minimum wage or competitive wages with ac-
cess to related employment and health benefits, 
or a post-secondary educational or training pro-
gram that is focused on leading to an inte-
grated employment outcome, upon exiting the 
school system; 
‘‘(B) the wages and number of hours 
worked of youths per pay period; 
‘‘(C) the impact of employment on any 
State and Federal benefits received; 
‘‘(D) indicators on the types of settings in 
which youths benefitting from the State grant 
primarily reside; 
‘‘(E) indicators of improved economic sta-
tus and self-sufficiency; 
‘‘(F) data on those youths with significant 
disabilities for whom a post-secondary or inte-
grated employment outcome has not yet oc-
curred, including information on why such out-
come has not yet been attained, and additional 
information such as the number of months an 
individual has not had a post-secondary edu-
cation or integrated employment outcome, and 
the progress made to date on efforts to ensure 
that an individual achieves a post-secondary 
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education or integrated employment outcome; 
and 
‘‘(G) location and type of settings where 
youths who are receiving services through the 
grant are living; 
‘‘(5) a description of how the eligible entity will 
disseminate information about the types of transi-
tion services and the impact of such services on the 
lives of youths with significant disabilities who are 
served by the project; and 
‘‘(6) a description of the approaches the eligible 
entity intends to use to coordinate activities with rel-
evant service providers in the localities in which the 
activities of the grant will be focused. 
‘‘(e) AUTHORIZED ACTIVITIES.—An entity that re-
ceives a grant under this subsection shall use the funds 
made available through the grant to carry out the fol-
lowing activities for youths with significant disabilities: 
‘‘(1) The development of innovative and effec-
tive practices through person-centered planning 
processes for attaining integrated employment expe-
riences, including customized employment, supported 
employment services, and employment experiences 
after school, on weekends, and in the summer 
months. 
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‘‘(2) The development of objectives and activi-
ties based upon the highest expectations of youths 
with significant disabilities and related to the fol-
lowing areas: 
‘‘(A) Academic and school-based pre-
paratory experiences, including access to the 
general education curriculum in the least re-
strictive environment. 
‘‘(B) Work and career readiness. 
‘‘(C) Self-determination and leadership. 
‘‘(D) Comprehensive community connec-
tions. 
‘‘(E) Life-long learning. 
‘‘(F) Family involvement and engagement. 
‘‘(3) The development of appropriate and effec-
tive curricula and the deployment of professionals 
with expertise to provide training to school per-
sonnel, including transition coordinators, and other 
personnel connected to the implementation of the 
implementation plan of the grantee to enable such 
school personnel to develop skills needed to assist 
such youths in actualizing their ability to obtain and 
maintain integrated employment at the greater of 
minimum or competitive wages. Such training shall 
be focused on developing the skills in personnel nec-
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essary to help such youths successfully identify and 
complete desired objectives in the following areas: 
‘‘(A) Academic and school-based pre-
paratory experiences, including access to the 
general education curriculum in the least re-
strictive environment. 
‘‘(B) Work and career readiness. 
‘‘(C) Youth development and leadership. 
‘‘(D) Comprehensive community connec-
tions. 
‘‘(E) Family involvement and engagement. 
‘‘(F) Integrated employment experiences, 
including customized employment, supported 
employment services, and employment experi-
ences after school, on weekends, and in the 
summer months. 
‘‘(4) The provision of assistance to youths with 
significant disabilities and their families with respect 
to determining appropriate services under relevant 
Federal and State programs, to include the fol-
lowing: 
‘‘(A) An informed decisionmaking process 
leading to an integrated employment or post- 
secondary education outcome and securing on-
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going services required for sustaining the em-
ployment or post-secondary education outcome. 
‘‘(B) A benefits planning process in order 
to educate youths with significant disabilities 
regarding strategies for identifying, optimizing 
and managing available resources to support 
the youth. 
‘‘(C) A series of individualized economic 
advancement strategies to advance the optimal 
self-sufficiency and economic security of a youth 
with a significant disability with specific goals 
for asset development, including the use of fa-
vorable tax benefits, work incentives, matched 
savings plans, and financial education. 
‘‘(f) PROHIBITED ACTIVITIES.— 
‘‘(1) IN
GENERAL.—Funds made available 
through a grant under subsection (a) may not be 
used for activities that result in youths with signifi-
cant disabilities being placed in facility-based seg-
regated services as an employment outcome or post- 
secondary outcome. In this paragraph, the term ‘fa-
cility-based segregated services’ means rehabilitation 
or employment services provided by segregated enti-
ties, such as sheltered workshops, day habilitation, 
enclaves, or any other similar settings. 
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