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1 Effective Transition Planning for Students with Moderate to Severe Disabilities Focusing on the Integrated and Customized Employment Option Lori Turim.

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Presentation on theme: "1 Effective Transition Planning for Students with Moderate to Severe Disabilities Focusing on the Integrated and Customized Employment Option Lori Turim."— Presentation transcript:

1 1 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 2 This session will... Provide an overview of: – discovery – an individualized profile –a customized plan –students portfolio that will assist IEP/school teams understand how effective practices can be used to develop a transition plan that includes integrated, customized employment.

3 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)

4 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

5 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, 2007-08 from students who exited in June, 2006

6 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)

7 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

8 8 WI Department of Health Services (DHS) The following statewide data reflects the number of consumers, ages 14-22 who are currently receiving long term care services: Disability AreaNumber of Consumers Percentage of Consumers Developmental Disability 75435% Physical Disability824% Severe Emotional Disturbance 23511% All Home & Community Based Waivers 57327% All Family Care/Managed Care 48523% Total1644100%

9 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

10 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 43154 -43149)

11 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 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 individuals needs –employee can move into other positions/tasks within business –Employees are normally paid minimum wage or better and may receive benefits

13 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 14 Customized Employment Five Steps 1.Individualized exploration using the Discovery Strategy 2.Development of a narrative document such as a profile or discovery portfolio that captures the information of discovery 3.Facilitation of a customized employment planning meeting that develops a blueprint for job developers 4.Development of a representational portfolio that helps assure the attainment of a customized job 5.Strategies for successfully negotiating customized job descriptions with employers Marc Gold & Associates

15 15 A Personal Thought for the Day...

16 16 Transition Assessment Transition Assessment is an ongoing process of collecting data on the individuals 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

17 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 18 Marc Gold & Associates© Meet Andrew in High School Andy was a typical young person with a disability

19 19 Marc Gold & Associates© The Schools 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

20 20 Marc Gold & Associates© 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: 4 th percentile Minn. Clerical test: 1 st 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

21 21 Marc Gold & Associates© The negative impression of testing Relative to all work samples administered, it appeared that Mr. Cosels performance was best when tasks involved no more than one or two steps. Due to Mr. Cosels 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.

22 22 Marc Gold & Associates© 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.

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

24 24 Marc Gold & Associates© 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.

25 25 Discovery - Defined 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 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

27 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

28 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 29 Discovery Should be done at least 2 years prior to exiting high school Focus is on the student Looks beyond the school environment

30 30 Discovery Who: Individual Family 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 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?

32 32 Discovery How? -Questions to Consider ? ? ?

33 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

34 34 Marc Gold & Associates 4101 Gautier-Vancleave Rd. Ste. 102 Gautier, MS (228) 497-6999 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

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

36 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 students IEP.

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

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

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

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

41 41 Marc Gold & Associates© Family and friends

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

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

44 44 Marc Gold & Associates© 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.

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

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

47 47 Marc Gold & Associates© And still painting…

48 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 students 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.

49 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.

50 50 Examples of Measurable Postsecondary Goals 1.After high school, Andy will get on the job training in a delivery position. 2.After high school, Andy will work part time as a delivery person. 3.After high school, Andy will live in an apartment with support and with his service dog.

51 51 Course of Study 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

52 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.

53 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)

54 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 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 dont understand the value of money Supported employment takes away choice Vocational evaluations can predict success on the job

56 56 Person-Centered Customized Employment Planning Overarching Goal: Paid job that reflects the information we develop in the plan Conditions Interests Contributions

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

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

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

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

61 61 Marc Gold & Associates 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.

62 62 Marc Gold & Associates Sadies 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

63 63 Marc Gold & Associates 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.

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

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

66 66 Marc Gold & Associates Sadies 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

67 67 Marc Gold & Associates67 Sadies 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

68 68 Students 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 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

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