PASS
Plans as a Vehicle
for Transition to Employment
Case 2: Maclaen
Step
1: Determine if the student is eligible.
When Maclaen turned 18 years old, his family assisted him in applying for SSI.
He was determined eligible to receive the full benefit rate of $552.00 per
month. Although Maclaen was working part time while he was still in school, his
earnings were not above $5410.00 a year (2003 Student Earned Income Exclusion
allowable amount). Thus, he would not be eligible for a PASS plan until he was no
longer a student and began earning enough money that his SSI check would be
reduced (over $85.00 a month).
From MaclaenÕs work
experiences while in high school, his team knew that he would need ongoing
support in the form of intermittent follow-along to enable him to remain
employed. Maclaen had been referred to Developmental Disabilities (DD) services
for supported employment assistance and was found to be eligible, but like many
young graduates, he was put on a waiting list for these services. As part of
his transition planning, MacleanÕs team at Polson High School set the goal to
find Maclaen a paid job prior to exiting high school and to secure his needed
ongoing supports to enable him to maintain his job. They calculated that if he
was working 20 hours per week when he was no longer a student, he would be
eligible for approximately $200.00 a month through a PASS plan. As a Transition
Service Need, it was identified that he would have a PASS plan written and
approved by SSA prior to graduation. Since his school supports would end when
he exited high school it was important to provide these services.
MaclaenÕs team chose to
shelter a portion of his wages each month in a PASS plan and utilize this money
to hire his family to transport him to and from work and to hire someone to
help negotiate supports or accommodations at work or to counsel Maclaen as
needed. The team was using 20 hours a week as a bench mark but knew his wages
might vary. To maximize the amount he could shelter, the PASS plan was written
for gross wages, less $85.00, divided by 2, rather than specifying an exact
monthly amount. (This is the amount that his SSI check would be reduced without
a PASS plan.)
Income Sheltered with a
Pass Plan
$5.15 wages per hour
x 20 hours
$103.00 wages per week
$103.00 x 4.5 weeks per month = $463.50 - Estimated gross wages
$463.50 - 85.00 = $378.50
$378.50 Ö 2 = $189.25 - Amount SSI will decrease without a PASS or amount to shelter in a PASS
to keep the SSI check at Federal Benefit Rate.
Step
2: Identify a vocational goal.
Based upon MaclaenÕs aptitude and interest in numbers, computers, and his
abilities to find mistakes, the team identified his long term work goal as
obtaining a position within the desk top publishing field.
Step 3: Determine the length of the plan.
The PASS plan was written for a two year period since the plan was to achieve a
long term goal. The plan was also written to provide supports to Maclaen that
would bridge the gap between school supports and the eventual provision of
Adult services.
Step 4 Draft the steps of the plan.
To prepare Maclaen to achieve the goal of attaining a job in the computer field
he needed additional training in various software programs used for accounting
and bookkeeping. Since he lives in a rural area where computer classes arenÕt
offered, it would be useful for him to have a computer tutor who is skilled in
these software applications. Part of the steps included recruiting a tutor,
establishing a schedule, and learning the programs. See below.
Simultaneously, MaclaenÕs
plan also included supporting him on his current job or jobs which also
prepared him for his long term work goal.
Steps of MaclaenÕs Plan
Accomplishments prior
to PASS submission
Participate in 8 community-based work
experiences 10/20-5/02
Complete Vocational Profile
12/00
Apply for Developmental Disabilities services
3/01
(found eligible, on waiting list)
3/01
Perform job development for paid job
3/02-5/02
Vocational Rehabilitation open case, write IWRE 4/02
Begin paid job with school support
5/15/02
Graduate from high school
6/01/02
Steps upon approval of
the PASS
Recruit job coach/follow along support
6/1/02
7/02
Establish follow along schedule
7/02
Recruit computer tutor
6/1/02
7/02
Identify programs through which Maclaen will receive
tutoring 7/1/02
9/02
Establish Schedule for ongoing
tutoring 7/02
Step 5:
Develop a budget to support the plan.
MaclaenÕs PASS plan is for a relatively small amount of money. The amount of
each plan is based on each individualÕs financial situation which dictates the
maximum amount of money they can shelter. In determining amounts to write into
a budget, information was gathered about going rates for job coaching, computer
tutoring and transportation. Prices and fees were negotiated with the people
Maclaen wanted to hire to support him.
His former teacher and friend
offered to provide employment consultation services for $20 an hour, local DD
agencies typically get $46 an hour. His family agreed to provide Maclaen with
rides to work for the cost of gas. (There is no public transportation in
Polson, Montana). Maclaen had some money set aside for computer tutoring but VR
also offered to fund part of this expense.
Step
6: Demonstrate how the PASS account funds will be kept separate from other
monies.
Maclaen opened a checking account that is used for PASS funds only. He is
required to account to SSA for all monies expended from this account. He keeps
all of the bank statements, carbon copy check registers and receipts for
payment or bills for services rendered.
Step
7: Document that the pursuit of this vocational goal is a collaborative venture
between funding sources.
MacleanÕs plan included information about what the school provided for supports
and services and estimated the amount it cost. Included was what VR agreed to
pay for , as well as, any other person or agency who was supporting Maclean to
become employed.
Will any other person or
organization ( e.g., VR, school grants, Job Partnership Training Assistance (
JTPA) pay for or reimburse you for any part of the expenses listed below or
provide any other items or services you will need? If "YES", provide
details as follows:
Who will Pay?
Item/Service Amount
When will
item/service be purchased?
VR
Some computer
tutoring $463.50 wages
4/9/02-6/30/02
and
initial wages while
performing working interview
at a prospective job.
Polson Schools Job
development/coach $1600
4/1/02 - 6/1/02
Polson Schools Vocational Profile
$750
Junior
year of high school
Consulting
RE: Employment and PASS
$3,000
began 9/00 will continue
until Maclaen becomes employed
Step 8: Include Supporting Documentation
To build a case to the PASS cadre that this goal was feasible for Maclaen, his
team included information from his Vocational Profile which summarized his
attributes around quality control, math, and computers. Also included was a
cover letter which explained the connection of these interests and skills to
his future work goal and to the action steps outlined in the plan. A Household
Expense Worksheet was also completed and included, as well as, a letter from
his VR counselor which documented her agreement to assist in funding the
computer tutoring and his initial job trial wages prior to being hired by the
employers.
Addendum:
One year after graduation
Maclaen is still employed. Although specific hours and employers have changed,
he has maintained a steady income. He continues to enlist services from his
former teacher who is currently assisting him to negotiate a part-time position
at Walmart.
From http://ruralinstitute.umt.edu/transition/art_casescenarios.asp