Transition toward Excellence, Achievement, and Mobility through Empowerment Act of 2011 or the TEAM-Empowerment Act of 2011 - Amends the Developmental Disabilities Assistance and Bill of Rights Act of 2000 to direct the Secretary of Health and Human Services (HHS) to award competitive grants to states for the development and implementation of an individual transition plan (ITP) for each individual with a developmental disability in the state who is transitioning from secondary school into adulthood.
Requires ITPs to assist the developmentally disabled achieve integrated employment, postsecondary education, independent living, and community engagement.
Requires each grantee to establish a transition planning and services (TPS) administrative unit within its intellectual and developmental disabilities agency to develop, and assist in the implementation of, ITPs. Requires that unit to offer strategies, training, and information to the developmentally disabled and their families that facilitates their participation in the transition process.
States that ITPs are to: (1) apply until an individual's 26th birthday; (2) be reviewed annually and updated as needed; (3) be developed during in-person meetings that include the individual and his or her family; and (4) address the individual's needs in the areas of postsecondary education, career preparation and work-based learning, development and leadership, connecting activities, and family involvement and supports.
Requires the TPS administrative unit to use transition brokers to: (1) facilitate coordination among state agencies in the development of ITPs; and (2) assist the developmentally disabled, consistent with their ITPs, in navigating the complex system of supports and services available through federal and state programs.
[Congressional Bills 112th Congress]
[From the U.S. Government Publishing Office]
[H.R. 603 Introduced in House (IH)]
112th CONGRESS
1st Session
H. R. 603
To amend the Developmental Disabilities Assistance and Bill of Rights
Act of 2000 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 adulthood, and for
other purposes.
_______________________________________________________________________
IN THE HOUSE OF REPRESENTATIVES
February 10, 2011
Mr. Harper (for himself and Mrs. McMorris Rodgers) introduced the
following bill; which was referred to the Committee on Energy and
Commerce
_______________________________________________________________________
A BILL
To amend the Developmental Disabilities Assistance and Bill of Rights
Act of 2000 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 adulthood, and for
other purposes.
Be it enacted by the Senate and House of Representatives of the
United States of America in Congress assembled,
SECTION 1. SHORT TITLE; TABLE OF CONTENTS.
(a) Short Title.--This Act may be cited as the ``Transition toward
Excellence, Achievement, and Mobility through Empowerment Act of 2011''
or the ``TEAM-Empowerment Act of 2011''.
(b) Table of Contents.--The table of contents of this Act is as
follows:
Sec. 1. Short title; table of contents.
Sec. 2. Findings and purposes.
Sec. 3. Individualized transition plans; transition planning and
services administrative units.
SEC. 2. FINDINGS AND PURPOSES.
(a) Findings.--Congress finds the following:
(1) Evidence-based research has conclusively documented
that youth with significant disabilities who were educated in
inclusive settings, were exposed to work experience and career
exploration, and participated in a paid work experience while
in school had better postsecondary outcomes and higher rates of
sustainable employment.
(2) Higher rates of self-determination, in which
individuals with significant disabilities and their families
have direct control over the decisionmaking process in order to
ensure an appropriate individualized transition strategy, lead
to better outcomes.
(3) Regulations and processes allowing for flexibility in
the blending and braiding of government funds to ensure
seamless, collaborative strategies during the transition
process lead to better outcomes for individuals with
significant disabilities.
(4) 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 disabilities.
(b) Purposes.--The purposes of this Act are the following:
(1) Create a holistic system across multiple partners
focused on successful transition of youth with significant
disabilities into adulthood.
(2) Create a systemic focus on achieving high expectations
for all youth, through equality of opportunity, full
participation through self-determination and informed choice,
outcomes related to post-secondary options that lead to
competitive integrated employment and economic self-
sufficiency.
(3) Promote innovative strategies to foster academic,
professional, and social inclusion, and the solidification of
long-term supports and services required to ensure full
integration into the community setting.
(4) Better define and coordinate specific services related
to the effective transition of youth with significant
disabilities.
(5) Eliminate barriers and promote incentives for multiple
stakeholders to collaborate and improve transition
opportunities for youth with significant disabilities.
SEC. 3. INDIVIDUALIZED TRANSITION PLANS; TRANSITION PLANNING AND
SERVICES ADMINISTRATIVE UNITS.
Title I of the Developmental Disabilities Assistance and Bill of
Rights Act of 2000 (42 U.S.C. 15001 et seq.) is amended by adding at
the end the following:
``Subtitle F--Adult Transition System
``SEC. 171. DEFINITIONS.
``In this subtitle:
``(1) The term `asset development' means a strategy to
assist low-income workers and job seekers, including
individuals with disabilities, move toward economic security
and greater financial self-sufficiency through income
preservation, effective money and credit management, the
pursuit of post-secondary education, the purchase of a home,
business startup and growth, and the setting aside of resources
for longer-term needs and retirement.
``(2) The term `individualized education program' has the
meaning given such term in section 602 of the Individuals with
Disabilities Education Act.
``(3) The term `integrated employment' means work
compensated at the greater of minimum wage or competitive wages
with related employment benefits, occurring in a typical work
setting where the employee with the disability--
``(A) interacts or has the opportunity to interact
continuously with nondisabled co-workers;
``(B) has an opportunity for advancement and
mobility; and
``(C) is preferably engaged in full-time
employment.
``(4) The term `ITP' means an individual transition plan
developed under section 173.
``(5) The term `local educational agency' has the meaning
given to such term in section 9101 of the Elementary and
Secondary Education Act of 1965.
``(6) The term `secondary school' has the meaning given to
such term in section 9101 of the Elementary and Secondary
Education Act of 1965.
``(7) The term `State intellectual and developmental
disabilities agency' means the primary State agency or
subdivision with administrative, programmatic, and operational
responsibility for the full range of services and supports
furnished to individuals with intellectual and developmental
disabilities.
``(8) The term `TPS administrative unit' refers to the
transition planning and services administrative unit of a State
established in accordance with section 174.
``(9)(A) The term `transition services' means a coordinated
set of activities for a student, designed within an outcome-
oriented process, that promotes movement from school to post
school activities, including postsecondary education,
vocational training, integrated employment (including supported
employment and customized employment), continuing and adult
education, adult services, asset development services,
independent living, or community participation.
``(B) The coordinated set of activities shall be based upon
the individual student's needs, taking into account the
student's preferences and interests, and shall include
instruction, community experiences, the development of
employment and other post school adult living objectives;
school-based preparatory experiences, career preparation, and
integrated work-based learning experiences (inclusive of in-
school, after school and work experiences outside the
traditional school setting where other youth without
disabilities are engaged in similar activities); youth
development and leadership; connecting activities; training in
self-advocacy, self-determination skills, and peer mentoring;
family involvement and supports; and, when appropriate,
acquisition of daily living skills and functional vocational
evaluation.
``(C) Such term does not include the use of facility-based
employment and activity settings, such as sheltered workshops,
day habilitation centers, and enclave work settings.
Additionally, the coordinated set of activities should lead to
the attainment of at least one of the following outcomes: post-
secondary education, long-term integrated employment (including
supported employment or customized employment), asset
development, independent living, and community participation.
``SEC. 172. STATE ASSISTANCE.
``For each fiscal year, the Secretary, acting through the
Commissioner of the Administration on Developmental Disabilities,
shall--
``(1) make grants on a competitive basis to States that
agree to carry out the activities required of States under this
subtitle; and
``(2) among the States receiving grants under paragraph
(1), allocate payments pursuant to a formula that--
``(A) is established by the Secretary, acting
through the Commissioner; and
``(B) takes into consideration an estimate of the
number of individuals to be served under this subtitle
in each State.
``SEC. 173. INDIVIDUALIZED TRANSITION PLANS.
``(a) In General.--Each State that receives assistance under this
subtitle shall, with respect to each individual with a developmental
disability in the State who is making the transition from the secondary
school system into adulthood, develop, and assist in the implementation
of, an individual transition plan to coordinate transition services
intended to assist the individual in achieving the outcomes of
integrated employment, postsecondary education, independent living, and
community engagement.
``(b) Formulation.--An ITP shall be--
``(1) 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 Act;
``(2) developed not later than 30 days after the date on
which the individual graduates from or otherwise exits the
State's secondary school system; and
``(3) applicable through the date on which the individual
attains 26 years of age;
``(4) reviewed annually and updated as needed; and
``(5) developed during in-person meetings that--
``(A) are led by the TPS administrative unit of the
State intellectual and developmental disabilities
agency established under section 174; and
``(B) at a minimum, include the following
stakeholders: the individual, the individual's family,
a transition broker (as described in section 174), a
representative of the State vocational rehabilitation
agency, relevant service providers that are contracted
by the State or chosen by the individual and the
individual's family or guardian to provide transition
services, the transition coordinator of the local
educational agency (where available, during the first
year the individual exits the secondary school system),
assistive technology experts (as appropriate), and
representatives of the workforce development sector.
``(c) Contents.--An ITP shall include strategies for the
implementation of service models and practices with documented
effectiveness that--
``(1) address and emphasize the 5 areas of postsecondary
educational experiences, career preparation and work-based
learning experiences, development and leadership, connecting
activities, and family involvement and supports;
``(2) identify the needs of the individual in each of these
5 areas and articulate how the State and its agencies will meet
those needs; and
``(3) will advance economic self-sufficiency with specific
asset development goals and identify specific tools for
advancing economic self-sufficiency, such as favorable tax
benefits, work incentives, matched savings plans, education
financing, and effective strategies to manage a budget, money,
and credit.
``SEC. 174. TRANSITION PLANNING AND SERVICES ADMINISTRATIVE UNIT.
``(a) Establishment.--Each State that receives assistance under
this subtitle shall establish and maintain a transition planning and
services (TPS) administrative unit within the State intellectual and
developmental disabilities agency.
``(b) 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
adulthood. The responsibilities of the TPS administrative unit shall
include the following:
``(1) Individual transition plan.--The TPS administrative
unit shall have responsibility for developing and assisting in
the implementation of ITPs.
``(2) Transition brokers.--
``(A) In general.--The TPS administrative unit
shall employ or otherwise secure the services of
transition brokers.
``(B) Role.--A transition broker of the TPS
administrative unit shall--
``(i) facilitate coordination among State
agencies in the development of ITPs; and
``(ii) provide assistance to individuals
with developmental disabilities, consistent
with the individual's ITP, in navigating the
complex system of supports and services
available through Federal and State programs.
``(C) Qualifications.--To be eligible to serve as a
transition broker of the TPS administrative unit, an
individual shall possess two or more of the following
qualifications:
``(i) Expertise relating to individuals
with developmental disabilities, benefits
planning, the provision of transition services,
employment and job development, and negotiating
among various State stakeholders.
``(ii) Experience with and knowledge of the
generic workforce development sector,
vocational rehabilitation, and job development.
``(iii) Knowledge and expertise in the use
of tools to advance asset development and
economic self-sufficiency, including favorable
tax benefits, work incentives, matched savings
plans, education financing, and effective
strategies to manage a budget, money, and
credit.
``(iv) Knowledge about self-direction and
person-centered planning processes.
``(D) Assignment.--A transition broker of the TPS
administrative unit shall be assigned to an individual
upon--
``(i) the individual or the individual's
family or guardian selecting the broker; and
``(ii) the State intellectual and
developmental disabilities agency approving the
selection.
``(3) Self-advocacy, self-determination skills, and peer
mentoring.--The TPS administrative unit shall offer strategies
and training to individuals with developmental disabilities and
their families regarding self-advocacy, self-determination
skills, and peer mentoring to improve the ability of such
individuals to advocate and negotiate on their own behalf.
``(4) Effective information and resources.--The TPS
administrative unit shall provide information to individuals
with developmental disabilities and their families on Federal
and State services, supports, and regulations, including with
respect to asset development, insurance and benefit programs,
financial savings tools, and asset or income limits that affect
eligibility for Federal and State means-tested services,
supports, or programs. Such information shall be easily
understood and updated on a quarterly basis each year.
``(c) 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
adulthood.
``SEC. 175. ANNUAL REPORT.
``Not later than the end of fiscal year 2012, and annually
thereafter, the Secretary shall submit a report to the Congress
containing an evaluation of the implementation and effectiveness of
this subtitle, including an evaluation of--
``(1) the number of individuals in each State who had an
ITP developed on their behalf over the past fiscal year;
``(2) progress made at the individual level in implementing
the objectives of ITPs developed since the date of enactment;
and
``(3) with respect to individuals for whom an ITP is
developed, their employment status, education status, income
level, race, gender, and current residence.
``SEC. 176. AUTHORIZATION OF APPROPRIATIONS.
``To carry out this subtitle, there is authorized to be
appropriated $50,000,000 for each of fiscal years 2012 through 2016.''.
<all>
Introduced in House
Introduced in House
Referred to the House Committee on Energy and Commerce.
Referred to the Subcommittee on Health.
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