Key Success Factors Belief in each persons ability to work. Confidence in our capacity to find each...
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Transcript of Key Success Factors Belief in each persons ability to work. Confidence in our capacity to find each...
Key Success FactorsKey Success Factors
Belief in each person’s ability to work.
Confidence in our capacity to find each person’s path to work.
Relentless & disciplined pursuit of new skills, strategies, partnerships, & opportunities to achieve full employment.
Key AlliesKey Allies
SchoolsSchools FamiliesFamilies
DDD/VRDDD/VR
CountiesCounties
ProvidersProviders
Key AlliesKey Allies
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 StrategiesInitial 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-Clark County Schools Project-Building To the FutureBuilding To the Future
The Vision-The Vision-
““Building a network of services to insure that all students Building a network of services to insure that all students with developmental disabilities have access to employment, with developmental disabilities have access to employment, appropriate formal and informal job supports, or additional appropriate formal and informal job supports, or additional educational opportunities as well as other needed educational opportunities as well as other needed community supports or linkages.”community supports or linkages.”
ESD 112, Vancouver, La Center, Camas Schools, WISE, Clark County Developmental Disabilities
How did it StartHow 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 project’s structure & outcomes
Everyone Provided Something
Our Responsibilities and Why Our Responsibilities and Why Collaboration Became So ImportantCollaboration 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 OutcomesTransition 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 12 - 30 and families invited Monthly from January - June topics include
employment, residential, adult system, benefits, recreation, and housing
Transition Project OutcomesTransition 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 InformationClark County Contact Information
Mary Strehlow, Manager
Clark County Developmental Disabilities Program
Voice, 360-397-2130 extension 7825
Email – [email protected]
Dennis Mathews, Asst Superintendent
ESD 112
Voice, 360-750-7500 extension 240
Email – [email protected]
Jan Cline, Special Education Director
Camas School District
Voice, 360- 817-4410
Email - [email protected]
Cesilee Coulson, Executive Director
WISE
Voice, 206- 343-0881
Email - [email protected]
Daniel Bettis, Special Education Director Vancouver School District Voice, 360-313-1164 extension 1158 Email – [email protected]
King County King County Developmental Disabilities DivisionDevelopmental Disabilities Division
School-to-Work Project
Ray Jensen, Division DirectorKelley Faulkner, Project Manager
GoalGoal
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 ResponsibilitiesKing 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 ResponsibilitiesSchool 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.)
ResultsResults Outcomes - 129 students working or receiving supported employment services on a pathway to individual employment
2005-2006 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 School District/ESD contact who could answer questionscould answer questions
Richard HainesLake Washington School District425-861-3452 [email protected]
Diana GayIssaquah School District425-837-7131 [email protected]
Kelley FaulknerKing County School-to-Work Project Manager206-205-0526 [email protected]
Inspiration & Goal – Thurston\Inspiration & Goal – Thurston\Mason CountyMason County
Inspiration Young adults with developmental
disabilities weren’t 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 ResponsibilitiesShared 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 FundingShared 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?What does it buy? Employment agency Provides
4.5 FTE’s 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)
OutcomesOutcomes
Expectations: Young adults with developmental disabilities can enter the work-world upon graduation. 2007 graduating class, 60% working 2006 graduating class, 65% working 2005 graduating class, 75% working
Mason County began a High School Transition program during the 2005-06 school year with 100% of the students working at the end of the school year.
For more information contact:For more information contact:Jane Boone, Thurston–Mason County CoordinatorVoice, 360-786-5585 extension 7212Email, [email protected]
Why did “Bridging the Gap” Why did “Bridging the Gap” conversations begin in Pierce County?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 employmenton 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 ofso that they will be employed at the time of graduation.graduation.
What are the County Responsibilities?What are the County Responsibilities?
Social Security Benefit Social Security Benefit Analysis and PlanningAnalysis and Planning
1. Providing education about Social Security benefits
2. Gathering information3. Reviewing an individual’s benefit
profile4. 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
options5. Attend IEP6. Assure qualified employment
providers are available to work with students
What are the School District What are the School District responsibilities?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 student’s chose vocational provider
Pay for planning and/or employment services as part of a funding partnership.
What have we accomplished?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 CountyContact 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 98321
Voice: (360) 829-3959
Fax: (360) 829-3358
Email, [email protected]
Susy StremelAdult Services Program SpecialistPierce County Developmental Disabilities3580 Pacific AveTacoma, WA 98418
Voice: 253-798-6149Fax: 253-798-2806
Email, [email protected]
Contact InformationContact Information Linda Rolfe, Director
Division of Developmental DisabilitiesVoice, 360-725-3461Email, [email protected]
Jane Boone, ManagerThurston-Mason DD Program Voice, 360-786-5585 ext 7212Email, [email protected]
Richard HainesLake Washington School DistrictVoice, 425-861-3452Email, [email protected]
Diana GayIssaquah School DistrictVoice, 425-837-7131Email, [email protected]
Kelley Faulkner, Project/Program Manager IISchool-to-Work Pilot ProjectVoice, 206-.205-0526Email, [email protected]
Susy StremelPierce County DDVoice, 253-798-6149Email, [email protected]
Hugh E. Flint White River School District Voice, 360-829-3959 Email, [email protected]
Daniel Bettis, Special Education Director Vancouver School District Voice, 360-313-1164 extension 1158 Email – [email protected]
Jan Cline, Special Education Dir Camas School District Voice, 360- 817-4410 Email - [email protected]
Dennis Mathews, Asst Superintendent
ESD 112 Voice, 360-750-7500 ext 240 Email – [email protected]
Cesilee Coulson, Executive Dir WISE Voice, 206- 343-0881 Email - [email protected]
Mary Strehlow, Manager Clark County DD Program Voice, 360-397-2130 ext 7825 Email – [email protected]