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Strategies for Better Serving Youth with Complex Disabilities: Interagency Collaboration and Customized Employment January 13th, 2009 3 – 4 PM (Eastern Time) • David Test, NSTTAC • Steve Gilles, Michael Lynak, Cynthia Cain/ Wisconsin DPI, WI DHS, WI VR • Nellie Aspel, Cleveland County Public Schools • Molly Sullivan, START-UP USA Transition Model of Interagency Collaboration DPI, DVR, DHS Coordinating transition services with & for students with disabilities Wisconsin • Interagency Agreement http://dwd.wisconsin.gov/dvr/pdf_files/dpi_ interagency_agreement.pdf • Transition Action Guide http://dwd.wisconsin.gov/dvr/pdf_files/tag. pdf Our New Chapter IEP Individualized Education Plan Transition services ISP IPE Individualized Plan for Employment Individualized Services Plan POST-SCHOOL EMPLOYMENT GOALS 4 Wisconsin Exit Status for Students with Disabilities Year Total Exiters Regular Diploma HSED 2006-07 7,972 6,233 124 55 82 1,478 2005-06 7,857 6,380 115 99 76 1,187 2004-05 7,044 5,692 105 68 67 1,112 Certificate Max Age Dropped Out Students with Disabilities, Grades 9-12 Data Source: ISES 5 Examples of How Transition Services Have Improved? • • • • • State Regional Local school district Local adult services Partners Resources & Contact Info Cindy L. Cain, WDA director & statewide transition coordinator 262-548-5880, [email protected] Steve Gilles, state education consultant-transition 608-266-1146, [email protected] Mike Linak, DHS transition coordinator 608-266-1140, [email protected] TASSEL Interagency Collaboration: Community and School Level Transition Teams in Action Cleveland County Schools Dr. Nellie P. Aspel NSTTAC Teleconference January 13, 2009 Getting Started • Maintain a high level of optimism • Develop a proposal and present it to key people. Get administrative support • Select appropriate agencies/individuals for the team. • Arrange meeting times for “establishing need/vision” and “getting to know each other” • Ensure strong leadership and commitment • Establish basic procedures for communication, information sharing, meetings, etc. • Go for it!!! Expect disappointments but take time to celebrate successes. (Aspel) Community Level Team A group of administrative level professionals from the school system and adult service provider agencies that meet on a regular basis to oversee the quality of transition services. This team does not address individual student needs. (Aspel) Potential Members of a Community Level Transition Team • • • • • • • • Transition Coordinator CTE Director EC Director DSS: Adult Services Division Director Mental Health: DD Division Director VR Unit Manager Recreation Representatives Residential Providers • Employment Security Commission Director • WIA Director • Special Transportation Director • Post-Secondary Education Representatives • Advocacy Groups • Business Leaders • SSA Administrator • Parent/ Student Rep. (Aspel) Responsibilities of the Community Level Transition Team • Conduct community needs assessments • Develop interagency agreements and a network among service providers • Clarify roles of service providers • Provide information about agency services • Develop strategies for overcoming barriers to transition and solving problems • Coordinate staff development, job development, job placements, and community awareness • Seek new funding (Aspel) Operational TASSEL Framework – Key Points • One school level team can serve several schools with different “levels of membership.” • Students being presented to the teams should be primarily those that will require additional support after graduation. • Students should be presented formally to the team no later than the first semester of the junior year. • Some type of introductory activity should be planned for sophomores. School Level Transition Team A group of front-line professionals from the school system and adult service agencies who provide transition-related services. This team meets on a regular basis for the purpose of assisting individual students with their transition needs. Aspel Potential Members of a School Level Transition Team – Core Team • VR Counselor • Mental Health DD Representative • Post-Secondary Education • Social Services Representative • Social Security Representative • Community Rehabilitation Agency • Residential Providers • Recreation Representatives (Aspel) Potential Members of a School Level Transition Team – School-Specific • Special Populations Coordinator • CTE Teacher(s) • Career Counselor • Business Industry Coordinator • Regular and Special Education Teachers • School Administrator (Aspel) Potential Members of a School Level Transition Team – Student Specific • Student and family members • Job Coach • Case Manager • One-on-One worker • Employer • Therapists • Natural Supports • Teachers • Counselor (Aspel) Responsibilities of a School Level Transition Team • Conduct transition pre-planning and exit meetings • Assist students/parents in developing post-school goals and determining appropriate transition activities • Collect and disseminate information on students • Identify team member and agency responsibilities and establish timelines • Solve problems in the delivery of services • Provide team members with information about agency services • Evaluate the effectiveness of the program (Aspel) Basic Standard Operating Procedures • Frequency, time, and length of meetings • Environmental arrangements • Breaks and refreshments • Meeting reminders • Evaluation • Agenda Development* • Team Member Roles and Behavior* • Recordkeeping* (Aspel) Agenda • • • • • Introduction of Team Members Purpose of Meeting Student Achievements Discussion of Possible Post-School Goals Discussion of Possible Strategies/Ideas for Accomplishing Post-School Goals • Discussion of Possible Team Assignments • Summary/Review • Plans for IEP Meeting (Aspel) Team Member Roles and Behavior Team Member Roles 1. Chairperson 2. Secretary 3. Greeter Team Member Behavior 1. Listening Skills 2. Information Sharing 3. Student-focused 4. Accountability (Aspel) Record keeping • Transition Surveys (Parent and Student) • Releases of Information • Student Information Form • Signature Sheet • Meeting Minutes (Aspel) Keep it Going! • Ensure good orientation for new members • Annually review mission, goals, and values • Celebrate successes and review disappointments (ongoing evaluation) • Review needs assessment data. • Review membership and team roles. • Review system changes that have occurred and their impact on the team’s success. (Aspel) Customized Wage & Self Employment Molly Sullivan, Associate Griffin-Hammis Associates START-UP USA [email protected] 503-703-3650 Customized Wage & Self Employment Molly Sullivan, Associate Griffin-Hammis Associates START-UP USA [email protected] 503-703-3650 Customized Employment • What is customized employment • What are the steps of customized employment What the Numbers tell us about Employment Evolution of Employment Services • Old way of thinking: – People with disabilities can’t work, don’t have viable skills to contribute in a job • Sheltered Workshops/Day Activity Centers • New way of thinking: – People with disabilities have skills and abilities to contribute in a job that is beneficial to the employer • Supported Employment • Customized Employment What is Customized Employment? Basic Concept: • Individualizing employment relationship • Individualized determination of interests, strengths & needs of the person • Individualized determination of employer’s needs • Matching the two to create a mutually beneficial relationship What is Customized Employment? ADDITIONAL CHARACTERISTICS: • Starts with information about job seekers • Methods may include; job carving, entrepreneurship, other job development techniques • Negotiations with employer What is Customized Employment? ADDITIONAL CHARACTERISTICS: • Occurs in integrated environments • Results in pay at least prevailing wage (no subminimum wage) • Utilizing multiple funding sources to provide supports What are the steps of Customized Employment? 1. Create a blueprint for employment – Assistance, not assessment – Discover interests, strengths & conditions for employment – Summarize findings and identify task list and environment , wage or self-employment What are the steps of Customized Employment? 2. Job/Business development – Network—(wage employment) get to know business community to identify possibilities, (selfemployment) get to know market, customers and competition to develop business plan – Negotiate—(wage employment) once a potential match is identified, negotiate with employer to determine if, (self employment) for business plan development negotiate location, suppliers, contracts, etc What are the steps of Customized Employment 3. Job Training Plan and Resource Plan • Identify training supports, tools/equipment/start-up expenses, other supports person will need and costs associated • Identify funding possibilities and who to seek help for what with What are the steps of Customized Employment 4. Secure funding and Implement • Submit requests for funding • Receive funding • Implement Resources on Customized Employment • Department of Labor Office of Disability Employment Policy – www.dol.gov/odep • Self-Employment Technical Assistance, Resource and Training (START-UP USA) – www.start-up-usa.biz • National Center on Workforce and Disability – www.onestops.info Resources on Customized Employment • University of Montana, Rural Institute Transition Projects – http://ruralinstitute.umt.edu/transition/ • Griffin-Hammis Associates – www.griffinhammis.com/customized_employ.asp# • Training and Technical Assistance for Provider – www.t-tap.org/strategies/factsheet/ceqa.html Contact Us • David Test or Catherine Fowler, NSTTAC; [email protected], www.nsttac.org • Steve Gilles, [email protected] • Nellie Aspel, [email protected] • Molly Sullivan, [email protected] Thank you for participating!