Presentation on theme: "Lori Turim and Cheri Sylla WI Transition Conference January, 2009"— Presentation transcript:
1Lori Turim and Cheri Sylla WI Transition Conference January, 2009 Effective Transition Planning for Students with Moderate to Severe Disabilities Focusing on the Integrated and Customized Employment OptionLori Turim and Cheri SyllaWI Transition ConferenceJanuary, 2009
2This session will . . . Provide an overview of: discovery an individualized profilea customized planstudent’s portfoliothat will assist IEP/school teams understand how effective practices can be used to develop a transition plan that includes integrated, customized employment.Lori –Give a brief history of how this prof. development came to be, include Cheri’s attendance at the “Integrated Employment Training Series” supported through the Medicaid Infrastructure Grant (MIG).Cheri will share how she put what she learned into practice regarding her son, Eric.Tell participants about the summits that they will be invited to participated in because this is not a one-shot deal! 2 summits (1 north and 1 south) will take place in Spring, 2010 (March/April)
3Integrated Employment “Most integrated setting” is now defined as:“… a setting that enables an individual to interact with persons without developmental disabilities to the fullest extent possible.” (§46.279(1)(bm) Wisconsin Statutes; emphasis added.)According to three separate, reliable sources in 2005, only 15% of adults with developmental disabilities were working in integrated community settings in Wisconsin. (Braddock, 2005; ICI, 2004; Wisconsin DHFS, 2005)Lori - Legal def.
4This presentation relates to the following State Performance Plan Indicators: Indicator 1 – Graduation rateIndicator 2 – Drop-out rateIndicator 8 – Parent InvolvementIndicator 13 – Transition goalsIndicator 14 – Post high school outcomesLori - This training will address the following State Performance Plan Indicators that school districts must report to DPI every 6 years.Briefly describe each one.
5Post High School Data (Indicator 14) 46% of young adults report they are enrolled in postsecondary school, 1 year out of high school83% of young adults report they are employed, 1 year out of high school28% of young adults report they are living away from parents/familyWI Post High Outcomes Survey data,from students who exited in June, 2006This includes “any” type of formal educ. program after high school, i.e.2 year college or commun. College4-year college or univ.Public technical collegeHigh school completion degreeVocational school, apprenticeship or short-term training prog.On-the-job training prog.Employment includes part time/full time in:integrated, competitive settingMilitarySupported emp. settingSheltered emp.Home
6Employment DataApproximately 74% of adults with developmental disabilities remain unemployed, served largely in sheltered work or non-work- related day programs.(Metzel et al., 2007)The unemployment rate for individuals with psychiatric disabilities is worse and estimated at close to 85%, even though these individuals list being employed as their greatest need and desire.(Becker and Drake, 2003; Bond et al., 2001)For 1st bullet this is as of 2007, across the country.In 1998 federal Medicaid funding for Supported Emp. Was $35,000. by comparison, $514,000 was allocated for segregated day program services. From , funding for community based supp. emp. grew to $108,000, whereas funding for the day programs was reduced to $488,000. Still for every $1.00 spent on SE, $4.00 are allocated for day programming (Community Based Medicaid Waiver)
7Division of Vocational Rehabilitation (DVR) StatewideOpen and active cases in Category 1 = 5,407Open and active cases in Category 2 = 8,727Southeastern WI (Milwaukee, Racine, Kenosha, Walworth, Waukesha, Ozaukee and Washington counties)Category 1 = 1,760 (32.6% of the state)Category 2 = 3,836 (44% of the state)Data obtained October, 2008Have DVR rep explain this slide – what each category is, limitations, OOS, etc.Provide handout on OOS at all trainings.Open case – IPE and DVR co. is working with person.
8WI Department of Health Services (DHS) The following statewide data reflects the number of consumers, ages who are currently receiving long term care services:Disability AreaNumber of ConsumersPercentage of ConsumersDevelopmental Disability75435%Physical Disability824%Severe Emotional Disturbance23511%All Home & Community Based Waivers57327%All Family Care/Managed Care48523%Total1644100%formerly Dept. of Health and Family Services (DHFS)Have DHS rep/ADRC reps explain**the percentages have been rounded to the nearest whole number.Survey the audience: How many of you who are working with or are the parent of a youth with significant disabilities have applied through your county services? Is your county aware that this youth will need future assistance? Introduce the ADRC person and allow time for questions and encourage people to connect during lunch/break.
9Day Program ServicesThere are over 5,000 day programs, segregated transportation systems and associated services in the U.S.Have not provided gainful employment, or adequate training for employment or social inclusionCost taxpayers a great deal of money!The National average rate for a person in a day program is approximately $12,000 annuallyBraddock et al., 2004These programs are supported by DHS.Knowing what we know from the previous info/slides, this next video clip really sets the stage for this what we’re here to talk about today.
10Employment Options Competitive – compete with others to secure employment;employees are paid wages and benefitsCustomized – Individualizing the employment relationship between employees and employers in ways that meet the needs of both. It is based on an individualized determination of the strengths, needs, and interests of the person with a disability, and is also designed to meet the specific needs of the employer. (Federal Register, June 26, 2002, Vol. 67. No. 123 pp )Customized emp. is the focus of this session – talk about/advertise regional trainings
11Employment Options Self–employment/Micro-enterprise Owning, managing and/or operating own businessAdult service providers can help with this optionProvides individual with freedom, flexibility and independence based on their needs
12Employment Options Supported Employment – work in the community with adult service provider assistancejobs are found based on interests and abilitiesjobs can be negotiated/customized by adult service providersupport through a job coach or co-worker (paid or unpaid) based on individual’s needsemployee can move into other positions/tasks within businessEmployees are normally paid minimum wage or better and may receive benefits
13Employment OptionsCommunity Rehabilitation Programs (previously known as sheltered employment)Work is done in group setting under close supervisionEmployees sometimes receive wages based on piece work or productivity and may receive benefitsMay have opportunity to move into community based supported employment, based on progress
14Customized Employment Five Steps Individualized exploration using the Discovery StrategyDevelopment of a narrative document such as a profile or discovery portfolio that captures the information of discoveryFacilitation of a customized employment planning meeting that develops a blueprint for job developersDevelopment of a representational portfolio that helps assure the attainment of a customized jobStrategies for successfully negotiating customized job descriptions with employersMarc Gold & AssociatesRefer to handout on CE overviewFocus of this trainingProvide a few real-life examples of customized employment…stories from Mike, etc.
15A Personal Thought for the Day . . . May add an activity here.
16Transition Assessment Transition Assessment is an ongoing process of collecting data on the individual’s needs, preferences and interests, as they relate to the demands of current and future working, educational, living, and personal and social environments.The Division on Career Development and Transition (DCDT) of the Council for Exceptional ChildrenCustomized focuses on conditions, interests and contributions.Talk about the importance of going thru the discovery process Not relying on paper/pencil traditional assessments; they will not tell us much if anything for these students
17Assessment as the Foundation Accurate and up-to-date information gleaned from transition assessment is necessary to create a student-centered special education plan.How helpful are traditional transition assessments for students with significant disabilities?
25Discovery - Defined “Who is this person?” Discovery provides, in a non-traditional, common-sense form, the information needed to determine the strengths, needs, and interests of any person with complex life issues. This is accomplished by simply addressing the question,“Who is this person?”Marc Gold & Associates
26Discovery - DefinedDiscovery seeks to identify already-existing information rather than developing information solely for the purposes of evaluation or diagnosis.Identifying a direction for employment is based on information obtained from the person's entire life and not from an instance of performance.Marc Gold & AssociatesSample discovery questions handout
27DiscoveryWhat type of info specific to the individual will you review?Interviews of student, family, friends and others who know studentConversations with student, family and close friendsObservations of student and participation with student in typical activities of lifeFocus and emphasis is on –describing & understanding
28Discovery . . .looks beyond traditional information gathering such as:Transition assessmentSituational assessment or targeted evaluations to answer specific questions (functional vocational evaluation)Review of existing recordsand is a way to identify the unique contributions offered by those who might not compete as well as others (Marc Gold & Associates).
29Discovery Should be done at least 2 years prior to exiting high school Focus is on the studentLooks beyond the school environmentdiscovery questions handout
30Discovery Who: Individual Family DVR Neighbors and friends Teachers and other school staffjob coach or job developerDVRmedical personnelperson in the community who is associated with job-seeker (i.e. store owner, clerk)Who Else?
31DiscoveryWhere:In a variety of locations because people behave differently in different situationsHomeNeighborhoodCommunityLocal businesses with whom job-seeker has relationship and contacts (teacher with their community based instruction class)Where else?Bullet 3 – this is something the teacher can do with their students and their families, while out in the community
36Putting the Pieces Together Traditional information + Discovery= Individual ProfileFrom the individual profile, we can write:measurable postsecondary goalscourse of studycoordinated set of activitiesto be included in a student’s IEP.
48What are Measurable Postsecondary Goals and Who Needs Them? A statement based on age appropriate transition assessment that articulates what the student would like to achieve after high school taking into account the student’s strengths, preferences and interests.Any student who will turn 14 during the timeframe of their IEP, or younger, if determined appropriate by the IEP team as required under IDEA 2004.Lori*Explain that the intent of writing a measurable postsecondary goal is to help the student articulate his/her dreams and vision; it will not be used by the state to measure the extent to which a school or teacher has been successful.Handouts: Handouts: “Who Am I”? to report their likes, dislikes, goals, so they can participate more effectively.*Also discuss that the student’s vision (thus his/her measurable postsecondary goal) may change several times and that is OK!is a website where students can take a free career survey.Measurable Postsecondary goals are to be written into the IEP for every student age 14 or older. These goals may change from year to year depending upon what the student sees himself or herself doing after high school.Stress that the federal law states, transition begins at 16. We in WI are fortunate that our lawmakers changed it to age 14!
49Must there be a measurable postsecondary goal in each area? YES (2 separate goals)Education/Training2 or 4 year college or university, technical college, etc.Specific vocational or career field, independent living skills training, vocational training program, apprenticeship, OJT, job corpsEmploymentPaid (integrated: competitive, supported); militaryUnpaid (volunteer, in a training capacity)OPTIONALIndependent living (Where appropriate)Adult living, daily living, independent living, financial, transportation, etc.LoriAs mentioned previously, there must be MPSGs in education/training and employment. Independent living is optional, however what young adult do you know that does not need guidance in this area? Recommend that all students have a MPSG in Independent Living as well.Handouts: Understanding MPSGsThis slide explains/defines what each area means.Show where these are written on the WI DPI form I-8 handout (will also be on overhead)(Can use an overhead projector or computer to show forms at the same time).***Note to Presenter:When presenting in a school district, contact director or designee to obtain a copy of district IEP forms.
50Examples of Measurable Postsecondary Goals After high school, Andy will get on the job training in a delivery position.After high school, Andy will work part time as a delivery person.After high school, Andy will live in an apartment with support and with his service dog.
51Course of Study Classes Educational and community experiences Plan, Develop and Write a long range educational plan (beginning at age 14 in WI, or sooner if appropriate) that includes:ClassesEducational and community experiencesWorking on skills (job/social/communication) for employment and community participationLoriIt is important for parents and students to understand how choosing classes relates to their post-school outcomes or what the student wants to do when they finish high school. The earlier students and families begin talking about and planning for post-school goals, increases the chance of keeping students meaningful engaged in school.According to O’Leary, “schools and families need to provide students, early and throughout their school career, with programs and experiences that allow multiple opportunities to try-out careers and life experiences based on their expressed interests. Through well-designed experiential community exploration and work-based or school-to-career activities many youth with disabilities will discover for themselves what is, and is not, realistic.”When students go out for community experiences it is important to document what the student liked/disliked or learned to reference for future planning.Cheri (Gail)Students need job experience and community participation in order to see how academic studies relate to possible future careers.The vision for the type of job a student is interested in, should be included in the Present Level of Academic Achievement and Functional Performance, so that the team can help the student connect their choices of academic classes they take with the way they prepare for employment.A statement of the student’s current performance relating to transition services should give the IEP participants an idea of what kind of goals to write.This might include current information on jobs, job training, recreation and leisure, community participation, post secondary training and learning opportunities, and independent living skills available to experience in the area.
52Transition Services (Coordinated Set of Activities) There are transition services in the IEP that focus on improving the academic and functional achievement of the student to facilitate their movement from school to post school.LoriThe transition plan must be thought about and developed as a multi year plan. We have to get into the mindset of thinking past 1 year when writing IEPs for students that are transition age.The coordinated set of activities are specific “strategies” that the student works on while they are still in high school and that will help them to reach their postsecondary goals.*It is also important to help students think realistically about their plans and goals by asking questions to determine what the real reason is for what they are choosing as their dream or vision for their future. (adapted from Ed O’Leary)
53Transition Services (Coordinated Set of Activities) Include but are not limited to:InstructionRelated servicesCommunity experienceIntegrated employment including supported employmentDevelopment of employment and other post school adult living objectivesFunctional vocational evaluationAcquisition of daily living skills (if appropriate)Mention that these are on the I-8 page of the IEP in paragraph form.
5410 Myths to Shatter about people with severe disabilities and employment People with disabilities need to be with “their own kind”People with disabilities pose a greater liability risk to businessesPeople with disabilities need structurePeople with disabilities need constant supervisionPeople with disabilities need to do repetitive tasks
5510 Myths to Shatter about people with severe disabilities and employment People with disabilities cannot learn to perform complex tasksPeople with disabilities should be paid according to their productivityPeople with disabilities don’t understand the value of moneySupported employment takes away choiceVocational evaluations can predict success on the job
56Person-Centered Customized Employment Planning Overarching Goal: Paid job that reflects the information we develop in the planConditionsInterestsContributionsReview Sadie’s plan PPT.Talk about how “strengths, preferences and interests” change to “conditions, interests and contributions”.
57Introducing SadieSadie is a 21 year old 2007 graduate of Natchez High School.She is looking forward to going to work.Marc Gold & Associates
58Sadie has a full life in the Natchez Community Her homeSadie’s DadMarc Gold & Associates
59A people person . . .Sadie is confident and comfortable in public places.She enjoys meeting and talking to people.Marc Gold & Associates
60Sadie has skills related to office work Marc Gold & Associates
61Characteristics of an Ideal Job Conditions are characteristics of any job developed for the individual. Conditions refer to issues such as days of work, pay, benefits, location of the job, inside/outside work, time of day, hours per week, etc. While it is possible to have too many conditions, these are extremely important considerations in customizing a job. Target go/no go conditions for priority consideration.Marc Gold & Associates
62Sadie’s Conditions for Employment: Morning hoursNo later than 4:00 PM4 – 5 hours per day3 days/week during school5 days/week after schoolMon. – Fri. /1 Sat. and Sun. per month15 mile radius from homeInside, air conditionedJob has routinesNatural supports availableSitting for most of workOrganized workplace that uses lists for dutiesMarc Gold & Associates
63Characteristics of an Ideal Job Interests are characteristics of an ideal job that gives direction toward a certain area of work interest. These should be stated in the broadest possible manner, allowable by the applicant. Interests might include: working around boats, office work or working in a retail setting. Do not confuse work preferences with preferentially-stated conditions. Avoid using job titles.Marc Gold & Associates
64Sadie’s Interest Areas: Office WorkFood ServicesRetail Services______________________This area will typically be the smallest in terms of number of characteristics listed.Marc Gold & Associates
65Characteristics of an Ideal Job Contributions refer to the individual’s characteristics that will be offered to employers. These might include:Personality characteristicsSkillsCredentialsExperiencesRecommendationsMarc Gold & Associates
66Personality Characteristics Sadie’s Contributions:Personality CharacteristicsVery organized (Sadie takes care of all her clothes, ironing and laundry)Great memory (Sadie remembers the birthdays, meeting times and license plate renewal for all family members)Dry, sharp sense of humorFun loving personMarc Gold & Associates
67Sadie’s Contributions: Skills Follows written scheduleFollows multi-step directionsStays on taskContributions: ExperiencesWorked on Senior yearbook staff, NHSVolunteered at church child care centerSorts mail for all teachers at NHSContributions: RecommendationsMr. Gibson, school principalMarc Gold & Associates 67
68Student’s PortfolioCustomized visual presentation on behalf of the person as either the job developer or they speak with employersIntroduces both the general idea of people with significant disabilities making contributions to employersPersonalized, visual resume that represents the best of the applicant with a disabilityMarc Gold & Associates
69Eric Discovery Process Measurable postsecondary goals, course of study and coordinated set of activities (transition plan in his IEP)Person Centered Customized Employment PlanningHandout; Gail and Cheri will discuss how this was developed and is revised and updated each year.