Download presentation
Presentation is loading. Please wait.
Published byMilo Stanley Modified over 8 years ago
2
TRANSITION… IT’S ALL OUR JOBS! Deborah Switalski Parent Liaison Julia Anderson Transition Coordinator
3
Welcome Introductions YTP Staff Why we are here QR Code Handouts
4
Outcomes The Importance of Transition Outside Agencies Self-Advocacy/Self-Determination Your Role Resources
6
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.
7
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
8
Outside State Agency We have 3 State Agencies that provide support Division of Developmental Disability Vocational Rehabilitation Mercy Maricopa
9
Services are not an Either/Or YTP ALTCS DDD Mercy Maricopa VR
10
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.
11
Eligibility of Services AHCCCS (Arizona Healthcare Cost Containment System) Eligible or Private Insurance Call 1-800-564-5465 Will be referred to network provider and services will be determined at that point.
12
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.
13
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)
14
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)
15
Life Domains (3 of 7) Self-care Receptive and/or expressive language Learning Mobility Self-direction Capacity for independent living Economic self-sufficiency
16
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
17
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
18
Eligibility VR Having a disability which presents a barrier to employment Having the potential and desire to work Needing services in order to work
19
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
21
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
22
ARIZONA DIVISION OF DEVELOPMENTAL DISABILITIES (DDD) EMPLOYMENT OUTCOMES (As of September 30, 2011)
23
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
24
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
25
Process for VR through DDD Individual and planning team identify employment as an outcome 18-24 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
26
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
27
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
28
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!!
29
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
30
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
31
Employment Initiatives in Arizona Transition from School to Work (TSW or YTP) WIOA Disability Benefits 101 (DB101) Employment First Untapped Arizona APSPIRE Project SEARCH
32
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
34
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
35
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.
36
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
37
YTP Process Orientation DVUSD Release of Records Referral Intake Meeting Eligibility Determination by VR Letter Notification
38
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
39
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
40
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.
41
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.
43
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.
44
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.
45
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
46
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
48
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
49
Triangles
54
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
57
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
58
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
60
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!!!
62
Questions
Similar presentations
© 2024 SlidePlayer.com Inc.
All rights reserved.