Transition Planning Creating a Life Full of Possibilities

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Presenters Linda O’Neal, M.A. • Regional Center of Orange

County- Consultant • SDSU Program Specialist • Transition Specialist 30 Years • Special Educator K- 12 &

Community College • Chapman University Faculty

Cheryl Cohen, M.S. • Parent • NMUSD Job Coach • Assistant Superintendent

OUSD • Elementary School Principal • K-8 Teacher

AGENDA Welcome Ground Rules Transition Challenges Power of Person Centered Planning Transition Planning & The ITP Coordination of Services Parent/Family Engagement Workplace Learning & Employment Self-Advocacy & Empowerment Utilization of Technology New Transition Training Opportunities

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TRANSITION PLANNING

Ground Rules

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All Questions Are Good Questions Minimize “judgment”, “yes but”, “we can’t” Minimize “side bars” Biological needs on your own Cell phones on vibrate…please

People First Language Using Words with Dignity

Basic Guidelines: Make reference to the person first, then the disability, "a person with a disability" rather than a "disabled person." Use an adjective as a description, not a category or

priority, i.e., "the architect who uses a wheelchair" rather than "the wheelchair architect."

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National Statistics

• Each year 7.5 million Americans with disabilities draw $73 billion from the Social Security Administration (SSA)

• … less than 1% of these individuals ever

become self-supporting through employment 6

National Statistics (cont…..)

• Individuals with disabilities are twice as likely to drop out of school

• Only 35% of adults with disabilities are employed, while 78% of those without disabilities are employed

• Three times as many individuals with disabilities live below the poverty line 7

Studies on individuals with disabilities indicate:

• Lower high school graduation rates • Lower college entrance & graduation rates • Higher rates of poverty (29% live on household

incomes of less than $15,000) • 70%-89% unemployment (depends on the source)

• Under-employment • Less life satisfaction (socialization & optimism)

Transition Challenges

…The full inclusion of people with the most significant disabilities in the workplace and community (with) community-based, integrated employment as the first option ... Integrated competitive employment refers to jobs held by people with disabilities in typical workplace settings where the majority of persons employed are not persons with disabilities, they earn at least minimum wage and they are paid directly by the employer.

http://www.dol.gov/odep/topics/EmploymentFirst.htm

Employment First

Employment Nationally • Department of Justice is suing states to close sheltered workshops

and segregated day programs: • Oregon • Delaware • Rhode Island

• 26 states have something akin to Employment First Policies • 12 States have passed legislation • 14 States have a policy directive

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FEDERAL ADVISORY COMMITTEE ON INCREASINIG COMPETITIVE INTEGRATED EMPLOYMENT FOR INDIVIDUALS WITH DISABILITIES September 2014-2016

USDOL Advisory Committee on Increasing CIE for Individuals with Disabilities Recommendations:

• Increase opportunities for Post Secondary Education • Address family expectations for Competitive Integrated

Employment (CIE) from early age • Increase opportunities for early Integrated Work Experiences

beginning at age 14 • Improve professional supports & incentives by improving

school & provider competencies

USDOL Recommendations Continued:

• Address concerns regarding real & perceived disincentives to employment caused by concerns for loosing benefits

• Address systemic low expectations by providing effective CIE practices

• Improve accountability for achieving CIE • Build better business partnerships • Address complex transportation issues

Transition Planning

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…to empower all individuals with disabilities with the skills necessary to achieve their full potential in adult living, through support and collaboration with families, education, and communities.

Transition Planning Mission

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PERSON CENTERED PLANNING/ PERSON DRIVEN PLANNING

Person Centered Planning to Support Development of

Individual Transition Plans

Person Centered Planning

• An ongoing problem-solving process used to help people with disabilities plan for their future

• Groups of people focus on an individual and that person's vision of what they would like to do in the future.

My likes and dislikes

My gifts and talents

What works and doesn’t work

Places I go

My greatest challenges

Choices I make

How I communicate

My health and wellness How I interact with others

People in my life

My life story

person

Person Centered Planning

• Team meets to identify opportunities for individual to: o develop personal relationships o participate in community o increase control over their own lives o develop skills and abilities needed to achieve goals

Person Centered Planning Tool

SDSU Interwork Institute, 1991

The Law: Individuals with Disabilities Education Act (IDEA) Secondary Transition

Focus: Improve academic and functional achievement to facilitate

movement from school to post-school activities

Based on youth’s strengths and interests

Includes instruction, related services, community experience, development of employment, and other post-school living objectives

Mandates the development of a plan that summarizes skills, strengths, transition readiness, need

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Legal IEP Meeting Components

Meeting Notice must identify that the meeting will address transition Invite student to IEP meeting Document interagency responsibility; meeting notice, activities, agency

linkages service Invite any agency (with parent consent) that is likely to be responsible for

providing or paying for transition services (RC, DOR)

Use alternate methods to obtain agency participation if not attending IEP meeting or failing to provide services

34 CFR 300.322 (b)(2)(i)(ii); 30 EC 56341 (d)(3); 34 CFR 300.322(b)(2).

Inviting the Student • There should be documentation in the IEP that the student was

invited to the meeting.

• If the child does not attend the IEP meeting, the LEA shall take other steps to ensure that the student’s preferences and interests are considered.

[34 CFR 300.344(c)(2)] [20 U.S.C. 1414(a)(5)(B)]

• There should be evidence that other steps were taken to ensure that the student’s preferences and interest were considered.

Who’s in the drivers seat?

Student Participation in the IEP The Transition Coalition identifies five levels of student participation in the IEP:

• Student input provided indirectly based on a questionnaire or survey.

• Passive observer (in the room, avoids the conversation).

• Reluctant participant (responds to direct questions).

• Self-advocate (practices self-advocacy skills).

• Leader (demonstrates leadership skills in the IEP).

Self-determination . . . A self-determined person:

• Sets goals • Makes decisions • Sees options • Asserts themselves to make needs

known • Solves problems • Speaks up for him/herself • Understands what supports are needed for success • Uses Coping Skills &Positive Self Talk • Identifies & Monitors Outcomes

http://www.rcocdd.com/wp-content/uploads/2015/11/Transition-Planning-The-Basics-2015.pdf

• Intent: to develop a resource that summarizes mandates • Recognize transition is a process, not a document • Verify increasing focus on research and evidence-based best practices that have

been validated as helpful in achieving outcomes • Use as a planning tool: evaluation of current practice and potential areas of

improvement • Designed to show the connection between the mandate and using research to

achieve outcomes • Highlights an array of evidenced-based practices, tools and resources • Is researched-based • Available to download on the RCOC Website www.rcocdd.com California Transition Alliance, Sue Sawyer, 2015

The Guide - Transition Planning: The Basics

Transition Services • Begin no later than the first IEP in effect before the child turns 16 • Younger if determined appropriate by the IEP Team • Updated annually • Measurable postsecondary goals • Age appropriate transition assessments

• Education/training • Employment • Independent living when appropriate

• Course of study needed to reach the child’s goals • Child informed of rights one year prior to age of majority

[34 CFR 300.320(b)(c)] [20 U.S.C. 1414(d)(1)(A)]

Constructing the Transition IEP/ITP Annual Age Appropriate

Assessment

Post-Secondary Goals

Coordinated Set of Activities

Measurable Annual Goals

Post-Secondary Outcomes

Course of Study

Student Interests, Dreams

Family Input / Needs

Post-Secondary Goals All students must have a postsecondary goal for: • Education/training

• Education: community college, university, technical, trade or vocational school • Training: vocational or career field training, independent living skills training, apprenticeship,

job corps, etc. • Employment

• Paid employment (integrated, competitive, supported, center-based) • Non-paid employment (volunteer, internship) • Military

Some students will need a postsecondary goal for: • Independent living (best practice – all students will have a goal in this area)

• Adult living, social relationships, recreation, leisure, health, safety, financial management, transportation/mobility, self-advocacy

When Developing the Postsecondary Education and Training Goal, Consider the Array of Options for

Postsecondary Education and Training • College and Career Readiness • Career/Job information informs the need for postsecondary education

that includes: College: University and Community College

Occupational Certification Technical Training

Industry Certification On the Job Training

Did you know that traditional college/universities only provide 35% of the post-secondary education?

High school completion document or certificate classes (e.g.,

Adult Basic Education, General Education Development (GED)) Short-term education or employment training program (e.g.,

Workforce Innovations & Opportunities Act (WIOA) Job Corps Vocational technical school which is less than a two year

program Adult Education/Community College AB 86 Career Pathways

Programs

Post-Secondary Training…

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Post Secondary

Options

North Orange County Community College District

This unique program is designed to help students with intellectual disabilities further their education and obtain a job in a desired field. www.c2c@sce.edu

Age of Majority When a child reaches the age of majority, he/she should: 18 Years Old

• Understand their disability • Advocate for themselves • Understand why they receive special education services • Participate/lead their IEP meetings • Be involved in the interpretation of test results • Review their educational records • Know their rights under Section 504 and ADA

Predictors/Outcomes Education Employment Independent Living

Career Awareness X X Occupational Courses X X Paid Employment/Work Experience X X X

Vocational Education X X Work Study X Community Experiences X Exit Exam Requirements/High School Diploma Status

X

Inclusion in General Education X X X

Program of Study X 43

In-School Predictors by Post-School Outcome Area

Predictors/Outcomes Education Employment Independent Living

Self-Advocacy/Self-Determination

X X

Self-Care/Independent Living X X X

Social Skills X X Interagency Collaboration X X

Parental Involvement X

Student Support X X X

Transition Program X X

National Center Secondary Education & Transition www.ncset.org

In-School Predictors by Post-School Outcome Area

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National Center on Secondary Education & Transition www.ncset.org

Career Planning Development

Career Exploration Explore careers in order to motivate students, identify options and make informed decisions

Work-based Learning Learn through real experience, develop SCANS skills and technical career skills

Preparation Prepare for entry into career, includes postsecondary education

Career Development Continuum

Parent/Families Perspective

• Concerns • Support for Employment • Family Involvement & Support • Cheryl Cohen’s Experience

K-12 Adult Transition Programs Adult Programming

Dislike job or internship “Too easy” or “Too hard”

Afraid to let their child be independent Go out into the community Use public transportation Have a bank account / ATM Card

Surprise job site visits (Don’t do it!) Vacation and Holidays Need to be prepared to meet employer expectations

Afraid son or daughter will lose (SSI/SSDI/Medi-Cal/ Medicare) benefits if they participate in a paid job

Parent Concerns

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Family Buy-in & Support

• Willingness to consider Competitive Integrated Employment (CIE)

• Encourage as much independence in your student as early as possible.

• Education is a collaborative process

• Willing to learn about Benefits Planning & Management

• Learn about the various community resources & services

• Support work on the weekends, evenings & holidays

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Encourage student to consider a realistic and viable career ladder job

Consider labor market needs in local area

Research career options to help your student make good choices for him/herself

Consider transportation options to potential work sites

Know and understand the American’s with Disabilities Act (ADA)

Assist student in understanding required accommodation needs to support execution of the essential functions of the desired job

Request job coaching support through school & adult programs (Workability I, TPP, WIOA, etc.)

Comfort Connection Family Resource Center • Hours of Operation and Contact Information

Monday through Friday, 9 a.m. to 5 p.m. Regional Center of Orange County – First Floor 1525 North Tustin Avenue Santa Ana, CA 92705 Phone: (714) 558-5400 Toll Free: (888) 372-2229 (888-FRC-BABY)

• Kathleen McFarlin & Giulia Rodriguez Tonight open until 9PM

Transitional Employment Preparation is Where It Begins

High School Districts:

• Anaheim Union

• Fullerton Joint Union

• Huntington Beach Union

Unified School Districts:

• Brea

• Yorba Linda

• Capistrano

• Garden Grove

Orange County Department of Education

Unified School Districts:

Irvine

Laguna Beach

Los Alamitos

Newport-Mesa

Orange

Placentia-Yorba Linda

Saddleback

Santa Ana

Tustin

Preparing for a Job & a Career… Start Early • Developing employment related skills from a very early age • Participating in Work-Based Learning Experiences in

integrated settings in the community starting • Prepare for jobs in competitive integrated employment

settings. • It’s never too late to develop skills to promote improved life

outcomes!

Current Work Training Programs in the OC

• Orange County School Districts • Workability I /School Districts (WA1) • Transition Partnership Projects (TPP) /School Districts • College 2 Career (C2C) /North Orange County Community College

District) • Workability III /North Orange County Community College District)

New Work Training Programs in the OC

• Project Search Medtronic /Adult Program • Project Search CHOC Children’s Hospital /Adult Program • AB 86 Career Pathways Programs (Most Community Colleges) • Project Search UCI Medical Center • Jay’s Catering (Youth & Adult Program) • AB 86 Career Pathways Programs (Most Community Colleges) • Workforce Innovations & Opportunities Act/WIOA Youth Programs

Power and Options of

Technology in the Workplace

Donald Bren School of Information & Computer Science

Department of Informatics

Voice Meter-Regulate • Simply talk and the voice

meter will visually show you if you are being “too loud”.

• This can be very useful in establishing a proper voice level for business and interview activities.

Facial Expressions- Recognize

• Facial expressions gives examples of happy and angry.

• You can also upload your own image.

Using Smartphones to Improve Self-Care: Initial prototype • Appointment reminders • Medication log and

reminders • Mood self-monitoring • Depression survey • Motivational messages • Points for using app

Moods

Nutrition and Fitness • Apps can help with independent living

and health

• We taught a variety of apps:

– Phrase Board Junior

– Ab Workouts

– Nike Training Club

– Fast Food Calories

Restaurant Nutrition

The Individualized Approach

Cell phones with GPS Community Safety Training Stranger avoidance Street & parking lot crossing Mobility/Travel Training Public Transportation Para Transit Job Coaches (well-trained)

Community Safety

Public Transportation/Travel Training Walking Bike Para-Transit School provided transportation Parent provided transportation Car Pool /Employer Van Pool

Transportation Plan

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Dress/Hygiene

No plans for the future

No outside interests or hobbies

Unwilling to start at an entry level position

Make negative comments about past employers

No eye contact/limp handshake

No interest in the companies product or service

Did not communicate skills/strengths

No enthusiasm for the position

Why People…… Aren’t Hired

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Orange County Top Employers

Dependability/Responsibility (Punctuality, Following Directions, Task Completion) Organizational Skills Communication Skills/Positive Attitude Problem Solving/Conflict Resolution (Ethical Behavior) Resume Development Completing an application (electronic) Pre-Employment Testing (electronic) Preparing for the Interview Career Ladder Planning

Employment Skills Development

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Natural Support Group VS Individual Placements Disability Disclosure ADA Accommodations Job Coaching

Work Place Support Strategies

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Successful Work Experience & EMPLOYMENT $ (Direct Hire)

Locations: Food Service

• Chili’s • Del Taco $ • Carl’s Jr. $ • McDonalds$ • Red Robin • Pizza Hut • Culinart • Lampost Pizza • Pieology • Darna Restaurant $ • Fishbone Grill

Clothing/ Retail

• Marshalls $ • Party City$ • Office Maxx • REI $ • Sears $ • Target $

Education, other

• Irvine Valley College • IUSD, ECLC • Heritage Park

Library • Pretend City • Incredible Edible

Garden • Codan • Families Forward • Aramark Sports

Entertainment $ • AMC Theaters $ • Regal Cinema $

Technology, Hardware, Grocery

Technology:

• Best Buy • Office Maxx

Hardware, Specialized Trades:

• Armstrong Garden Nursery

• Afakori Welding$ • Home Depot $

Grocery:

• CVS$ • Walgreens $ • Walmart $ • Sprouts Market $ • Sam’s Club $ • Wholesome Choice • Trader Joes$ • Smart & Final$ • H Mart • Stater Brothers $ • Ralphs $

Caregiving, Pets, Hospitality

Caregiving: • Silverado Senior

Living • Heritage Pointe • Atria Senior

Living$ • Woodbridge

Manor • Boys and Girls

Club$ • Betsy’s Day Care • Hoag Hospital • St. Michael

Hospice

Pets: • Petco • Pet Supply • Stonecreek

Animal Hospital • City of Irvine

Animal Shelter • Russo’s • The Pet Pantry

Hospitality: • La Quinta Hotels • Candlewood

Suites • Radisson Hotels • Hyatt Hotels $ • Doubletree Hotel • Ayres Hotels • Wyndham Hotel$ • Disneyland $

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The purpose is to assist students in accessing services and supports after high school

(higher education, training, employment and independent living)

Summary of academic achievement and functional performance

Recommendations on how to assist the student in meeting his/her post secondary goals

Accommodations, modifications and assistive technology

Summary of Performance SOP

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Failure to focus on Social Security benefits during transition is just not a missed opportunity, but may also cause harm when students and family members are not educated about or prepared for the effect of earnings on cash benefits and medical insurance*

*National Council on Disability October 28, 2008

WORK INCENTIVES

SSA Work Incentives •Impairment Related Work Expenses •Student Earned Income Exclusion •Plan to Achieve Self-Support •Easy Back-On •Individual Development Account

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Student Earned Income Exclusion SEIE

Student Earned Income Exclusion •allows students up to age 22 who are regularly attending school to earn $1780 per month without affecting their benefit ,up to a limit of $7,180 annually. (2016)

Regularly Attending School… A person is considered regularly attending school if they attend classes: College for at least 8 hours a week Grades 7-12 at least 12 hours a week Training course to prepare for employment 12 hours a week,15 hours a week if the course involves shop practice. Some on-line Courses may be approved

SEIE - Student Earned Income Exclusion To apply for the SEIE:

• Send letter on school letterhead to SSA: Name of student, Social Security number, The amount of time that you are in school.

Including dates that you started school and if you are attending summer school.

Must be done every year ( up to age 22)

Impairment Related Work Expense (IRWE) An IRWE is the cost of services or products that are

essential for work and are disability related These costs reduce earned income resulting in a larger

SSI Check Conditions ◦ You paid the cost and are not reimbursed by any other

agency ◦ The cost is reasonable ◦ You paid for the expense in a month that you are

working

Plan to Achieve Self-Support (PASS) • A plan to achieve self sufficiency that allows you to set

aside income and/or resources for a specified time for a work goal.

• It must be Designed especially for you in writing (SSA-545-BK) Have a specific work goal that you are capable of performing Have a specific timeframe

• Show what money you will use to reach your goal (must have income from source other than JUST SSI)

• Show how you will keep your money identifiable from other funds • Be approved by SSA • Be reviewed by SSA periodically to assure your plan is helping you

achieve progress • You have to pay the money back to SSA if you do not finish

the PASS as planned.

Achieving a Better Life Experience (ABLE) Act

Division B of Public Law 113-295 December 19, 2014

CALIFORNIA ABLE TRUST PROGRAM

10-4-2015 • Special Savings Account

• Save up to $100,000 • Contribute up to $14,000 per year • Must have eligible disability • Disability must have occurred before age 26 • Money not considered taxable when used for eligible expense.

• Remain eligible for SSI Benefit

Pay for a Variety of Expenses

• Transportation • Employment Training & Support • Housing • Assistive Technology • Education & Training • Community Based Supports • Medical & Dental Support • Financial Management • Legal Fees

ABLE Accounts Specific to California

•You can save up to $371,000 •Above $371,000 you would loose your Medi-Cal Benefits

•Provision for Medi-Cal payback after death See “YouTube” Achieving Independence Videos, Stephen Dale, Esq, LL.M. Dale Law Firm https://youtube.com www.achieveingindependence.com/able/

Creating a Life Full of Possibilities 2016 RCOC Trainings

(Workshop or Webinars?)

• February: Options for a Quality Life

Employment Opportunities

Self-Determination Skills

Independent Living Skills

Recreation, Socialization & Fitness Programs

• March: Selecting an Adult Service Provider

Preparing for post-school options Working with your RCOC Service Coordinator

• April: Post-Secondary Education & Training

Preparing for PSE

PSE Options

• May: Benefits Planning & Management

SSI Work Incentives ABLE Act

Thank you for your Participation!

Linda O’Neal, M.A. RCOC Consultant

linda_oneal@cox.net

QUESTIONS

Transition Planning

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