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Lori Turim and Cheri Sylla WI Transition Conference January, 2009

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1 Lori 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 Option Lori Turim and Cheri Sylla WI Transition Conference January, 2009

2 This session will . . . Provide an overview of: discovery
an individualized profile a customized plan student’s portfolio that 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)

3 Integrated 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.

4 This presentation relates to the following State Performance Plan Indicators:
Indicator 1 – Graduation rate Indicator 2 – Drop-out rate Indicator 8 – Parent Involvement Indicator 13 – Transition goals Indicator 14 – Post high school outcomes Lori - This training will address the following State Performance Plan Indicators that school districts must report to DPI every 6 years. Briefly describe each one.

5 Post High School Data (Indicator 14)
46% of young adults report they are enrolled in postsecondary school, 1 year out of high school 83% of young adults report they are employed, 1 year out of high school 28% of young adults report they are living away from parents/family WI Post High Outcomes Survey data, from students who exited in June, 2006 This includes “any” type of formal educ. program after high school, i.e. 2 year college or commun. College 4-year college or univ. Public technical college High school completion degree Vocational school, apprenticeship or short-term training prog. On-the-job training prog. Employment includes part time/full time in: integrated, competitive setting Military Supported emp. setting Sheltered emp. Home

6 Employment Data Approximately 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)

7 Division of Vocational Rehabilitation (DVR)
Statewide Open and active cases in Category 1 = 5,407 Open and active cases in Category 2 = 8,727 Southeastern 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, 2008 Have 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.

8 WI Department of Health Services (DHS)
The following statewide data reflects the number of consumers, ages who are currently receiving long term care services: Disability Area Number of Consumers Percentage of Consumers Developmental Disability 754 35% Physical Disability 82 4% Severe Emotional Disturbance 235 11% All Home & Community Based Waivers 573 27% All Family Care/Managed Care 485 23% Total 1644 100% 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.

9 Day Program Services There 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 inclusion Cost taxpayers a great deal of money! The National average rate for a person in a day program is approximately $12,000 annually Braddock et al., 2004 These 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.

10 Employment Options Competitive –
compete with others to secure employment; employees are paid wages and benefits Customized – 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

11 Employment Options Self–employment/Micro-enterprise
Owning, managing and/or operating own business Adult service providers can help with this option Provides individual with freedom, flexibility and independence based on their needs

12 Employment Options Supported Employment –
work in the community with adult service provider assistance jobs are found based on interests and abilities jobs can be negotiated/customized by adult service provider support through a job coach or co-worker (paid or unpaid) based on individual’s needs employee can move into other positions/tasks within business Employees are normally paid minimum wage or better and may receive benefits

13 Employment Options Community Rehabilitation Programs (previously known as sheltered employment) Work is done in group setting under close supervision Employees sometimes receive wages based on piece work or productivity and may receive benefits May have opportunity to move into community based supported employment, based on progress

14 Customized Employment Five Steps
Individualized exploration using the Discovery Strategy Development of a narrative document such as a profile or discovery portfolio that captures the information of discovery Facilitation of a customized employment planning meeting that develops a blueprint for job developers Development of a representational portfolio that helps assure the attainment of a customized job Strategies for successfully negotiating customized job descriptions with employers Marc Gold & Associates Refer to handout on CE overview Focus of this training Provide a few real-life examples of customized employment…stories from Mike, etc.

15 A Personal Thought for the Day . . .
May add an activity here.

16 Transition 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 Children Customized 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

17 Assessment 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?

18 Meet Andrew in High School
Andy was a typical young person with a disability Marc Gold & Associates©

19 The School’s view of Andy
At eighteen years old, he was still viewed as a young child who was not “ready” to enter into a life as an employed adult Marc Gold & Associates©

20 Testing results… “able to remain focused for approx. 30 minutes”
“he would say ‘too hard’ and cease work’ Reading Comp: 1.6 grade level SRA non-verbal reasoning test: 4th percentile Minn. Clerical test: 1st percentile, timed & un-timed WREST: “very poor range in all areas Productivity rate 6% On work samples: “accuracy improved very slowly with practice and constant one-one supervision” Marc Gold & Associates©

21 The negative impression of testing
“Relative to all work samples administered, it appeared that Mr. Cosel’s performance was best when tasks involved no more than one or two steps.” “Due to Mr. Cosel’s very low level of productivity and his need for constant supervision, traditional employment is not feasible at this time. Training and education which enables him to practice simple manual skills such as packaging and sorting should be explored in the future.” Oftentimes, this is as far as we go with assessment and we only get a negative impression And what can we do with it?? What are we missing and how can we find it? Marc Gold & Associates©

22 Beyond the Presumptions of Evaluation
In order to find an optimistic path towards employment, in light of poor test performance and low expectations, it was necessary to get to know Andy much more deeply than who he seemed to be, by those who knew him professionally. Marc Gold & Associates©

23 positive, forward-looking
Discovery is a great foundation for building positive, forward-looking transition plans around employment. Talk

24 Discovery and Customization
These are compatible concepts that are used sequentially to facilitate employment for students who might otherwise not achieve employment. Discovery provides the foundation information for individuals that is then used to customize a position with an employer. Focus of training Marc Gold & Associates©

25 Discovery - 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

26 Discovery - Defined Discovery 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 & Associates Sample discovery questions handout

27 Discovery What type of info specific to the individual will you review? Interviews of student, family, friends and others who know student Conversations with student, family and close friends Observations of student and participation with student in typical activities of life Focus and emphasis is on –describing & understanding

28 Discovery . . . looks beyond traditional information gathering such as: Transition assessment Situational assessment or targeted evaluations to answer specific questions (functional vocational evaluation) Review of existing records and is a way to identify the unique contributions offered by those who might not compete as well as others (Marc Gold & Associates).

29 Discovery Should be done at least 2 years prior to exiting high school
Focus is on the student Looks beyond the school environment discovery questions handout

30 Discovery Who: Individual Family DVR Neighbors and friends
Teachers and other school staff job coach or job developer DVR medical personnel person in the community who is associated with job-seeker (i.e. store owner, clerk) Who Else?

31 Discovery Where: In a variety of locations because people behave differently in different situations Home Neighborhood Community Local 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

32 ? ? ? Discovery How? Questions to Consider
Discuss Discovery questions handout

33 Individual Profile Capturing learning from discovery
Full and complete picture of who the student is Work and community experiences Can be in record, narrative or photographical format Look at

34 Individual Profile Collecting and Organizing Information
Formal discovery notes Photos Informal descriptive notes Interview responses “Typical person” inventories Examples of individual performance Clippings, trophies, certificates, memorabilia Marc Gold & Associates 4101 Gautier-Vancleave Rd. Ste. 102 Gautier, MS (228)

35 Individual Profile Examples
Andrew – powerpoint slides Joshua – powerpoint handout Eric - handout

36 Putting the Pieces Together
Traditional information + Discovery = Individual Profile From the individual profile, we can write: measurable postsecondary goals course of study coordinated set of activities to be included in a student’s IEP.

37 Discovery provided a new picture of Andy
Marc Gold & Associates©

38 New dimensions of his personality, skills and interests
His pastime activities gave us insight into skills that the tests did not identify Marc Gold & Associates©

39 Andy’s hobbies and interests gave perspective to his overall character
From Computers To musical interests… Marc Gold & Associates©

40 Getting personal From bathing… To toileting accommodations
Marc Gold & Associates©

41 Family and friends Marc Gold & Associates©

42 Support from his service dog
Marc Gold & Associates© 42

43 Employment experiences
Delivering cash receipts Assisting warehouse personnel Marc Gold & Associates©

44 Importance of Discovery
Facilitated Discovery provided a clear, alternative picture of Andy. It provided sufficient information and direction to develop a plan for customized job development. Andy started work at a teaching hospital at SUNY Stoney Brook on Long Island after job development by his family. Talk about how important job dev. by family is. Marc Gold & Associates©

45 Andy is responsible for delivery of data processing information to 82 departments within the hospital Marc Gold & Associates©

46 Still working… Andy is still working today, fifteen years later.
Marc Gold & Associates©

47 And still painting… Marc Gold & Associates©

48 What 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!

49 Must there be a measurable postsecondary goal in each area?
YES (2 separate goals) Education/Training 2 or 4 year college or university, technical college, etc. Specific vocational or career field, independent living skills training, vocational training program, apprenticeship, OJT, job corps Employment Paid (integrated: competitive, supported); military Unpaid (volunteer, in a training capacity) OPTIONAL Independent living (Where appropriate) Adult living, daily living, independent living, financial, transportation, etc. Lori As 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 MPSGs This 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.

50 Examples 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.

51 Course 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: Classes Educational and community experiences Working on skills (job/social/communication) for employment and community participation Lori It 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.

52 Transition 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. Lori The 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)

53 Transition Services (Coordinated Set of Activities)
Include but are not limited to: Instruction Related services Community experience Integrated employment including supported employment Development of employment and other post school adult living objectives Functional vocational evaluation Acquisition of daily living skills (if appropriate) Mention that these are on the I-8 page of the IEP in paragraph form.

54 10 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 businesses People with disabilities need structure People with disabilities need constant supervision People with disabilities need to do repetitive tasks

55 10 Myths to Shatter about people with severe disabilities and employment
People with disabilities cannot learn to perform complex tasks People with disabilities should be paid according to their productivity People with disabilities don’t understand the value of money Supported employment takes away choice Vocational evaluations can predict success on the job

56 Person-Centered Customized Employment Planning
Overarching Goal: Paid job that reflects the information we develop in the plan Conditions Interests Contributions Review Sadie’s plan PPT. Talk about how “strengths, preferences and interests” change to “conditions, interests and contributions”.

57 Introducing Sadie Sadie is a 21 year old 2007 graduate of Natchez High School. She is looking forward to going to work. Marc Gold & Associates

58 Sadie has a full life in the Natchez Community
Her home Sadie’s Dad Marc Gold & Associates

59 A people person . . . Sadie is confident and comfortable in public places. She enjoys meeting and talking to people. Marc Gold & Associates

60 Sadie has skills related to office work
Marc Gold & Associates

61 Characteristics 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

62 Sadie’s Conditions for Employment:
Morning hours No later than 4:00 PM 4 – 5 hours per day 3 days/week during school 5 days/week after school Mon. – Fri. /1 Sat. and Sun. per month 15 mile radius from home Inside, air conditioned Job has routines Natural supports available Sitting for most of work Organized workplace that uses lists for duties Marc Gold & Associates

63 Characteristics 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

64 Sadie’s Interest Areas:
Office Work Food Services Retail Services ______________________ This area will typically be the smallest in terms of number of characteristics listed. Marc Gold & Associates

65 Characteristics of an Ideal Job
Contributions refer to the individual’s characteristics that will be offered to employers. These might include: Personality characteristics Skills Credentials Experiences Recommendations Marc Gold & Associates

66 Personality Characteristics
Sadie’s Contributions: Personality Characteristics Very 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 humor Fun loving person Marc Gold & Associates

67 Sadie’s Contributions: Skills
Follows written schedule Follows multi-step directions Stays on task Contributions: Experiences Worked on Senior yearbook staff, NHS Volunteered at church child care center Sorts mail for all teachers at NHS Contributions: Recommendations Mr. Gibson, school principal Marc Gold & Associates 67

68 Student’s Portfolio Customized visual presentation on behalf of the person as either the job developer or they speak with employers Introduces both the general idea of people with significant disabilities making contributions to employers Personalized, visual resume that represents the best of the applicant with a disability Marc Gold & Associates

69 Eric Discovery Process
Measurable postsecondary goals, course of study and coordinated set of activities (transition plan in his IEP) Person Centered Customized Employment Planning Handout; Gail and Cheri will discuss how this was developed and is revised and updated each year.

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