Strategies for Better Serving Youth with Complex Disabilities: Interagency Collaboration and Customized Employment January 13 th, 2009 3 – 4 PM (Eastern.

Strategies for Better Serving Youth with Complex Disabilities: Interagency

Collaboration and Customized EmploymentJanuary 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

4

Our New Chapter

Transition servicesIPE

Individualized Plan for Employment

POST-SCHOOL EMPLOYMENT GOALS

IEPIndividualized Education Plan

ISP Individualized Services Plan

5

Wisconsin Exit Status for Students with Disabilities

YearTotal

ExitersRegularDiploma HSED Certificate Max Age

DroppedOut

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

Students with Disabilities, Grades 9-12

Data Source: ISES

Examples of How Transition Services Have Improved?

• State • Regional• Local school district• Local adult services • Partners

Resources & Contact InfoCindy L. Cain, WDA director & statewide transition coordinator262-548-5880, [email protected]

Steve Gilles, state education consultant-transition 608-266-1146, [email protected]

Mike Linak, DHS transition coordinator608-266-1140, [email protected]

Interagency Collaboration: Community and School Level Transition Teams in Action

Cleveland County SchoolsDr. Nellie P. Aspel

NSTTAC Teleconference January 13, 2009

TASSEL

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 TeamA group of administrative levelprofessionals from the school system and adult service provider agencies that meet on a regular basis to oversee the quality of transition services. This teamdoes not address individual studentneeds.

(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 TeamA 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 Skills2. Information Sharing3. Student-focused4. 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, AssociateGriffin-Hammis Associates

START-UP [email protected]

503-703-3650

Customized Wage & Self Employment

Molly Sullivan, AssociateGriffin-Hammis Associates

START-UP [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, (self-employment) 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!