TRANSITION… IT’S ALL OUR JOBS! PARENT TRAINING #5 EMPLOYMENT OPTIONS Julia Anderson Transition Coordinator

Outcomes  The Importance of Transition  Employment Options  State Stats  YTP  West-MEC and CTE  Resources  Websites

What is Transition?  IDEA requires Transition services to be started on an IEP by the 16 birthday but discussions should began as early as Preschool.  All schooling is designed to prepare students for their post-secondary goal (Preschool through 12 th grade).  Transition is a team effort including school, families, and community.  If you wait until high school to start Transition then it is too late.

Employment Options  Outside Agency Support  VR  DDD  VR through DDD  Mercy Maricopa

Status of Arizona Employment (2010)  VR had 11,000 Cases  8,062 remained open  1,131 closed with integrated employment  39% cases closes with integrated employment National average is 52%  DDD had 6,654 (18 years and older) seeking employment  82% in facility-based setting (DTA or CBE)  18% integrated setting  3% individual employment

ARIZONA DIVISION OF DEVELOPMENTAL DISABILITIES (DDD) EMPLOYMENT OUTCOMES (As of September 30, 2011)

Transition to Employment with DDD  Begin discussion as early as age 14  Encourage work experiences during school breaks  Collaborate with families/caregivers, students and high school teachers  New transition service are being created for all DDD participants interested in going to work  Programs can be split to encourage work experience

Employment Options with DDD  DDD has a Person-Centered Approach to Employment  Services designed to meet needs of the individual  Based on a vision of the future  Life-long process

Process for VR through DDD  Individual and planning team identify employment as an outcome  years old Employment is the first option  Waiver requires referral to Vocational Rehabilitation (VR)  DDD provides post-placement supports if VR eligible or initiates services if not eligible  Provider identified  Services authorized

Vocational Rehabilitation (VR) Process  VR receives referral from DDD and invites student to an orientation  Determines eligibility for services within 90 days of application  Develops an Individual Plan for Employment (IPE)  assessments, evaluations  job development & placement  job coaching

Center-Based Employment (CBE)  Workshop (once considered Sheltered Workshops)  Total hours assumed at 7 hours per day  The ratio of staff members to consumers assumed at 1:6, Highly Supervised  Typically non-integrated, facility-based  Participants supervised and paid by DDD vendor based on productivity (“piece-rate”)  Paid work and employment skill training

Group Supported Employment (GSE)  Integrated in the community (typically)  Enclave type employment, not individualized  Supervised at all times  Groups no larger than six (6) persons  Commensurate wages paid by DDD vendor, rate based on individual rate of production  Service includes work-related skill teaching, behavior intervention, assistance with job performance and ongoing feedback

Individual Supported Employment (ISE)  Job coaching up to one year (Can be on-going to address needs and concerns)  Total hours assumed at 7.75 hours per day  Real job = Real pay (at least minimum wage)  Job search  Wages paid by the employer  It’s completive employment… a real JOB!!

Employment Support Aide (ESA)  Average productivity at the program assumed at 7.75 hours for CBE and 7.00 for GSE / ISE  Used to support ESA, CBE, GSE, or ISE  Long-term on-the-job supports  Personal care assistance  Behavioral supports  Must have a documented co-occurring behavioral health diagnosis  Support services must have been denied by the relevant Regional Behavioral Health Authority

Employment-Related Transportation  Limited to 2-trips a day-to and from their job site  If all resources have been exhausted, family and friends may be reimbursed  Cannot be authorized if consumer lives in a residential setting

Employment Initiatives in Arizona  State Employment Leadership Network (SELN)  Arizona Community of Practice on Transition (AzCOPT)  Disability Benefits 101 (DB101)  Arizona Employment and Disability Partnership  Employment First  Untapped Arizona  APSPIRE  Project SEARCH

Project SEARCH Program Description  One year (may/may not follow academic year)  12 students with a variety of intellectual and developmental disabilities  Certified teacher and job coaches; continuous feedback  Total workplace immersion  Unpaid internship rotations for career exploration and job skills acquisition  Customized job-search assistance  Goal of competitive employment in the community

Program Description-Eligibility Criteria  18 – 30 years old  Eligible for services  Appropriate hygiene, social, and communication skills  Ability to take direction and change behavior  Access public transportation  Pass drug screen, background check  Desire to work!

Internships  marketable Skills  4 – 5 hours of day, 910 per year  work/social skills  integrated  cascading skills  for the benefit of the student, not the benefit of the host employer

Annual Project SEARCH Schedule AUG JUNE 1 st Internship Graduate & Begin Work at Site or in Community 2 nd Internship3 rd Internship 2 week Orientation Transition Week Begin PS Program Job Search intensifies during 2 nd and 3 rd Internship

Jill: Focus and Partnership

Site Options  Distribution and Logistics  Core-Mark  8313 W Latham St # B, Tolleson, AZ  Hospitality  Renaissance Hotel  9495 W Coyotes Blvd, Glendale, AZ 85305

Next Steps for Project SEARCH  Information Session –February 24 th  Application Submission Due – March 15, 2016  Application Interviews – Week of April 4, 2016  Selection Notification – April 11, 2016  Program Start Date – August 10, 2016

High School Employment Activities  YTP  CTE  West-MEC  IEP Involvement  Goals need to reflect post-secondary goal  Related Services should participate  Student (and Family) should advocate for appropriate activities to prepare for post-secondary goal

Consequences, Good and Bad  Give your student options  Explain the consequence, good and bad  Let them make their decision  Let them live with the consequences

Next Month and Upcoming Events  Self-Advocacy for Students  March 6:30

Websites       ject-search-arizona ject-search-arizona

Questions