call on those days. So try to remember that. You could make a little note of that.

SHIRLEY KOPECKI: Monday, Wednesday?

MARGARET MCKENNA: And Thursday.

SHIRLEY KOPECKI: ?Thursday.

MARGARET MCKENNA: Right. So Tuesday and Friday, I meet with clients, so I'm not going to be in the office to take your calls. I wanted to let you know in advance because, you know, I tell people that

and then on Tuesday I have like 45 messages. I'm not in on Tuesday. I'm in Monday, Wednesday, Thursday.

MARGARET MCKENNA: The other peice of information I want to tell you about that I think is important for you to know. Now you may or may not need this service, but I think it's important you're aware

SHIRLEY KOPECKI: Okay.

of it. There is an advocacy program that's statewide, that all OVR offices have access to for their clients and that's called the Client Assistance Program or CAP, C-A-P, Client Assistance Program.

SHIRLEY KOPECKI: Client Assistance Program.

MARGARET MCKENNA: Now that is an advocacy program that works with individuals like yourself who are trying to access our services and you may have a question about something I tell you that you don't

understand or you may have a problem with something I tell you that you may not like. This does happen even though I am Glinda the Good Witch, but occasionally there may be something that confuses

you or you don't, you know, you have your opinion and we have our opinion and our requirements. So it's just another avenue for you to pursue if you would have some questions or concerns about

something I tell you. So I want to give you their information too. It's the Client Assistance Program?

SHIRLEY KOPECKI: The Client Assistance?

MARGARET MCKENNA: ?or CAP.

SHIRLEY KOPECKI: CAP.

MARGARET MCKENNA: And they are a program that, you know, helps all individuals with disabilities who may have questions about OVR services. They work as a, you know, kind of a partner with us to try

to make the best, best, best choice for someone like you who's trying to become independent and productive. So we kind of all work together.

SHIRLEY KOPECKI: Should I call the -- so should I call them anyway or should I wait in case there's just a problem?

MARGARET MCKENNA: That's totally up to you. They are a service that you could use to call just to ask about what they do, where they're located, how they're connected to us. You're free to call them

anytime. But when you call them is up to you. My job here is just to let you know they're available out there and they are another resource for you if you happen to take advantage of them or really

think you need them at some point when there may be a dispute with your services.

SHIRLEY KOPECKI: Now, if I call CAP, if I'm having a problem, the -- and I have my OVR case, does it affect my OVR case at all? Like, does it affect whether it stays open or closed?

MARGARET MCKENNA: Oh, no, no, no. Your case with OVR, whatever I do with you, you and I work together. And if you contact CAP, it does not mean that, you know, your OVR case is going to be closed or

it, you know, they're two separate systems that try to work together. So it's not going to be any problem for you, you know, if you decide to contact them. The ladies there and the gentlemen, they

all know me. They're very nice people there and just -- I am an ice cream guru as it turns out and there's a woman that works at the Philadelphia office who also is an ice cream guru. So it's, you

know, it's nice -- they're nice people over there. I've gotten to know some of them and they really help to work together with us to make good decisions for these individuals like yourself. When you

decide to call them is totally up to you. You could talk about it with your dad. You could think about it after you come back from vacation, but whatever you decide, I think you, you know, will make

a good decision about what you -- how you want to seek out resources. We're just here to provide you information on their service. And before you leave with the envelope, I will give you a bookmark

over there so you have contact information for them.

SHIRLEY KOPECKI: Oh, okay.

MARGARET MCKENNA: And you could use it at your discretion.

SHIRLEY KOPECKI: That's great. I think that would be good just in case I need them and, you know, just in case I don't understand something or, you know, need further clarification. It sounds like

they would be there to help me and it seems like they work well with OVR, so?

MARGARET MCKENNA: Well, that's what we hope. It doesn't always work that way, but that's what we hope.

SHIRLEY KOPECKI: Well, that's good. I, you know, I think having more resources is better than having none, so?

MARGARET MCKENNA: That's very good.

SHIRLEY KOPECKI: ?I think that will be good.

MARGARET MCKENNA: Now one quick question before you go, where are you going on vacation? You have me so curious.

MARGARET MCKENNA: You've mentioned it, you know, more than three times. Where are you going?

SHIRLEY KOPECKI: Well, you know?

SHIRLEY KOPECKI: You know, I honestly haven't, you know, thought about it so much. I think I might just go to the Shore or something, because my dad is getting on my case about getting all this OVR

stuff together. I haven't had time to think about it. Everyday it's, "Did you call OVR? Did you talk about this?" You know, I haven't had time to think about it, but now that I have already spoken to

you, you know, my application is done, I'll wait for you and in the meantime, I'm going to go on my vacation.

MARGARET MCKENNA: Well, I want you to have some fun for you and some fun for me and don't be too hard on your dad. He seems like a very nice man.

SHIRLEY KOPECKI: My dad's the greatest.

MARGARET MCKENNA: And I think he has very good intentions for you. I think you're very lucky to have someone who's so interested in you and I think he is lucky to have someone who is able to be here

and speak for herself and not be too rough on her dad and I think it's all going to work out for you, so?

SHIRLEY KOPECKI: Well, that's -- thank you very much.

MARGARET MCKENNA: Now, if you ever have any questions, Mr. Jackson, you could call me as well. I would prefer it if Penny calls me, unless there's some serious concern, but you feel free. I will also

give you my card and my number and you feel free to call at anytime. And I think Penny is going to be just fine. So you have other children, Mr. Jackson?

LEE LIPPI: I do. I have three other sons. She has three brothers and?

SHIRLEY KOPECKI: Three brothers [inaudible]

MARGARET MCKENNA: Oh, the poor thing.

LEE LIPPI: And Penny seems to be my most difficult child with her iPod?

SHIRLEY KOPECKI: That's because I'm a girl. They're all boys.

LEE LIPPI: ?with her iPod situation all the time?

SHIRLEY KOPECKI: He doesn't know how to work an iPod.

LEE LIPPI: ?in her ear plugged into the -- plugged into the iPod all the time, but you know what?

SHIRLEY KOPECKI: Dad, if you just let me show you how to you use one, you would like it, okay?

LEE LIPPI: Well, someday I'll let you do that Penny. But Glinda, thank you again.

SHIRLEY KOPECKI: He's still got an old phone. He doesn't even text.

LEE LIPPI: You know, it was -- it was a pleasure meeting you, a pleasure being here. I'm very, very proud -- Penny's mother and I are very proud of her of what she's done so far. In high school, she's

an outstanding student and I believe that -- we believe -- her mother and I believe that she's going to go pretty far and she's going to be successful at what she does. That's why I get on her case

and I know that she sees that and she doesn't see it right now, being the age that she is, but I'm sure that when she's in her 20s and she'll come to me someday and say, "Dad, you were right."

SHIRLEY KOPECKI: You're probably right about that, Dad, but you should really let me show you how to use an iPod.

MARGARET MCKENNA: Well, it doesn't hurt to have a little skill at some assistive technology, Mr. Jackson. I think she may have a point.

SHIRLEY KOPECKI: He doesn't even text.

MARGARET MCKENNA: You know, it wouldn't hurt, you know, I mean -- and you know, maybe you know, she, you know, you -- she would be more interested in some of your great ideas if you learn some more

assistive technology. You'll never know. You have to kind of get in with the in crowd.

MARGARET MCKENNA: You know, it does have the cause, but it was very nice meeting both of you. You have something else to say, Mr. Jackson?

SHIRLEY KOPECKI: Right.

LEE LIPPI: No, no.

MARGARET MCKENNA: Good luck to both of you.

LEE LIPPI. Thank you.

MARGARET MCKENNA: Have some fun, Penny. Here is my card and here is our CAP bookmark that we hand out to individuals. So make sure you keep hold of that and you put that in a special place with the

OVR packet that I gave you and I'll make copies of these medical information and give them back to you. Now I suggest you keep all this information in one folder so that when we talk again?

SHIRLEY KOPECKI: Yeah, I have everything here.

MARGARET MCKENNA: ?you have everything together, my card and your -- the copy of your SSI award letter. It should all be organized because that will help us as we go through this process. There's a

lot of paperwork unfortunately and it helps if it's organized. So that's one little tip I give you as you start this process is to keep everything all together. So that when we communicate and

correspond, you will have things all in one place and your room won't look like my office. Okay?

SHIRLEY KOPECKI: Yes.

MARGARET MCKENNA: That's just a little tip. And you call me anytime, Penny. I am glad we met and I want you to feel free that anytime you could call or email me anytime.

SHIRLEY KOPECKI: Oh, thank you very much, Ms. Glinda, and I will do that. I will follow up with you after, you know, after you've had time to review everything and I'll definitely get you any

documentation, you know, I'll get you my Social Security award letter and, you know, if you need anything else from anybody else that you have trouble getting, I'll be happy to get it for you.

MARGARET MCKENNA: Very good. Now, one little last tip. When we meet again, it's not necessarily necessary that your father come. So he can if he chooses to, but as long as you're comfortable with it,

it's not absolutely necessary that he could come -- he has to come. Now, if you -- if it's difficult for you to get here without your dad, we could arrange that you meet somewhere, maybe a little

closer to your house, that's kind of midway for us at like a Starbucks or a Dunkin Donuts or something like that, if that would be more convenient for you so that your dad doesn't have to come with

you. After all, he does work and when -- as you see as time goes on, it's not always that easy to take time off from work. And after all, maybe your dad needs a vacation too so he should save his

days off for his vacation. So you may want to consider that. You and your dad could talk about that but, you know, we could decide next time where we meet and to make it so that it's convenient. And

if it's not absolutely necessary, your dad may not have to come with us but I'll let you two decide that.

MARGARET MCKENNA: More than happy, you know, to talk with both of you, but just a little suggestion.

SHIRLEY KOPECKI: Okay.

MARGARET MCKENNA: All right. You too have a very good day.

SHIRLEY KOPECKI: Okay.

MARGARET MCKENNA: And thank you so much for coming and it was great that you had some of this information for me in advance. I'll make these copies and give them back to you.

SHIRLEY KOPECKI: Well, thank you.

SHIRLEY KOPECKI: Okay. And we'll be in touch.

MARGARET MCKENNA: Have a good day.

LEE LIPPI: Thank you.

SHIRLEY KOPECKI: Thank you. All right, dad.

LEE LIPPI: You know, folks, life is full of transitions and one of the more remarkable ones occurs when a student gets ready to leave high school and go out into the world as a young adult. We all

remember our experiences; fear of the unknown tops the list. That's why it's so important that students need to develop strong self-advocacy skills. Successful self advocates understand their

disabilities, the impact of the disabilities on their daily lives, and the supports they need to be successful in school, employment, and in the community. Transition services are intended to prepare

students for -- with disabilities to move from the world of school to the world of adulthood. These services include post secondary education like community colleges, four-year universities, trade or

technical schools, vocational education and training, including programs funded through the Offices of Vocational Rehabilitation, county offices of MHMR or an agency administering a medical home and

community based waiver program, employment, integrated employment including supportive employment, continuing adult education programs including GED courses and adult services provided by agencies

like the Office of Vocational Rehabilitation, MHMR, and the Social Security Administration, and independent living and community living. The Office of Vocational Rehabilitation has 22 offices

throughout Pennsylvania. There are 15 Bureau of Vocational Rehabilitation offices and six Bureau of Blindness and Visual Services offices and of course, the central office which is located in

Harrisburg. The Office of the Deaf and Hard of Hearing, not a part of OVR, is located in central office as well. For a listing of the offices, visit the PA Labor and Industry website. The Hiram G.

Andrews Center is located in Johnstown. There are 18 centers for independent living statewide. Is anybody here familiar with the centers for independent living and what they do? Okay. CILs as they're

known as -- as they're known as, provides many services. For a listing of services, Google -- I Google PCIL, P-C-I-L, which is the Pennsylvania Council on Independent Living and click on the state

map, then click on your county and service information. Transition services are expressly available as services under the Rehab Act. Transition from school to OVR services is as follows: application,

eligibility, development of IPE that includes services leading to competitive employment, range of services needed by customers, development of employment opportunities, and financial

responsibilities. Any questions? Margaret.

MARGARET MCKENNA: I'm going to stand up a little bit. I'm going to discuss a little bit about the many -- there are many actually, differences and similarities regarding the IEP and the IPE. I say

that sentence a few times at the same time, but from the IEP to the IPE. Now last night, I'm thinking, it's from the IPE to the IEP. No, it's from the IEP to the IPE, but anyway, from the

Individualized Education Plan to the Individualized Plan for Employment. The more I did some research on these two documents, the more I discovered there are many, many differences and similarities

regarding this document, almost as many of each actually. You really take the time to kind of do a side-by-side or look at both of them or do a little analysis or review of what each document is

supposed to hold, the purpose and the intent of each document. They both revolve around individuals with disabilities. It's the most obvious similarity they have. They're both a document that have

great, great, great -- they can or they should, if they're taken seriously and they're done "right," great impact in terms of client/student success. Success as a general term. Success in school,

success with OVR, success in school again and success. It starts as a process in high school with the IEP and then the success hopefully dominos or continues in the document, the IPE, which is done

with the OVR counselor. So the two documents have a kind of -- they're connected. Although there's differences in the document that I'll talk about, they are connected. To me, I find a connection.

And the word transition which you'll hear over and over and over and over again, basically that document, those two documents, help the individual literally transition from one arena to the other.

And the two -- the school arena and high school when they're in high school, it's a totally different experience than when they transition to the OVR system. The two documents I think which have many

differences really do not -- really if you'll look at them on their face and you have some idea of what their purpose is, they really I don't think give enough weight to the real difference and the

real transition that occurs for a student leaving high school going into the OVR system, no matter if you're going to OVR for work, straight work or if you're going to OVR for help with college.

There is a big change for all of us, disabled or not, when you leave high school and transition into the work world, big change, lots of changes. Not all -- no way will all of those be noted, or felt

or heard on the IPE document with OVR. And I think just the idea of having an overall perspective of how serious quite frankly and complicated, but hopeful, this transition could be for students. And

everyone here who wants to be a part of that, parents, providers all kinds of providers, friends that could help the person make that transition a little smoother. It's important I think that you

have a perspective that we all have a perspective. When we look back, you know, 10 years, 15 years, 20 years or so, back to that time when we were 17 and making these decisions related to school and

otherwise that the transition is -- we're focusing here on the school to work, school to school transition, but the transition is way more than that. The transition involves emotional, social,

recreational, personal, financial, lots of changes and transitions for them when they -- from being a high school student to being a big girl now. And really and truly you're not -- I mean -- yes, go

ahead.

AUDIENCE MEMBER: So then why isn't it going from IEP to ISP to IPE?

MARGARET MCKENNA: Why? Doesn't the system do that?

AUDIENCE MEMBER: I mean -- I mean, yeah, because the ISP is really like telling you who the person is and that would then benefits in IEP and it also benefits in IPE. So, why isn't it IEP, ISP, IPE?

MARGARET MCKENNA: I think probably the thought would be that I think the ISP should be a part in some way, to be part of the services or part of the teamwork or part of what's discussed when you do

your IEP.

MARGARET MCKENNA: So not that they're separate, but it's, you know, one of the many facets of the IEP process and the services they should get at that time. And if there aren't integrated teamwork

AUDIENCE MEMBER: Right.

services, ISP, MHMR, you know, long term care, all these other providers that the person -- the student may or may not need or benefit from. Not all students are going to need all these providers on

their team. But if there is an integrated approach like that working when the student does the IEP, which none of us have total control over. We're only one piece of this big puzzle, but it's --

they're -- it's part of the integrated process. And I understand what you would mean, but I also know that the ISP is something that they're hoping, you know, with all these documents and all of

these steps in the process are done correctly, whatever that is, that that ISP piece or the service that you get from the ISP is part of the -- of the IEP process totally and not something separate

from it. And I think that's partly how it would be, you know, looked at. But yes, there's a lot of facets that make this process, you know, overwhelming, you know, complicated for a lot of people,

not just for you sitting out here, and you have some knowledge and some resources. Lots of people out there in the community, other providers, schools, parents, [inaudible] around just some

ignorance, there is a lack of knowledge and resources. So we're here to kind of go out, get our information, and kind of spread the word to people so they have a better idea of the resources and the

differences in some of these documents and how important they are at doing them, getting them kind of on-track from the beginning the right way or the better way so that the success for the

student/client/child is going to be improved. And that's something that, you know, we all have a part of and being important to all of us that we're going to have an impact -- a small impact, but an

impact nonetheless in making that work. And as we all know, if things don't work out right from the beginning, later on in the process, it's more complicated. So if the IEP document that's done when

they're a student with their team approach at the school, if for some reason -- many reasons that's not done quite right, or the services that are listed are not provided quite right, or it should be

five members of the team and there's only three for whatever reason, that's going to affect -- negatively affect how the student then is going to be better prepared, better ready to be successful as

an OVR client. So things do -- in life for all of us, you know, things do have that trickle down effect. So it's always better to do things, if possible, better at the beginning of the process -- in

the beginning of this process of the IEP and there's a beginning even before that, but -- and all of us realize that. It's just a matter of having the necessary things in place, having the right team

members in place to make that work. So now, some of the similarities between the two documents besides the fact that they both revolve around people with disabilities, you have any thoughts? Anybody?

I gave you the easy similarity. What else? Anybody have an idea of how they're similar? Well, they both deal?

LEE LIPPI: Margaret?

AUDIENCE MEMBER: I was going to say they're individualized for the person and the needs that that person needs to consider this [inaudible]

MARGARET MCKENNA: Go ahead.

MARGARET MCKENNA: Right, right, right. Anybody else? Go ahead.

AUDIENCE MEMBER: The goals -- I'm sorry. Goals, they both have the goals for the individual.

MARGARET MCKENNA: Right, right. What else?

AUDIENCE MEMBER: Both should be preparing them for employment and the supports that they need for employment.

MARGARET MCKENNA: Preparing them for employment -- well, the IEP document does that, I think, more in an indirect way I would think.

AUDIENCE MEMBER: Yeah, it's part of the transition.

MARGARET MCKENNA: Right. It's part of the transition process overall.

AUDIENCE MEMBER: So when the students turn 14 [inaudible] will be turning 14 that means he's part of the employment. It's what they're always [inaudible] employment and what supports may be put in

place preparing them.

AUDIENCE MEMBER: [inaudible] it should be both led by the individual. But I feel like with the IEP sometimes the students' voices aren't heard.

MARGARET MCKENNA: Okay. Anybody else?

SHIRLEY KOPECKI: That's true.

MARGARET MCKENNA: Right. They should both be led by the individual. But unfortunately what I have found and what I've researched is the IEP document is not all or hardly ever?

SHIRLEY KOPECKI: No.

MARGARET MCKENNA: ?but I mean that's the way it should be done. And that's part of what we're here, to really kind of flash ad is the way it should be done and the way it kind of is done that isn't

really done quite right done.

AUDIENCE MEMBER: So [inaudible] the students right there and everyone's talking about the students, but it's like they're not really there in the room. And they're not being asked, you know, if these

are the services they need or if they're going to be useful or they'll work and it feels -- sometimes I'm trying to redirect it back and like, "Here she is right here, and look --and then [inaudible]

SHIRLEY KOPECKI: Yeah [inaudible] here.

MARGARET MCKENNA: Right, right. Unfortunately, the IEP document is 95% of the time not student led. As a matter of fact in some of the research I've done, that's one of the differences in the two

documents, is that the IPE document is definitely client/student directive, but the IEP document, unfortunately, is kind of -- it's kind of like known out there even though it's kind of -- some myth

quite frankly, that it's not student directive because as, you know, which we all have experienced this, the client/student sits there and they really either don't understand, don't care, have

something more interesting on their mind, aren't really aware of this process. It's a lot to take in even if you show some interest. That's a lot for somebody 15, 16 to take in, to understand,

disabled or not. So, therefore, kind of that gets taken over by all of these other quote experts, their mom or their dad who think they know best. And it's not student directive, but?

AUDIENCE MEMBER: One more question.

MARGARET MCKENNA: Go ahead.

AUDIENCE MEMBER: All right. And they have everything.

MARGARET MCKENNA: I see. .

AUDIENCE MEMBER: All right. Let's keep in mind when you talk [inaudible] the process, you use an application to have participations, student participation with a parent, but [inaudible] an ultimate

responsibility. So if someone wants to listen to it or someone who's a parent wants to become engaged or not is the responsibility of the school. And the school kids say, well, she wants to be a

veterinarian and we're going to get to the next step, be on an IEP veterinarian's meeting perhaps and then the appropriate objective of that student. It goes right back to doing, "Hey, what were you

doing? What were you doing preparing yourself?" I think there are people in this room who sit on all sides of the table, and go through that tables around.

MARGARET MCKENNA: I like that. Uh-hmm. Uh-hmm. Right. But -- in doing the research for the differences and similarities, there are so much information out there that you don't even ponder actually

about how these two documents are drafted and how they could be drafted much better and how they're kind of known out there in the community as done as opposed to the better way of doing them. And I

think that's important to kind of have a hand on to some degree. When you help -- and we're -- we all have a piece of that. None of us have total control over either of these documents. We're here as

a piece of that, a partner in helping the student/client better develop that plan. And that's -- it's hard when you only have a piece because then you can't really make a total control of the

document for anyone. And the person who has real control, in the end, supposedly, is the student/client. Although, it doesn't always come out like that, but having an awareness and giving some

knowledge like this out there in the community to people will help make those documents I think more true to form and have their real intent carried out better than just having some idea or some

myths about how these documents are really supposed to be carried out for people. So the other similarities I found in the two documents, they're both documents that have services that should be

listed that are to be provided and that should be flushed out with the student/client either with the school system and the other partners or with the OVR counselor and their providers. The services

should be listed, clearly listed. What services are needed based on the need, what services are listed based on the need. And these -- this document should be reviewed annually no matter if it's with

the OVR or with the school district. The document needs to be reviewed. That's something that oftentimes does not, for whatever reason, happen. The document could be changed or amended. And it should

be a thought that's in the mind that if the situation changes for good or for bad for the student or if someone else has something to offer, the document should be looked again at and should be

reviewed. It's not something that's stagnant or stale or that's just -- it's not once and done. It's always something that could change and then any partner in the -- in the process should be able to

acknowledge that and realize that. Both documents have to do with getting the person, the student/client services that are going to have the potential to have them function at their upmost no matter

if it's in school or no matter if it's when the OVR process. Both of these documents share that and that this individualized plan, the E is what's -- makes it different, education versus employment.

This individualized plan is critical to them and what specific needs they have as an individual to get through the process. The school process which is going to give them the skills they need for the

OVR process school and beyond. So specific services, a description of these services based on their individualized need. And to have a real idea of what their needs are no matter if it's on the IEP

document or the IPE document to first have an idea of what their real needs are. And that's why it's important to have different partners that provide different services that they may or may not need

as part of the process because if it's incomplete, you know, if they're -- if they really need six services and there's only three on there, only two of which are being provided, neither document's

going to help. So having as much, you know, interaction in terms of the community-based providers for each document I find to be very important. Some of the differences with the two documents, some

of those also could be very -- certain ones come up that are very, I guess, obvious to some degree. The IEP document is something that just happens to you. All of a sudden, you have -- you go to

school, you have an IEP no matter if it's good or bad, right or wrong, if there's three partners or six, here you are at school, you're someone with a disability, you have an IEP for good or for bad.

You -- OVR, the IPE document is something that is a choice that's more or less made by you accessing that service by you going there and accessing that service. It's an eligibility-based program.

It's different. So it's very much where the student has much more control in terms of even getting that document. You know, it's a choice for you to go through that system and to get that document.

That document, the IPE document is something that's based totally driven by the student/parent and their interest in having them go through that system. So it's -- it has a totally different

perspective in terms of how that document comes to be for that student. It's not something that's when you're in school, that document is not really self-driven. Once you're out of school and you go

through the OVR process, it's something that you actually are seeking out more to help benefit you with services. One of the other differences we found in going over some of the information, the IPE,

of course, focuses on employment, employment needs, employment, and just the accommodations that you would have received in school or didn't receive in school, it doesn't mean automatically that they

transfer over to the IPE document, that those accommodations turn into services that you need for the IPE. They may not be the same. They may be similar, they may not. It helps to know what services

you got on the IEP document, but it doesn't mean you're going to get the same type of service or accommodation from OVR or from a college. They're not automatic. So the different, you know, they may

not be the same type of service because the goal for each of those plans are different. One's based on the -- getting you through the education system as best as possible and one's based on a focused

specific employment goal. So the needs and how to help you get those needs and the services could be different. The other thing about these two documents, one document is, you know, the law that

mandates the one document is IDEA, the law that mandates the IPE document is the Rehabilitation Act. So both of those document's also on their face if you review them even briefly have a whole kind

of different kind of, you know, content in terms of what their purpose is, where they're at in terms of the stage of the process and what services and policies they actually have behind them in terms

of how they're supposed to help the student versus the individual who's a client who becomes eligible for rehabilitation services. There are some differences in those two documents. So the fact that

they are -- but each of those documents are governed by two different laws also give you an idea of the differences of those two documents. The other thing I thought was interesting about the

difference in the document, the IPE, the parent is involved like it or not, the advocate, the grandmother, whoever it is. The kids under 18, the parent's involved. The IPE document, the --

student/client that are over 18, there's permission that's needed for the mom, the advocate, the grand mom to be involved with that document. It's not automatic. The students has to get permission,

student/client has to get permission for that parent involvement. The IPE document is a document strictly between the vocational counselor and the client. Parent involvement is optional based on the

client, their permission. It's not something that's automatic. And I think that's important?

AUDIENCE MEMBER: They get to have power of attorney.

MARGARET MCKENNA: That's right. That's the only -- that's the difference. But if you don't, there has to be consent given from the student over 18 for the parent/guardian to participate in that

process. And I think that also -- also just thinking about that gives you an idea of how these two documents differ in terms of the responsibility that's placed on the student/client to be more

proactive, to really be more of their own advocate and to be more involved and engaged with this process as opposed to sitting there the way most kids do for good or for bad at the IEP meetings. Now,

no, no, no, that's done. Now, time's changed now. You're transitioning for good or for bad and now it's kind of up to you and that's how hard kind of -- yeah, it's kind of hard pill to swallow, you

know, being -- now you're 17, now you're 18, all of a sudden, you're supposed to be responsible and in charge and advocate, it doesn't happen that way. Just because, you know, you're a year older, it

doesn't happen that way. It's not -- for a lot of kids, they don't -- they're not ready for that change until they're 30. I'm sorry to announce to any parent here. It's just the way it is. It's

disabled or not. Some of them were not ready to engage and, you know, to really take hold of that responsibility which could be awesome in a way, but difficult and there's a lot to consider out

there. So, that makes it more difficult for the client I think to actually be aware of the significance of their involvement at that time because they've been so used to for all these years for their

mom, their dad, their school, their guardian, their case manager, just almost doing everything for them. All they do is show up for class. And now they're an OVR client and they're going to be

expected to do a lot more than just show up. So, I mean, the document on it's phase just the fact that the client has that much more responsibility and it, you know, has to totally be committed to

that, it makes the document on it's phase quite different than the IEP. The financial responsibilities are listed much more clearly, but the IPE document -- because OVR has a financial needs tests,

and there may or may not be a financial contribution, all of that has to be clearly listed on the document. I think that's important. And choice, there's a lot more choice of the services that should

be given and talked about with the IPE document from providers -- you all right?

AUDIENCE MEMBER: Yeah.

MARGARET MCKENNA: Okay. From providers, choice of providers, a choice of schools, it's a choice of goal, a lot more with choice happens on the IPE. There was a question out there.

AUDIENCE MEMBER: So with the IEP, there's the initial evaluation for eligibility. After that, the process should be what was transparent through all the different services and supports that the

student may need to know they're entitled to. When they get to OVR, now really, this is just a skit, but I heard Penny who's like, yeah, I'm in it, like, you know, I waited 30 days or 60 days, I'm

in. How is it different for a family [inaudible] student doesn't reach the age majority until the age of 21, so if they left earlier than 21, that parent was in charge at all times. So I've heard

here, age 18, we want the young adult to take over. But how do [inaudible] young adult for their parent trying to support the young adult know what's out there in terms of what I may be able to

perform, and then if I have the student who OVR ultimately supports me in terms of competitive employment versus a student who made the supported for more supported employment. Somewhere between

there, there's quality of life concerns and being engaged to my community, like who supports that for me when I'm at that stage when I'm reaching out [inaudible] and so I do see [inaudible] in terms

of support and [inaudible] as well. I think this -- what rounds out those services for that student so bad, Penny can engage with others who are interested in her iPod in work and just have the

well-rounded [inaudible] conscious worker.

MARGARET MCKENNA: I think that's all part of Penny and her parents, but making sure that they're interactive in the community and seeking out resources, contacting, you know, being persistent with the

school. If can't -- if Penny has a case manager, if Penny has friends who are disabled who have case managers, how did they hook up with them? Being out there, being involved, it is very difficult.

And there is a lot to it than just focusing on employment.

AUDIENCE MEMBER: Are there specific place for that young adult after they left high school?

AUDIENCE MEMBER: Beyond the?

MARGARET MCKENNA: There should be.

MARGARET MCKENNA: Well, being involved in?

AUDIENCE MEMBER: Beyond the employment?

MARGARET MCKENNA: In terms of? I mean, they could still be involved with an MHMR case manager, they could still find a Spina Bifida Support Group, they could still call the Autism Society for

services. I mean, there's?

AUDIENCE MEMBER: But who's supporting them for that process, would that be OVR or would they go?

MARGARET MCKENNA: Well, OVR could help them providing resources just to have them -- I mean, OVR is not going to make?

AUDIENCE MEMBER: To have access.

MARGARET MCKENNA: Right.

AUDIENCE MEMBER: To know that there's [inaudible] from OVR.

MARGARET MCKENNA: They should provide some resources for that. If the person has a case manager, they could help -- that -- the case manager could direct them. Someone from the guidance department at

the school or high school could help direct them. You have to always tap in to whoever is in your, you know, little circle for more and more resources.

AUDIENCE MEMBER: And that's what [inaudible] down syndrome, so it just depends. It's for coordinator to ask the person [inaudible] altogether and it's a plan, you know, for we've taken to the

community and what resources are available.

AUDIENCE MEMBER: That's that piece and that's waiver though and that's not an entitlement. That's eligibility.

MARGARET MCKENNA: Right.

MARGARET MCKENNA: That's right. That's right. But?

AUDIENCE MEMBER: Other than that, it would be natural resources.

MARGARET MCKENNA: That's right.

AUDIENCE MEMBER: Resources of the disabled.

MARGARET MCKENNA: And that's a good way to describe it, natural resources, right.

AUDIENCE MEMBER: Natural resources to find out who's available in the community.

AUDIENCE MEMBER: Other than that, it just waivers.

MARGARET MCKENNA: Right.

AUDIENCE MEMBER: So if I -- if I've eft high school, contact OVR, I do contact Cath as well in terms of?

MARGARET MCKENNA: Yup.

AUDIENCE MEMBER: What else is out there?

MARGARET MCKENNA: Yup. And we'd be -- we get -- we give resources out all the time, that's part of what we do even if you're not an actual client of OVR. Yeah, go ahead.

AUDIENCE MEMBER: Yeah. Hi, Margaret. It's Rick from Anaheim. There is -- Mr. Lippi mentioned earlier there are 18 centers for independent from around -- in the State of Pennsylvania and?

MARGARET MCKENNA: And they're great resource.

AUDIENCE MEMBER: Right. For all -- it is for all disability?

MARGARET MCKENNA: [inaudible]

AUDIENCE MEMBER: Yeah. Not everyone has a case manager, not everyone, you know, it's -- so any type of disability a person may have, they can go there and access the community, find a good place to

live, just any number of supports to be able to function in the society [inaudible]

MARGARET MCKENNA: Right. And that -- and they may or may not work, you may or may not find success, they may or may not, you know, have what you need. It's just a matter of continuously, you know,

like, you know, as I tell my nephew who's 26 who's not technically disabled, you know, "Buddy, you're living under a rock." You know, that you can't do this, you know. I mean, you're living under a

rock. Get out there, you know. I can't always pay for your sneakers, you know, get out there. Find out, you know -- go out into the community, see what you think is going to interest you. And some of

us are better at that just by our personality, disabled or not, and some of us aren't. Some parents are better at that, some aren't. But just finding those natural resources in the community is not

-- it's not -- it's not the answer, but it's part of what you need to do in terms of helping to bridge the gap because you're not going to get all services, unfortunately, from one place or one

person. It is a, you know, a very interactive kind of collaborative partnership on all of our parts. And that takes a lot of work. It makes us a little more complicated. But I think it's awesome to

-- for all of us to realize how important each part we all hold here has such weight for that person in their process, that we're all such an important kind of intrical part of the -- of their

experience and whatever we could offer them in terms of what we're supposed to do solely in terms of our little, you know, closed up role or some other resource we have for them is important I think

in the process. And having them feel comfortable enough with these different providers so that they reach out more, so that the student/client feels comfortable enough to make these calls and to

reach out and that's part of your role too. No matter if you're developing the IEP with them or the IPE, you know, really developing some trust with them so they're going to be more engaged with you

even if that's not within their natural tendency. Somebody else had a question.

AUDIENCE MEMBER: I have -- I have a question. Margaret, isn't it? I'm from Philadelphia. How are you?

MARGARET MCKENNA: How are you doing?

AUDIENCE MEMBER: Good. Even though these two documents do not build on top of each other, do you think it's helpful for the customer to provide like their last IEP?

MARGARET MCKENNA: Absolutely, yes.

AUDIENCE MEMBER: ?counselor, where does that money go forth?

MARGARET MCKENNA: I think it's how --to --I understand where you're going with that, but I think -- I'm not an OVR counselor, but then someone here who is may have a different opinion. My opinion is

that IPE could be used as a guide, as a reference, as in informational tool. It doesn't mean that she's going to -- the counselor's going to take that IEP and say, "Oh, all right, we're going to file

-- we're going to give you these type services because that's the service you got when you were in high school. We'll just kind of mimic some of these services, your needs look like they're similar."

It doesn't have to be like that. If you look at the document, if you want to approach it like that, I wouldn't suggest it, but I think the copy of an IEP, there's nothing wrong with having that. I

mean, that's part of the reason it's so encouraged and we were past that point with Penny, but that's part of the reason that's so encouraged for the counselor to go to the IEP meetings so they have

an idea of what's going on, what services she's getting, what are her limits, where is she at. So they're rarely aware of that. The more information they have, I think the better. But I mean, I

understand, I mean, it's a perspective, you know, muddying up the waters is a nice way to put it, but I think it depends on how the counselor uses that, the information on that document. That's my

opinion. Anybody else? Yeah?

AUDIENCE MEMBER: Yeah. Hi. I'm Scott from [inaudible] of OVR and who asked that question about the IEPs, the [inaudible]

AUDIENCE MEMBER: Maybe from Philadelphia, PBS.

AUDIENCE MEMBER: Yeah. Something else I found here [inaudible] is if your child has an RR Rehabilitation [inaudible] for me to have, sometimes, I go to school districts. I've worked with [inaudible] I

don't like to put the diagnosis they put on the IEP because they don't -- they don't -- they want to avoid all the trouble that's just waiting, but I need a diagnosis. I need to know what diagnosis

they have because that might change what services they'd get because there's a -- there's a difference between having an ID [inaudible] to the service you'd get and services for someone that has

dyslexia or a learning disability, that it seemed likely it's learning disability with comprehension reading math. I mean, that's good for me to know but I don't know what does that mean, like, what

is that, I don't know kind of how to get all these services, so we've [inaudible] from the idea which I know was a thousand pages anyway. I mean, that seemed true. [inaudible]

AUDIENCE MEMBER: No, [inaudible] signed by the psychologist. They know I might just -- the psychologist are only going in for the RR meetings, they're not coming in for the IEPs anymore, and so the RR

services that are signed by the psychologists and then normally like the IEP might have emotional disturbance, the RR might go into that a little bit for you to know exactly what that means.

AUDIENCE MEMBER: Yes. And that's very helpful for determining eligibility, we have that.

AUDIENCE MEMBER: Yeah. That's the OVR, it usually has an arm.

AUDIENCE MEMBER: Yes. [inaudible]

MARGARET MCKENNA: It usually has -- doesn't it usually have that?

AUDIENCE MEMBER: It depends what this is [inaudible] is. Remember the RR or the ER for a student with an IEP is to determine eligibilities and not diagnosis.

MARGARET MCKENNA: Yes. Right. But that's not necessarily something OVR would use to determine their eligibility. They may use some of the info, you know, use the information and some guides and it's

not necessarily something they would absolutely use for their eligibility criteria.

AUDIENCE MEMBER: Yes. We'd be calling?

MARGARET MCKENNA: That?

AUDIENCE MEMBER: Time for one more question.

MARGARET MCKENNA: One more. Go ahead. One more.

AUDIENCE MEMBER: And what about the -- what about the child who, you know, would not fit into a traditional employment but it is something that they have a passion for that can be as an entrepreneur,

I mean, how would you support something like that?

MARGARET MCKENNA: How -- does OVR support some? How does OVR support something like that?

AUDIENCE MEMBER: Yeah. Yeah.

MARGARET MCKENNA: They do. They can. I mean, the OVR helps with self-employment, some of these different job placement agencies are more creative than others in terms of finding them a little

particular niche of non-traditional employment, you know, I mean, that is something that is doable based on the person's needs and their limits and what's?

AUDIENCE MEMBER: Sometimes, when this evaluation that the psychologist or psychiatrist they do, they may have that, you know, the person is not, you know, [inaudible] aware, and they kind of gear

towards like workshops whereas I would want workshop with my son, but IEP is good with technology and things like these or something that he has a passion for. I mean, how -- will OVR, I guess that's

the question, would OVR be able to support him and be in his own, you know, employer, you know.

MARGARET MCKENNA: Being self-employed? There's a process for their self-employment, you know. You know, there's the policy for self-employment. There's a process to go through for that. But first, I

think they would really have to determine this -- the client's eligibility and his actual ability to function in some type of competitive employment, but I think they, you know, they do, you know,

something that I think they should maybe do a little more often, but I think they do really try to think about some non-traditional creative, you know, types of employment for people who are able to

work but just can't do it in their traditional setting. Self-employment is one thing OVR does assist with, you know. There's all kinds of good and bad to that, but it is something that if they find

that that is appropriate, it may or may not be, that is something they could assist with.

AUDIENCE MEMBER: So in such a situation then anyone who may be seeking certain education or training support [inaudible] through OVR, and if there's discourse, they might be contacting Cath for

[inaudible] might look at this some other way, you know, would this be appropriate on this certain?

MARGARET MCKENNA: Yes, absolutely. That was a good follow up to that, yes.

LEE LIPPI: I'd just like to introduce somebody to you. He's sitting back in the backroom. His name is Mr. Steve Serowik and he is the executive director of the Office of Vocational Rehabilitation.

Steve, could you stand up, please.

STEVE SEROWIK: We got lots -- we got lots of OVR staff in here, so if you have anymore questions, seek somebody out. I mean, they're the experts, so.

LEE LIPPI: Thank you everybody.