I 

113TH CONGRESS 

1ST SESSION H. R. 511 

To amend the Developmental Disabilities Assistance and Bill of Rights Act 

of 2000 to provide assistance to States for development and implementation of an individual transition plan for each individual with a developmental disability in the State who is making the transition from the 

secondary school system into adulthood, and for other purposes. 

IN THE HOUSE OF REPRESENTATIVES 

FEBRUARY 5, 2013 

Mr. HARPER (for himself and Mrs. MCMORRIS RODGERS) introduced the 

following bill; which was referred to the Committee on Energy and Commerce 

A BILL 

To amend the Developmental Disabilities Assistance and Bill 

of Rights Act of 2000 to provide assistance to States 

for development and implementation of an individual 

transition plan for each individual with a developmental 

disability in the State who is making the transition from 

the secondary school system into adulthood, and for 

other purposes. 

1 Be it enacted by the Senate and House of Representa2 tives of the United States of America in Congress assembled, 

3 SECTION 1. SHORT TITLE; TABLE OF CONTENTS. 

4 (a) SHORT TITLE.—This Act may be cited as the 

5 ‘‘Transition toward Excellence, Achievement, and Mobility 


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1 through Empowerment Act of 2013’’ or the ‘‘TEAM–Em2 powerment Act of 2013’’. 

3 (b) TABLE OF CONTENTS.—The table of contents of 

4 this Act is as follows: 

Sec. 1. Short title; table of contents. 

Sec. 2. Findings and purposes. 

Sec. 3. Individualized transition plans; transition planning and services administrative units. 

5 SEC. 2. FINDINGS AND PURPOSES. 

6 (a) FINDINGS.—Congress finds the following: 

7 (1) Evidence-based research has conclusively 

8 documented that youth with significant disabilities 

9 who were educated in inclusive settings, were ex10 posed to work experience and career exploration, and 

11 participated in a paid work experience while in 

12 school had better postsecondary outcomes and high13 er rates of sustainable employment. 

14 (2) Higher rates of self-determination, in which 

15 individuals with significant disabilities and their 

16 families have direct control over the decisionmaking 

17 process in order to ensure an appropriate individual18 ized transition strategy, lead to better outcomes. 

19 (3) Regulations and processes allowing for flexi20 bility in the blending and braiding of government 

21 funds to ensure seamless, collaborative strategies 

22 during the transition process lead to better outcomes 

23 for individuals with significant disabilities. 


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1 (4) Agency officials involved directly in the pro2 vision of supports and services during a youth’s 

3 transition into adulthood and beyond must be pro4 vided additional training to become properly pre5 pared to adequately address the individual transition 

6 needs of students with significant disabilities. 

7 (b) PURPOSES.—The purposes of this Act are the fol8 lowing: 

9 (1) Create a holistic system across multiple 

10 partners focused on successful transition of youth 

11 with significant disabilities into adulthood. 

12 (2) Create a systemic focus on achieving high 

13 expectations for all youth, through equality of oppor14 tunity, full participation through self-determination 

15 and informed choice, outcomes related to post-sec16 ondary options that lead to competitive integrated 

17 employment and economic self-sufficiency. 

18 (3) Promote innovative strategies to foster aca19 demic, professional, and social inclusion, and the so20 lidification of long-term supports and services re21 quired to ensure full integration into the community 

22 setting. 

23 (4) Better define and coordinate specific serv24 ices related to the effective transition of youth with 

25 significant disabilities. 


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1 (5) Eliminate barriers and promote incentives 

2 for multiple stakeholders to collaborate and improve 

3 transition opportunities for youth with significant 

4 disabilities. 

5 SEC. 3. INDIVIDUALIZED TRANSITION PLANS; TRANSITION 

6 PLANNING AND SERVICES ADMINISTRATIVE 

7 UNITS. 

8 Title I of the Developmental Disabilities Assistance 

9 and Bill of Rights Act of 2000 (42 U.S.C. 15001 et seq.) 

10 is amended by adding at the end the following: 

11 ‘‘Subtitle F—Adult Transition 

12 System 

13 ‘‘SEC. 171. DEFINITIONS. 

14 ‘‘In this subtitle: 

15 ‘‘(1) The term ‘asset development’ means a 

16 strategy to assist low-income workers and job seek17 ers, including individuals with disabilities, move to18 ward economic security and greater financial self19 sufficiency through income preservation, effective 

20 money and credit management, the pursuit of post21 secondary education, the purchase of a home, busi22 ness startup and growth, and the setting aside of re23 sources for longer-term needs and retirement. 

24 ‘‘(2) The term ‘individualized education pro25 gram’ has the meaning given such term in section 


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1 602 of the Individuals with Disabilities Education 

2 Act. 

3 ‘‘(3) The term ‘integrated employment’ means 

4 work compensated at the greater of minimum wage 

5 or competitive wages with related employment bene6 fits, occurring in a typical work setting where the 

7 employee with the disability— 

8 ‘‘(A) interacts or has the opportunity to 

9 interact continuously with nondisabled co-work10 ers; 

11 ‘‘(B) has an opportunity for advancement 

12 and mobility; and 

13 ‘‘(C) is preferably engaged in full-time em14 ployment. 

15 ‘‘(4) The term ‘ITP’ means an individual tran16 sition plan developed under section 173. 

17 ‘‘(5) The term ‘local educational agency’ has 

18 the meaning given to such term in section 9101 of 

19 the Elementary and Secondary Education Act of 

20 1965. 

21 ‘‘(6) The term ‘secondary school’ has the mean22 ing given to such term in section 9101 of the Ele23 mentary and Secondary Education Act of 1965. 

24 ‘‘(7) The term ‘State intellectual and develop25 mental disabilities agency’ means the primary State 


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1 agency or subdivision with administrative, pro2 grammatic, and operational responsibility for the full 

3 range of services and supports furnished to individ4 uals with intellectual and developmental disabilities. 

5 ‘‘(8) The term ‘TPS administrative unit’ refers 

6 to the transition planning and services administra7 tive unit of a State established in accordance with 

8 section 174. 

9 ‘‘(9)(A) The term ‘transition services’ means a 

10 coordinated set of activities for a student, designed 

11 within an outcome-oriented process, that promotes 

12 movement from school to post school activities, in13 cluding postsecondary education, vocational training, 

14 integrated employment (including supported employ15 ment and customized employment), continuing and 

16 adult education, adult services, asset development 

17 services, independent living, or community participa18 tion. 

19 ‘‘(B) The coordinated set of activities shall be 

20 based upon the individual student’s needs, taking 

21 into account the student’s preferences and interests, 

22 and shall include instruction, community experi23 ences, the development of employment and other 

24 post school adult living objectives; school-based pre25 paratory experiences, career preparation, and inteVerDate Mar 15 2010 01:19 Feb 12, 2013 Jkt 029200 PO 00000 Frm 00006 Fmt 6652 Sfmt 6201 E:\BILLS\H511.IH H511

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1 grated work-based learning experiences (inclusive of 

2 in-school, after school and work experiences outside 

3 the traditional school setting where other youth 

4 without disabilities are engaged in similar activities); 

5 youth development and leadership; connecting activi6 ties; training in self-advocacy, self-determination 

7 skills, and peer mentoring; family involvement and 

8 supports; and, when appropriate, acquisition of daily 

9 living skills and functional vocational evaluation. 

10 ‘‘(C) Such term does not include the use of fa11 cility-based employment and activity settings, such 

12 as sheltered workshops, day habilitation centers, and 

13 enclave work settings. Additionally, the coordinated 

14 set of activities should lead to the attainment of at 

15 least one of the following outcomes: post-secondary 

16 education, long-term integrated employment (includ17 ing supported employment or customized employ18 ment), asset development, independent living, and 

19 community participation. 

20 ‘‘SEC. 172. STATE ASSISTANCE. 

21 ‘‘For each fiscal year, the Secretary, acting through 

22 the Commissioner of the Administration on Developmental 

23 Disabilities, shall— 


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1 ‘‘(1) make grants on a competitive basis to 

2 States that agree to carry out the activities required 

3 of States under this subtitle; and 

4 ‘‘(2) among the States receiving grants under 

5 paragraph (1), allocate payments pursuant to a for6 mula that— 

7 ‘‘(A) is established by the Secretary, acting 

8 through the Commissioner; and 

9 ‘‘(B) takes into consideration an estimate 

10 of the number of individuals to be served under 

11 this subtitle in each State. 

12 ‘‘SEC. 173. INDIVIDUALIZED TRANSITION PLANS. 

13 ‘‘(a) IN GENERAL.—Each State that receives assist14 ance under this subtitle shall, with respect to each indi15 vidual with a developmental disability in the State who is 

16 making the transition from the secondary school system 

17 into adulthood, develop, and assist in the implementation 

18 of, an individual transition plan to coordinate transition 

19 services intended to assist the individual in achieving the 

20 outcomes of integrated employment, postsecondary edu21 cation, independent living, and community engagement. 

22 ‘‘(b) FORMULATION.—An ITP shall be— 

23 ‘‘(1) coordinated with any pre-existing transi24 tion services being provided to the individual as a re25 sult of an individualized education program develVerDate Mar 15 2010 01:19 Feb 12, 2013 Jkt 029200 PO 00000 Frm 00008 Fmt 6652 Sfmt 6201 E:\BILLS\H511.IH H511

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1 oped for the individual prior to exiting secondary 

2 school pursuant to the Individuals with Disabilities 

3 Education Act; 

4 ‘‘(2) developed not later than 30 days after the 

5 date on which the individual graduates from or oth6 erwise exits the State’s secondary school system; and 

7 ‘‘(3) applicable through the date on which the 

8 individual attains 26 years of age; 

9 ‘‘(4) reviewed annually and updated as needed; 

10 and 

11 ‘‘(5) developed during in-person meetings 

12 that— 

13 ‘‘(A) are led by the TPS administrative 

14 unit of the State intellectual and developmental 

15 disabilities agency established under section 

16 174; and 

17 ‘‘(B) at a minimum, include the following 

18 stakeholders: the individual, the individual’s 

19 family, a transition broker (as described in sec20 tion 174), a representative of the State voca21 tional rehabilitation agency, relevant service 

22 providers that are contracted by the State or 

23 chosen by the individual and the individual’s 

24 family or guardian to provide transition serv25 ices, the transition coordinator of the local eduVerDate Mar 15 2010 01:19 Feb 12, 2013 Jkt 029200 PO 00000 Frm 00009 Fmt 6652 Sfmt 6201 E:\BILLS\H511.IH H511

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1 cational agency (where available, during the 

2 first year the individual exits the secondary 

3 school system), assistive technology experts (as 

4 appropriate), and representatives of the work5 force development sector. 

6 ‘‘(c) CONTENTS.—An ITP shall include strategies for 

7 the implementation of service models and practices with 

8 documented effectiveness that— 

9 ‘‘(1) address and emphasize the 5 areas of post10 secondary educational experiences, career prepara11 tion and work-based learning experiences, develop12 ment and leadership, connecting activities, and fam13 ily involvement and supports; 

14 ‘‘(2) identify the needs of the individual in each 

15 of these 5 areas and articulate how the State and 

16 its agencies will meet those needs; and 

17 ‘‘(3) will advance economic self-sufficiency with 

18 specific asset development goals and identify specific 

19 tools for advancing economic self-sufficiency, such as 

20 favorable tax benefits, work incentives, matched sav21 ings plans, education financing, and effective strate22 gies to manage a budget, money, and credit. 


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1 ‘‘SEC. 174. TRANSITION PLANNING AND SERVICES ADMINIS2 TRATIVE UNIT. 

3 ‘‘(a) ESTABLISHMENT.—Each State that receives as4 sistance under this subtitle shall establish and maintain 

5 a transition planning and services (TPS) administrative 

6 unit within the State intellectual and developmental dis7 abilities agency. 

8 ‘‘(b) RESPONSIBILITIES.—The primary focus of a 

9 TPS administrative unit shall be to assist individuals with 

10 a developmental disability in the State to make the transi11 tion from the secondary school system into adulthood. The 

12 responsibilities of the TPS administrative unit shall in13 clude the following: 

14 ‘‘(1) INDIVIDUAL TRANSITION PLAN.—The TPS 

15 administrative unit shall have responsibility for de16 veloping and assisting in the implementation of 

17 ITPs. 

18 ‘‘(2) TRANSITION BROKERS.— 

19 ‘‘(A) IN GENERAL.—The TPS administra20 tive unit shall employ or otherwise secure the 

21 services of transition brokers. 

22 ‘‘(B) ROLE.—A transition broker of the 

23 TPS administrative unit shall— 

24 ‘‘(i) facilitate coordination among 

25 State agencies in the development of ITPs; 

26 and 


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1 ‘‘(ii) provide assistance to individuals 

2 with developmental disabilities, consistent 

3 with the individual’s ITP, in navigating the 

4 complex system of supports and services 

5 available through Federal and State pro6 grams. 

7 ‘‘(C) QUALIFICATIONS.—To be eligible to 

8 serve as a transition broker of the TPS admin9 istrative unit, an individual shall possess two or 

10 more of the following qualifications: 

11 ‘‘(i) Expertise relating to individuals 

12 with developmental disabilities, benefits 

13 planning, the provision of transition serv14 ices, employment and job development, and 

15 negotiating among various State stake16 holders. 

17 ‘‘(ii) Experience with and knowledge 

18 of the generic workforce development sec19 tor, vocational rehabilitation, and job de20 velopment. 

21 ‘‘(iii) Knowledge and expertise in the 

22 use of tools to advance asset development 

23 and economic self-sufficiency, including fa24 vorable tax benefits, work incentives, 

25 matched savings plans, education financVerDate Mar 15 2010 01:19 Feb 12, 2013 Jkt 029200 PO 00000 Frm 00012 Fmt 6652 Sfmt 6201 E:\BILLS\H511.IH H511

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1 ing, and effective strategies to manage a 

2 budget, money, and credit. 

3 ‘‘(iv) Knowledge about self-direction 

4 and person-centered planning processes. 

5 ‘‘(D) ASSIGNMENT.—A transition broker 

6 of the TPS administrative unit shall be as7 signed to an individual upon— 

8 ‘‘(i) the individual or the individual’s 

9 family or guardian selecting the broker; 

10 and 

11 ‘‘(ii) the State intellectual and devel12 opmental disabilities agency approving the 

13 selection. 

14 ‘‘(3) SELF-ADVOCACY, SELF-DETERMINATION

15 SKILLS, AND PEER MENTORING.—The TPS adminis16 trative unit shall offer strategies and training to in17 dividuals with developmental disabilities and their 

18 families regarding self-advocacy, self-determination 

19 skills, and peer mentoring to improve the ability of 

20 such individuals to advocate and negotiate on their 

21 own behalf. 

22 ‘‘(4) EFFECTIVE INFORMATION AND RE23 SOURCES.—The TPS administrative unit shall pro24 vide information to individuals with developmental 

25 disabilities and their families on Federal and State 


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1 services, supports, and regulations, including with 

2 respect to asset development, insurance and benefit 

3 programs, financial savings tools, and asset or in4 come limits that affect eligibility for Federal and 

5 State means-tested services, supports, or programs. 

6 Such information shall be easily understood and up7 dated on a quarterly basis each year. 

8 ‘‘(c) FOSTERING MULTIAGENCY COLLABORATION.— 

9 The State intellectual and developmental disabilities agen10 cy of each State that receives assistance under this subtitle 

11 shall facilitate memoranda of understanding among key 

12 State agencies for the purpose of coordinating and improv13 ing the services and supports provided by such agencies 

14 to individuals with developmental disabilities during the 

15 transition into adulthood. 

16 ‘‘SEC. 175. ANNUAL REPORT. 

17 ‘‘Not later than the end of fiscal year 2014, and an18 nually thereafter, the Secretary shall submit a report to 

19 the Congress containing an evaluation of the implementa20 tion and effectiveness of this subtitle, including an evalua21 tion of— 

22 ‘‘(1) the number of individuals in each State 

23 who had an ITP developed on their behalf over the 

24 past fiscal year; 


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1 ‘‘(2) progress made at the individual level in 

2 implementing the objectives of ITPs developed since 

3 the date of enactment; and 

4 ‘‘(3) with respect to individuals for whom an 

5 ITP is developed, their employment status, edu6 cation status, income level, race, gender, and current 

7 residence. 

8 ‘‘SEC. 176. AUTHORIZATION OF APPROPRIATIONS. 

9 ‘‘To carry out this subtitle, there is authorized to be 

10 appropriated $50,000,000 for each of fiscal years 2014 

11 through 2018.’’. 

Æ 


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