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Description of the Site: CLD is a site full of resources for transitioning students. They offer State chapters that provide more support for parents, educators, and individuals with learning disabilities. Although Kentucky is not yet on of those states, they also offer online memberships that allow members to attend conferences, gives members access to journal articles that include the most recent evidence based practices, and connects members with other similar individuals in order to build community.

Summary of what I learned: This company is a very large company that has been around and serving the community for years. They hold annual conferences for parents, students and educators to attend. This year is their 46th year and I think thats pretty neat. This site searches for the most relevant and newest evidence in order to help everyone in the learning disability community. They do have resources for parents, educators and individuals with learning disabilities but I did not see much on transitioning students. In order to find information on transitioning students I searched for the word "transition" in the search bar. Here, popped up a bunch of articles for transitioning students.

Summary of how to use this site in schools: I think this site is the best resource for schools and educators. Not only because their research relevant but the site seems to be more guided towards for the use of educators. Educators attend conferences but they can also teach their students how to find the information they're looking for on this site or even how to become members themselves.

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Transition

What Is Transition?

The term transition refers to passing from one state or condition to another. Many important transitions occur throughout each person's life, and many of them are associated with predictable life events, such as beginning preschool, leaving elementary school, and entering middle adulthood. One of the most critical transition periods for students with learning disabilities (LD) is the transition from school to young adulthood.

The 1997 amendments to the Individuals with Disabilities Education Act (IDEA) defined transition services for this particular transition as:
a coordinated set of activities for a student, with a disability, that: (a) is designed within an outcome oriented process, that promotes movement from school to postschool activities, including postsecondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation; (b) is based on the student's needs, taking into account the student's preferences and interests; (c) includes instruction, related services, community experiences, the development of employment and other post-school objectives, and when appropriate, acquisition of daily living skills and functional vocational evaluation (¤ 602).

This concept is straightforward and fairly simple, including three major components (Storms, O'Leary, & Williams, 2000). First, every student and his or her family should be coached to (a) think about post?high school goals and (b) develop a plan for how to achieve those goals. Second, a high school experience should be designed so that the student acquires the skills and competencies necessary to obtain his or her desired post?high school goals. Finally, the linkages to post?high school services, supports, and programs need to be identified and made before the student exits high school.
Why Is Transition Planning Important for Individuals with LD?
Even though transition planning has been mandated for all students with disabilities for more than 10 years, transition planning for individuals with LD has lagged behind that of other groups. A major reason for this lack of attention has been an assumption that individuals with LD have a mild disability that primarily affects academic achievement; therefore, they have the ability to move from secondary to postsecondary environments without a lot of difficulty. Unfortunately, this is not the case for many students with LD. The results of a number of recent studies have suggested that many adolescents with LD do encounter difficulties in making the transition to adult life, including problems related to unemployment, underemployment, job changes, participation in community and leisure activities, pay, dependency on parents and others, satisfaction with employment, postsecondary academics, and functional skills.
Who Is Involved in the Transition Process and What Are Their Roles?
Numerous individuals should be involved in the transition process, with the most important being the student and his or her family. Key participants and their roles in the transition planning and program implementation process follow:

Student

Communicate preferences, interests, strengths, areas of need, types of support, how progressing

Participate actively in discussions, decisions, planning activities, IEP development, IEP meetings, and IEP implementation
Parent/Guardian
Support the student

Provide information about the student's strengths, interests, needs, independent living skills, and kinds of support needed to achieve desired post?high school outcomes

Be actively engaged as equal partners in planning, discussions, and decision making

Participate in making referrals to adult service agencies and training programs

Provide opportunities for the child to practice adult roles and responsibilities
Special education teacher
Provide information about the student's strengths, achievements, progress on IEP goals, and strategies for teaching student

Assist student in identifying postsecondary goals

Prepare student and family for their leadership role in the transition process

Suggest courses of study and educational experiences

Identify needed personnel from school, related services, and community agencies

Provide input and incorporate into IEP transition service needs and postschool agencies, services, and/or supports

Link student and parents to post?high school services/supports

Coordinate all people, agencies, services, or programs

Monitor student progress
LEA representative
Support special and general education staff

Provide information about programs in the school system and community

Allocate necessary resources, including technology, accommodations, and supports
General education teacher
Assist student in identifying postsecondary goals

Assist in planning courses of study in general education curriculum;

identify and provide modifications, adaptations, and supports;

and identify and provide positive behavioral strategies and interventions

Monitor student progress
Individual who can interpret evaluation information
Provide assessment information about student needs, interests, preferences, strengths, and aptitudes

Interpret assessment information for student and family
Other, as appropriate (e.g., vocational rehabilitation, MR/DD services, mental health, Social Security, employers, postsecondary educators, human services)
Provide information about services and eligibility criteria

Assist in identification of community and adult services and in the application process for services

Alert families and school to potential waiting lists for services

Provide services (e.g., functional vocational evaluation, technology and accommodations, counseling, independent living) to student during school, as appropriate

Note. Adapted from Storms, J., O'Leary, E., & Williams, J. (2000). Adapted with permission.

What Are IDEA's Requirements Concerning Transition Planning?
The IDEA 1997 amendments outlined regulations concerning transition. Final regulations for IDEA were published in the March 11, 1999, Federal Register and took effect on May 11, 1999. Highlights of the major requirements of IDEA that relate to transition and a brief explanation follow.

Purpose

The Act's purpose includes ensuring that students with disabilities are provided with a free, appropriate education that emphasizes special education and related services designed to meet their unique needs and prepare them for employment and independent living
Content of the IEP
The IEP must include:

(a) beginning at age 14 (or younger, if appropriate), a statement of transition service needs that focuses on the course of study (e.g., required, elective, other educational experiences) the student needs to help move him or her toward the desired post? high school goals

(b) beginning at age 16, a statement of needed transition services
Transition services
Transition services must:

(a) be based on the individual student's needs, taking into account his or her preferences and interests

(b) include:

- instruction

- related services (if needed beyond school, should identify and make linkages)

- community experiences (provided outside of school building or in community settings)

- development of employment and other post?high school adult living objectives (related to desired post? high school goals), and

- acquisition of daily living skills (things do every day such as cooking, budgeting, and grooming) and functional vocational evaluation (assessment process providing information about interests, aptitudes, and skills), if appropriate

Agency notification, participation, and responsibilities
The school shall:

(a) invite to transition meetings representatives of other agencies who are likely to be responsible for providing or paying for transition services

(b) take steps to obtain the participation of agency personnel who have been invited to transition meetings but do not attend

The IEP shall include:

(a) if appropriate, a statement of interagency responsibilities and/or needed linkages

(b) the commitment by a participating agency to meet the financial responsibility associated with the provision of services
Parent notification
Parent notification of the IEP transition meeting must:

(a) indicate the purpose of the meeting (i.e., development of a statement of transition service needs or consideration of needed transition services)

(b) indicate that the student will be invited to the meeting

(c) identify any other agencies that will be invited to send a representative to the meeting
Student notification and participation
Beginning no later than age 14 (or earlier if appropriate):

(a) a student must be invited to attend his or her IEP meetings that consider transition service needs, needed transition services, or both

(b) schools must take steps to ensure that the student's preferences and interests are considered in transition planning if the student does not attend his or her IEP meeting
Transfer of rights
At least 1 year before a student reaches the age of majority under state law:

(a) the IEP must include a statement that the student has been informed of his or her rights under Part B of IDEA that will transfer to the student at age of majority

What Are Transition Planning Areas or Domains?
Clark and Patton (1997) examined the transition guides of 17 states in order to identify core transition planning areas.They noted that although there was interstate variation in transition planning areas, a common core of important planning areas emerged. Transition planning domains that were included in more than half of the state guides they examined were:

-community participation

-daily living

-employment

-financial/income management

-health

-independent living (include living arrangements)

-leisure/recreation

-postsecondary education

-relationship/social skills

-transportation/mobility

-vocational training
What Is the Timeline for Transition Planning and Preparation?
Even though transition planning does not have to be addressed in the IEP until a student is 14 years old, teachers and families must begin providing experiences and instruction to help students develop critical knowledge and skills during the elementary years that will help lay the foundation for the process. Examples of goals, objectives, and activities that can be considered at different age and grade levels follow.
Level
Primary level: Grades 1?4
Goals and objectives
Employability and independent living skills and attitudes

Obj. 1: To develop positive work habits

Obj. 2: To appreciate all types of work

Obj. 3: To develop disability awareness
Possible activities
-career field trips

-discussions of interests and aptitudes

-decision-making and problem-solving activities
Level
Middle school: Grades 5?8
Goals and objectives
Career exploration and transition planning relative to course of study

Obj. 1: To understand interests, aptitudes, and preferences

Obj. 2: To understand work, education, independent living, and community options

Obj 3: To specify transition services needed to participate in a desired course of study by no later than age 14
Possible activities
-visits to vocational and technical schools

-complete interest inventories

-survey transition needs and preferences

-job shadowing

-money and budgeting

-self-determination and self-advocacy training

-career guidance
Level
High school: Grades 9?10
Goals and objectives
Career exploration and transition planning

Obj. 1: To develop meaningful and realistic postsecondary goals

Obj. 2: To develop work, education, residential, and community participation skills and supports relevant to goals

Obj. 3: To learn to manage disability technology and request accommodations
Possible activities
-technology assessment

-make agency referrals

-update transition goals

-self-determination training

-student-directed IEP/transition plan

- career/technical education

-placement in advanced classes

-job clubs

-work experiences
Level
High school: Grades 11+
Goals and objectives
Transition and overlap into postsecondary environments desired by student

Obj. 1: To secure options for postsecondary education and/or employment

Obj. 2: To develop residential and community participation supports and contacts

Obj. 3: To develop linkages with adult services
Possible activities
-self-determination training

-student-directed review of IEP/transition plan

-career/technical education

-work experiences

-apply for adult services

-financial planning

-visit relevant postsecondary environments

-develop follow up supports

Note. Adapted from Baer, R., McMahan, R., and Flexer, R. (1999). Adapted with permission.
Special Considerations for Youth with LD
Several special factors need to be considered in the transition planning for students with LD. One of these factors is the drop-out rate. Students with LD are at great risk for dropping out of school. Recent drop-out estimates for this population range from 17% to 42% (Scanlon & Mellard, 2002). Dropping out engenders numerous consequences relating to job opportunities, income, and self-esteem. Within the student with LD population, those students most at risk for dropping out are boys from urban communities and low-income homes who are racial minorities. Such students should receive intensified support, and their progress should be monitored.

Another critical factor in transition planning for students with LD is individualized planning that matches a student's post? high school goals. Because the population of students with disabilities is so heterogeneous, a wide range of postsecondary goals and transition planning should be considered. For some students, the next step after high school will be employment, for other students it will be further career or technical training, and for still others it will be attending a 4-year college or university. In order to be successful in the post?high school environment, these students must be provided with appropriate training and experiences. For example, for a student whose postsecondary goal is attending a university, the high school curriculum must include participation in college preparatory courses and the development of independent study skills. For a student whose postsecondary goal is employment, the high school curriculum must include participation in career/technical education courses and work experiences. For all students, the curriculum should include the development of self-determination skills, social and interpersonal skills, community integration and participation skills, and independent living skills, if appropriate.

A final critical aspect of transition planning for students with LD is self-determination, which has been defined as "one's ability to define and achieve goals based on a foundation of knowing and valuing oneself" (Field & Hoffman, 1994, p. 164). It is highly related to positive adult outcomes. For example, Wehmeyer and Schwartz (1995) found that students with high levels of self-determination were more likely to be employed for pay, have a savings or checking account, and have expressed an interest in living outside of the home. Skills related to self-determination include self-evaluation, self-awareness, self-knowledge, self-management, choice making, decision making, problem solving, goal setting and attainment, and social collaboration (Field, Hoffman, & Spezia, 1998).
Where Can I Learn More About Transition?
Baer, R., McMahan, R., & Flexer, R. (1999). Transition planning: A guide for parents and professionals. Kent, OH: Center for Innovation in Transition and Employment.

Barclay, J., & Cobb, J. (2001). Full life ahead: A workbook and guide to adult life for students & families of students with disabilities. Montgomery, AL: Southeast Regional Resource Center.

Clark, G. M., & Patton, J. R. (1997). Transition planning inventory. Austin, TX: PRO-ED.
Division on Career Development and Transition Website: http://www.ed.uiuc.edu/SPED/dcdt/

Field, S., & Hoffman, A. (1994). Development of a model for self-determination. Career Development for Exceptional Individuals, 17, 159?169.

Field, S., Hoffman, A., & Spezia, S. (1998). Self-determination strategies for adolescents in transition. Austin, TX: PRO-ED.

Garfinkel, L. (2000). Transition services under the IDEA: A practical guide to legal compliance. Horsham, PA: LRP Publications.

Kohler, P., Field, S., Izzo, M., & Johnson, J. (1998). Transition from school to life: A workshop series for educators and transition service providers. Reston, VA: Council for Exceptional Children.

Martin, J., & Kohler, P. (1998). Transition from school to life: A complete university course for special educators. Reston, VA: Council for Exceptional Children.

National Center on Secondary Education and Transition Website: http://ici.umn.edu/ncset

National Clearinghouse on Postsecondary Education for Individuals with Disabilities Website: http://www.heath.gwu.edu/

National Transition Network Website: http://ici2.umn.edu/ntn/

Parent Advocacy Coalition for Educational Rights (PACER) Website: http://www.pacer.org

Patton, J. R., & Blalock, G. (Eds.). (1996). Transition and students with learning disabilities: Facilitating the movement from school to adult life. Austin, TX: PRO-ED.

Patton, J. R., & Dunn, C. (1998). Transition from school to young adulthood: Basic concepts and recommended practices. Austin, TX: PRO-ED.

Scanlon, D., & Mellard, D. F. (2002). Academic and participation profiles of school-age dropouts with and without disabilities. Exceptional Children, 68, 239?258.

School-to-Work Outreach Project Website: http://www.ici.coled.umn.edu/schooltowork

Storms, J., O'Leary, E., & Williams, J. (2000). The Individuals with Disabilities Education Act of 1997 transition requirements: A guide for states, districts, schools, universities and families.

Minneapolis, MN: University of Minnesota, Institute on Community Integration.

Transition Coalition Website: http://www.transitioncoalition.org/

Transition Research Institute at Illinois (TRI) Website: http://www.ed.uiuc.edu/sped/tri/institute.html

Wehmeyer, M. L., & Schwartz, M. (1997). Self-determination and positive adult outcomes: A follow-up study of youth with mental retardation or learning disabilities. Exceptional Children, 63,

245?255.

Prepared by Cari Dunn
Auburn University

# data[].attributes.attachment_link.description
What Is Transition? The term transition refers to passing from one state or condition to another. Many important transitions occur throughout each person's life, and many of them are associated with predictable life events, such as beginning preschool, leaving elementary school, and entering middle adulthood.

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Association for Career and Technical Education

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Association for Career and Technical Education

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Description of the Site: ACTE is a site that educators can use for their students seeking when transition planning. ACTE offers educators resources, scholarships, and help to better assist them and their students in transition skills and planning. While this site is aimed towards educators I believe the more educators know, the more beneficial it can be for their students.

Summary of what I learned: ACTE is a national association that focuses on career and technical education for students. This association offers scholarships in order for schools to help their students achieve their dreams. The association teaches a variety of skills, such as cooking, cosmetology, music and much more. Students can earn certificates and degrees.

Summary of how to use this in schools: I think this program is a great way for teachers to talk to their students, who are not yet 100% ready to go into college, about post secondary education. The students can explore a plethora of programs and classes in order to get certified in a field they choose or just get more basic organization and life skills handy for their next step. When I was in Utah, one of the high schools partnered with a CTE program and this program was incorporated into the students high school schedule and they were not only getting high school credits for it, but also certificate, and college credit depending on what they were taking. I think this is a great way to prepare students and give them options other than college or work, especially if they are wanting to continue their education.

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To provide educational leadership in developing a competitive workforce. ACTE strives to empower educators to deliver high quality CTE programs.

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Description of Site: Project SEARCH has a really cool story. In 1996, a woman working for the children's hospital in Cincinnati realized that because the company helped students with needs that they should begin to hire these students with needs. The portions include entry level positions, such as stocking items, and systematic tasks. Although they started in Cincinnati, the program has expanded internationally. Their goal is to secure employment for individuals with disabilities. Not only does Project SEARCH provide students with work, but also other important skills, such as independent living, and training in employment.

Summary of what I Learned: Project SEARCH is a program that allows high school students on IEPs to intern for a year. In this year the program targets skill assessments, functional skills, maintaining employment, self-advocacy and much more. From my understanding, in order for a student to be accepted they must have certain requirements, one of those is being a high school student on an IEP in their last year of school. Other factors are determined such as a score on a rubric.

Summary of how to use this site in schools: Teachers and family members can nominate their students for a stop in Project SEARCH. This sit would be helpful for teachers or parents wanting to nominate their student. It can also be a great start for students who are not ready to jump into a career or college. The program lasts a year and continues to teach students about skills they may need for an independent life.

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Who We Are Project SEARCH was developed at Cincinnati Children's Hospital Medical Center, a research environment that fosters visionary thinking and innovation. It all began in 1996, when Erin Riehle was Director of Cincinnati Children's Emergency Department. Erin felt that, because the

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Description of Site: O*net is a website that hosts current data about the workforce. They offer the public (for free) hundreds of applications in order to help them find the right occupation for them, or "My Next Move". The site also shows a list of skills one should have depending on an occupation they choose.

Summary of What I Learned: I learned this site can be great for students to explore multiple options, especially if they are struggling to pin point one occupation. They have an option to search for multiple occupations and compare and contrast them. There is also an "interest profiler" that measures 6 type of occupation interests:

Investigative

Artistic

Social

Enterprising

Conventional

Realistic

This "test" is 60 questions and also has a Spanish option. Students can take this one their own.

Summary of How To Use It In Schools: This site can be used to help students that "don't know what they want". They can use this site to find their skills, and interests and also explore occupations they never thought of before. It can be useful for students who want to be more independent because the applications and assessments can be self-administered.

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Description of the Site: My Perfect Resume is a site that helps job and career seekers build a resume for the highest probability of success. Not only do they help with resume building but they also offer interview tips and guidance.

Summary of what I Learned: The site is very easy to use. There is a main page as well as multiple sub pages for resumes template, cover letter templates, and even the ability to chat with the builders. They offer building the resume guided towards the career or job someone is seeking. At the bottom of the page people can see the FAQs and explore different templates of resumes and cover letters.

Summary of how to use this in schools: This site is great for seniors looking into post-secondary careers and employment. When I was first building a resume my dad helped me and I used a template. The students can go to the site and explore multiple templates. I think this would be great to use in schools and classrooms. Students can build their resume and cover letters and share with peers or present it to the class. Because there are multiple templates to choose from everyones resume will likely be different and it could be interesting to see what catches the students eyes.

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Our Vision and Impact for the Future | MyPerfectResume

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MyPerfectResume is the #1 resume builder in the world. Come meet our team of experts who strive day and night to make your job search easier.

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Description of Site: The Administration for Community Living is a site directly directed towards opportunities for independent living for people with disabilities. If a state wants to bring one of these centers to their state they must submit certain information in order to get approved, this can include approval for grants and funding. With the approval of grants and funding, these centers must offer certain classes like, Independent living, peer counseling, advocacy and more.

What I Learned: I learned that there are a lot more resources that offer help to individuals with disabilities wanting to live independently. This site has many resources for individuals looking for information on independent living as well as resources, support for caregivers, and even information for individuals with disabilities that are aging. I was happy to see these resources because I have heard some parents of these individuals mention the quality of life any parent wants for their children and because their children have disabilities they may not get to live a life like their non disabled peers. Resources like this can help people with disabilities and their families find peace of mind.

How to use this in Schools: Websites are always helpful in schools because it is another tool that teaches students to be independent. If they have a question, or need to do some of their own research they can use the Internet. Learning to navigate the internet is a useful tool for students. There is a company for each state and the students and I can go through the process of contacting these companies for more information.

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New SPIL Instrument Approved

April 3, 2020 -- ACL is pleased to announce the Office of Management and Budget (OMB) has approved the New State Plan for Independent Living (SPIL) instrument and instructions. The new SPIL addresses changes to the Rehabilitation Act of 1973 that result from the Workforce Innovation and Opportunity Act of 2014, 29 U.S.C. 32, and increases the instrument's and instructions' clarity, conciseness, and precision. The new SPIL also includes the following:

The core services that WIOA requires;

An explanation and requirement for the state matching requirement;

Legal basis and certifications, DSE assurances, and SILC assurances;

A chart for the financial plan;

A chart for centers for independent living's service areas and oversight; and

A signatures section.

States should start using the new SPIL instrument to complete the FY 2021 - FY 2023 SPIL. The SPIL must be submitted to ACL for review and approval by 11:59 PM EST on Tuesday, June 30, 2020.

Please use the link below to open the new SPIL Instrument and Instructions. Contact Regina Blye, ILS Program Officer (PO) by email at Regina.Blye@acl.hhs.gov if you need additional guidance.
State Plan for Independent Living (SPIL) Instrument and Instructions - Template
2019 Annual Report

On Monday, November 30, 2020, Commissioner of the Administration on Disabilities Julie Hocker submitted the 2019 annual report for the independent living programs, in accordance with Title VII, Chapter I, Part C in the Rehabilitation Act as amended. This report reflects the more than 200,000 individuals who in PY2019 benefited from community-based services to live independently in communities across our nation.

About the Independent Living Programs

ACL's independent living programs work to support community living and independence for people with disabilities across the nation based on the belief that all people can live with dignity, make their own choices, and participate fully in society. These programs provide tools, resources, and supports for integrating people with disabilities fully into their communities to promote equal opportunities, self-determination, and respect.

See the Independent Living Services webpage for more information.

Download a new graphic about how Centers for Independent Living make community living possible.
Find the State Plan for Independent Living (SPILs) and Centers for Independent Living (CILs) for all U.S. states and territories.
What is Independent Living?

Independent living can be considered a movement, a philosophy, or specific programs. In the context of ACL, independent living programs are supported through funding authorized by the Rehabilitation Act of 1973, as amended (The Act). Title VII, chapter 1 of the Act states the current purpose of the program is to "promote a philosophy of independent living including a philosophy of consumer control, peer support, self-help, self-determination, equal access, and individual and system advocacy, in order to maximize the leadership, empowerment, independence, and productivity of individuals with disabilities, and the integration and full inclusion of individuals with disabilities into the mainstream of American society."

Key provisions of the Act include responsibilities of the Designated State Entity (DSE), provisions for the Statewide Independent Living Councils (SILCs), requirements for the State Plan for Independent Living (SPIL), and Center for Independent Living standards and assurances. (See below for details on all these areas.)

To receive funding, states must jointly develop and submit a State Plan for Independent Living (SPIL), which is a three-year plan for providing independent living services in the state. The Designated State Entity (DSE) is the agency that, on behalf of the state, receives, accounts for and disburses funds received under Subpart B of the Act. The Statewide Independent Living Council (SILC) is an independent entity responsible to monitor, review, and evaluate the implementation of the SPIL. Centers for Independent Living (CILs) are consumer-controlled, community-based, cross-disability, nonresidential private non-profit agency that is designed and operated within a local community by individuals with disabilities, and provides an array of independent living services.

Workforce Innovation and Opportunity Act

In July 2014, the Workforce Innovation and Opportunity Act (WIOA) was signed into law, transferring the Independent Living programs, the National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR), and the Assistive Technology programs to ACL. WIOA also included statutory changes that affect independent living programs, including the addition of new core services, shifts in the process of developing and adopting state plans and changes in the functions of the SILC.

ACL developed a final rule to implement the relevant provisions of the Workforce Innovation and Opportunity Act of 2014, and will continue to issue guidance as needed. See this page for more information on WIOA and related guidance.

Office of Independent Living Programs Contact List

Independent Living Services (ILS) Programs

The Independent Living Services (ILS) program provides financial assistance, through formula grants, to states and territories for providing, expanding, and improving the provision of independent living services. To be eligible to receive financial assistance, states must:

(1) develop, submit and receive approval on a State Plan for Independent Living (SPIL), and
(2) establish and maintain a Statewide Independent Living Council (SILC).

The SILC and the Centers for Independent Living (CILs) within the state develop a State Plan for Independent Living (SPIL), a document required by law that indicates how the state IL Network is going to execute and improve independent living services over the next three years.

Funds are also made available for the provisions of training and technical assistance to SILCs.

The ILS program funding provides resources to the state to support the work of the SILC and the Designated State Entity (DSE), the state entity responsible to receive, account for, and disburse the ILS funds. The remainder of funds may be used for the following activities as reflected in an approved SPIL:

1. Providing independent living (IL) services to individuals with significant disabilities, particularly those in unserved areas of the state;

2. Demonstrating ways to expand and improve IL services;

3. Supporting the operation of CILs;

4. Increasing the capacity of public or nonprofit organizations and other entities to develop comprehensive approaches or systems for providing IL services;

5. Conducting studies and analyses, developing model policies and procedures, and presenting information, approaches, strategies, findings, conclusions, and recommendations to federal, state, and local policymakers;

6. Training individuals with disabilities and individuals providing services to individuals with disabilities and other persons regarding the IL philosophy; and

7. Providing outreach to populations that are unserved or underserved by programs under this title, including minority groups and urban and rural populations.

The Independent Living Formula Grant Program is authorized Under Title VII, Chapter I, Part B of the Rehabilitation Act, as Amended by the Workforce Innovation and Opportunity Act (WIOA) of 2014.

Centers for Independent Living (CIL) Programs

The Centers for Independent Living (CILs) Program provides 354 discretionary grants to CILs, which are consumer-controlled, community-based, cross-disability, nonresidential, private nonprofit agencies that provide IL services. At a minimum, centers funded by the program are required to provide the following IL core services:
- Information and referral;
- IL skills training;
- Peer counseling;
- Individual and systems advocacy; and
- Services that facilitate transition from nursing homes and other institutions to the community, provide assistance to those at risk of entering institutions, and facilitate transition of youth to postsecondary life.
Centers also may provide, among other services: psychological counseling, assistance in securing housing or shelter, personal assistance services, transportation referral and assistance, physical therapy, mobility training, rehabilitation technology, recreation, and other services necessary to improve the ability of individuals with significant disabilities to function independently in the family or community and/or to continue in employment.

To continue receiving CIL program funding, eligible centers must demonstrate minimum compliance with the following standards:

- Promotion of the IL philosophy;
- Provision of IL services on a cross-disability basis;
- Support for the development and achievement of IL goals chosen by the consumer;
- Efforts to increase the availability of quality community options for IL;
- Provision of IL core services and, as appropriate, a combination of any other IL service;
- Building community capacity to meet the needs of individuals with significant disabilities; and
-Resource development activities to secure other funding sources.

A population-based formula determines the total funding available for discretionary grants to centers in each state. Subject to the availability of appropriations, ACL is required to provide continuation funding to existing centers at the same level of funding they received the prior fiscal year and to provide them with a cost-of-living increase. Funding for new centers in a state is awarded on a competitive basis, based on the state's State Plan for Independent Living and the availability of sufficient additional funds within the state.

The Independent Living Discretionary Grant Program is authorized Under Title VII, Chapter I, Subchapter C of the Rehabilitation Act, as Amended by the workforce innovation and opportunity act (WIOA) of 2014.

Resources and Useful Links: ILRU website

CARES Act Annual Program Report

OILP Quarterly Connection

The Office of Independent Living Programs (OILP) is hosting quarterly calls with the network.

Tentative Schedule for Calls (coming soon)

April 3, 2020:

Compliance and Outcome Monitoring Protocol (COMP)

The Office of Independent Living Programs (OILP) uses a three-tier system to evaluate and monitor Center for Independent Living (CIL) grantees. Tier one includes a grantee dashboard completed over the course of the fiscal year. Tier two reviews focus on specific program(s) or fiscal issues. Tier three are comprehensive program and fiscal reviews. The Compliance and Outcome Monitoring Protocol (COMP) provides transparency and consistency in the oversight of CIL grantees, helps identify training, and technical assistance needs across the network.

The purpose of the COMP is to improve program performance. The OILP relies on the COMP to provide consistent federal oversight of CIL grantees. Grantees may use the COMP to understand program and fiscal requirements and to conduct self-evaluations. Non-federal reviewers will use the COMP as a resource to ensure consistency during onsite reviews.
Learn more and view COMP documents.

Compliance Reviews

FY2021 - TBD FY2020 FY2019
ACL conducted pilot desktop reviews. Pilot reports were not made public.

Statewide Independent Living Councils (SILCs)

Each state and U.S. territory is required to maintain a statewide independent living council (SILC). The Council and the Centers for Independent Living (CILs) within the state develop a State Plan for Independent Living (SPIL). The SPIL is a document required by law that indicates how the IL Network is going to improve independent living services for individuals with disabilities over the next three years. It identifies the needs and priorities of consumers, providers, and other stakeholders and sets forth goals and objectives to respond to them.

Having a strong network for independent living in a state or territory is crucial. Collaborating on the SPIL development can help create a cohesive and unified vision among all stakeholders who have an interest in issues that impact citizens with disabilities.

Funding Tables

See funding tables for federal grant funds, provided to each state, under Rehabilitation Act of 1973, As Amended by the Workforce Innovation and Opportunity Act (WIOA).

CIL, SILC, and DSE Guidance

FY 2017-2019 State Plan for Independent Living (SPIL): October 2018

Dear Colleagues,

ACL/ILA is in the process of revising the State Plan for Independent Living (SPIL) instrument and instructions. The ILA has engaged in extensive activities during the SPIL revision process that included engagement at SILC Congress and an external ILRU led workgroup comprised of SILC, CIL, NCIL, APRIL, DSE, ILRU, and ILA staff.

Sec. 704(a) of The Rehabilitation Act, as amended requires the review and revision of the SPIL, not less than once every three years, to ensure the existence of appropriate planning, financial support and coordination, and other assistance to appropriately address, on a statewide and comprehensive basis, needs in the state for-

(A) the provision of independent living services in the state;

(B) the development and support of a statewide network of centers for independent living; and

(C) working relationships and collaboration between-

(i) centers for independent living; and

(ii)(I) entities carrying out programs that provide independent living services, including those serving older individuals;

(II) other community-based organizations that provide or coordinate the provision of housing, transportation, employment, information and referral assistance, services, and supports for individuals with significant disabilities; and

(III) entities carrying out other programs providing services for individuals with disabilities.

Because the new SPIL instrument will not be implemented prior to the expiration of the current SPILs, ILA is providing state networks guidance on the process to draft and submit for approval an FY2020 SPIL. State networks will have the option to make either (a) substantial and material changes or (b) technical amendments to the FY2017-FY2019 SPIL in order to develop an FY2020 SPIL.

These options are explained in the guidance Updates and Options for the FY2020 SPIL.

ILA is also please to provide a snapshot of SILC resource plan funding as reported to ILA by state networks for Year One ONLY of the FY2017-FY2019 SPIL. This chart is provided so that state networks can use one another as a resource to determine funding options to support SILC resource plans. Please note that SILCs have the opportunity to receive up to 30% of funds paid to the State for Subchapter B activities and Designated State Entities (DSEs) may receive up to 5%. Amounts in excess of these allowances must be reviewed and approved by the ILA project officer reviewing the SPIL.

ILA recommends that if there are specific questions about a SILC's resource plan amount or source of funding, contact that state's SILC for further discussion.

Thank you for your leadership in independent living and your prompt attention to this matter.

Bob Williams
Acting Commissioner, Administration on Disabilities
Director, Independent Living Administration

SILC Resource Plan: August 13, 2018

For a State to be eligible to receive financial assistance authorized by the Rehabilitation Act, as amended, Title VII, Chapter I, the State must establish and maintain a Statewide Independent Living Council (SILC). The State Plan for Independent Living (SPIL) provides for establishment of the SILC and a plan for funding the administrative costs of the SILC, referred to as the SILC resource plan. The SILC functions include monitoring, reviewing, and evaluating the implementation of the SPIL. It is critical that SILC autonomy over the SILC resource plan is recognized by the State as necessary to carry out the functions and authorities of the SILC.

ACL recognizes it may be helpful for SILCs, designated state entities (DSE), and other stakeholders to have a common understanding of the SILC resource plan and required SILC autonomy related to the resource plan. The following FAQ is intended to assist in developing a common understanding of the SILC resource plan and SILC autonomy. Download the FAQ on SILC Resource Plans.

Guidance on Changing CIL Executive Director: July 2, 2018

The Independent Living Administration (ILA) is pleased to provide guidance on the steps a CIL should follow when there is a change, or anticipated change of Executive Director. It is critical to the business activities of both the grantee and ACL that information about the Executive Director/Authorized Organizational Representative is always current and accurate. It is, therefore, important for grantees to have a clear understanding of the requirements associated with changes to the ED/AOR position. The attached FAQ and helpful checklist is provided to assist CILs and Boards in managing changes to ED/AORs.

- FAQ on CIL Executive Director Changes
- CIL Executive Director Changes Grantee Checklist (Updated May 2019)

Please feel free to reach out to your project officer if you have any follow up questions.

Dear Colleague Letter: October 27, 2017

I hope that all of you have enjoyed a relaxing and rejuvenating summer. As we look forward to the coming year, I want to update you on the priorities which I shared with many of you this July at the NCIL conference as well as urge your input on several matters.

On September 11th, ACL's new Administrator Lance Robertson and several of us on his team met with NCIL leadership to discuss his vision for the agency and key steps we will take to improve the stewardship and effectiveness of the IL programs. These include the following:
Subchapter C Funding Distribution:
In response to ongoing questions and concerns regarding how funding to the CILs is determined and how the funding formula is applied, we are developing a Subchapter C Funding Distribution FAQ to explain the process that ACL follows. We also will host a teleconference on the topic on October 19, 2017 at 1 pm EDT to explain the process as well as provide an opportunity for Q&A and offer feedback to ACL on how we can make the distribution process as easy to understand, fair and transparent as possible. The FAQ will be available prior to the teleconference. Please save the date and time. Further details on how to participate in the call will follow.
On Site Monitoring: I announced this summer, we will resume monitoring efforts late this fall. We have reviewed and are considering making changes to our monitoring protocol and our processes for assuring compliance. To get your feedback on what we are considering, we will be seeking a few CILs to volunteer to have us do on-site visits for the first few we conduct. Volunteering for an onsite review will provide an opportunity for a CIL to be reviewed according to the protocol and if necessary, receive extensive technical assistance in areas of non-compliance prior to a final report being issued. During this period, we will put the protocol through its paces, elicit your input, and make needed tweaks along the way. We will make as many visits moving forward as is reasonable and necessary. I am confident doing these visits, coupled with conducting comprehensive desk reviews and providing targeted technical assistance to CILs, will enhance our stewardship and the quality and value added that the entire network brings to the table. If your CIL, or two or more CILs, in a state would like to volunteer for an on-site visit, please contact your Project Officer by October 15.Indicators of SILC Minimum Compliance:
We are issuing today the attached Statewide Independent Living Council (SILC) indicators of minimum compliance required by WIOA and assurances applicable to both the SILCs and the Designated State Entities (DSEs). ILA will be consulting with the network to develop a plan on setting effective dates for both the indicators and assurances. Please take the opportunity to review and familiarize yourselves with their contents. The document is the product of extensive discussions and hard work by many in the IL Network, ILRU and my staff. We thank you for your joint efforts.

Indicators of CIL Minimum Compliance:

Many have inquired about our intent to issue similar indicators for CILs. Our position is that indicators of minimum compliance for Centers already exist in law and regulations. In the coming months, however, we will seek your input on the value of developing more succinct indicators and measurable outcomes for Centers and Statewide IL Networks. We will develop the questions on this and disseminate them to the network for your responses and suggestions shortly.
Program Performance Report:
As you know, ILA has published and received extensive comments on proposed changes to the Section 704 reporting requirements that Centers must meet annually. Or, what we now refer to as the CIL Program Performance Report (CIL PPR). We recently published a 30-day notice in the Federal Register indicating that we will continue to use the current instrument for the next year. This will allow us time to gather and incorporate additional ideas and recommendations on how we can best develop and use the CIL PPR to track and accurately capture the real life impacts and results that individual Centers and the network as a whole produce at the local, state, and national levels.

Beginning in late October, we will create a working group similar to the one we are using to help revise the State Plans for Independent Living (SPIL). We will provide information on how you can participate or otherwise have input into this discussion in the coming weeks. While the approach to revising the CIL PPR will be participatory, ACL proposes to use a process that it has successfully used for several previous redesigns. This process will be adapted as needed based on feedback from the working group and the network, but it generally involves:

Close review of previous materials to prevent duplicative efforts;

Developing a logic model for the Federal CIL program that shows the program resources/inputs, the broad categories of activities that are permissible under the grant program, possible output measures to show the level of each activity, and grantee results/outcomes for communities, populations /individuals as appropriate;

Based on the outputs and outcomes developed through the logic model process, discussing definitions and measures;

Selecting a few measures that best highlight the value of ACL's independent living program and are practical for grantees to collect and report; and

Creating a draft form that contains qualitative and quantitative measures, and statutory monitoring requirements.

More immediately, we are also on track to resume the regular timelines that PPR data is due in ACL Reporting (ACLR). CIL PPR and/or Independent Living Services (ILS) PPR data must be submitted in ACLR no later than 11:59PM December 31, 2017. Before the end of September, you will receive guidance to assist you in entering CIL PPR and/or ILS PPR data into ACL Reporting.
Highlighting and Building on Results:
One of the things that I hear most often when I speak to the board members, executive directors and staff of CILs and SILCs is your strong desire and recommendation that ACL do all we can to analyze and share the information and data we collect on the results the network helps bring about and ways we can improve on what we do. I want to thank you for expressing these sentiments because they speak volumes about the commitment you bring to your work, and I also want to update you on several steps we are taking on this front.

Your Project Officer (PO) is able to assist with specific program data queries. ACL-MIS holds network PPR data submitted through the FY15 project period. ACL-MIS also holds the 2017-2019 SPILs. ACLR holds network PPR data submitted beginning the project period ending FY16. Because multiple systems currently hold network data, a query request may require manual data retrieval. We thank you in advance for your patience while POs respond to data queries. In the next 6-9 months, those data can be made available on ACL's interim data presentation site www.AGID.ACL.Gov. We anticipate that the data could be available in early calendar year 2018.
First Annual Report on Centers for Independent Living:
As required by Title VII we will develop and issue the first annual report to the ACL Administrator regarding "the extent to which centers for independent living receiving funds under Subchapter C have complied with the standards and assurances set forth in section 725." As provided for in Section 710(d) of the Act, the report "may identify individual (CILs) ... and shall include ... the results of onsite compliance reviews, identifying individual centers for independent living and other recipients of assistance under Subchapter C." We will issue the first of these reports this coming June. In the meantime, we will consult with the network and others on how we can best develop and disseminate the report each year in order to highlight the real life results Centers and the network as a whole achieve.
Emergency Preparedness and Management:
I know that all of us are concerned by the devastation that the recent hurricanes have brought and could still bring to States and Territories in their path. My staff and I are in regular touch with the Centers, SILCs and DSEs in the areas damaged by the storms. We will be working closely with them and the entire network in the coming weeks and months ahead to provide whatever guidance and assistance we can to enhance the flexibility and capacity of CILs and SILCs to engage in emergency preparedness, response, recovery mitigation efforts.

As you know in July this year we disseminated FAQs on the role of the IL network in all stages of emergency preparedness. We will be adding to these on an ongoing basis. If you have questions or points you believe should be answered or clarified on this topic, please let your Project Officer know so that we can consider how best to address it. I also encourage CILs and SILCs to jointly consider how these FAQs might be used to prepare for and respond to an emergency in your state and please consult with your Project Officer if you have questions or need assistance on this as well.

Thank you for your leadership and commitment to advancing the aims of independent living.

Bob Williams

Deputy Commissioner, Administration on Disabilities

Director, Independent Living Administration

Administration for Community Living

U.S. Department of Health and Human Services

FY 2017-2019 State Plan for Independent Living (SPIL):

State Plans for Independent Living (SPILs) show how federal, state, and other funds will be used to support the state's independent t living programs as well as collaborations with other partners in the state and other ACL grantees to enhance and expand service delivery and options for individuals with disabilities.

State Plans for Independent Living (SPILs) are submitted and can be reviewed in the ACL Management Information System. The SPIL must have been submitted no later than 11:59 PM EST on June 30, 2016. Instructions for completing the SPIL are found directly in the SPIL instrument.

The Workforce Innovation and Opportunity Act of 2014 (WIOA) amended the Rehabilitation Act and resulted in changes to the development of the SPIL. As a result of final IL regulations, amendments to the 2017-2019 SPILs will be necessary in some states. ACL is providing guidance to affected states. If you have questions about the SPIL instrument or submission, please contact the project officer for your state.

SILC-NET has developed several SPIL-related resources in coordination with ACL:

ILA PI-15-01 Selection of the Designated State Entity (DSE)

Issued: June 5, 2015
Revised: October 28, 2015

Legal and Related Authorities: Section 704 of the Rehabilitation Act of 1973, as Amended

Designated State Entity in the Workforce Innovation and Opportunity Act

The Independent Living Administration (ILA) provides the following guidance concerning the Designated State Entity (DSE) based on questions received. As part of the changes to the Rehabilitation Act (Rehab Act or Act) under the Workforce Innovation and Opportunity Act of 2014 (WIOA), the term "designated state entity (DSE)" is the agency that acts on behalf of the State for Title VII Part B programs.

The State Plan for Independent Living (SPIL) must designate the DSE. Under WIOA, the SPIL is jointly developed by the chairperson of the Statewide Independent Living Council, and the directors of the Centers for Independent Living in the state, after receiving public input from individuals with disabilities and other stakeholders throughout the state. The SPIL is signed by the chair of the Statewide Independent Living Council (SILC or Council), acting on behalf of and at the direction of the Council and at least 51 percent of the directors of the centers for independent living in the state. The SPIL is also signed by the director of the DSE. By signing the SPIL, the director of the DSE agrees to execute the responsibilities of the DSE identified in the law. The responsibilities are:

Receive, account for, and disburse funds received by the state based on the SPIL;

Provide administrative support services for a program under part B, and a program under Subchapter C in a case in which the program is administered by the state under section 723;

Keep such records and afford such access to such records as the Administrator (of ACL) finds to be necessary with respect to the programs;

Submit such additional information or provide such assurances as the Administrator may require with respect to the programs; and

Retain not more than 5% of the funds received by the State for any fiscal year under Part B for the performance of the services outlined in paragraphs (1) through (4). See Section 704 (c) of the Rehabilitation Act, as amended, 29 U.S.C. 796c(c).

In order to have an approvable SPIL under the law, all three parties must sign.

All states currently have an approved SPIL that remains effective through fiscal year 2016. The SPIL continues to govern the provision of Independent Living Services in the state. Each state is expected to continue its support, including specified obligations, for an approved SPIL. A SPIL amendment is required when there are significant, material, and/or substantive changes to the information in the SPIL. A change in the entity designated to fill the role of the DSE requires a SPIL amendment, as ACL stated in previous Q&As (DOCX).

Under the current law, nothing prohibits the current DSU from being designated to serve as the new DSE. States that are contemplating a change in their DSE must ensure that the new DSE is capable and willing to carry out the legal and fiscal responsibilities of the DSE.

State Plan Amendment Process

A change in the DSE can only be effectuated when it is designated in the SPIL. As noted, a change of the DSE is a substantial and material change that requires an amendment of the SPIL.

Amendments to the SPIL must be submitted by the State to ACL. "To be eligible to receive financial assistance under this part, a State shall submit to the administrator, and obtain approval of, a State plan ...." Section 704(a)(1) of the Rehabilitation Act, as amended, 29 U.S.C. 796c(a)(1). Required steps include:

SILCs must hold public hearings to solicit input from individuals with disabilities and other stakeholders in the state.

Amendments must be signed by three parties: the chair of the SILC, acting on behalf of and at the direction of the SILC; and not less than 51 percent of the directors of the Centers in the state. The SPIL is also signed by director of the DSE to affirm their agreement to fulfill all the DSE responsibilities set forth in the law.

Before amending the SPIL, states should send a SPIL amendment request by email to their assigned IL Specialist. The SPIL amendment request should include, at a minimum:

The section(s) of the SPIL that the state proposes to amend, including both the existing approved language and the proposed amendment(s),

Anticipated timelines for each step, including public hearings and final submission,

Whether there will be a change in how funding is made available to the SILC resource plan, SILC placement, and staffing,

A statement regarding whether the changes fundamentally impact how the state intends to operate its IL programs,

A citation to or copy of any applicable state law or Executive Order that forms the basis for the proposed SPIL amendment, and

A statement confirming that the SILC chair, at least 51 percent of the Center directors in the state and the DSE director will sign the amendment.

All requests and attachments for the SPIL amendment process should be submitted in accessible PDF formats or as Word documents.

ILA encourages states to submit proposed SPIL amendment language for review before seeking stakeholder input through public hearings. Once all appropriate steps have been completed, including the public hearing for a SPIL amendment and the signatures of the appropriate parties, states should contact their assigned IL Specialist for instructions on final processes.

Frequently Asked Questions About Designated State Entities (DSEs)

1. What is the effective Date of the ACL Guidance issued on June 5, 2015?
A: The ACL guidance was effective the date it was issued. ILA PI-15-01 Selection of the DSE was effective June 5th, 2015.

2. What is the IL Network?
A: For the purpose of ACL and its guidance, the Independent Living Network or "IL Network" in each state includes: SILC, Part B and Subchapter C CILs, and the DSE. In some States, there may be more than one DSE, if there is a separate agency for the blind.

3. ACL encouraged SILCs to involve the DSE in the SPIL process. What does that mean?
A: The guidance encourages communication between the parties who are developing the SPIL and the DSE. The chairperson of the Statewide Independent Living Council (SILC) and directors of Centers for Independent Living (CILs) jointly develop the SPIL, consistent with the Rehabilitation Act of 1973, as amended by the Workforce Innovation and Opportunity Act (WIOA), collaborating with IL consumers and the public. While the law removes the requirement that the DSE participate in the development of the SPIL, the DSE is one of the parties required to sign the SPIL. To put it another way, the DSE must sign in order to meet the requirements for an approvable plan. The DSE will continue to be responsible for administering Part B funds that they receive and disburse based on the SPIL, as required by law. Therefore, given the DSE's role in signing the SPIL, and carrying out its statutory responsibilities, the SILC should involve the DSE to promote the effective and efficient administration of the IL program.

4. Did WIOA change the duties of the DSE?
A: Yes, the DSE no longer has a responsibility to develop the SPIL. Though WIOA eliminates the director of the DSE from the SPIL development process, the DSE continues to be the agency that acts as the grantee on behalf of the State for Title VII Part B Independent Living Services programs authorized under Section 713 of the Act and the Subchapter C programs administered by the State under Section 723 of the Act. The general responsibilities of the DSE as required in the statute include:

Receive, account for, and disburse funds received by the State based on the SPIL;

Provide administrative support services;

Keep such records and afford such access to such records as ACL finds to be necessary with respect to the programs;

Submit additional information or provide assurances as ACL may require with respect to the programs; and

Retain not more than 5% of the Part B funds received by the State for any fiscal year, as required to perform the responsibilities above.

The DSE must also sign the SPIL.

5. Who selects the DSE?
A: The DSE is a governmental State entity that carries out the functions described in Q & A number 4 on behalf of the state. If the DSE does not carry out those functions, the state is legally responsible. Therefore, the state decides which governmental entity will serve as the DSE. To the extent that the SILC and CILs may engage in the DSE selection process under state and federal law, they may provide input to the state concerning the DSE. Such input may include a reminder to the State that the selection of a new DSE is a significant change to the SPIL. If the change in the DSE occurs during an active approved SPIL cycle, the SPIL amendment process must be followed to change the DSE. If the change coincides with the regular SPIL development cycle, the SPIL development process must be followed, and the SPIL must identify the new DSE. Both the SPIL amendment process and the SPIL development process require public hearings conducted by the SILC. The new DSE must be included in an approvable SPIL that is submitted in a timely manner in order for the State to receive funding.

6. Who should I contact regarding ideas for our IL Network in my State?
A: First, collaborate with the SILC members and Center directors. If you have further questions, including tips on collaborating with fellow ACL community partners and other stakeholders in your State, please contact your ILA point of contact for your State available on the ILRU website.

ACL Suggested Best Practices

ACL encourages the following best practices:

Because the director of the DSE must sign the SPIL to affirm agreement to execute the DSE's statutory responsibilities, ACL encourages SILCs and CILs to involve the DSE in the SPIL development process.

Section 704(i) of the Rehabilitation Act requires the SPIL to "set forth the steps that will be taken to maximize the cooperation, coordination, and working relationships among the ..." SILC, the CILs, the DSE, and other state agencies that address the needs of specific disability populations. ACL encourages incorporation of involvement of the DSE into the plan.

ACL encourages States* to involve the current and prospective DSE, Statewide Independent Living Councils and Centers for Independent Living in discussions around the designation of a State entity to receive and administer State Independent Living Services funds.

*"The term 'State' includes, in addition to each of the several States of the United States, the District of Columbia, the Commonwealth of Puerto Rico, the United States Virgin Islands, Guam, American Samoa, and the Commonwealth of the Northern Mariana Islands." -Section 7(34) of the Rehabilitation Act, 29 U.S.C. 705.

SILC Indicators of Minimum Compliance and DSE Assurances

The Workforce Innovation and Opportunity Act (WIOA) of 2014 requires ACL to develop and publish indicators of minimum compliancefor Statewide Independent Living Councils (SILCs).

ILA issued the Statewide Independent Living Council (SILC) indicators and Designated state Entity (DSE) Assurances required by WIOA and assurances applicable to both the SILCs and the Designated State Entities (DSEs) on September 27, 2017. ILA will be consulting with the network to develop a plan on setting effective dates for both the indicators and assurances. Please take the opportunity to review and familiarize yourselves with their contents. The document is the product of extensive discussions and hard work by many in the IL Network, ILRU and my staff. We thank you for your joint efforts.

FAQ: Conflicts of Interest

FAQ: Conflicts of Interest
As part of the Administration for Community Living's (ACL) ongoing responsibility to ensure the proper stewardship of federal funds, the above frequently asked questions (FAQs) are intended to help grantees identify and avoid actual or perceived personal conflicts of interest. Per HHS Grant Policy, ACL grantees have an obligation to avoid actual or perceived personal conflicts of interest, including nepotism.

This guidance is intended to help ACL grantees understand when conflicts of interest may be a compliance risk. This FAQ is not a comprehensive guide to every circumstance that could be a violation of a grantee's obligation to avoid personal conflicts of interest. ACL grantees are responsible for understanding the full scope of their legal responsibilities as federal grantees and are strongly encouraged to reach out to ACL program officers with any questions related to conflicts of interest. For the purposes of these FAQs, a "grantee" includes employees acting on behalf of the grantee, and not in their individual capacity.
For purposes of this FAQ, a "Conflict of Interest" is a significant financial interest that could compromise or bias professional judgement and objectivity related to the management of federal financial assistance. A financial interest in this context means potential for gaining, losing, increasing or decreasing a salary, indebtedness, job offer, or other thing of monetary value.

FAQ: Allowable Advocacy Activities for Federal Grantees

FAQ: Allowable Advocacy Activities for Federal Grantees
The 1973 Rehabilitation Act as Amended ("the Rehab Act as Amended"), requires Centers of Independent Living (CILs) to perform Core Services, including systems advocacy (29 U.S.C §§ 705(17)(D) & 796f-4(b)(5); defined at 45 C.F.R § 1329.4). ACL and ILA have received several requests for guidance describing allowable advocacy activities to help ensure that CILs and other ACL grantees can best serve their target populations and meet their grant obligations without violating federal law.

Federal laws and regulations prohibit federal grantees, which includes recipients of funding related to the Rehab Act as Amended, from using federal funds to lobby government officials (18 U.S.C. § 1913; 31 U.S.C. § 1352; 2 C.F.R § 200.450).

We have provided the FAQs to help clarify how these laws function for ACL grantees. This guidance is intended to help ACL grantees better understand their rights and obligations. It is not a comprehensive guide to every circumstance that could be a violation of the regulations cited above. ACL grantees are responsible for understanding the full scope of their legal responsibilities as federal grantees, and are strongly encouraged to reach out to ACL program officers with any questions about the appropriate use of federal funds.

For the purposes of these FAQs, a "grantee" includes employees; board members; and council members acting on behalf of the grantee, and not in their individual capacity. Grantees should note that they may not act in their individual capacity while they are also operating in an official capacity. (For example, a grantee could not attend a meeting in an official capacity and avoid anti-lobbying regulations by claiming to speak briefly "in their individual capacity" or "in their personal opinion.")

FAQ on Independent Living Subchapter C Funding Distribution

Disaster Services Policy

Centers for Independent Living (CILs) and Statewide Independent Living Councils (SILCs) are increasingly playing a pivotal role in addressing the often daunting challenges individuals with disabilities and their families face during and following a disaster or other emergency. ACL recognizes the enormous importance of CILs providing inclusive emergency preparedness and disaster response services to the lives, health and independence of individuals with disabilities and their families. Plus, individuals with disabilities and their families need actions and planning before disasters. The Policy/Procedure is provided as guidance to assist in emergency preparedness and disaster response efforts. Download the Disaster Services Policy.

FAQ on Independent Living Services for Children and Youth with Disabilities

Dear Colleagues,

ACL is pleased to announce the release of Frequently Asked Questions on Independent Living Services for Children and Youth with Disabilities (Youth Services FAQ), which was developed in response to questions from grantees about the provisions for transitions of youth included in the Workforce Innovation and Opportunity Act of 2014 (WIOA).

WIOA added new "core services" to the missions of centers for independent living that include the transition of youth and young adults with disabilities to postsecondary life once they are no longer receiving a secondary education. WIOA defines youth with a disability to mean "an individual with a disability who is not younger than 14 years of age; and is not older than 24 years of age." ACL adopted this definition in the final IL regulation.

The Youth Services FAQ is intended to help explain this new core service and provide clarification to grantees about reporting of services provided to youth, which may differ depending on their eligibility for the new services or for other independent living services. We hope it will help centers for independent living design and provide these new core services. If you have specific questions regarding the implementation or reporting of youth services please contact the ILA project officer for your state.

Thank you,

Bob Williams

Director, Independent Living Administration

View this letter in PDF format.

Annual Reports

2019 Annual Report

On Monday, November 30, 2020, Commissioner of the Administration on Disabilities Julie Hocker submitted the 2019 annual report for the independent living programs, in accordance with Title VII, Chapter I, Part C in the Rehabilitation Act as amended. This report reflects the more than 200,000 individuals who in PY2019 benefited from community-based services to live independently in communities across our nation.

2018 Annual Report

On Monday, March 30, Commissioner of the Administration on Disabilities Julie Hocker submitted the 2018 annual report for the independent living programs, in accordance with Title VII, Chapter I, Part C in the Rehabilitation Act as amended.

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April 3, 2020 -- ACL is pleased to announce the Office of Management and Budget (OMB) has approved the New State Plan for Independent Living (SPIL) instrument and instructions. The new SPIL addresses changes to the Rehabilitation Act of 1973 that result from the Workforce Innovation and Opportunity Act of 2014, 29 U.S.C.

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PACER Center: Champions for Children with Disabilities

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PACER Center: Champions for Children with Disabilities

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Description of the site: PACER Center is a site students can use to learn more about independent living and what that looks like for each individual. PACER attempts to enhance the quality of live for children and families living with disabilities. They offer support, resources, assistance, workshops, and materials for families.

What I Learned: PACER provides assistance for all involved in the community with those who have disabilities. "Through more than 30 projects, PACER provides individual assistance, workshops, publications, and other resources to help families make decisions about education and other services for their child or young adult with disabilities.". They also offer information for parents that may need extra assistance when it comes to resources, policies, and rights for their children.

How to use this site in Schools: This site has a lot of great information for transition students. One thing I loved from this site is the information on independent living. There are videos about making appointments, meals and much more. I think showing students who want to live independently would be a great help for them when they get to that point.

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Independent Living - Transition to Life After High School - PACER Center

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Wherever and however you picture yourself living someday, you can learn more about independent living skills in the video collections.

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Description of the Site: Transition Coalition is a site that helps teachers, families and educators who help students and children with disabilities. They offer training modules for those who want to learn the best practices and newest research.

What I learned: I learned that this site, Transition Coalition, is in collaboration with the site listed below. They have worked together to share modules and information regarding transition.

How to use this in Schools: Teachers and educators should know about the newest most effective strategies in order to better help their students. If we continue our own education we can share it with families to support our students.

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Transition Coalition Front Page | Transition Coalition

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TC module study guides Use these guides as a group or individually to reinforce the concepts in our learning modules. Get more from your module! So, you're a new Transition Coordinator...Don't...

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National Technical Assistance Center on Transition: The Collaborative (NTACT:C)

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National Technical Assistance Center on Transition: The Collaborative (NTACT:C)

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Description of the Site: National Technical Assistance Center on Transition: The Collaborative (NTACT:C) is a site that offers help for teachers regarding transition for their students. The company is co-funded by the U.S. Department of Education’s Office of Special Education Programs (OSEP) and the Rehabilitation Services Administration (RSA). The set is mainly to offer support as well as furthering education for teachers in transition.

What I Learned: I learned that this site is dedicated to helping teachers and educators serving them the best support and help getting students closer to graduation, career readiness, and independent living. The site also offers training for teachers.

How to use this in Schools: This site would be helpful for all teachers. Bringing this to the light of schools and school districts would be bqficial for all teachers, not just Special Education teachers. Teachers can attend training and furthering education together for the better of all of their students.