TRANSITION… IT’S ALL OUR JOBS! Deborah Switalski Parent Liaison Julia Anderson Transition Coordinator

Welcome  Introductions  YTP Staff  Why we are here  QR Code  Handouts

Outcomes  The Importance of Transition  Outside Agencies  Self-Advocacy/Self-Determination  Your Role  Resources

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.

So What Now….  Discuss the most important skill/lesson you learned in your K-12 experience that you needed to be successful in your post-secondary life.  Where was this taught and by whom? 4 minutes End

Outside State Agency  We have 3 State Agencies that provide support  Division of Developmental Disability  Vocational Rehabilitation  Mercy Maricopa

Services are not an Either/Or YTP ALTCS DDD Mercy Maricopa VR

Mercy Maricopa  Mercy Maricopa has been the state-contracted Regional Behavioral Health Authority (RBHA)  Mercy Maricopa manages a publicly-funded behavioral health care delivery system for Medicaid, non-Medicaid and Title XXI (KidsCare)-eligible residents in central Arizona.  Mercy Maricopa serves over 80,000 recipients and their family members through a wide range of services from crisis assistance to housing programs to children's services and substance abuse treatment.

Eligibility of Services  AHCCCS (Arizona Healthcare Cost Containment System) Eligible or Private Insurance  Call  Will be referred to network provider and services will be determined at that point.

Division of Development Disability (DDD)  DDD is a state agency that provides support and services for eligible people who have autism, cerebral palsy, epilepsy, or a cognitive disability, or children under the age of six that are at risk of having a developmental disability  DDD provides supports and services to nearly 30,000 people with developmental disabilities and their families throughout Arizona.  Services are provided throughout the lifespan of an eligible consumer.

Possible Supports and Services DDD may include:  Attendant Care  Day Treatment and Training  Employment Support Services  Habilitation  Home Health Aide  Home Nursing  Respiratory Therapy  Respite  Therapies: Occupational, Physical and Speech  Transportation (Non-Emergency)

Eligibility of DDD Services  A person must have a documented developmental disability  The disability manifested prior to age of 18 and will likely continue indefinitely  A person must have substantial functional limitations on 3 of 7 life domains  A person must agree to cooperate with Arizona Long Term Care System (ALTCS)

Life Domains (3 of 7)  Self-care  Receptive and/or expressive language  Learning  Mobility  Self-direction  Capacity for independent living  Economic self-sufficiency

Vocational Rehabilitation (VR)  VR state agency that provides short term employment services to people with documented disabilities.  VR provides services to 15,000 annually  VR services are provided based on funds available and applicants can be placed on Order of Selection until funds are available.  Currently Priority Status 2 and 3 are on a waitlist

Possible Supports and Services VR may include:  Assessment to determine eligibility and VR needs  Vocational guidance and counseling  Training  Work site evaluations/Work site Modifications  Job development  Job placement services  Rehabilitation technology services and devices  Tuition payments and other training related costs

Eligibility VR  Having a disability which presents a barrier to employment  Having the potential and desire to work  Needing services in order to work

So Now What….  Discuss one person that you will share the information about an outside agency with and how they use the information. 4 minutes End

Status of Arizona Employment  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

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  Transition from School to Work (TSW or YTP)  WIOA  Disability Benefits 101 (DB101)  Employment First  Untapped Arizona  APSPIRE  Project SEARCH

Aha Moment  Please share with a “Aha Moment” you had with employment options within Arizona. What surprised you and what did you already know? 4 minutes End

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

YTP  The Youth Transition Program (YTP) is a partnership between DVUSD and VR to provide services to student with disabilities in high school. The YTP team will provide services until the student exits and the student’s VR Counselor will continue until the student is successful in their post-secondary goal.  Services are provided 9 th through last year of high school on all high school campuses.  YTP services up to 60 students per campus for a total of 300 for DVUSD.

Ideal YTP Student  Eligible for VR services  Ability to work unsupervised without long term support  Motivated/Positive Attitude  Need for additional transition skills  Unsure or unrealistic career goal  Age appropriate behaviors

YTP Process  Orientation  DVUSD Release of Records  Referral  Intake Meeting  Eligibility Determination by VR  Letter Notification

YTP Student Benefits  Disability Awareness and Self-Advocacy  Career related instruction  Job coaching/Development  Realistic Post-Secondary Planning  Community outings  Continued VR services after graduation

Redefining Positive  Helping students see their potential with redefining school expectations  Just because it is a negative in school does not mean it is a negative in their potential career  Activity  Skills vs Deficits

Self-Advocacy/Self-Determination  To advocate for their rights and needs.  To be able to explain to others what they need to be successful on the job, in college or training environments, and when living independently.

Entitlement vs. Eligibility Remember…there are NO IEPs after high school  The services and supports your child receives in school will end when he/she leaves high school.  Services and supports in the community require an eligibility determination.

Self-Advocacy  Self-advocacy is the ability to speak up for what you need.  Being a good self-advocate can help your child both academically and socially.  You can help your child develop the skill of self- advocacy at any age, but it’s good to start early.

Promoting Self-Advocacy Skills  Talk with your students about their strengths and weaknesses.  Remind them that asking for help is a good thing.  Praise them for speaking up when they need help.  Encourage your students to use the classroom accommodations they are entitled to.  When a problem arises, give your student a chance to solve it before stepping in.

Self-Determination  Knowing and believing in yourself  Knowing what you want your future to look like and how to plan for that future  Knowing the supports you will need to have control of your life

Promoting Self-Determination Skills  Encourage your students to make choices about everyday activities.  Being willing and able to communicate this information appropriately to the people in their world  Being willing to make their own decisions based on both self-knowledge and knowledge of the world around them  Being willing to take responsibility for those decisions

Self Advocacy for Younger Students  Want to be independent Kids 2+ I Do It!  Want to do it themselves  Want to do what peers are doing  Older-Become discouraged/ frustrated if too hard  We want them to be successful, help them more  Instead we should continue to promote “ I Do It “  Task completion says “ I Can Do It”/Great job skill

Triangles

Tools You Use  Share something you do with a student that promotes self-advocacy.  Discuss a student that you need help to encourage self-advocacy. 4 minutes End

How can you help?  Share the information with Service Coordinators and other supporting staff about Post-Secondary options  Share handouts and resources with staff  Discuss Career goals with students and how they can be working towards them  Can assist with making curriculum relevant  Encourage students to attend IEP meetings and take an active role in their education plan

How can you help?  Assist students with understand their Strengths and Weaknesses  Encourage students to work to their potential  Understand Weaknesses and use accommodations to assist in overcoming those  Encourage students to advocate their needs  Give students options with consequences, good and bad  Understanding the more independent they are now will only result in successful post-secondary goals

Resources  DVUSD Transition Checklist  DVUSD Preparing Your Son or Daughter for Adulthood  DVUSD Parenting Agency Checklist  DDD Navigating the System  RSA VR Transition Brochure  RSA VR Referral Form  Skills vs Deficits  Outside Agency Options  And much more on the website!!!

Questions