►
Description
The Committee on People with Disabilities and Special Needs of the Council of the City of Philadelphia held a Public Hearing on Wednesday, October 21, 2020, at 2:00 PM, in a remote manner using Microsoft® Teams to hear testimony on the following items:
200108 Resolution authorizing the Committee on People with Disabilities and Special Needs to hold hearings to examine current and best practices on secondary transition services for Philadelphia public school students.
A
Due
to
the
current
public
health
emergency
city,
council
committees
are
currently
meeting
remotely,
we
are
using
microsoft
teams
to
make
these
remote
hearings
possible
instructions
for
how
the
public
may
view
and
offer
public
testimony
at
public
hearings
of
council
committees
are
included
in
the
public
hearing
notice
that
are
published
in
a
daily
news,
inquirer
and
legal
intelligence
here
prior
to
these
hearings
and
can
also
be
found
on
phl
council
dot
com.
I
know
now
that
hour
has
come.
This
is
a
committee
of
city
councils
committee
on
people
with
disabilities
and
special
needs.
A
I
will
ask
mr
terry,
if
you
could
please
call
the
role
to
take
attendance.
Members
that
are
present,
who
are
members
that
are
present
in
attendance?
Will
please
indicate
that
you
are
present
when
your
name
is
called.
Also,
if
you
say
a
few
brief
words
when
responding
so
that
your
image
will
be
displayed
on
screen
when
you
speak.
C
A
And
mr
terry,
I
know
that
council
members
will
is
also
the
process
of
getting
in
is
having
some
technical
difficulties.
I
will
note
that
we
have
members
from
the
committee
who
are
present
and
this
hearing
is
called
to
order.
This
is
a
public
hearing
of
the
committee
on
people
with
disabilities.
Special
needs
regarding
resolution.
Number
two:
zero:
zero
one:
zero!
Eight,
mr
terry,
if
you
could
read
the
title
to
the
resolution.
A
Thank
you,
mr
terry,
before
we
begin
to
hear
testimony
from
the
witnesses
we
have
here
today.
Everyone
who
has
been
invited
to
the
meeting
to
testify
should
be
aware
that
this
public
hearing
is
being
recorded
because
the
hearing
is
public
participants
and
viewers
have
no
reasonable
expectation
of
privacy
by
continuing
to
be
in
this
meeting,
you're
consenting
to
being
recorded.
A
Additionally,
I
prior
to
recognizing
members
for
questions
or
comments
that
they
have
for
witnesses.
I
will
note
for
the
record
at
this
time
that
we
will
use
the
chat
feature
available
in
microsoft
teams
to
allow
members
to
signify
that
they
wish
to
be
recognized
in
order
to
comply
with
the
sunshine
act.
The
chat
feature
must
only
be
used
for
this
purpose.
I
want
to
thank
all
of
the
members
of
this
committee
that
are
here
this
afternoon.
A
Some
things
that
you
should
know
that
we
have
close
to
lost
over
19
000
students
to
be
approximately
about
19
487
000
students
who
are
receiving
special
education
services
from
the
school
district
of
philadelphia.
That's
five
times
the
largest
school
district
in
the
commonwealth
of
pennsylvania
as
well.
A
When
you
look
at
ieps
and
looking
at
one
year
after
a
child
has
left
the
district
you're
only
we're
only
seeing
about
29
percent,
who
are
in
some
type
of
higher
education,
59
percent,
who
are
in
some
type
of
higher
education
or
in
a
a
level
of
employment
and
76
percent,
who
are
either
in
higher
education,
some
level
employment
or
in
some
type
of
training
program.
Now
to
help
with
this
process,
each
state
in
the
nation
has
a
vocational
rehabilitation
office.
A
In
fact,
based
on
recent
studies,
only
about
190
iep
meetings
had
participation
from
the
state
office
of
that
of
that
number
of
students
receiving
services
only
about
291,
received
referrals
and
only
about
186
students
actually
had
transitions
to
summer
jobs
opportunities.
So
this
is
an
issue
that
is
very
important
when
you
think
about
the
number
of
students
in
our
city
that
receiving
special
education
services.
A
We
need
to
do
all
that
we
can
to
prepare
these
students
and
their
families
for
transition
post
high
school,
and
so
the
goal
of
this
conversation
today
is
to
talk
about
the
work
that
we're
doing
and
making
a
better
connection
on
the
services
that
we're
providing
to
young
people
in
the
city
of
philadelphia
as
a
transition
out
of
their
education
platform.
And
with
that
I
would
like
to
have.
Mr
terry
read
the
names
for
our
first
panel
that
are
here
to
testify
this
afternoon.
F
F
In
order
to
improve
the
employment
outcomes
of
young
people
with
disabilities.
The
workforce,
innovation
and
opportunities
act
requires
vocational
rehabilitation
agencies,
which
are
state
agencies
that
are
responsible
for
helping
people
with
disabilities,
prepare
for
obtain
and
maintain
employment
to
expand
the
services
they
provide
to
include
pre-employment
transition
services.
F
Pre-Employment
transition
services
are
activities
designed
to
provide
an
early
start
to
the
job
exploration
process
for
students
with
disabilities
ages.
14-21
law
requires
that
vocational
rehabilitation
agencies,
including
pennsylvania's
office
of
vocational
rehabilitation,
use
15
percent
of
their
federal
funds
for
pre-employment
transition
services.
F
F
These
laws
reflect
research
that,
over
the
last
30
years,
has
shown
that
even
students
with
the
most
complex
needs
can
work
in
competitive,
integrated
employment
with
the
right
supports
for
a
student
whose
goal
is
to
achieve
competitive,
integrated
employment.
The
most
effective
transition
services
include
the
following
paid
work
in
integrated
settings
rather
than
pre-vocational
training,
person-centered
assessment
approaches
in
integrated
settings,
qualified
and
trained
school
personnel,
an
interagency
collaboration
between
schools,
vocational
rehabilitation
agencies
and
developmental
disability
service
agencies.
F
Therefore,
young
people
with
disabilities
are
forced
to
wait
for
these
important
services
once
they
leave
school
school
district
of
philadelphia
and
the
office
of
vocational
rehabilitation
have
created
one
successful
partnership
using
a
research-based
model
called
project
search
which
offers
students
opportunities
to
work
with
job
coaches
and
obtain
meaningful
work.
Based
learning
experiences,
however,
due
to
a
lack
of
resources,
fewer
than
25
students
are
able
to
participate
in
this
program
each
year.
A
A
G
Good
afternoon
my
name
is
otis
hackney,
I'm
the
chief
education
officer
for
the
city
of
philadelphia.
I
would
like
to
begin
by
thanking
council
member
green
and
the
members
of
the
committee
on
people
with
disabilities
and
special
needs
for
inviting
me
to
offer
testimony
today
regarding
resolution
200-108
to
discuss
secondary
transition
services
for
philadelphia,
public
school
students.
G
The
mayor's
office
of
education
provides
leadership
in
the
city
of
philadelphia
with
the
goal
of
ensuring
quality
education.
For
all.
To
achieve
this
mission,
we
advance
key
education
policy
initiatives
and
forge
partnerships
with
diverse
stakeholders
to
strengthen
the
local
education
continuum
and
ensure
that
all
education
systems
have
the
resources
they
need.
G
As
a
representative
of
the
mayor's
office,
I
wanted.
I
also
want
to
acknowledge
this
administration's
deep
commitment
to
the
population
of
students
being
discussed
today
in
2017
mayor
kenny,
through
executive
order,
717
reaffirmed
his
support
for
the
mayor's
commission
on
people
with
disabilities,
which
had
existed
for
over
20
years.
The
commission
is
currently
led
by
court
weiburg.
G
G
As
an
example,
my
office
re
recently
partnered
with
the
mayor's
commission
on
disabilities
office
office
of
information
technology,
the
mayor's
office
of
the
mayor's
office
of
policy,
the
school
district
and
charter
schools
to
launch
phl
connected
a
program
to
ensure
that
students
have
access
to
high-speed
internet
needed
to
participate
in
virtual
learning.
Ensuring
this
opportunity
is
available
to
families
with
special
needs.
Students
has
been
at
the
forefront
of
our
conversation
as
as
we
launch
phl
connected
another
initiative.
G
These
efforts
all
aim
to
provide
students
with
the
support
of
networks
and
supports
that
are
critical
to
advancing
their
education,
both
in
and
out
of
the
classroom.
We
know
that
education
does
not
stop
after
senior
year.
We
also
know
that
quality
education
for
for
all
means
intentional
partnerships
and
planning
for
each
student
to
ensure
that
they
meet
their
full
potential
and
are
prepared
for
life
after
high
school.
From
my
time
as
a
principal
at
south
philadelphia
high
school.
G
I
know
how
critical
this
is,
especially
for
students
who
have
and
who
have
an
individual
education
plan,
meaning
they
have
additional
needs
that
require
specialized
attention.
Providing
these
students
with
the
tools
they
need
to
thrive
beyond
high
school
was
and
is
always
a
priority
for
educators
and
post-secondary
experts
and
businesses.
G
Like
this
committee,
I
offer
supports
increasing
quality
community-based
post-secondary
transition
opportunities
for
students
with
disabilities.
While
these
are
difficult
times
for
all
of
us,
we
are
confident
that
the
school
district,
philadelphia
and
charter
schools
will
double
will
redouble
their
efforts
to
ensure
that
students
of
transition
age
have
the
opportunity
to
experience,
work
based
learning
both
virtually
and
when
it
is
safe.
With
employers
based
in
the
community,
we
look
forward
to
continued
support
from
city
council,
increased
funding
from
the
general
assembly
in
harrisburg,
as
well
as
a
renewed
collaboration
with
the
state's
office
of
vocational
rehabilitation.
G
To
approve
to
improve
upon
the
data
being
discussed
today,
the
district
will
be
will
speaking
shortly
about
the
work
they're
doing
to
support
all
students
to
be
college
and
career
ready.
This
work
is
a
true
partnership
between
parents,
educators,
community
members
and
the
students
themselves.
I
look
forward
to
continuing
to
be
a
part
of
the
conversation
as
we
move
this
important
work
forward.
Thank
you.
H
Good
afternoon
my
name
is
julia
barrow
and
I
currently
serve
as
president
of
the
pennsylvania
association
of
people
supporting
employment,
first
known
as
absi.
My
graduate
degree
is
in
secondary
special
education
and
transition,
and
I
thank
councilmember
greene
and
other
members
of
the
committee
for
the
opportunity
to
submit
testimony
to
city
council
today
on
transition
best
practices.
H
H
H
Research
has
demonstrated
that
post-school
outcomes
of
students
with
disabilities
improve
when
educators,
families,
students
and
community
members
and
organizations
work
together
to
implement
a
broad
perspective
of
transition
planning
more
appropriately
referred
to
as
transition
focused
education
in
general.
This
concept
represents
the
perspective
that
transition
planning
is
the
fundamental
basis
of
education
that
guides
development
of
students,
educational
programs,
including
strategies
that
keep
them
in
school,
rather
than
an
add-on
activity
for
students
with
disabilities
when
they
turn
age
14..
H
The
impact
of
transition-focused
education
is
greatly
enhanced
when
service
systems
and
programs
connect
and
support
the
implementation
and
application
of
such
learning.
The
taxonomy
for
transition
programming
provides
concrete
practices
identified
from
effective
programs
and
the
research
literature
for
implementing
transition-focused
education.
H
Strategies:
evacuation
and
reduced
dropout
school
climate
and
vocational
rehabilitation
services
focused
on
fostering
successful
transition
of
youth
with
disabilities
in
college
and
careers.
The
model
continues
with
five
primary
practice
categories:
student
focused
planning,
student
development,
interagency
collaboration,
family
engagement
and
program
structure.
H
H
It
also
promotes
increased
coordination
with
the
state
education
agency,
the
pennsylvania
bureau
of
special
education
and
with
the
local
education
agency
or
the
school
district
of
philadelphia.
The
law
urges
increased
community-based
work
opportunities
for
youth,
with
a
movement
away
from
transition
goals
that
include
segregated
settings.
H
It
is
important
for
students
with
disabilities
to
obtain
as
much
work
experience
as
possible
to
prepare
for
adult
life
community-based
work
experiences
allow
the
student
or
youth
with
a
disability
to
explore
potential
careers
related
to
the
specificational
goal,
potential
workplace
environments
and
demands
and
other
aspects
of
the
work.
These
experiences
often
offer
the
student
opportunities
to
gain
first-hand
knowledge
of
a
particular
job
skill
or
to
learn
the
culture
of
day-to-day
employment.
H
It
is
especially
important
to
mention
that
wioa
amended
title
5
of
the
rehab
act
by
adding
section
511,
which
limits
the
use
of
sub-minimum
wage
section.
511-11
demonstrates
the
intent
that
individuals
with
disabilities,
especially
youth
with
disabilities,
must
be
afforded
a
full
opportunity
to
prepare
for
obtain,
maintain
advance
in
ordering.
H
H
At
a
minimum
or
competitive
wage
wages
and
with
benefits
section
511
is
especially
vital
to
those
whom
job
placement
in
the
past
has
been
limited
or
traditionally
has
not
occurred.
It
ensures
that
individuals
with
disabilities
have
access
to
information
and
services
that
will
enable
them
to
achieve
competitive,
integrated
employment.
H
In
addition,
section
511
prohibits
the
state
education
agency
and
the
local
education
agency,
or
the
school
district
of
philadelphia
from
entering
into
contracts
or
agreements
with
community
rehabilitation
providers
to
transition
youth
into
segregated
programs.
Schools
currently
contracting
with
agencies
holding
submit
minimum
wage
certificates
will
no
longer
be
able
to
continue.
H
Schools
and
ovr
can
use
community
rehabilitation
providers
to
provide
services
in
community
integrated
settings.
Expectations
also
play
a
critical
role
to
success
in
employment
and
post-secondary
educational
settings.
Low
expectations
are
often
cited
as
significant
barriers
to
academic
and
career
achievement
for
students
with
disabilities.
H
Research
demonstrates
that
students
with
disabilities
do
better
when
they're
held
to
high
expectations
and
have
access
to
the
general
education
curriculum
as
a
part
of
the
national
collaborative
on
workforce
and
disability
for
youth
guideposts
for
success.
I
will
conclude
with
their
recommendations
for
school-based
preparatory
experiences
for
services,
supports
and
opportunities
that
all
youth
need.
H
The
ncdwd,
slash
youth,
recommends
rigorous,
relevant
and
inclusive
academic,
curricular
and
program
options
that
employ
high
quality
and
engaging
instructional
practices
tailored
to
the
needs
of
diverse
learners.
This
includes
rigorous
courses,
applied
learning
progress,
assessments,
interventions
to
reduce
barriers,
personalized
instruction
career
guidance
and
skill
building.
H
I
would
urge
city
council
to
encourage
the
school
district
of
philadelphia
to
move
forward
with
the
competitive
rfq
number
221,
on
secondary
transition
program
for
aged
students
with
disabilities,
to
help
build
capacity
and
improve
qualifications
for
teachers
working
with
transition
aged
youth.
I
would
urge
city
council
to
encourage
better
flow
of
communication
and
collaboration
between
stakeholders
working
with
philadelphia
transition,
age,
youth.
Those
stakeholders
include
the
school
district
of
philadelphia,
the
philadelphia
office
of
vocational
rehabilitation,
philadelphia
department
of
behavioral
health
and
intellectual
disability
services,
as
well
as
workforce
development.
H
I
would
encourage
city
council
to
require
better
accessibility
for
youth
with
disabilities
and
their
families
in
our
multicultural
city
to
access
services
and
supports
by
adding
resources
to
support
english.
As
a
second
language
speakers,
I
would
encourage
city
council
to
really
make
philadelphia
an
employment
first
city
by
creating
pathways
to
employment
and
careers
for
transition-aged
youth
as
a
part
of
philadelphia
city
hiring
practices
to
include
recruiting,
hiring,
promoting
and
retaining
these
individuals
at
percentages
that
mirror
the
federal
regulations
as
seen
in
section
503.
A
Thank
you,
mr
royal,
for
your
testimony.
I
want
to
thank
this
channel
for
your
testimony
this
afternoon.
I
also
want
to
note
for
the
record
that
we've
been
joined
by
councilmember
mark
squilla,
with
that
I
just
have
a
few
questions
and
I'll,
allow
other
members
of
council
to
ask
questions
by
putting
that
interest
or
request
in
the
chat
feature
I'll
start
with
miss
hamricker.
You
stated
some
specific
points.
A
Also,
you
may
reference
to
project
search,
which
is
an
organ,
which
is
an
initiative
that
I'm
very
familiar
with
having
had
a
chance
to
tour
project
search
and
that's
a
joint
activity
with
director
university.
I
know
the
philadelphia
autism
project's
been
supportive
of
that
and
they've
also
done
initiative
with
the
hill
freeman
school.
A
You
talked
about
internships
in
reference
to
city
offices,
for
those
who
are
in
a
transition
phase,
and
the
last
point
you
talked
about
tax
credits
for
businesses
that
hire
people
that
have
a
physical
or
learning
difference.
I
think
I
gathered
most
of
your
points,
but
I
want
to
make
sure
I
did
not
leave
any
out,
but
I
also
want
to
thank
you
for
your
work
and
helping
us
pull
together
this
hearing
with
a
number
of
the
witnesses
that
are
scheduled
to
testify
and
for
your
advocacy
on
this
issue.
A
Okay
and
one
other
point
you
did
raise
and
something
that
we've
done
traditionally
is
in
the
budget
process,
is
trying
to
address
issues.
Reference
to
have
various
departments
are
doing
things
regarding
people
that
have
a
learning
or
special
needs.
I
know
we
have
seen
some
growth
here
in
the
city
of
philadelphia.
In
reference
to
employment,
the
philadelphia
airport
has
had
a
history
of
hiring
on
those
that
had
a
physical
learning
difference
at
the
airport.
A
A
A
G
Thank
you,
councilmember
green,
thank
you
for
that
question,
and
yes,
so,
for
the
school
board
and-
and
and
you
know,
my
thoughts
and
supports
are
going
out
to
former
school
board
member
akbar.
Yes,
we
were
very
happy
and
proud
to
be
able
to
bring
him
on
board
it's
unfortunate
that
he
has
that
family
obligation
that
he
has
to
deal
with.
So
we
just
want
to
send
continued
support.
To
I
mean
you
know,
I
mean
akbar
he's,
a
good
guy
and
so
the
process
for
the
school
board.
G
It's
going
to
be
so
much
what
we've
had
to
do
when
we
brought
the
school
district
back
to
local
control.
We
have
to
put
a
nominating
panel
together,
which
we
have
and
that
group
will
solicit
applications,
so
that
will
be
rolling
out
shortly.
Actually
because
we
do
have
no
seats
that
are
open,
that
we
would
like
to
get
filled
and
so
that
application
process
will
be
opening
and
we
will
just.
We
will
need
residents
of
the
city
of
philadelphia
to
apply.
G
We
look
for
people
who
have
varied
skill,
sets
and
experiences
to
fill
those
seats
on
the
board
and
they
will
interview
with
the
nominating
panel
and
then
once
the
nominating
panel
identifies
their
recommendations.
They
have
to
recommend
three
names
per
seat,
that's
available
so
when
they
send
those
names
up
to
the
mayor
and
then
the
mayor
and
the
mayor's
office
does-
or
we
do
it
as
part
as
a
member
of
the
mayor's
office-
help
that
with
that
selection
process
with
the
mayor
in
order
to
make
recommendations
to
go
before
council.
G
So
the
process
is
different.
Former
board
member
school
board,
member
akbar,
was
the
first
to
actually
receive
council
approval.
So
members
are
people
who
are
moving
forward
now
will
have
to
go
before
council.
So
that
is
important
when
we
think
about
the
skill
sets.
We
want
people
that
reflect
the
diversity
of
our
city
and
when
we
look
at
that,
we
don't
need
each
individual
to
do
so.
G
We
look
at
the
composition
of
the
board
to
make
sure
that
different
students
different
communities,
different
populations
are
represented,
so
so
this
is
actually
a
good
opportunity
to
to.
Let
folks
know
to
look
out
for
when
it's
announced
for
applications
and
so
that
way,
parents
you
know
people
of
the
public
who
would
like
to
have
an
opportunity
to
participate
to
apply
so
we
need.
A
A
H
I
would
recommend
allegheny
county
school
district.
I
think
that
they
are
doing
a
really
good
job
in
supporting
transition,
age,
youth
and
youth
with
disabilities,
although
not
the
same
size
as
philadelphia.
I
think
that
they
as
a
large
city
can
provide
some
really
great
observations
and
opportunity
to
learn
from
the
work
that
they're
doing
to
help
improve
outcomes
in
philadelphia.
A
A
A
I
I
I
I
D
D
D
Neither
professional
had
knowledge
of
any
assessments
that
would
have
been
appropriate
for
brice
and
test
me,
the
parent,
with
the
responsibility
of
reaching
out
to
different
providers
to
find
more
appropriate
assessments
that
could
be
used
a
particular
note.
One
of
the
professionals
suggested-
and
I
quote
they
would
reach
out
to
a
specific
day
program
provider
and
request
of
them
any
vocational
assessments
they
may
use
and
if
they
don't
have
one
request
that
they
create
one,
possibly
with
a
grant
from
ovr.
D
Since
no
one
appears
to
be
doing
this
end
quote
this
interaction,
highlighted
a
lack
of
staff,
knowledge
and
training
about
transition
planning
and
the
lack
of
appropriate
transition
assessments
for
students
with
complex
needs.
At
this
time,
bryce
was
16
and
was
being
taken
to
walmart
only
with
a
goal
of
matching
items
in
the
car.
D
D
D
After
asking
for
a
more
appropriate
assessment,
it
was
determined
there
wasn't
any.
I
then
requested
an
independent
educational
evaluation
that
included
a
request
for
him
to
be
appropriately
evaluated
for
transition
by
a
professional,
not
employed
by
the
school
district.
The
district
denied
my
request.
D
Since
then.
I've
had
countless
conversations
with
the
district
around
secondary
transition
services
from
my
son.
Still
no
formal
assessments
have
been
administered
and
the
district
continues
to
underestimate.
Bryce's
abilities,
my
son
is
now
18
years
old
and
the
only
formal
recommendation
I've
received
for
him
is
vocational
rehab
training
at
a
local
day
program.
D
As
a
professional
in
the
advocacy
field,
I
sometimes
see
groups
of
students
with
similar
needs,
like
my
sons
being
taken
to
local
day
programs
for
community
based
instruction
trips.
These
program,
I'm
sorry,
these
programs
are
not
community
based
as
they
segregate
people
with
disabilities
from
the
rest
of
the
community.
C
D
A
I
A
I
For
the
several
years,
seven
years
trevor
attended
martin
luther
king
high
school,
I
advocated
for
the
need
for
trevor
to
participate
in
travel
training.
He
already
had
a
foundation
in
elementary
school
through
a
wonderful
teacher
named
miss
latoya,
montgomery
at
martin
luther
king
elementary
school.
She
from
potts
she
provided
the
basics
of
travel
training
by
teaching
him
how
to
identify,
stop
signs
when
to
stop
and
yield
at
these
signs
and
the
mechanics
of
when
to
cross
the
street
at
the
red,
yellow
and
green
lights.
I
I
I
I
I
I
It
was
agreed
upon
because
the
kitchen
was
approximately
four
to
five
steps
across
the
hall
from
his
autistic
support
class
and
after
showing
them
a
video
of
some
basic
cooking
skills
such
as
boiling
vegetables.
That
trevor
could
participate
in
the
cooking
the
culinary
program,
only
their
actual
cooking
class.
I
Now,
to
note,
because
I
left
trevor
back
for
two
years,
he
entered
martin
luther
king
high
school
as
a
16
year
old.
So
the
plan
was
for
him
to
go
into
the
11th
grade
class,
where
the
chef
there
welcomed
him
with
open
arms
and
even
had
a
student
who
was
left-handed
just
like
trevor
to
help
with
some
basic
cooking
skills.
I
I
Unfortunately,
after
seven
years
at
martin
luther
king
high
school
trevor
does
not
know
how
to
make
a
simple
meal
which
would
include
a
soup,
salad,
entree,
dessert
and
even
homemade
beverages,
employment,
preparation,
job
application,
resume
writing
and
email.
Again.
During
his
seven
years
at
martin
luther
king
high
school,
I
advocated
for
trevor
to
learn
how
to
fill
out
an
online
job
application
and
online
resume
and
email.
I
How
is
trevor
going
to
fill
out
a
resume
when
he
does
not
even
have
a
job?
Furthermore,
I
advocated
for
trevor
to
learn
the
skills
needed
to
write
and
send
an
email,
as
this
is
crucial,
since
many
jobs
communicate
to
employees
through
email
again
with
the
support
of
the
principal,
the
teacher
refused
to
teach
these
skills
again.
This
response
was,
he
won't,
have
a
job
where
email
is
required.
I
A
program
again
that
teacher
was
accommodating
and
had
a
plan
for
trevor's
success
due
to
circumstances
beyond
her
control.
She
was
unable
to
complete
her
stay
at
king.
However,
it
was
decided
unbeknownst
to
me
that
trevor
would
not
participate
in
the
business
program
because
it
was
felt
he
could
not
understand
it.
He
already
has
some
preliminary
skills
of
data
entry
and
has
some
skills
of
writing
via
microsoft.
I
I
He
left
that
program
without
the
preparation
without
being
prepared
to
have
any
type
of
skill
as
our
clothes.
There
are
other
instances
where
the
transistor
services
were
not
tailored
to
trevor's
needs.
Instead,
the
resistance
for
trevor
to
fit
into
mlk
high
school's
box.
They
did
not
work
with
trevor
to
fit
in
trevor's
octagon,
based
on
his
strength.
I
I
Yes,
we
have
compensatory
education
and
we
were
blessed
and
fortunate
to
have
and
receive
a
consolidated
waiver.
However,
you
cannot
make
up
for
time
past
and,
in
my
opinion,
time
wasted.
Thank
you,
councilman
greene
members
of
this
committee
and
city
council
for
the
opportunity
to
share
my
story
this
afternoon.
I
A
You
testimonials
we'll
hear
from
mr
also.
I've
noticed
that
justin
gabor
actually
had
come
on
if
he
can
testify
anthony's
and
then
just
want
to
make
a
last
call
for
antonio
spence
or
kimberly
williams
if
they
are
on
and
they
will
testify
after
mr
gabor,
ms
ang,
you
are
a
scheduled
testify.
Next,
please
state
your
name
for
the
record.
E
My
name
is
dawn
aang
and
I
am
the
mother
of
a
19
year
old,
who
presents
as
one
of
the
statistics
I'm
about
to
speak
to
in
the
2018-2019
academic
year,
the
school
district
of
philadelphia
had
1230
students
in
12th
grade
who
had
ieps,
who
either
graduated
or
aged
out
of
the
district
of
the
more
than
1200
students.
The
district
reports
that
49
went
on
to
a
two
or
four-year
college
went
on
to
trade,
school
or
technical
training,
67
found
jobs,
seven
went
on
to
the
military
and
another
17
continued
to
receive
supportive
services.
E
That's
nearly
183
of
the
1230
students
that
the
district
has
accounted
for.
This
suggests
that
1047
students
from
this
graduating
class,
all
with
ieps,
seem
to
have
disappeared
into
the
wind.
We
don't
know
what's
become
of
them.
Transition
services
are
intended
to
prepare
students
with
disabilities
to
move
from
school
to
post-school
life.
E
So,
according
to
the
district's
2018-2019
figures,
only
360
of
the
more
than
1200
students,
so,
for
example,
the
marriott
bridges
program
had
a
capacity
for
60,
but
only
57
students
participated
of
those
21
were
placed
in
jobs
and
only
two
of
the
21
were
able
to
hold
the
job
for
more
than
90
days.
There's
something
wrong
with
this
picture.
E
E
Can
we
identify
each
high
incidence
and
low
incidence,
students,
strengths
and
skills
and
work
towards
transforming
that
to
success
in
the
workplace?
Do
we
need
to
increase
vocational
training
opportunities
in
transition,
schools
and
partnerships
with
area
organizations
and
businesses?
What
are
the
workforce
needs
in
the
city?
What
skill,
what
skills
do
our
students
need
to
learn
to
meet
these
workforce
needs?
E
E
E
Such
children
like
ian
would
have
been
institutionalized,
but
ian's
is
a
story
of
success.
He
graduated
in
2019
from
julia
r
masterman
high
school
and
is
a
sophomore
at
oberlin
college
now,
but
let
me
tell
you
that
our
journey
was
not
a
smooth
one.
I
have
spent
the
last
19
years,
educating
myself
about
special
education
fighting
many
battles
along
the
way,
just
so
that
teachers,
administrators
and
therapists
would
work
towards
ian's
potential.
E
I
feel
an
obligation
to
put
to
use
what
I've
learned
over
the
nineteen
years
to
work
towards
ensuring
that
every
child
with
an
ip
of
the
opportunities
I
fought
for
for
ian,
I
have
worked
with
councilman
squirler
for
more
than
a
year
on
this
path
of
how
we
can
best
identify
and
harness
the
strengths
and
potential
of
our
special
needs.
Children,
so
that
many
might
become
gainfully
employed
in
adulthood.
E
E
A
Miss
ang,
thank
you
for
your
testimony.
I
did
see
that
mrs
kimberly
williams
also,
I
think,
joined
this
hearing.
I
wanted
to
provide
opportunity
for
justin
gabor,
who
I
did
see
earlier
to
provide
testimony
as
well
as
kimberly
williams.
I
have
a
few
questions
and
I
know
councilman
squilla
also
has
a
question
as
well.
So
this
point
wanted
to
have
mr
gabor
to
testify
and
then,
after
him,
kimberly
williams
and
then
there
was
another
person
listed
attempts
by
antonio
spence.
A
A
B
A
C
Okay,
so
my
name
is
justin
and
I'm
going
to
read
this
good
afternoon.
My
name
is
justin
gabor
and
I
am
a
student
abraham,
lincoln
high
school.
My
favorite
subject
is
science
and
I
love
animals.
When
I
graduate
from
high
school,
I
want
to
work
at
a
pet
store.
I
want
a
sign
language
interpreter
there
with
me
to
make
it
easier
for
me
to
talk
to
people
having
a
job
in
my
community.
C
It's
important
to
me
because
I
like
to
help
people
and
I
like
to
have
my
own
money.
I
know
that
I
can
work
because
I
have
had
jobs
during
high
school.
I
worked
as
a
summer
camp
counselor
at
the
overbought
school
for
the
deaf
and
as
an
interpreter
at
a
summer
program
at
my
church.
I
got
these
jobs
to
the
relationships
that
my
parents
and
me
had
the
community.
C
D
A
A
C
C
He
had
a
job
at
camp
over
brooke
for
the
deaf
at
st
joseph's
university
as
a
camp
counselor
in
sign
language,
he
would
have
a
couple
kids
and
he
would
take
them
swimming
or
wherever
arts
and
crafts,
whatever
he
did
that.
So
he
has
a
lot
of
interest
or
even
be
an
interpreter
at
church.
He
means
holy
confirmation
holy
communion
at
a
death
school.
A
A
Okay
well,
thank
you.
Thank
you
very
much
both
of
you
for
being
here
also,
if
justin
or
if
your
mom
wants
to
follow
up
with
me,
especially
regarding
the
philadelphia
zoo.
I
think
one
of
the
things
I
heard
from
a
number
of
witnesses,
not
only
this
panel,
but
a
previous
panel
by
trying
to
create
more
internships
at
various
locations
in
the
city
that
provide
jobs.
A
If
you
can
follow
up
with
me
by
way
of
the
email-
and
I
will
put
my
email
in
the
chat
feature
that
I
would
like
to
follow
up
on
your
behalf
with
the
head
of
the
philadelphia
zoo,
whose
name
is
vic
dewan,
to
see
what
type
of
internship
opportunities
may
be
there
at
the
zoo.
I
know
they
have
done
various
activity
with
you
know:
individuals,
both
young
adults
and
others
that
have
physical
learning
differences.
A
C
B
Mr
chairman,
this
is
a
council
member
school.
I
too
want
to
thank
justin
for
his
testimony.
I
think
it's
so
important
to
hear
not
only
from
obviously
the
advocates
and
the
parents,
but
to
hear
from
the
the
children
themselves
and
and
what
it
means
to
them.
It's
so
important,
and
I
really
appreciate
your
courage
and
your
tenacity
to
speak
up
in
front
of
council
so
that
we
could
hear
directly
from
you
and
it
means
a
lot
to
us.
So
thank
you
and
keep
up
the
great
work.
A
Thank
you.
Thank
you.
Thank
you.
So
much
justin.
I
appreciate
the
testimony.
I
want
to
also
hear
from
kimberly
williams
and
then
we'll
round
out
this
panel,
because
I
know
councilmember
squilla
also
had
a
question
for
miss
ang
and
maybe
some
other
questions
for
this
panel.
Miss
williams.
Are
you
able
to
turn
your
video
on.
J
All
right,
all
right,
are
you
ready
for
me
all
right,
so
I
want
to
thank
city,
council
and
all
those
responsible
for
arranging
this
hearing
today.
Thank
you
for
providing
me
the
opportunity
to
speak
on
this
matter,
addressing
the
concerns
regarding
transition
services
for
special
education
students
in
the
philadelphia
school
district.
J
Today
I
speak
on
this
issue
for
my
son,
who
aged
out
of
the
district
at
the
end
of
the
2019-2020
school
year,
some
background
about
me.
I
am
a
product
of
the
philadelphia
school
system,
starting
my
education
journey
over
25
years
ago
in
north
philadelphia
at
general,
gina
reynolds
elementary
school
with
mrs
weekley.
As
my
kindergarten
teacher
and
dr
henderson
as
our
principal,
I
then
attended
vaults,
junior
high
school
and
ended
my
public
education
after
graduating
from
the
public
from
the
parkway
program
center
city
campus.
J
I
now
hold
a
bs
in
psychology
from
drexel
university,
although
I
graduated
many
years
ago
from
the
district,
mrs
weekley
and
dr
henderson
had
a
lasting
impact
on
me
and
my
expectations
of
teachers
and
administrators
in
education
also
being
raised
by
multiple
generations
of
educators
who
taught
and
served
in
this
district.
Their
beliefs
and
dedication
influenced
my
appreciation
of
the
public
school
system
when
it
fulfills
the
purpose
of
educating
all
students
before
entering
the
district.
My
son
was
diagnosed
with
autism.
J
His
diagnosis
and
the
data
obtained
from
various
assessments
made
him
eligible
for
services
and
a
student
who
would
need
intensive
intervention
throughout
his
years.
Upon
aging
out
of
the
system,
he
entered
into
a
new
domain
with
very
minimal
training.
In
my
experience,
the
process
and
procedures
surrounding
transition
services
are
severely
flawed.
In
the
district,
for
example,
when
my
son
was
getting
ready
to
enter
high
school,
he
was
extremely
interested
in
art.
J
J
My
son's
teacher
did
not
have
the
training
needed
to
develop
a
coordinated
plan
and
were
not
familiar
with
other
agencies
that
provided
resources
around
transition
planning.
As
a
parent,
I
was
overwhelmed
by
the
challenges
that
would
soon
be
happening
to
my
son's
life,
and
I
wish
the
district
could
provide,
could
have
provided
more
information
about
the
waiver
system
and
the
supported
employment.
J
J
However,
I
know
that,
because
of
a
lack
of
resources,
there
are
far
fewer
fewer
slots
in
programs
like
these
and
the
number
of
students
who
need
them.
There
aren't
any
accountability
systems
to
ensure
students
are
provided,
the
intensive
and
intrusive
planning
and
job
training
needed
to
compete
in
the
workforce.
J
At
the
time
of
transition,
special
education
students
differ
and
the
number
of
supports
they
have
in
place
even
with
people
from
their
families,
communities
and
schools.
They
need
even
more
support
during
the
transition
process.
Once
this
individual
leaves
our
home
the
hallways
of
our
schools,
they
are
thrust
into
our
word
unprotected.
J
The
district's
responsibility
is
to
develop
transition
programs
that
can
decrease
this
vulnerability
for
our
students
by
ensuring
these
students
are
provided
opportunities
to
develop
skills
to
preserve
theirs.
To
persevere
through
these
challenges,
the
shortfall
is
found
in
the
transition
planning
process
and
the
gaps
and
services
are
more
profound
for
students,
like
my
son,
who
is
already
at
a
disadvantage
due
to
systemic
racial
barriers
in
the
school
district's
data
brief
published
in
april
2020.
J
It
reports
that
in
the
2018-19
school
year
74
of
students,
74
of
students
with
ieps
were
black
and
brown
students.
This
confounds
the
problem,
even
more
racial
barriers
and
them
being
less
prepared
by
not
providing
appropriate
transition
planning
and
on-the-job
training
could
significantly
impact
their
success
and
future
livelihoods.
J
In
my
introduction,
I
said
that
the
purpose
of
my
testimony
today
was
to
speak
on
behalf
of
my
son.
That
is
true,
but
I
am
also
speaking
out
for
all
of
the
families
and
teachers
moving
through
that
same
integral
confusing
and
constraining
maze
without
the
support
and
training
they
need.
It
is
a
made
that
leads
to
students
that
lead
students
to
a
place
of
uncertainty,
the
unknown
and
for
many
nowhere.
J
I
speak
to
all
of
you
who
are
assert
that
they
want
to
see
all
students
in
the
district
thrive,
regardless
of
ability,
income,
category
neighborhood
and
yes,
skin
color.
I
challenge
you
to
provide
appropriate
transition
planning
workshops
to
our
educators.
I
challenge
you
to
offer
meaningful
supports
for
families
navigating
this
new
territory.
J
During
and
after
their
time
spent
in
the
classroom,
students,
families
and
communities
should
not
be
penalized
due
to
policies,
procedures
and
systems
that
have
been
proven
not
to
work.
I
implore
you
to
change,
be
the
change
agents
that
our
families
and
communities
need.
I
asked
you:
what
would
you
do
if
you
could
not
afford
private
school
for
your
child
with
a
disability?
J
A
K
Good
afternoon
my
name
is
antonio
spence,
my
son,
antonio
williams,
graduated
from
the
district
of
philadelphia
in
june
of
2019.
My
son
has
been
playing
video
games
since
he
was
11..
Often
school
papers
were
about
games
and
the
people
who
played
games
in
their
statistics
every
christmas
and
birthday
he
wanted
a
new
game
or
a
new
system.
K
He
loves
them
so
much
that
his
goal
after
finishing
high
school
was
to
go
to
college
to
become
a
video
game
designer
my
son
is
a
hard
worker
when
it
comes
to
getting
things
done,
while
he
has
had
an
iep
throughout
much
of
his
time.
In
the
district,
my
son
and
I
have
made
clear
that
his
goal
after
high
school
was
to
attend
college
during
his
10th
to
12th
grade
years.
I
always
asked
his
teachers
and
his
iep
team
whether
he
was
on
target
for
college
and
everybody
was
always
the
same.
K
Yes,
he
was
my
son's
reporter
reflected
the
same
sentiments
as
reported
by
the
staff.
His
grades
were
a's
and
b's
after
reviewing
his
final
iep,
not
fully
understanding
the
numbers
in
the
relationship
to
grades
I
was
receiving.
I
asked
a
friend
to
review
it
for
me
my
surprise.
She
reported
that
my
hard
working
son
was
on
a
sixth
eighth
grade
level
in
man
from
reading
nowhere
near
a
college
level
baltimore.
K
K
The
education
consulting
is
also
going
to
help
my
son
register
for
disability
accommodations.
While
she
attends
once
she
starts
college.
My
student
and
I
did
not
know
the
process
of
getting
accommodations
in
college
was
even
great
granted.
This
information
is
something
the
school
district
should
have
provided
to
us
as
part
of
them
being
prepared
for
college.
L
Yes,
sir,
can
you
hear
me
I
can
hear
you
wonderful
well.
Thank
you
very
much
super
glad
to
be
here
representing
the
national
federation
of
the
blind
of
pennsylvania.
We
are
an
organization
that
has
been
around
since
1940.
We
were
founded
in
a
town
in
pennsylvania
that
is
pronounced
many
different
ways.
I
call
it
wilkes-barre
and
here
in
the
national
federation
of
the
blind
of
pennsylvania,
we
do
a
lot
of
work
on
a
lot
of
these
things.
L
They
have
this
fear
that
there's
a
hypothetical
person
with
a
disability
who
just
can't
make
the
cut,
who
can't
be
rehabilitated,
they're,
just
so
disabled
beyond
the
point
of
return,
they
can't
be
fixed,
they
can't
be
helped,
they
can't
be
taught
and
they
can't
work,
and
I
mean
I've
been
in
receipt
of
those
messages
from
society
too.
Quite
frankly,
I'm
a
blind
person.
L
I
work
with
the
blind
all
the
time,
I'm
always
working
to
raise
these
expectations,
but
I
myself
receive
those
attitudes
from
society
too,
so
we
have
to
do
our
best
to
keep
each
other
strong
and
to
not
listen,
and
ultimately,
we
believe
in
our
hearts
that
that
idea
that
somebody
out
there
could
be
so
disabled
that
we
can't
fix
them
is
really
just
a
myth.
It's
it's
a
lie
that
we've
been
taught,
but
it
becomes
a
self-fulfilling
prophecy.
L
If
we
don't
provide
the
right
services
and
the
right
interventions,
there
are
some
people
who
maybe
aren't
ready
to
step
into
a
job
today,
but
if
we
gave
them
the
right
supports
and
the
right
interventions,
they
would
be
able
to
work.
We
just
have
to
provide
them.
The
right
supports
a
lot
of
times
because,
as
a
society,
we've
been
transitioning
away
from
this
manufacturing
workforce
culture,
but
a
lot
of
us
are
still
close
to
it
and,
quite
frankly,
that
working
class
group
of
people
is
largely
who
have
traditionally
been
served
by
the
public
schools.
L
And
so
then
we
end
up
getting
into
this
workforce
culture,
where
it's
hard
for
us
to
think
outside
the
box,
because
in
our
families,
the
people
that
go
to
work
and
they
work
on
the
assembly
lines
and
everything
we're
taught,
there's
exactly
one
way
to
do
everything
and
we're
not
given
the
latitude
to
innovate
to
improvise
to
come
up
with
new
ways
to
do
things.
But
people
with
disabilities
have
to
do
that.
L
That's
how
we
overcome
the
challenges
imposed
by
our
disabilities
and
so
a
lot
of
times
it's
hard
for
us
to
get
into
that
mindset,
but
we
can
do
it
and
it
just
takes
a
little
bit
of
becoming
open
and
flexible
now
those
sub-minimum
wages
and
the
workshops
that
were
mentioned
by
some
of
the
earlier
speakers.
I
totally
agree
with
the
points
that
I've
heard
and
our
members
across
the
state
very
much
agree
with
those
points.
The
sub-minimum
wage
really
undermines
the
transition
services
and
part
of
how
it
does.
L
L
As
amended,
the
reality
is
that,
because
we
can
walk
into
work
at
three
cents,
an
hour
four
cents,
an
hour,
seven
cents
an
hour,
there
is
no
expectation
of
productivity
that
we
have
to
meet,
so
the
schools
only
have
to
produce
people
that
are
worth
three
cents
per
hour,
and
that
is
a
big
problem,
because
there's
really
no
ability
to
fail.
So
there's
no
threshold
of
productivity
that
we
have
to
get
the
kids
over
so
that
we
can
assess
our
schools
to
be
achieving.
L
So
that
really
undermines
all
of
these
transition
services.
If,
at
the
end
of
the
day,
we
don't
have
to
be
productive
because
we're
not
expected
to
be
worthy
of
a
minimum
wage
so
that
practice
has
to
be
eliminated.
Now
at
the
city
level.
I
understand
we
can't
set
a
minimum
wage,
but
we
can
do
things
to
sanction
the
practice,
and
so
at
a
city
level
we
could
consider
things
like
divesting
from
any
place
that
pays
a
sub-minimum
wage.
We
could
look
at
things
like
blocking
other
types
of
contracts
and
leases,
and
things
like
that.
L
We
can
find
ways
to
to
chase
them
around
a
little
bit
or
even
to
at
least
issue
a
statement
that
we
don't
believe
in
it
by
divesting,
even
if
we're
not
doing
it
right
now,
because
we
may
not
be
partnering
with
anyone
like
that
at
all.
Now
there
are
these
sheltered
workshops
which
are
very
much
based
on
that
piecework
manufacturing
economy,
type
of
thing
a
lot
of
times,
and
those
also
are
situations
where
our
people
are
not
taught
to
innovate,
we're
not
taught
to
solve
problems.
L
There
are
jobs
that
are
specifically
for
people
with
disabilities,
and
then
there
are
jobs
that
supervise
us
that
are
specifically
for
people
without
disabilities.
It
causes
a
lot
of
problems
and
it
teaches
us
unproductive
behaviors,
now,
a
lot
of
times.
People
assume
that
only
the
most
severely
disabled
people
get
put
in
those
sub-minimum
wage
jobs
or
sheltered
workshops.
L
Well,
interestingly,
enough,
less
than
a
month
ago,
a
report
was
issued
by
the
u.s
civil
rights
commission
or
the
u.s
commission
on
civil
rights
that
investigated
this
whole
practice
and
concluded
that
actually,
the
people
that
were
being
that
were
workers
with
disabilities
that
were
being
paid
a
sub-minimum
wage
were
not
statistically
significantly
different
in
their
disabilities
than
the
people
who
were
receiving
a
sub
minimum
wage.
So
if
they
were
receiving
less
or
if
they
were
receiving
a
a
normal
competitive
wage
that
wasn't
actually
related
to
them
being
more
disabled.
L
L
But
we
also
know
in
the
blind
community
that
we've
had
a
long
history
of
segregation
and
kids
being
put
into
residential
schools
for
the
blind,
where
they're
kept
out
of
sight
and
out
of
mind
for
the
rest
of
society,
where
we're
taught
certain
special
things.
That's
great.
What
we've
also
a
lot
of
times
failed
to
discuss
when
we
talk
about
civil
rights
and
desegregation,
is
that
the
lead
constitutional
scholar
on
brown
versus
board
of
education
was
not
a
person
of
color.
L
It
was
a
blind
man.
He
was
a
law
professor
at
uc
berkeley.
He
was
also
the
president
who
founded
the
national
federation
of
the
blind
in
1940
here
in
pennsylvania.
His
name
was
jacobus
tenbrook,
jacobus
tenbrook
understood
segregation
very
well
because
we
experienced
that
in
the
blind
community
as
well,
and
one
thing
that
he
understood
and
that
we
still
understand
today
is
that
the
liberation
of
people
of
color
and
the
liberation
of
people
with
disabilities
are
too
deeply
entangled
concepts,
and
they
cannot
and
should
not
be
disentangled.
L
We
should
be
fighting
for
our
liberation
together,
and
so
we
want
to
make
sure
that
anytime
we
talk
about
disability
rights.
We've
also
got
to
talk
about
the
race
factor
and
any
time
we
talk
about
racial
oppression,
there's
usually
a
disability
factor
too,
because
a
lot
of
times,
for
example,
people
of
color
have
been
wrongfully
accused
of
being
developmentally
disabled
or
intellectually
inferior,
and
that's
not
actually
true,
but
it's
been
wrongly
accused
and
assigned
many
many
times.
L
You
know.
Even
I
can
remember
in
the
mid
90s
we
would
talk
about
nfl
quarterbacks
and
how
oh
gosh
well
we're
starting
to
have
black
quarterbacks
that
are
smart
enough.
No
they've
always
been
smart
enough.
We
just
didn't
treat
them
that
way,
and
so
you
know
we
look
with
kids
to
help
desegregate
with
the
blind.
There
are
these
immersion
school
models
and
these
immersion
school
models
generally
involve
having
a
lot
of
the
blind
kids
from
one
given
area
clustered
in
one
school,
but
it's
not
only
blind
kids
that
are
there.
L
There
are
sighted
kids
too,
and
the
benefit
that
that
creates
is
that
it's
not
a
second
class
curriculum.
That's
only
for
the
blind,
they'll
be
surrounded
by
sighted
kids
and
the
education
will
have
to
be
good
enough
for
the
sighted
kids
as
well.
But
what
we
find
is
that
then
we
can
cluster
the
professionals
to
provide
those
services.
L
We
find
in
philadelphia
that
there's
a
huge
lack
of
qualified
professionals
and
of
resources
to
provide
those
services
in
the
schools
in
the
whole
commonwealth
of
pennsylvania.
There
is
exactly
one
person
who
is
nationally
certified
to
teach
braille,
and
that
person
is
me,
I
don't
even
teach
kids
there
is
nobody
teaching
kids,
who
is
nationally
certified
in
braille
in
the
whole
commonwealth
of
pennsylvania,
same
thing
for
cane
travel.
L
So
we
see
what's
happening
with
the
kids
and
it's
not
good.
We
need
to
be
recruiting
people
to
our
state,
I
mean
we
can
grab
them
out
of
new
jersey
or
maryland
or
new
york.
I
mean
there
are
people
around,
we
just
got
to
recruit
them,
and
we've
got
to
make
sure
that
the
education
of
the
kids
in
philadelphia
is
prioritized
that
they
do
deserve
to
have
these
nationally
certified
professionals.
I'm
not
saying
I'm
the
best.
L
I
just
happen
to
be
the
only
one
with
the
licensures,
and
we
need
to
make
sure
that
that
happens
here.
We
need
to
see
the
school
district
partnering
with
the
bureau
of
blind
and
visual
services,
see
a
lot
of
us
talk
about
ovr
as
if
it
covers
everyone
and
it
kind
of
does
within
ovr
the
office
of
vocational
rehabilitation.
There
are
two
bureaus
there's
the
bureau
of
vocational
rehabilitation
services,
which
is
for
all
the
disabilities
except
blind,
and
then
there
is
the
bureau
of
blind
and
visual
services.
L
Now,
as
far
as
we
know
in
the
national
federation
of
the
blind
pennsylvania,
the
bureau
of
blind
visual
services
does
not
cooperate
and
work
with
the
school
district
of
philadelphia,
and
we
don't
blame
that
on
any
particular
party
there,
but
it
simply
isn't
happening.
There
is
no
interaction.
So
while
we
see
those
low
rates
for
the
transition
services
in
general
for
disabilities
for
the
blind,
we
can
tell
you
with
certainty
that
it
is
zero
that
there
is
no
collaboration
to
provide
the
transition
services
to
any
of
the
kids
who
are
blind.
L
So
that
creates
a
big
problem
for
us.
So
it
I
think
part
of
the
problem
is
that
there
are
key
players
who
just
aren't
talking
to
each
other
who
just
aren't
working
together
and
I'm
not
again
we're
not
blaming
that
on
anybody,
but
it
just
needs
the
the
two
sides
need
to
be
brought
together
and
the
services
need
to
be
provided.
L
There
is
programming
to
fill
the
gap.
One
of
the
biggest
things
you
can
do
is
help
connect
these
kids
in
the
schools
with
the
organizations
of
people
with
disabilities
locally,
because
we
will
help
with
the
mentoring
and
all
those
other
things
we
already
want
to
do
that.
So
a
lot
of
those
things
to
help
get
people
along
and
help
get
people
started.
We
can
do
that.
One
of
the
biggest
things
that
needs
to
be
done
is
training
the
parents
a
lot
of
times
the
parents.
L
Don't
know
I
know
my
parents,
didn't
parents,
don't
know
what
it
is
that
their
kid
needs.
It's
we're
not
born
with
that
knowledge.
Society
doesn't
teach
all
of
us
what
every
kid
with
disabilities
needs
and
we
don't
teach
everyone
in
our
society
what
those
rights
are.
So
we've
got
to
train
the
parents,
but
we
can't
depend
on
the
schools
to
do
it,
nothing
against
the
schools,
but
it's
a
conflict
of
interest.
L
L
Perhaps
even
the
city
council
could
arrange
it
and
it
could
be
those
types
of
meetings
where
the
the
council
districts
have
meetings
by
district
and
then
the
same
presenters
go
around
from
meeting
to
meeting
and
basically
present
the
same
topic
in
our
local
council
meetings.
I've
seen
that
kind
of
thing
happen
with
things
like
the
census.
L
Why
not
do
that
with
something
like
with
something
like?
You
know
the
transition
services
and
I
think
if
we
do
that,
we've
got
to
advertise
to
all
the
parents,
not
just
the
ones
who
have
kids
with
documented
disabilities,
because
there
must
be
kids
that
don't
have
documented
disabilities
because
we
haven't
been
providing
the
right
services
to
do.
L
Even
the
things
like
diagnose,
so
we've
got
to
make
sure
that
every
parent
receives
this
information
and
that
we
put
together
some
programs
where
we
can
have
advocates
that
can
help
train
the
parents
on
these
rights
that
they
have
and
in
conclusion
I
just
want
to
add
again
on
the
point
that
you
know
I
recognize
I
am
a
mixed
race
person.
Both
my
grandfathers
are
white.
L
The
higher
education
we've
got
to
make
sure
that
all
of
these
things
are
non-discriminatory
systems,
and
we
feel
very
strongly
that
these
problems
are
getting
in
the
way
of
the
transition
services
being
provided
properly.
So
really
all
these
services
until
we
really
fully
as
a
society
embrace
the
idea
that
black
lives
matter,
we
will
not
have
the
services
that
we
need
functioning
the
way
that
they
need
to,
and
so
this
is
all
a
part
of
one
greater
struggle
that
we
in
philadelphia
know
very
well.
L
So
the
national
federation
of
the
blind
of
pennsylvania
is
very
grateful
to
be
invited
to
present.
Here.
I'm
grateful
to
be
a
part
of
it
and
we
want
to
let
everyone
know
that
we
stand
ready
to
help
in
any
way
possible
to
develop
any
of
these
programs
to
help
make
sure
that
blind
youth
have
the
transition
services.
They
need.
A
Thank
you
for
your
testimony.
I
want
to
thank
all
the
witnesses
that
testified
I'm
on
this
panel
I'll,
allow
my
colleague
councilmember
mark
swillow,
to
ask
a
question,
but
I
want
to
extremely
thank
miss
johnson,
miss
thompson,
miss
ang,
miss
gabor,
mr
spence,
miss
williams
and
also
both
both
justin's,
both
justin
gabor
and
justin
salisbury,
for
your
testimony
as
a
parent
with
a
child
on
the
spectrum
who
is
19,
I
can
relate
to
almost
well.
A
So
with
that
I'll
have
my
college
council
member
squilla.
I
know
we
had
a
question
from
miss
ang.
If
you
both
could
put
your
video
on.
I'm
not
sure
if
there's
any
other
members
of
council
that
would
like
to
ask
a
question
and
then,
after
their
questions,
we'll
move
into
the
panel
from
the
school
district.
B
Hey,
how
are
you
thank
you
for
taking
the
time
and
dawn?
I
really
appreciate
the
efforts
and
education
you
have
provided
not
only
through
your
learning
skills,
but
also
to
help
council
understand
this
and
the
school
district,
and
you
mentioned
a
number
you
mentioned.
I
think
it
was
1200
eligible
people
to
receive
transition
services
through
the
school
district.
B
Right
we'll
see
well
they're
going
to
speak
next
and
I
was
just
trying
to
get
your
input
on
that,
and
and
do
you
feel
just
from
your?
I
know
you
went
through
it,
but
obviously
the
transition
coordinators
would
be
the
people
who
would
guide
that,
and
I
think,
that's
probably
where
our
challenge
is
and
how
many
coordinators
you
would
have
to
be
able
to
address
this.
Yes,.
B
A
A
So
I
I
thank
you
both
so
much
for
your
voice
for
this
afternoon
afternoon's
panel.
At
this
point,
mr
seeing
no
other
questions
for
this
panel,
mr
terry,
if
you
could
read
the
names
of
the
speakers
on
the
next
witness
list
and
want
to
have
the
school
district
testify
to
give
an
opportunity
for
them
to
respond
to
some
of
the
comments
made
by
parents
and
and
and
self-advocates
just
in
case,
they
may
have
to
leave
or
want
to
kind
of
connect.
A
A
And,
as
representatives
from
the
school
district
philadelphia
are
coming
on
to
testify,
we
did
reach
out
to
the
state
office
of
vocational
rehabilitation.
They
indicated
they
will
be
here
to
testify.
That's
why
you
see
their
names
represented
on
the
witness
list.
However,
we
received
an
email
early
this
morning,
stating
they
would
not
be
able
to
do
so,
so
we'll
be
providing
information
from
today's
hearing
to
ovr
or
the
office
of
vocational
rehabilitation.
A
One
of
the
major
issues
and
concerns
is
making
the
point
crystal
clear
that
there
is
a
need
for
additional
services
for
the
thousands
of
young
people
in
the
city
of
philadelphia
that
are
transitioning
beyond
education.
And
what
is
the
steps
that
will
be
taken
by
the
office
of
vocational
rehabilitation
to
do
to
enhance
those
services?
Because
when
you
listen
to
the
testimonies
of
the
last
panel,
there's
clearly
a
disconnect?
And
in
these
situations
often
the
parent
is
the
one
doing
all
of
the
connection
for
the
service
and
being
the
advocate.
A
A
Those
services
are
not
being
received
and
that
child
is
not
getting
the
opportunity
to
be
the
best
person
that
they
can
be
with
all
the
services
to
benefit
them
for
the
future
of
their
lives.
So
I
am
happy
that
representatives
are
here
for
the
school
to
philadelphia,
so
we
can
hear
from
them
and
they
can
respond
to
those
witnesses
on
the
last
panel
and
we'll
continue
to
advocate
and
connect
with
the
state
office
of
vocational
rehabilitation.
A
M
I
appreciate
the
opportunity
to
offer
testimony
today
regarding
this
resolution
and
really
to
focus
on
examining
our
current
and
best
practices
on
secondary
transition
here
in
the
school
district
and
what
it
is
that
we
do
and
intend
to
do
for
our
philadelphia
public
school
students
with
diverse
learning
needs.
Thank
you
to
councilman
green
in
particular,
and
the
members
of
this
committee
on
people
with
disabilities
and
special
needs
for
inviting
the
school
district
to
attend.
Today.
M
M
I
do
have
with
me
today:
miss
laquinta,
montenez
and
also
miss
sonya
berry.
Miss
montenez
is
the
secondary
transition.
Well
she's
the
transition
coordinator
for
the
school
district
of
philadelphia
and
miss
sonia
berry
is
our
executive
director
for
school-based
supports.
While
they
are
here
today
participating.
I
will
be
proceeding
through
the
presentation
and
presenting
the
information
that
we've
gathered.
M
Currently,
we
have
a
number
of
programs
in
secondary
transition
and
there
are
a
number
of
programs
that
were
already
named
by
some
of
the
panelists
that
have
testified
prior
to
us.
We
do
use
community-based
instruction
programs,
and
that
is
not
limited
just
to
our
secondary
transition
programs
or
our
high
schools,
but
we
also
use
community-based
instruction
in
some
of
our
other
programs.
M
We
have
community-based
vocational
training,
the
bridges
school
to
work
program.
We
also
have
project
search
and
project
career
launch
which
at
this
point
in
time,
actually
contain
48
students
across
both
programs,
including
a
project
search
student
that
works
directly
in
the
office
of
specialized
services
with
us.
M
What
we
have
endeavored
to
do,
since
I
begun
in
june,
is
to
really
look
at
our
professional
development
trainings
and
our
programming
for
our
secondary
transition
program
within
the
school
district.
We
have
endeavored
to
just
this
past
august,
proceed
with
a
very
extensive
training
for
our
vocational
itineraries
in
both
indicator
13
and
indicator
14..
M
We
have
started
to
explore
the
naviance
scope
and
sequence
for
transition
aids
students.
We
also
examine
heavily
the
future
ready
pa
index,
we're
using
o
net
online
and
a
quick
book
of
transition
assessments,
as
well
as
different
career
inventories
and
assessments
to
help
and
assist
our
teams
in
best
planning
for
students.
M
Another
high
leverage
practice
is
around
collaboration
and
focusing
heavily
on
the
interagency
supports
that
we
can
provide
students
and
how
we
can
can
connect
with
those
agencies
outside
of
the
district.
So
you
can
see
here
we
do
have
a
relationship
with
ovr,
as
well
as
as
some
of
the
other
programs
and
agencies
in
the
area
to
provide
support
for
our
students
and
we
endeavor
to
not
only
train
our
staff,
both
our
vocational
itineraries,
but
also
our
counselors
and
our
school
teams,
including
teachers,
on
how
to
access
these
different
supports.
M
But
we
want
to
make
sure
that
we
are
communicating
with
families
as
well.
How
to
access
supports
that
may
lie
with
even
outside
of
this
another
high
leverage
practice
is
instruction
and
making
sure
that
we
have
the
best
practices
and
secondary
transition
planning
we
possibly
can
have.
We
have
also
created
a
special
education
instructional
framework,
which
is
really
an
instructional
framework
to
support
our
teachers
with
resources,
strategies
and
a
true
outline
of
what
the
expectations
are
for
instruction
in
our
special
education
programs.
M
We
have
an
indicator
13
rupee
checklist
at
this
point,
as
well
as
an
indicator
14
post
school
outcomes.
Checklist
we've
also
been
really
trying
to
focus
heavily
with
our
teams,
on
the
difference
between
credits
for
purposes
of
a
diploma
and
meeting
iep
transition
goals
and
what
progress,
monitoring
and
data
collection
are
necessary
for
our.
M
Obviously
indicator,
13
and
14
are
part
of
the
requirements
that
the
school
district
has
to
meet
as
far
as
our
metrics
for
the
state.
However,
they
are
also
best
practices
that
really
are
useful
in
supporting
school
teams
and
moving
students
towards
their
post-secondary
goals
and
designing
programming
that
support
those
goals.
M
We
have
already
started
to
discuss
and
put
into
place
some
long-term
secondary
transition
planning
for
the
district
as
a
whole,
as
we
are
seeing
an
increase
in
the
number
of
students
that
require
special
education
supports
and
services.
It's
become
apparent
that
we
not
only
need
additional
support
in
terms
of
resources
and
finances
to
program
for
our
students
appropriately,
but
we
need
to
make
sure
that
we
are
clear
about
our
vision
for
secondary
transition
planning
and
make
sure
that
we
have
access
to
what
it
is
that
our
students
will
need.
M
We
have
already
begun
to
investigate
the
adoption
of
additional
transition
curricula.
We've
also
started
to
speak
with
and
talk
to
agencies
about
increasing
collaboration,
and
we
are
very
interested
as
well
as
in
expanding
our
program
down
into
middle
schools.
Transition
planning
should
not
start
just
at
14,
as
has
been
mentioned
by
previous
panel
members.
It's
vital
that
we
start
talking
with
students
as
young
as
third
grade
about
what
it
is
that
they
intend
to
do
when
they
leave
the
district.
M
And
at
this
point
I
will
stop
sharing
my
screen,
as
that
is
the
conclusion
of
our
presentation.
We
attend.
We
intend
to
be
collaborative,
inclusive
and
very
heavily
focused
on
students
and
families.
First
and
again
we
appreciate
the
invitation
to
testify
today
and
look
forward
to
answering
our
any
questions
as
we
can.
A
M
A
You
know
one
of
the
concerns
has
been
raised
by
the
various
panelists
in
reference
to
the
transition
services.
You
didn't
make
reference
to
a
goal
for
having
providing
transition
services
earlier,
not
just
waiting
to
14
but
actually
waiting.
I
mean
starting
a
lot
early
in
the
process
like
middle
school,
but
there's
only
one
transition
coordinator
for
the
school
of
philadelphia.
There
are
thousands
of
students
eligible
to
receive
these
services.
M
I
think
the
capacity
piece
is
very
important,
and
it's
also
important
for
us
as
a
district,
to
recognize
that
it's
not
just
the
transition
coordinator
that
is
responsible
for
supporting
these
transition
goals.
We
need
to
make
sure
that
our
teachers
and
our
school
teams,
as
well
as
our
counselors,
are
prepared
to
support
our
children
at
the
school
level,
which
is
part
of
why
we're
endeavoring
to
do
professional
learning
for
those
teams
and
that
those
staff
over
the
next
two
years,
in
particular
we're
looking
at
indicator
13
and
14
training.
M
We
also
are
because
we
are
looking
at
curriculum
in
particular
and
bringing
additional
curricula
online,
looking
at
training
our
staff
in
the
use
of
assessments
in
these
new
curricula,
as
well
as
how
to
capture
the
data
and
truly
plan
for
our
students,
so
that
we
have
a
physical
plan
to
give
to
families
that
they
can
refer
to.
I'm
sure
you
know,
iups
are
onerous
to
read
and
they
can
be
extremely
long.
M
A
Thank
you
for
that
response,
and
I
appreciate
the
investment
that's
being
made
in
reference
to
training
teachers
on
transition,
because
they're
part
of
the
educational
village
for
children
and
for
parents
and
guardians,
as
well
as
investing
in
curricula
that
will
help
students
as
they're
doing
a
transition.
But
that's
one
aspect
when
you
think
about
transition
services
reminds
me
like
a
guidance
counselor.
A
A
For
a
number
of
years,
I've
seen
a
number
of
different
conferences
and
activities
advocating
for
her
child.
If
you
know
one
child
on
the
autism
spectrum,
that
means
you've
met
one
child
on
the
autism
spectrum
and
I
would
broaden
that
to
those
that
have
a
visual
impairment-
and
you
heard
justin
talk
and
testify
earlier
or
a
hearing
impairment
just
because
you've
met
one
person
that
has
a
physical
learning
difference.
That
means
you've
met
one
person
so
having
that
additional
investment
on
curriculum
for
students
in
the
school
district
for
transition
is
a
great
thing.
A
M
You
are
correct
and
I
think
too,
it
might
be
useful
if
we
explain
the
differences
between
a
vocational
itinerant
versus
our
transition
coordinator.
Our
transition
coordinator
actually
sits
within
our
instructional
programming
team
in
the
office
of
specialized
services
and
she
does
the
research
and
helps
us
to
locate
the
curricula.
M
She
develops
the
depth
of
expertise
and
she
helps
structure
the
transition
program
for
the
district.
She
also
supervises
our
vocational
itineraries,
and
that
is
where
we
expect
to
expand
the
number
of
people
that
are
available
to
support
schools,
as
they
are
the
ones
that
actually
interact
most
with
schools.
They
serve
most
of
the
time
one
to
two
schools,
they're
assigned
based
upon
caseload,
and
they
are
a
resource,
a
resource
and
a
support
for
the
school-based
teams
and
the
counselors
in
that
particular
one
or
two
schools.
A
A
M
I
can
our
transition
coordinator
internally
in
the
office
of
specialized
services
actually
does
have
a
relationship
with
ovr,
but
what
we
are
endeavoring
to
do-
and
we
have
already
been
in
contact
with
ovr
about
sitting
down
and
discussing
additional
concerns
and
also
structuring
what
programming
supports
services
like
moving
forward.
As
we
are
aware
that
there
are
some
pieces
and
mechanisms
that
I
can't
speak
to,
because
ovr
is
obviously
a
state
agency.
M
However,
making
sure
that
we
as
a
district
are
able
to
provide
procedures,
lists
of
staff
and
resources,
access
to
students
and
buildings,
opportunities
for
ovr
to
actually
come
in
and
support
iep
team
meetings
us
as
a
district
receiving
the
same
from
ovr
and
making
sure
that
we
understand
their
process
and
know
what
it
is
that
we
should
do
as
well
as
the
paperwork
and
the
procedures
that
are
necessary
so
that
we
can
better
coordinate,
is
definitely
on
our
radar.
And
we
have
a
meeting
planned
for
next
week.
M
M
When
we
are
asking
for
additional
resources,
we're
asking
you
know
ovr
to
provide
additional
supports
and
services.
They
have
a
finite
amount
of
funding
as
well.
All
of
these
things
are
interconnected
and
though
the
actual
responsibilities
may
lie
with
either
the
district
or
ovr
or
perhaps
even
another
agency.
At
the
end
of
the
day,
the
resource
piece
is
fundamental
and
it
is
significant,
especially
given
the
number
of
students
that
we
have
that
need
these
additional
supports.
A
And
I
agree
with
you:
these
issues
are
interconnected.
In
fact,
this
friday,
at
9
30,
this
committee
will
be
having
hearings
on
concerns
possible
monetary
cuts
to
programs
that
provide
services
for
those
that
need
it
in
the
behavioral
health
space.
I
know
dr
bowen,
the
interim
head
of
department
behind
our
health
and
intellectual
disability
services
was
not
here,
was
not
able
to
be
here
on
this
call.
A
There
was
a
reference
during
the
last
panel
to
hilco
from
development
partners
who
is
was
able
to
successfully
purchase
the
form
of
sunoco
refinery
and
their
plans
are
to
make
a
logistics
hub
in
southwest
philadelphia
that
will
provide.
You
know:
I've
seen
upwards
of
10
000
jobs
from
destination,
fulfillment
centers
for
the
amazons
and
the
other
entities
as
well,
and
that
could
be
a
opportunity
for
additional
job
creation
initiatives.
M
A
large
part
of
that
is
actually
for
us
as
a
district
tapping
into
our
community
partners,
and
this
is
where
obvious
hackney's
department
within
the
mayor's
office
of
education
could
especially
be
helpful.
Given
the
community
schools
model,
it's
also
a
situation
where
we
can
partner
with
some
of
our
existing
partners
to
see
if
there's
opportunities
for
us
to
increase,
not
just
the
number
of
seats
but
also
programming
itself.
M
We're
very
interested
in
not
just
expanding
the
seats
that
we
currently
have,
but
exploring
new
opportunities
for
students,
including
you
know,
making
sure
that
kids
that
have
particular
interests
are
able
to
be
like
actually
paired
with
positions
and
employment
opportunities
that
they
would
be
interested
in
pursuing
so
part.
A
big
part
of
this,
for
us
is
making
sure
that
we're
doing
career
interest
inventories
and
also
collecting
the
data
necessary
for
us
to
make
strategic
plans
about
what
it
is
that
we
do
for
these
children
moving
forward.
M
We
don't
want
to
open
programs
that
are
not
going
to
be
effective
or
helpful
for
our
children,
but
we
do
want
to
make
sure
that
we
have
the
data
to
support
the
programs
that
we
are
a
program
like
project
search,
for
example,
where
we
can
actually
demonstrate.
We
have
had
excellent
outcomes,
is
right
for
the
expansion
of
seats,
other
programs.
We
need
to
make
sure
that
we're
undertaking
those
metrics
to
measure
the
effectiveness
of
those
programs
and
make
sure
that
we
are
expanding
seats
in
those
programs
as
appropriate.
A
M
A
But
he
will
be
actually
outside
of
the
classroom,
developing
additional
experiences
and
interactions
like
some
of
the
travel
training
that
mrs
thompson
talked
about
and
doing
it
in
actual
time,
as
opposed
to
using
a
cell
phone
and
trying
to
model
google
maps.
So
how
are
we
providing
these
transition
services
in
this
current
dynamic
of
coca-19.
M
A
Yeah
one
mister,
I
mean
sorry
councilmember
swell
if
you
could
turn
your
video
on,
so
you
can
come
on
and
ask
your
question
now.
I
do
understand.
The
school
district
is
starting
to
think
about
bringing
young
people
back
into
the
classroom,
and
those
have
a
physical
learning
difference,
I
believe,
will
be.
The
plan
is
for
parents
to
allow
their
children
to
opt
in
in
january
for
them
to
receive
in
class
instruction.
A
How
will
that
type
of
perspective
if
children
are
actually
going
to
be
in
the
classroom
that
have
that
are
receiving
special
education
services?
How
will
that
impact
the
provision
of
transition
services
if
they're
now
physically
in
the
building?
Will
there
be
attempts,
or
this
guy
there's
been
discussions
about
having
young
people
in
the
field
or
just
have
them
in
the
building
and
still
receive
transitional
services
in
some
type
of
digital
platform?.
M
A
M
Yet
begun
to
have
those
discussions
in
particular,
because
we
are
still
in
the
throes
of
planning
for
the
early
grades
to
come
back.
That
is
definitely
going
to
be
a
consideration.
There's
multiple
possibilities,
as
school
teams
planned
that
re-entry
that
phase
of
the
re-entry.
It
could
be
that
if
it's
possible
and
safe
students
actually
do
go
into
the
field
in
certain
circumstances,
it's
also
possible
that
the
services
come
to
the
building.
It
is
also
possible
that
those
services
remain
digital.
M
B
B
M
I
think
we
would
need
to
collect
the
data
because,
I'm
not
quite
sure
exactly.
I
would
want
to
be
more
precise,
because
there's
also
we
have
students
that
are
actually
sitting
in
district
high
schools
that
receive
district
programming
through
us.
We
have
students
that
are
in
approved
private
schools.
We
also
have
students
that
are
in
out
of
district
placements
and
rts.
B
M
M
And
part
of
what
we're
doing
right
now
is
gathering
the
data
so
that
we
can
be
clear
about
what
that
plan
looks
like
and
we
can
expand
so
that
we
are
satisfying
best
practices
and
also
assigning
vocational
itineraries
to
appropriate
case
loads
for
servicing
students.
All
students
that
are
age
14
and
over
that
have
an
iep
in
the
district
are
entitled
to
transition
services
and
we
endeavor
to
make
sure
that
they
are
getting
those
transition
services
and
again
it's
not
just
our
vocational
itineraries
and
our
transition
coordinators
department.
M
B
M
I
think
that's
a
great
question
and
I
can't
answer
that
succinctly
either
because,
for
example,
our
students
that
receive
itinerant
support
services
or
are,
for
example,
learning
support
programs.
They
participate
in
a
lot
of
transition
programming.
That's
provided
to
our
general
education
students
as
well
as
programming,
that's
specific
to
them,
so
we're
talking
about
a
very
large
universe
of
students,
because
we
also
serve
our.
You
know,
students
that
have
more
significant
disabilities
and
they
have
a
different
level
of
support.
M
B
M
M
B
In
other
words,
we
we
want
to
try
to
reach
as
many
students
as
possible
right.
We
want
to
try
to
have
access.
We
heard
the
young
gentleman
today
about
you
know
wanting
to
work
and
is:
is
that
a
possibility
between
ovr
and
between
the
district
themselves
are?
We
do
you
believe
we're
reaching
everybody
in
order
to
give
them
access
to
transition
and
moving
forward.
M
Does
and
for
some
of
our
students
that
actually
have
more
significant
disabilities
that
may
be
in
an
approved
private
school,
for
example,
there
are
at
times
ovr
representatives
assigned
to
just
those
schools
to
support
the
transition
process
for
those
students.
So
when
you
do
talk
about
this
again,
the
universe
of
this
is
is
expansive.
B
M
That's
what
we're
looking
at
right
now
we're
looking
at
the
trainings
and
determining
whether
or
not
they
need
to
be
expanded
and
also
the
quality
of
the
training
and
the
depth
of
the
training
it
we
can.
You
can
always
be
just
compliant,
but
what
we
would
like
to
do
is
not
just
be
compliant.
We
want
to
improve
and
be.
M
Training
we
would
like
to
develop
depth,
especially
for
our
special
education
teachers
for
our
students
in
middle
and
high
school.
Our
middle
school
teachers,
in
particular,
have
expressed
interest
in
beginning
transition
planning
earlier
you'll
see
it
there's
a
lot
of
middle
schools
as
paired
with
the
high
school
process
that
actually
have
started
to
do
that
career
exploration,
because
before
you
explore
post-secondary
goals,
you're
exploring
secondary
goals.
So
all
of
that
is
a
continuum
that
we
are
trying
to
push
further
down
into
lower
grades.
B
M
B
A
B
M
We
these
are
all
these.
All
things
are
tied
together.
What
we
did
do.
First,
we
reached
out
to
the
vendors
to
make
sure
that
the
particular
curriculum
we
were
interested
in
could
still
be
implemented
in
a
digital
setting.
So
we're
finishing
up
that
process
now
and
from
there
according
to
board
policy
and
procedures,
it
takes
a
little
bit
of
time
for
us
to
get
through
board
action
items,
but
this
is
going
to
be
we're
going
to
ask
the
board
for
approval
to
extend
this
money.
Does.
B
M
B
Is
the
district
going
to
provide
an
appropriate
transition
service
for
those
those
students,
or
are
we
going
to
just
make
sure
they
just
come
in?
Is
that?
Because
I
see
that's
part
of
the
early
transition
plan
of
getting
people
back
into
the
brick
and
mortars
is?
Is
that
something
that
we're
going
to
push
to
from
november?
On.
M
Yes,
we
plan
on
phasing
in
the
students
as
safe
and
appropriate
for
the
school
district's
phased-in
approach
in
the
health
and
safety
plan
and
for
the
students
with
complex
needs.
The
early
grade,
students
with
disabilities-
no
matter
you
know
their
disability,
all
of
the
pre-k
to
two
students
are
intended
to
come
back
at
the
end
of
november.
Our
complex
needs
students
and
special
education.
Students
with
significant
needs
will
come
back
in
january.
B
B
A
You
mentioned
in
your
testimony
about
you
know
the
additional
training
for
individuals
in
the
school
district
and
also
the
curricula,
but
you
also
mentioned-
and
this
is
goes
back
to
the
panelists-
that
also
testified
the
need
to
start
the
transition
services
earlier,
because
for
a
number
of
individuals
who
are
receiving
these
services
the
longer
breadth
of
time,
they
receive
services,
the
more
important
and
impactful
those
services
can
be
so
you
talked
about
that
desire
to
start
it
before
14.
one.
Do
you
see
that
occurring?
Is
there
a
commitment?
A
M
My
estimation
would
be
that
we
would
do
it
after
we
circle
through
the
cycle
through
the
next
two
years,
in
particular,
because
we
want
to
make
sure
that
we
are
purchasing
the
materials
and
resources
expanding
our
program,
moving
from
being
just
compliant
to
being
more
intentional
and
also
making
sure
that
all
of
the
students
and
the
teachers
and
the
families
are
getting
the
resources
they
need
over
the
next
two
years.
In
the
basics,
we
need
to
establish
the
floor
and
then
from
there
we
can
expand.
A
C
A
Okay,
thank
you
both
for
being
here
and
your
patience.
This
has
been
a
very
long
hearing,
but
it's
often
very
detailed
a
lot
of
information
from
a
lot
of
different
perspectives.
That's
been
very
helpful.
Even
for
someone
like
myself,
who
is
very
versed
on
a
lot
of
these
issues,
it's
good
to
hear
the
diversity
of
information
and
perspectives
from
those
who
testify
this
afternoon.
I
want
to
thank
you
for
your
patience.
I
will
start
with.
I
want
to
make
sure
I
get
the
pronunciation
proper,
andrea,
consigning.
A
Can
just
state
your
name
for
the
record
and
receive
your
testimony
and
then
we'll
hear
from
mary
beth
morgan
if
there's
anyone
else
that
is
here
that
would
like
to
testify
during
this
hearing
that
has
not
been
identified.
Please
put
your
video
on,
but
put
your
audio
on
mute
and
we'll
hear
from
you
at
that
point.
N
N
I
andrea
consigno,
I'm
the
division,
director
of
employment
services
and
community
participation
supports
at
spin
a
nationally
recognized
provider
organization
whose
mission
is
to
provide
the
highest
quality
people
first
services
and
supports
for
children
and
adults
with
intellectual,
developmental
and
autism
spectrum
disabilities,
so
that
each
may
achieve
and
enjoy
a
life
of
possibilities
for
50
years.
Spence
mission
and
values-led
services
have
supported
thousands
of
children,
adults
and
families
to
live
inclusive
lives
in
their
community
across
southeastern
pennsylvania.
N
Spin
employment
services
has
a
proven
track
record
of
assisting
people
with
various
disabilities
to
find
and
maintain
community
employment.
Community
employment
is
defined
as
employment
in
an
integrated
community
based
setting
where
the
employee
earns
pay
at
or
above
the
minimum
wage.
The
200
people,
supported
by
spin
employment
services,
all
have
an
intellectual.
N
N
However,
they're
still
done
to
increase
our
meaningful
work
experience
while
still
in
school
and
secure
buying
from
the
local
business
community.
Historically,
employment
services
supported
people
after
graduation
to
explore
and
pursue
their
employment
goals,
while
hundreds
of
people
to
be
successfully
employed
across
the
region.
N
Many
people
weren't
connected
with
our
original
years
after
graduating
high
school
between
graduation
and
employment
services
left
many
young
adults
with
a
disability
sitting
at
home.
Losing
skills
and
motivation
invested
in
our
transition
services
program
over
10
years
ago
to
create
a
system
available
to
transition
aged
youth,
starting
at
age.
14.
N
N
N
Maurice
was
paired
with
an
employment
specialist
and
together
they
discovered
an
opportunity
at
the
portside
arts
center
through
ovr's
pre-employment
transition
services,
maureen
was
able
to
gain
real
world
experience.
Working
with
young
students
in
the
art
world
maurice
was
responsible
for
setting
up
the
classroom
with
the
necessary
art
supplies
and
observed
the
head
teacher
guide,
the
students
through
the
activity
or
craft
of
the
day
after
maurice
graduated
high
school.
He
continued
his
journey
to
employment
and
completed
an
ovr
community
bakework
based
work
assessment.
N
N
After
maurice
completed
his
community-based
work
assessment,
he
moved
into
ovr's
job
findings
or
I'm
sorry,
odps
job
finding
services,
maurice
continued
working
with
a
spin
employment,
specialist
and
eventually
interviewed
and
was
hired
by
the
local
dollar
tree
maurice,
was
so
proud
to
get
his
first
job.
He
was
excited
that
he
could
walk
to
work
independently,
earned
his
own
money
and
continue
to
build
his
resume
while
he
knew
that
dollar
tree
wasn't
where
he
would
spend
his
career.
He
was
nevertheless
proud
of
his
accomplishment.
N
Collaboration
was
key
to
maurice's
employment
success
during
his
transition
years
and
supported
a
full
and
meaningful
life
after
graduation.
Maurice's
story
highlights
true
collaboration
in
person.
First,
transition
planning,
it's
a
prime
example
of
how
different
funding
sources
and
providers
can
work
together
to
help
create
a
path
for
students
to
gain
experience
in
the
employment
world.
N
In
contrast,
when
a
student
doesn't
have
these
essential
supports
working
in
synchronization,
the
student
and
their
families
can
feel
confused
and
experience
delays
and
essential
services.
Post-Graduation
schools
must
have
the
resources
needed
to
provide
careful
and
person-centered
transitioning
planning
for
each
student
to
succeed
further,
it
is
essential
that
school
personnel
have
the
time
and
resources
dedicated
to
dedicate
themselves
to
the
enormous
task
of
transition,
planning
and
implementation.
N
N
There
are
many
barriers
that
can
get
in
the
way
and
we
must
work
together
to
ensure
that
students
reach
their
outcomes
of
accessing
their
rightful
services
and
transitioning
into
adult
services.
The
team
approach
to
transition
is
more
important
now
than
ever
as
educators
are
navigating
the
new
world
of
virtual
learning
and
the
transition
back
to
face-to-face
instruction.
In
the
midst
of
increasing
health
and
safety
procedures,
transition-age
students
with
disabilities
are
more
successful
post-graduation
if
they've
had
meaningful
employment
experience,
while
still
in
school,
work-based
learning
or
internships
are
an
example
of
a
path
to
success.
N
Through
these
experiences,
students
have
an
opportunity
to
spend
part
of
their
school
day.
Working
in
the
community,
students
are
encouraged
to
link
their
interests,
talents
and
skills
into
vocational
themes,
while
school-based
employment
instruction
is
meaningful.
Students
learn
best
in
real-world
environments
outside
of
the
school
work.
Based
learning
provides
students
the
opportunity
to
get
a
better
understanding
of
how
the
business
world
operates
and
to
gain
greater
insight
into
what
their
personal
career
aspirations
are.
N
Spin
has
successfully
partnered
with
the
philadelphia
school
district
and
the
office
of
vocational
rehabilitation
to
provide
pre-employment
transition
services
to
over
1
000
philadelphia
transitions
aged
youth,
with
positive
long-term
outcomes
for
the
students
through
the
combination
of
spin's
classroom-based
employment,
preparation,
curriculum,
the
career
development
series
and
work-based
learning.
Experiences
in
the
community
students
were
better
prepared
for
life
after
school.
N
On
average,
the
142
people
we
support
are
9.45
per
hour,
which
is
2.20
above
the
minimum
wage.
They
work
on
average
50
hours
a
month
and
have
been
employed
at
the
same
business
for
approximately
four
years.
On
average.
Each
of
these
talented
employees
has
shown
that,
with
the
proper
supports
and
opportunities,
they
can
be
a
valuable,
reliable
asset
to
the
philadelphia
business
community.
N
For
most
of
us,
a
full
life
includes
employment.
It
defines
our
passions,
our
values,
our
financial
security
and
our
relevancy.
Employment
gives
us
a
reason
to
get
up
each
morning
and
the
opportunity
to
do
work
in
which
we
can
take
pride.
Employment
is
essential
to
full
citizenship
for
all
of
us,
including
those
with
disabilities.
N
Employment
for
people
with
disabilities
has
many
other
positive
impacts.
It
increases
self-worth,
builds
relationships
and
improves
access
to
community
resources
as
full
citizens.
People
with
disabilities
in
the
labor
force
have
a
positive
financial
impact
on
philadelphia's
economy,
generating
income
that
is
ultimately
returned
in
the
form
of
tax
revenues
and
the
purchases
of
goods
and
services
to
boost
the
economy.
N
The
employment
of
people
with
disabilities
adds
to
the
diversity
of
their
workforce
and
the
general
enrichment
of
their
communities
philadelphia
needs
more
business
leaders
to
champion
this
cause
and
carry
the
message
forward.
One
area
with
great
potential
is
employment
and
student
internships
within
city
offices.
N
My
professional
experience
applicants
may
have
the
skills
and
talents
to
successfully
perform
the
job
responsibilities,
but
the
civil
service
exam
is
a
barrier
to
their
serious
consideration
for
the
position
to
improve
the
employment
picture
for
people
with
disabilities.
It
is
essential
that
philadelphia
expand
current
programmatic
efforts
within
its
schools
to
include
real
work.
Experience
for
students
with
disabilities
in
partnership
with
city
offices
and
departments
or
other
community
business
partners.
N
Students
who
were
given
the
opportunity
to
discover
their
employment
goals
through
coordinated
supports,
while
still
in
school,
have
succeeded
in
challenging
themselves
reaching
their
outcomes
and
becoming
independent
with
support
and
planning
from
their
teachers,
families
and
communities.
To
achieve
this
outcome
for
more
philadelphia's
youth
and
young
adults,
we
must
do
more
now
together.
Thank
you
for
this
opportunity.
A
Thank
you
for
your
testimony,
miss
morgan.
If
you
could
proceed
for
your
testimony-
and
this
will
be
the
last
call,
if
there's
anyone
else
that
is
here
that,
like
to
testify
on
this
resolution,
number
two
zero
zero
one,
zero
eight,
please
put
your
camera
on.
Can
we
can
see
you
and
acknowledge
you,
but
keep
your
audio
on
mute.
So
that
way
we
can
have.
You
testify
after
miss
morgan,
miss
morgan.
If
you
can
state
your
name
and
proceed
with
your
testimony,.
O
Thank
you,
councilman
green
city,
council
members
and
all
other
participants
for
allowing
me
to
speak
right
now.
I
have
created
a
program
called
mtv
mentoring,
transitioning
voices
that
has
been
placed
that
has
been
taught
to
the
young
adults
within
the
school
system
for
the
last
few
years,
teaching
them
how
to
transition
and
advocate
for
themselves.
Unfortunately,
this
has
been
put
on
hold
due
to
the
ovr
funding
two
years
ago.
O
The
philosophy
of
independent
living
is
that
people
with
disabilities
of
all
ages
should
have
the
same
civil
rights
and
equal
opportunities
to
control
their
own
lives.
Just
like
non-disabled
students
do
independent
living
is
about
choice
and
guiding
students
to
discover
the
best
options
to
meet
their
needs
and
wants
mentoring.
O
I
am
proposing
that
mtv
and
the
other
necessary
transition
services
be
offered
virtually
or
in
person
as
applicable,
to
the
philadelphia
school
system,
students
as
an
outlet
for
young
adults
with
disabilities,
as
they
experience
transition
with
the
layer
of
uncertainty
with
covet
19
and
the
rest
of
when
with
the
world
brings.
Thank
you
for
this
opportunity.
I
I
appreciate
that
I
was
able
to
speak
and
be
well.
A
A
B
B
I
just
wanted
to
make
one
statement
and
I
I
you
could
hear
all
the
advocacy
and
you
know
that,
there's
a
lot
of
work
needed
here
and
I
appreciate
everybody
who
testified
because
it
really
is
helps
to
educate
us
as
people
in
the
committee.
Well,
I'm
not
on
the
committee,
but
it
you
know
it's
a
it's
a
part
of
of
how
we
progress
as
this
city
and
as
a
school
district
to
make
sure
we're
reaching
each
and
every
individual.
B
A
A
But
this
has
been
a
very
informative
panel.
It's
been
very
educational,
a
lot
of
ways
even
for
those
who
are
very
well
very
well
versed
on
this
topic,
but
it
provides
some
good
information
for
everyone
that
is
here,
and
I
just
want
to
thank
all
of
you
for
being
here
and
participating
in
this
panel.
I
know
it's
been
a
very
long
panel.
I
think
miss
morgan
did
say
this
evening
and
we
did
start
this
panel
in
the
afternoon,
but
this
has
been
very,
very
informative.
A
Also
I'm
seeing
no
other
witnesses
here
to
testify
and
we
would
like
to
then
move
forward
with
the
end
of
this
hearing.
I
want
to
thank
everyone
for
their
participation.
We
truly
value
your
opinions.
I
know
this
has
been
a
long
hearing,
but
we
want
to
thank
you
for
all
the
input
and
information
and
we
also
look
forward
to
the
school
district,
providing
that
additional
data
that
they
said
they
would
provide.
A
We
also
hope
that
the
school
district
will
be
able
to
provide
some
information
on
the
outcome
of
their
meeting
with
the
state
office
of
vocational
rehabilitation.
We
did
have
some
questions
for
them.
We'll
also
provide
those
questions
to
obr
to
get
their
follow-up,
seeing
no
other
comments
or
business
to
be
brought
before
this
committee.
This
concludes
this
concludes
the
public
hearing
of
this
committee,
and
we
will
now
recess
this
hearing
until
the
call
of
the
chair.