1. AGENCY CONNECTIONS DEVELOPMENTAL DISABILITIES ADMINISTRATION (DDA) Improving post-school outcomes for students with disabilities in Washington State Center for Change in Transition Services

2. This webinar is closed-captioned. To view the captioning, click on the CC icon just above the video. CLOSED CAPTIONED (CC)

3. CCTS INTRODUCTIONS Cinda Johnson Ed.D., Principal Investigator Sue Ann Bube Ed.D., Director Julia Schechter M.Ed., Doctoral Research Assistant

4. TODAY’S GUEST - Terry Redmon Department of Social and Health Services (DSHS) Employment Partnership Program Manager Developmental Disabilities Administration (DDA) 360-725-3441 redmot@dshs.wa.gov

5. 2015-2016 WEBINARS December 9 th The ARC of Washington State Lean about guardianship, the Arc of Washington Trust Fund, and resources the ARC can provide individuals as they navigate the bridge between high-school and the world of college and career. January 13 th WorkSource Learn about your local WorkSource Centers and their unique concept in the labor market—everything in one place. February 10 th Mental Health Agencies We will discuss the array of services provided by different mental health agencies in the state of Washington and their importance in assisting students with making the leap from high school to postsecondary success. March 9 th Social Security/Medicaid Are you overwhelmed by SSI services? Join us as we learn about Supplemental Security Income (SSI) and Medicaid benefits as well as how and when to apply. April 13 th Working with Providers/Vendors Discover how vendors may assist youth with disabilities in identifying their unique abilities and assisting with mobility, communication, independent living, and employment. May 11 th Customized Employment There is a job for everyone! Join us as we learn about and explore customized or carved employment options available to students with significant disabilities.

6. AGENCY CONNECTIONS LEARN ABOUT: Agency Connections – What does the data tell us? The post-school survey informs policymakers and school districts about the status of students with disabilities one year after high- school. It also reports which adult agencies students contact during the transition process. Transition and DDA DDA supports individuals with developmental and intellectual disabilities to thrive in their home communities and have the typical day-to-day life of their peers. DEVELOPMENTAL DISABILITIES ADMINISTRATION (DDA)

7. AGENCY CONNECTIONS WHAT DOES THE DATA TELL US?

8. POST SCHOOL OUTCOMES WASHINGTON SPECIAL EDUCATION LEAVERS 2012-2013 74% Response Rate

9. AGENCY CONNECTION WHAT DOES THE DATA TELL US? Other Health Impairments Intellectual Disability Multiple Disabilities Autism 4% Contact Rate 32% Contact Rate 42% Contact Rate 18% Contact Rate 54% Engaged 43% Engaged 40% Engaged 41% Engaged

10. TRANSITION AND DDA HELPING STUDENTS ACHIEVE PRODUCTIVE LIVES BEYOND HIGH SCHOOL

11. DEVELOPMENTAL DISABILITIES ADMINISTRATION (DDA)

12. GOAL OF COUNTY EMPLOYMENT To support citizens with developmental and intellectual disabilities to thrive in their home communities and have the typical day-to-day life of their peers. Recommended resource: http://informingfamilies.org/

13. Source Quote and Data Excerpt from – United Cerebral Palsy, Case for Inclusion 2014 report Results 20042012% Change Participants - Number4,778 5,31411% Participants - Percent58%64%10% Average Wages per Person$6,381$7,06511% Cumulative Wages$30.52 mil$37.5 mil23% “In 2011, Washington State tied with Oklahoma for the highest rate of individuals with ID/DD participating in competitive employment (65 percent)—more than three times the national average of just 20 percent.” Washington State Employment First NATIONAL RANKING

14. WORKING AGE ADULTS Policy Establishes employment supports as the primary use of funds for working age adults. DDA Case Resource Managers authorize services to working age adults that support the individual to pursue and maintain integrated, gainful employment. Services for persons age 21 thru 61 that do not emphasize the pursuit or maintenance of employment in integrated settings can be authorized only by exception to policy. 14 Source: DDA Philosophy - Work first for all individuals, regardless of the challenge of their disability. Everyone will be given an opportunity to pursue competitive employment.

15. DEVELOPMENTAL DISABILITY Is a disability attributable to: Intellectual disability Cerebral Palsy Epilepsy Autism Another neurological or other condition similar to intellectual disability And… Originated before the individual turned 18 Continued or can be expected to continue indefinitely Results in substantial limitations to one’s intellectual & adaptive functioning Source: RCW 71A.10.020(5) DDA, 2015 https://www.dshs.wa.gov/node/5756//

16.  Employment service categories “Primary”:  Individual Employment (IE)  Group Supported Employment (GSE)  Prevocational (PVS)  Employment “secondary” or “add-on” service: Individualized Technical Assistance (ITA)  Day service categories “Primary”:  Community Access (CA)  Adult Day Care (ADC)  Child Development Services – Birth to 3 (CDS)  Information /Education, Training, and Special projects  County Planning and administration 16 COUNTY SERVICES (IN ACCORDANCE WITH CHAPTER 71A.14.050 RCW & 388.850.035 WAC SERVICES) Source: Chapter 71A.14.050 RCW & 388.850.035 WAC Services, DDA, 2015

17. S2W PROGRAMS Not all counties offer School-to-Work Programs. The King County School-to-Work Program assists students with developmental disabilities to leave school with a job and experience a seamless transition to adult life and support services. Student works with an employment specialist, school personnel and family to find a good job match before leaving school. School-to- Work offers training, benefits planning, and resource coordination. For students with developmental disabilities turning 21 and in their last year of high school. Source: http://www.kingcounty.gov/healthservices/DDD/services/employment/school-to-work.aspx

18. TRANSITION ROLE OF THE DDA

19. POST HIGH SCHOOL –Graduated from high school and are age 21 or age 20 with a July or August birth date. –Often have a job lined-up when exiting school and are transitioning into adult services/county day programs. –Must be a client of DDA. Source: https://www.dshs.wa.gov/node/5756/

20. DDA STUDENT EMPLOYMENT Transition Fund Year Number who were DDA Eligible Number earned wage by December of Transition Year Number earning at least minimum Wage by December of Transition Year 2010692167135 20116869672 20127059991 2013720131112 2014742138120 Source: DDA

21. Inclusion in General Education Career Awareness Community Experiences Exit Exam Requirements/ High School Diploma Status Interagency Collaboration Occupational Courses Paid Work Experience Parental Involvement Program of Study Self-Advocacy/Self- Determination Self-Care/Independent Living Skills Social Skills Student Support Transition Program Vocational Education Work Study Source: NSTTAC, 2008 PREDICTORS OF POST-SCHOOL SUCCESS

22. Post-school outcomes improve when students with disabilities participate in work based learning experiences (e.g., career awareness, work study, paid employment). RESEARCH SAYS Source: Test, D. W., Mazzotti, V. L., Mustian, A. L., Fowler, C. H., Kortering, L. J., & Kohler, P. H. (2009). Evidence-based secondary transition predictors for improving post-school outcomes for students with disabilities. Career Development for Exceptional Individuals, 32, 160-181

23. Client Family County Schools Employment providers DVR Residential providers DDA (Case Resource Manager) and other field staff Source: DDA PARTNERS IN TRANSITION SERVICES

24. TRANSITION AND THE IEP HOW DOES DDA FIT IN?

25. CCTS FLOW CHART Completed by teacher annually Identified services that will aid the student in becoming career ready Connect student/family with adult agencies annually

26. Beginning when the child turns 16 or younger (& updated annually), the Individualized Education Program (IEP) must include: ① Measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and where appropriate, independent living skills. ② The transition services (including courses of study) needed to assist the child in reaching those goals. THE IEP Source: U.S.C.300.320(b)

27.  Each year of career preparation matters and there are no other entitlement services to replace school opportunities.  DDA employment funding can only be authorized if the young adult is age 21 or older and has exited school.  DVR provides initial services to help a student get a job and stabilize on the job.  Extended services are provided and funded by another individual, program or agency to help a student maintain their employment.  Transition planning including the course of study is extremely important to ensure that the student makes a seamless transition from school to post-school activities Source: DDA AGE MATTERS

28. TIMELINE Age 15-16 Apply for a WA State ID Card Determine graduation date Age 16 or earlier Apply to become a DDA Client-request an intake Begin transition programming –Include Student in Planning –Set Transition Goals –Outline Course of Study Seek varied job/internship experiences Include self-advocacy goals in IEP Source: DDA and Informing Families http://informingfamilies.org/ages/ages-14-21-transition-timeline/ Age 15-16 Skill building 16 or earlier Work exp.internships Age 18 Final Year HS Refer to CCTS Flow Chart

29. TIMELINE Age 18 Apply for social security benefits Final Year of School Request long term supports from DDA Apply for employment service from DVR Source: DDA and Informing Families http://informingfamilies.org/ages/ages-14-21-transition-timeline/ Age 15-16 Skill building 16 or earlier Work exp.internships Age 18 Final Year HS

30. IEP TIPS As part of the IEP student should: –Include employment related goals in IEP –Identify job skills and preferences –Gain work experience before leaving high school –Seek different work related experiences –Learn how to use transportation Source: Informing families http://informingfamilies.org/ages/ages-14-21-employment/ –Learn how to write checks and handle money –Reinforce skill building through chores at home –Attends IEP meetings & participate in goal setting and career planning

31. RESOURCES & CONTACTS

32. RESOURCES Developmental Disabilities Administration (DDA):https://www.dshs.wa.gov/node/5756/https://www.dshs.wa.gov/node/5756/ DDA Resource Links: https://www.dshs.wa.gov/dda/resource-linkshttps://www.dshs.wa.gov/dda/resource-links Arc of Washington: http://www.arcwa.org/http://www.arcwa.org/ Division of Vocational Rehabilitation (DVR): https://www.dshs.wa.gov/ra/division-vocational-rehabilitation https://www.dshs.wa.gov/ra/division-vocational-rehabilitation DO-IT: http://www.washington.edu/doit/http://www.washington.edu/doit/ Informing Families: http://informingfamilies.org/http://informingfamilies.org/ Job Accommodation Network: https://askjan.org/https://askjan.org/ PAVE: http://wapave.org/http://wapave.org/ Social Security: http://ssa.gov/disabilityssi/apply.htmlhttp://ssa.gov/disabilityssi/apply.html Think College: http://www.thinkcollege.net/http://www.thinkcollege.net/

33. TRANSITION RESOURCES DVR School to Work Transition Video: https://www.youtube.com/watch?v=9SepYYePCZE&feature=youtu.be https://www.youtube.com/watch?v=9SepYYePCZE&feature=youtu.be –Spanish version: https://www.youtube.com/watch?v=qmbNvAwcq-s&feature=youtu.behttps://www.youtube.com/watch?v=qmbNvAwcq-s&feature=youtu.be DVR School Transition Brochure & Youth Transition Handbook:https://www.dshs.wa.gov/sites/default/files/SESA/publications/docum ents/22-657.pdfhttps://www.dshs.wa.gov/sites/default/files/SESA/publications/docum ents/22-657.pdf https://www.dshs.wa.gov/sites/default/files/JJRA/dvr/documents/ YouthTransitionHandbook.pdf Informing Families Ages 14-21: Transition Planning Checklist http://informingfamilies.org/ages/ages-14-21-transition-planning-checklist/ http://informingfamilies.org/ages/ages-14-21-transition-planning-checklist/ Social Security Benefits and Work Incentive Guide: https://www.dshs.wa.gov/sites/default/files/JJRA/dvr/documents/SSBenefitsAnd WorkIncentivesGuide.pdf https://www.dshs.wa.gov/sites/default/files/JJRA/dvr/documents/SSBenefitsAnd WorkIncentivesGuide.pdf (see March 9 th Webinar on Social Security for more information)

34. CONTACT INFORMATION The Center for Change in Transition Services Website: http://www.seattleu.eduhttp://www.seattleu.edu Email: ccts@seattleu.educcts@seattleu.edu Phone: 206.296.2245 eLearning for Educators Website: http://www.evergreen.edu/elearningforeducators/http://www.evergreen.edu/elearningforeducators/ Email: elearningforeducators@evergreen.eduelearningforeducators@evergreen.edu Phone: 360.867.6070

35. DDA CONTACTS Central Office ContactsPhone #Email Branda Matson, Employment/Day Program Manager360-725-3405Branda.Matson@dshs.wa.gov Megan Burr, Employment/Day Program Coordinator360-725-3406Megan.Burr@dshs.wa.gov Terry Redmon, Employment Partnership Manager360-725-3441Terry.Redmon@dshs.wa.gov Regional ContactsPhone #Email Region 1: Carrie Bayha, Employment Specialist 509-374-2128Carrie.Bayha@dshs.wa.gov Region 2: Rod Duncan, Employment Specialist 425-339-4855Rod.Duncan@dshs.wa.gov Region 3: Geoff Nisbet, Employment Specialist 360-725-4304nisbeg@dshs.wa.gov

36. State Needs Projects Center for Change in Transition Services (CCTS) CCTS provides secondary transition training and technical support to districts, and Educational Service Districts, that serve students who have an Individual Education Program and are in need of transition services. eLearning for Educators eLearning for Educators provides statewide access to affordable online courses designed to support educators in serving students with disabilities. Special Education Support Center Provides current information and best practices through statewide training and technical assistance to families, educators, and organizations in order to meet the needs of students with disabilities. Special Education Technology Center (SETC) Provides training, consultation, technology loans and resource information to help school districts and families implement assistive technology (AT) interventions in addressing the special learning needs of children with disabilities. Washington Sensory Disability Services (WSDS) Supports individuals aged birth to 21 who are deaf, hard of hearing, blind, visually impaired, or deaf-blind, by providing training and other resources to service providers and families.

37. QUESTIONS & ANSWERS THANK YOU FOR PARTICIPATING!

38. DISCLAIMER Training provided today is meant to supplement and not supplant reading bulletins and accompanying documents; guidance from the U.S. Department of Education; chapter 392-172A WAC; Part 300 of the federal regulations; and, the Individuals with Disabilities Act. This presentation and/or materials should be viewed and applied by users according to their specific needs. The presentation should be used as guidance and is not intended as legal advice.