1. Carrie Pomije, DCHS Heidi Stringer, DCHS Annie Mesich, DVR Bill Huisheere, ADRC Anna Park, MMSD Deb Notstad, Parent

2. Why Employment First? Employment promotes : -Community Participation & Connections -A Valued Social Role -Community Presence and Involvement -A way to contribute individual gifts, skills, and capacities - $$$ (Income!)

4. Everyone is involved in a piece of the pie!

5. The term “transition” means different things to different people. Involvement Communication Training and Research Feedback Recognition & Respect Stay the Course

6. OUR NETWORK Transition Team PATH Meeting Robotics Team LOVDane Student at SHS Personal Care Mandt Community Center Stoughton Recycling Center Insurance Agent Businesses in our Community

7. Interagency Agreement Department of Public Instruction Department of Workforce Development Department of Health Services

8. Department of Public Instruction Division of Learning Support Teachers and School Personnel Individualized Education Plan

9. Teachers/School Personnel Transition Planning (beginning at age 14) Help student develop goals for work and living after finishing high school Design activities to meet goals Measure progress towards achieving goals

10. Teachers/School Personnel Coordination of Transition Identify outside agencies Facilitate application process/provide referral information Invite outside agencies to IEP (with consent)/coordinate transition planning meetings with outside agencies

11. Legal Basis for Transitions IDEA 2004 requirements relative to Transition Services Definition: Transition Services means a coordinated set of activities for a child with a disability that: is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living or community participation; is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests and includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives and when appropriate, acquisition of daily living skills and functional vocational evaluation.

12. Wisconsin state law requires all transition planning begin not later than the first IEP to be in effect when the child is 14, and updated annually thereafter. This includes: appropriate measurable post-secondary goals based upon age appropriate transition assessments related to training, education, employment, and where appropriate independent living skills; the transition services (including courses of study) needed to assist the child in reaching those goals;

14. Continuum of Service Options In School Options Consultation with General Education Team-Taught Classes Supported Classes with Curricular ModificationsSelf-Contained Classes Accommodations in class No direct support staff in class Observations of student in class if appropriate Ongoing communication between case manager and general education teacher Option for support outside of class (e.g., resource, guided study) General education and special education collaborate and teach content class together Collaboration roles: *General education: content expertise, teaching expertise *Special education: teaching expertise, accommodations and/or modifications for ALL students as needed General education curriculum with modifications Direct support staff visible IEP goals embedded across content areas Replaced curriculum Classes designed to meet student need as defined by IEP team Functional skills instruction as defined by IEP team Community-Based Options Age 17 Age 21 Alternative Programs Community Skills Instruction Job Shadows/Visits Supervised Work Experience Transition Job MATC *Direct or indirect support *for credit or non- credit courses *defined by IEP team *aligned with long- term vision Apprenticeships OFS GED/HSED As defined by IEP team aligned with long-term vision, carefully designed * Public transportation *Banking *Money management *Grocery shopping *Domestic skills *Recreation *Social skills *Housing Work is focused in areas where reasonable level of independence is anticipated Visit work sites to learn about a variety of jobs One time visit or series of visits Might include trying some work tasks alongside other workers Data collected re: *interests/preferences *skills *strengths *challenges *accommodations Unpaid *volunteer/internship *community service Paid *short term *micro-enterprise Instructional focus *worker behaviors *skill development *identify interests Data collected re: *interests/preferences *skills *strengths *challenges *accommodations *supervision level varies Paid employment *competitive wage *will transition with student post exit Based on data collected *interests/preferences *skills *strengths *challenges *accommodations Meaningful Linkages with long-term Support *supported employment *targeted natural supports *self-employment Inclusion

15. Transition Planning Scope Community-Based Options Ages 19 - 21 Paid Employment in Inclusive Work Settings Jobs Transition with Student Post-Exit In/Out Options Ages 17 - 19 Vocational Exploration in Inclusive Work Setting AND Continued Development of Functional Skills in Inclusive School Setting In School Options Ages 14 - 17 Development of Social, Academic, and Functional Skills in Inclusive School Setting

16. Department of Workforce Development Division of Vocational Rehabilitation Vocational Counselor Individualized Plan for Employment

17. DVR Counselor Transition Planning (IPE) (generally beginning two years prior to graduation) Help student develop work and living goals for after school Help determine what student can do now and in the future to achieve goals Help ensure the student is making progress towards goals

18. DVR Counselor Participation in Transition Planning Provide information on DVR services and eligibility criteria to students, parents, and other stakeholders When requested, provide application for services and determine eligibility Respond to IEP meeting requests/coordinate services with the school

19. Department of Human Services Divisions of Long Term Care And Mental Health and Substance Abuse County Case Managers Contracted Agencies (FSRC, PCS, etc.) County Mental Health Individualized Service Plan

20. Human Services (“Dane County”) Transition Planning (referral process begins at age 17.5) Work with IEP team to identify options, choices related to support of post-school work and living goals Help determine what student can do now and in the future to achieve goals Help ensure that student is meeting goals that can be supported in the long term

21. “Dane County” Participation in and Coordination of Transition Activities Provide information about programs, services, and supports (and eligibility criteria) to parents, students, and other stakeholders When requested, assist with applications for services Attend IEP meetings when invited/work with other stakeholders to align services

22. Timeline 17 yrs. Guardianship applications (done prior to age 18) Social Security Administration application 608-270-1141 or apply online @ www.ssa.gov.www.ssa.gov If already eligible need to renew/reapply at age 18 17.5 yrs. Contact the Aging and Resource Center (ADRC) to begin eligibility determination process

23. Timeline continued 18 years (or year prior to school exit year) Department of Vocational Rehabilitation (DVR) Begin this process AT LEAST 1.5 years prior to exit for all students who may be determined eligible for DVR services. School staff will assist students with the application to this process. 19 -21 years School continues to work with student to develop/expand/cement paid employment Representatives from DVR, Dane Co. are invited to attend IEP meetings

24. Timeline continued 21 yrs (Last Year of High School) September/October – Meet with Dane County Transition Coordinator. Establish timeline for remaining year with team OR if student already has Dane County Social Worker or Family Support and Resource worker, that person will act as transition coordinator during student’s last year of school. January – Dane County establishment of individual rate based on employment support needs. February/March – Hiring of vocational agency provider April/May – Hiring of support broker May/June – Transition to new vocational agency provider. Job shadowing w/ new job coaches and vocational supports.

25. Next Up in Transition Series: October 15: Building Community Connections November 20: Customized Employment January 27: Person-Centered Transition Planning February 23: Guardianship/Estate Planning