,i #aacth ,,congress #ast ,session ,h4 ,r4 #eaa ,,in ,,the ,,house ,,of ,,representatives ,february #e1 #bjac ,mr4 ,harper 7for himself and ,mrs4 ,mc,morris ,rodgers7 introduced the following bill2 which was referred to the ,committee on ,energy and ,commerce ,a ,,bill ,to amend the ,developmental ,disabilities ,assistance and ,bill of ,rights ,act of #bjjj to provide assistance to ,states for development and implementation of an individual transition plan for each individual with a developmental disability in the ,state who is making the transition from the secondary school system into adulthood1 and for other purposes4 #a4 ,short title2 table of contents 7a7 ,short title ,this ,act may be cited as the ,transition toward ,excellence1 ,achievement1 and ,mobility through ,empowerment ,act of #bjac or the ,,team-,empowerment ,act of #bjac4 7b7 ,table of contents ,the table of contents of this ,act is as follows3 ,sec4 #a4 ,short title2 table of contents4 ,sec4 #b4 ,findings and purposes4 ,sec4 #c4 ,individualized transition plans2 transition planning and services administrative units4 #b4 ,findings and purposes 7a7 ,findings ,congress finds the following3 7#a7 ,evidence-based research has conclusively documented that youth with significant disabilities who were educated in inclusive settings1 were exposed to work experience and career exploration1 and participated in a paid work experience while in school had better postsecondary outcomes and higher rates of sustainable employment4 7#b7 ,higher rates of self-determination1 in which individuals with significant disabilities and their families have direct control over the decisionmaking process in order to ensure an appropriate individualized transition strategy1 lead to better outcomes4 7#c7 ,regulations and processes allowing for flexibility in the blending and braiding of government funds to ensure seamless1 collaborative strategies during the transition process lead to better outcomes for individuals with significant disabilities4 7#d7 ,agency officials involved directly in the provision of supports and services during a youth's transition into adulthood and beyond must be provided additional training to become properly prepared to adequately address the individual transition needs of students with significant disabilities4 7b7 ,purposes ,the purposes of this ,act are the following3 7#a7 ,create a holistic system across multiple partners focused on successful transition of youth with significant disabilities into adulthood4 7#b7 ,create a systemic focus on achieving high expectations for all youth1 through equality of opportunity1 full participation through self-determination and informed choice1 outcomes related to post-secondary options that lead to competitive integrated employment and economic self-sufficiency4 7#c7 ,promote innovative strategies to foster academic1 professional1 and social inclusion1 and the solidification of long-term supports and services required to ensure full integration into the community setting4 7#d7 ,better define and coordinate specific services related to the effective transition of youth with significant disabilities4 7#e7 ,eliminate barriers and promote incentives for multiple stakeholders to collaborate and improve transition opportunities for youth with significant disabilities4 #c4 ,individualized transition plans2 transition planning and services administrative units ,title ,i of the ,developmental ,disabilities ,assistance and ,bill of ,rights ,act of #bjjj 7#db ,u4,s4,c4 #aejja et seq47 is amended by adding at the end the following3 ,f ,adult transition system #aga4 ,definitions ,in this subtitle3 7#a7 ,the term asset development means a strategy to assist low-income workers and job seekers1 including individuals with disabilities1 move toward economic security and greater financial self-sufficiency through income preservation1 effective money and credit management1 the pursuit of post-secondary education1 the purchase of a home1 business startup and growth1 and the setting aside of resources for longer-term needs and retirement4 7#b7 ,the term individualized education program has the meaning given such term in section #fjb of the ,individuals with ,disabilities ,education ,act4 7#c7 ,the term integrated employment means work compensated at the greater of minimum wage or competitive wages with related employment benefits1 occurring in a typical work setting where the employee with the disability-- 7,a7 interacts or has the opportunity to interact continuously with nondisabled co-workers2 7,b7 has an opportunity for advancement and mobility2 and 7,c7 is preferably engaged in full-time employment4 7#d7 ,the term ,,itp means an individual transition plan developed under section #agc4 7#e7 ,the term local educational agency has the meaning given to such term in section #iaja of the ,elementary and ,secondary ,education ,act of #aife4 7#f7 ,the term secondary school has the meaning given to such term in section #iaja of the ,elementary and ,secondary ,education ,act of #aife4 7#g7 ,the term ,state intellectual and developmental disabilities agency means the primary ,state agency or subdivision with administrative1 programmatic1 and operational responsibility for the full range of services and supports furnished to individuals with intellectual and developmental disabilities4 7#h7 ,the term ,,tps administrative unit refers to the transition planning and services administrative unit of a ,state established in accordance with section #agd4 7#i7 7,a7 ,the term transition services means a coordinated set of activities for a student1 designed within an outcome-oriented process1 that promotes movement from school to post school activities1 including postsecondary education1 vocational training1 integrated employment 7including supported employment and customized employment71 continuing and adult education1 adult services1 asset development services1 independent living1 or community participation4 7,b7 ,the coordinated set of activities shall be based upon the individual student's needs1 taking into account the student's preferences and interests1 and shall include instruction1 community experiences1 the development of employment and other post school adult living objectives2 school-based preparatory experiences1 career preparation1 and integrated work-based learning experiences 7inclusive of in-school1 after school and work experiences outside the traditional school setting where other youth without disabilities are engaged in similar activities72 youth development and leadership2 connecting activities2 training in self-advocacy1 self-determination skills1 and peer mentoring2 family involvement and supports2 and1 when appropriate1 acquisition of daily living skills and functional vocational evaluation4 7,c7 ,such term does not include the use of facility-based employment and activity settings1 such as sheltered workshops1 day habilitation centers1 and enclave work settings4 ,additionally1 the coordinated set of activities should lead to the attainment of at least one of the following outcomes3 post-secondary education1 long-term integrated employment 7including supported employment or customized employment71 asset development1 independent living1 and community participation4 #agb4 ,state assistance ,for each fiscal year1 the ,secretary1 acting through the ,commissioner of the ,administration on ,developmental ,disabilities1 shall-- 7#a7 make grants on a competitive basis to ,states that agree to carry out the activities required of ,states under this subtitle2 and 7#b7 among the ,states receiving grants under paragraph 7#a71 allocate payments pursuant to a formula that-- 7,a7 is established by the ,secretary1 acting through the ,commissioner2 and 7,b7 takes into consideration an estimate of the number of individuals to be served under this subtitle in each ,state4 #agc4 ,individualized transition plans 7a7 ,in general ,each ,state that receives assistance under this subtitle shall1 with respect to each individual with a developmental disability in the ,state who is making the transition from the secondary school system into adulthood1 develop1 and assist in the implementation of1 an individual transition plan to coordinate transition services intended to assist the individual in achieving the outcomes of integrated employment1 postsecondary education1 independent living1 and community engagement4 7b7 ,formulation ,an ,,itp shall be-- 7#a7 coordinated with any pre-existing transition services being provided to the individual as a result of an individualized education program developed for the individual prior to exiting secondary school pursuant to the ,individuals with ,disabilities ,education ,act2 7#b7 developed not later than #cj days after the date on which the individual graduates from or otherwise exits the ,state's secondary school system2 and 7#c7 applicable through the date on which the individual attains #bf years of age2 7#d7 reviewed annually and updated as needed2 and 7#e7 developed during in-person meetings that-- 7,a7 are led by the ,,tps administrative unit of the ,state intellectual and developmental disabilities agency established under section #agd2 and 7,b7 at a minimum1 include the following stakeholders3 the individual1 the individual's family1 a transition broker 7as described in section #agd71 a representative of the ,state vocational rehabilitation agency1 relevant service providers that are contracted by the ,state or chosen by the individual and the individual's family or guardian to provide transition services1 the transition coordinator of the local educational agency 7where available1 during the first year the individual exits the secondary school system71 assistive technology experts 7as appropriate71 and representatives of the workforce development sector4 7c7 ,contents ,an ,,itp shall include strategies for the implementation of service models and practices with documented effectiveness that-- 7#a7 address and emphasize the #e areas of postsecondary educational experiences1 career preparation and work-based learning experiences1 development and leadership1 connecting activities1 and family involvement and supports2 7#b7 identify the needs of the individual in each of these #e areas and articulate how the ,state and its agencies will meet those needs2 and 7#c7 will advance economic self-sufficiency with specific asset development goals and identify specific tools for advancing economic self-sufficiency1 such as favorable tax benefits1 work incentives1 matched savings plans1 education financing1 and effective strategies to manage a budget1 money1 and credit4 #agd4 ,transition planning and services administrative unit 7a7 ,establishment ,each ,state that receives assistance under this subtitle shall establish and maintain a transition planning and services 7,,tps7 administrative unit within the ,state intellectual and developmental disabilities agency4 7b7 ,responsibilities ,the primary focus of a ,,tps administrative unit shall be to assist individuals with a developmental disability in the ,state to make the transition from the secondary school system into adulthood4 ,the responsibilities of the ,,tps administrative unit shall include the following3 7#a7 ,individual transition plan ,the ,,tps administrative unit shall have responsibility for developing and assisting in the implementation of ,i,t,ps4 7#b7 ,transition brokers 7,a7 ,in general ,the ,,tps administrative unit shall employ or otherwise secure the services of transition brokers4 7,b7 ,role ,a transition broker of the ,,tps administrative unit shall-- 7i7 facilitate coordination among ,state agencies in the development of ,i,t,ps2 and 7ii7 provide assistance to individuals with developmental disabilities1 consistent with the individual's ,,itp1 in navigating the complex system of supports and services available through ,federal and ,state programs4 7,c7 ,qualifications ,to be eligible to serve as a transition broker of the ,,tps administrative unit1 an individual shall possess two or more of the following qualifications3 7i7 ,expertise relating to individuals with developmental disabilities1 benefits planning1 the provision of transition services1 employment and job development1 and negotiating among various ,state stakeholders4 7ii7 ,experience with and knowledge of the generic workforce development sector1 vocational rehabilitation1 and job development4 7iii7 ,knowledge and expertise in the use of tools to advance asset development and economic self-sufficiency1 including favorable tax benefits1 work incentives1 matched savings plans1 education financing1 and effective strategies to manage a budget1 money1 and credit4 7iv7 ,knowledge about self-direction and person-centered planning processes4 7,d7 ,assignment ,a transition broker of the ,,tps administrative unit shall be assigned to an individual upon-- 7i7 the individual or the individual's family or guardian selecting the broker2 and 7ii7 the ,state intellectual and developmental disabilities agency approving the selection4 7#c7 ,self-advocacy1 self-determination skills1 and peer mentoring ,the ,,tps administrative unit shall offer strategies and training to individuals with developmental disabilities and their families regarding self-advocacy1 self-determination skills1 and peer mentoring to improve the ability of such individuals to advocate and negotiate on their own behalf4 7#d7 ,effective information and resources ,the ,,tps administrative unit shall provide information to individuals with developmental disabilities and their families on ,federal and ,state services1 supports1 and regulations1 including with respect to asset development1 insurance and benefit programs1 financial savings tools1 and asset or income limits that affect eligibility for ,federal and ,state means-tested services1 supports1 or programs4 ,such information shall be easily understood and updated on a quarterly basis each year4 7c7 ,fostering multiagency collaboration ,the ,state intellectual and developmental disabilities agency of each ,state that receives assistance under this subtitle shall facilitate memoranda of understanding among key ,state agencies for the purpose of coordinating and improving the services and supports provided by such agencies to individuals with developmental disabilities during the transition into adulthood4 #age4 ,annual report ,not later than the end of fiscal year #bjad1 and annually thereafter1 the ,secretary shall submit a report to the ,congress containing an evaluation of the implementation and effectiveness of this subtitle1 including an evaluation of-- 7#a7 the number of individuals in each ,state who had an ,,itp developed on their behalf over the past fiscal year2 7#b7 progress made at the individual level in implementing the objectives of ,i,t,ps developed since the date of enactment2 and 7#c7 with respect to individuals for whom an ,,itp is developed1 their employment status1 education status1 income level1 race1 gender1 and current residence4 #agf4 ,authorization of appropriations ,to carry out this subtitle1 there is authorized to be appropriated #ej1jjj1jjj for each of fiscal years #bjad through #bjah4 4