Key Success Factors Belief in each persons ability to work. Confidence in our capacity to find each persons path to work. Relentless & disciplined pursuit of new skills, strategies, partnerships, & opportunities to achieve full employment.

Key Allies Schools Families DDD/VR Counties Providers

Hold the expectation of work & community contribution for all working age people. Encourage & advocate for work. Relentless & disciplined pursuit of new skills, strategies, partnerships, & opportunities to achieve full employment.

Initial Strategies Develop State/OSPI and county/school district agreements that make the most of all state and local resources. Promote use of post school employment data on transition outcomes from Center for Change in Transition Services to improve performance on IDEA/WASL requirements. Market employment for everyone. Build provider capacity. Clarify priority and track progress.

Clark County Schools Project- Building To the Future The Vision- Building a network of services to insure that all students with developmental disabilities have access to employment, appropriate formal and informal job supports, or additional educational opportunities as well as other needed community supports or linkages. ESD 112, Vancouver, La Center, Camas Schools, WISE, Clark County Developmental Disabilities

How did it Start Linda Rolfe-DDD, spoke to local special education directors & provided some initial TA funding ESD #112 & Clark County jointly sponsored a letter to invite participation goal-to improve transition planning & post school outcomes Interested districts applied & self selected projects structure & outcomes Everyone Provided Something

Our Responsibilities and Why Collaboration Became So Important Long History of Relationships between Clark County, ESD#112 and Local School Districts Everyone Dissatisfied with Current Transition Planning and Post School Expectations Working Together Would Help Everyone

Transition Project Outcomes Produced Educational DVD available to all – also web presence - Shows stages of the educational pathway and linkages to the community system Used by teachers and families for transition at all ages-outcome always looking to employment Gives strategies for each age as well and clear Working Age Adult Policy information Training Teachers – Train the trainer model with long term mentoring on how to use Person Centered Planning to develop legally defensible, useful IEP goals Intensive Year of Training for the trainer group-system navigation, benefits, employment, recreation, residential, housing, etc... Institutionalizing positive, results oriented process Family Training Series – All individuals ages and families invited Monthly from January - June topics include employment, residential, adult system, benefits, recreation, and housing

Transition Project Outcomes Build-able Portfolio/Packet Will assist families and individuals with disabilities to gain the most out of their educational experience Follows the student each year Will assist the student with obtaining paid community employment Potential Alternative to the WAS, reducing time and frustration of teachers Developed a Transition Cadre for ESD 112 Modeled after Successful Autism Cadre Seeks to influence changes in transition beginning with birth to 3 services Developed to promote & Sustain Best Practices in Transition

Clark County Contact Information Mary Strehlow, Manager Clark County Developmental Disabilities Program Voice, extension – Dennis Mathews, Asst Superintendent ESD 112 Voice, extension 240 – Jan Cline, Special Education Director Camas School District Voice, Cesilee Coulson, Executive Director WISE Voice, Daniel Bettis, Special Education Director Vancouver School District Voice, extension –

King County Developmental Disabilities Division School-to-Work Project Ray Jensen, Division Director Kelley Faulkner, Project Manager

Goal Improve employment outcomes Eliminate gap in services Work with schools as first person resource to get information to students/families sooner Offer technical assistance (TA) and training to school staff to help them prepare students for real, community based employment

King County Responsibilities Orientation and enrollment of students and families Trainings to students, families, educators Working Age Adult Policy Funding for employment supports Social Security Work Incentives Other requests as needed Contract with: School Districts (15 districts as of date) Employment Agencies (16) (assessment, job development, training) Work Training Program- case management/ summer program Coordinate with funding agencies DVR – braided funding (two models tried) DDD – coordinate/prioritize transition proviso funding slots planning

School District/ESD Responsibilities Commit existing school resources to help students find jobs before leaving school (or pay if Bridge.) Partner with supported employment agencies and sharing resources to find and support students in jobs while they are in school. Provide contact person and for trainings /referrals/ promotion/distribution of project-related events/information, etc. Receive training on the value of employment and best practices in supported employment (clock-hours provided.)

Results Outcomes students working or receiving supported employment services on a pathway to individual employment outcomes: 78 receiving day program services 51 people working $531 per month average wage DOB Range: 9/1/84 – 8/31/85

School District/ESD contact who could answer questions Richard Haines Lake Washington School District Diana Gay Issaquah School District Kelley Faulkner King County School-to-Work Project Manager

Inspiration & Goal – Thurston\Mason County Inspiration Young adults with developmental disabilities werent leaving school and going to work like their peers. Goal Collaborate and combine resources so young adults with developmental disabilities graduate with good jobs.

Shared Responsibilities Thurston County DD Leadership Contract Oversight School Districts Program Sponsorship Teacher Support Student Referrals & Family Liaison Division of Vocational Rehabilitation Assessment and Planning Morningside Direct Employment Support Services

Shared Funding Historically, since 1992, the annual cost of the program has been between $250,000 and $275,000 per year. Financial participation has been shared: Morningside - 10% Thurston County – 20% School Districts – 30 % Vocational Rehabilitation – 25% Grants and Donations – 15%

What does it buy? Employment agency Provides 4.5 FTEs in 7 school districts School district funds teacher & site costs Access to employment support Job try-outs, job development, and on-the job training and support. Working knowledge of community resources like the bus system Segue to long-term employment support (post high school)

Outcomes Expectations: Young adults with developmental disabilities can enter the work-world upon graduation graduating class, 60% working 2006 graduating class, 65% working 2005 graduating class, 75% working Mason County began a High School Transition program during the school year with 100% of the students working at the end of the school year. For more information contact: Jane Boone, Thurston–Mason County Coordinator Voice, extension ,

Why did Bridging the Gap conversations begin in Pierce County? Many students in Pierce County were exiting high school without a job or an understanding of the adult service system. Students were falling through the gaps and difficult to locate or move into services quickly post graduation; There were numerous myths about going to work and what it meant to earn money. Implementation of the Working Age Adults Policy and the Counties strong value that everyone has something to contribute. The mutual goal is a partnership that will focus The mutual goal is a partnership that will focus on providing training and supported employment on providing training and supported employment services to students age eighteen to twenty one services to students age eighteen to twenty one so that they will be employed at the time of so that they will be employed at the time of graduation. graduation.

What are the County Responsibilities? Social Security Benefit Analysis and Planning Social Security Benefit Analysis and Planning 1. Providing education about Social Security benefits 2. Gathering information 3. Reviewing an individuals benefit profile 4. Illustrating potential options (i.e. Work Incentive Programs) 5. Identifying/assisting with problem situations (i.e. overpayments) Pierce County Transition Coordinator 1. Information on the Working Age Adult Policy for staff and students 2. Be a resource and help navigate adult services 3. Explore Employment Services 4. Identify Possible Funding options 5. Attend IEP 6. Assure qualified employment providers are available to work with students

What are the School District responsibilities? Overall coordination of the IEP and Transition Services; Assure staff receive training on available adult services in Pierce County Assure notification of the initial IEP goes to the students chose vocational provider Pay for planning and/or employment services as part of a funding partnership.

What have we accomplished? 1.Outreach: Meeting with each District and families in the evenings (10 since 1/07) Social Security Benefits Outreach to school districts and families ( 4 events reaching 86 individuals since 1/07) 2.Contracts and Services: Through a partnership with two School Districts, White River and Franklin Pierce, the Districts have entered into contracts with Pierce County Developmental Disabilities. Working with 6 students, 3 in White River and 3 in Franklin Pierce. White River School District has 2 completed plans, and 1 is in process. 1 student was employed, but it fell through. DVR is involved with all 3 students. WR has more students who will be their focus for next year as well. Franklin Pierces has 1 student in process with a plan. DVR is involved with 2 of their students

Contact Information for Pierce County Hugh E. Flint Director of Student Support Services White River School District 240 North A Street P.O. Box 2050 Buckley, WA Voice: (360) Fax: (360) , Susy Stremel Adult Services Program Specialist Pierce County Developmental Disabilities 3580 Pacific Ave Tacoma, WA Voice: Fax: ,

Contact Information Linda Rolfe, Director Division of Developmental Disabilities Voice, , Jane Boone, Manager Thurston-Mason DD Program Voice, ext , Richard Haines Lake Washington School District Voice, , Diana Gay Issaquah School District Voice, , Kelley Faulkner, Project/Program Manager II School-to-Work Pilot Project Voice, , Susy Stremel Pierce County DD Voice, , Hugh E. Flint White River School District Voice, , Daniel Bettis, Special Education Director Vancouver School District Voice, extension – Jan Cline, Special Education Dir Camas School District Voice, Dennis Mathews, Asst Superintendent ESD 112 Voice, ext 240 – Cesilee Coulson, Executive Dir WISE Voice, Mary Strehlow, Manager Clark County DD Program Voice, ext –