A proposal in the state House of Representatives would require every school district in the commonwealth to hire a school-to-employment transition coordinator.

Rep. Joe Webster, D-Collegeville, recently introduced House Bill 1587 in the house, where it was referred to the Education Committee.

“Students with disabilities face many challenges. Worrying about finding a good job once they graduate should not be one of them,” Webster wrote in his co-sponsorship memorandum. “These students need specialized support and guidance while preparing to enter the workforce, which is why the role of school-to-employment transition coordinators in secondary schools is so important. These individuals prepare, teach and find job placement and transportation for students with disabilities, and can also make them aware of opportunities for municipal and state employment for which they may be qualified.”

Similar legislation was introduced in the New York state Legislature in 2021-22 and again earlier this year this year sponsored by Democrat John Mannion. That bill has not moved out of the the New York Senate Disabilities Committee. While it would not require a school-to-work transition coordinator, the New York program proposed would amend New York’s education law to add to a school district’s duties authority to allow vocational rehabilitation contractors to provide and be paid for transition services that include vocational training, integrated employment and supportive employment during school hours during the last three years of a student with disabilities’ high school education.

Federal law requires that transition planning for students with disabilities starts by age 16, though some states start earlier. New Jersey, for example, starts working with students around age 13 or 14.

In Pennsylvania, transition planning begins no later than age 14 as students and schools take part in a six-step process that culminates in a Summary of Academic Achievement and Functional Performance as students with disabilities graduate from high school. The summary includes a student’s academic and functional performance and recommendations to help the student meet post-school goals.

The state has a system in place, but Webster believes it can function better if each district has at least one transition coordinator rather than sharing coordinators among school districts.

“My legislation would require all school districts in Pennsylvania to hire at least one such coordinator for each high school in the commonwealth,” Webster wrote. “These qualified professionals will educate and evaluate students with disabilities and act as a liaison between the student and outside entities in securing them a full-time job, helping them on the road to independence. Districts may also direct these coordinators to provide support to their guidance staff for non-disabled students, as their time allows. Supporting young people with practical job preparedness not only boosts their confidence, but increases the quality of Pennsylvania’s workforce and strengthens our economy. With the help of professional transition coordinators, we ensure these students are ready and able to take on a new career. These supports are common for students who plan to attend college after graduation, and students who choose a different path deserve the same consideration.”