1 Effective Transition Planning for Students with Moderate to Severe Disabilities Focusing on the...

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Effective Transition Planning for Students with Moderate to Severe Disabilities

Focusing on the Integrated and Customized Employment Option

Lori Turim and Cheri Sylla

WI Transition Conference

January, 2009

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This session will . . .Provide an overview of:

– discovery – an individualized profile– a customized plan– student’s portfolio

that will assist IEP/school teams understand how effective practices can be used to develop a transition plan that includes integrated, customized employment.

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Integrated Employment

“Most integrated setting” is now defined as:

“… a setting that enables an individual to interact with persons without developmental disabilities to the fullest extent possible.” (§46.279(1)(bm) Wisconsin Statutes; emphasis added.)

According to three separate, reliable sources in 2005, only 15% of adults with developmental disabilities were working in integrated community settings in Wisconsin. (Braddock, 2005; ICI, 2004; Wisconsin DHFS, 2005)

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This presentation relates to the following State Performance Plan Indicators:• Indicator 1 – Graduation rate

• Indicator 2 – Drop-out rate

• Indicator 8 – Parent Involvement

• Indicator 13 – Transition goals

• Indicator 14 – Post high school outcomes

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Post High School Data (Indicator 14)

46% of young adults report they are enrolled in postsecondary school, 1 year out of high school

83% of young adults report they are employed, 1 year out of high school

28% of young adults report they are living away from parents/family

WI Post High Outcomes Survey data, 2007-08

from students who exited in June, 2006

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Employment Data

Approximately 74% of adults with developmental disabilities remain unemployed, served largely in sheltered work or non-work- related day programs.

(Metzel et al., 2007)

The unemployment rate for individuals with psychiatric disabilities is worse and estimated at close to 85%, even though these individuals list being employed as their greatest need and desire.

(Becker and Drake, 2003; Bond et al., 2001)

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Division of Vocational Rehabilitation (DVR)

Statewide Open and active cases in Category 1 = 5,407 Open and active cases in Category 2 = 8,727

Southeastern WI (Milwaukee, Racine, Kenosha, Walworth, Waukesha, Ozaukee and Washington counties) Category 1 = 1,760 (32.6% of the state) Category 2 = 3,836 (44% of the state)

Data obtained October, 2008

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WI Department of Health Services (DHS)The following statewide data reflects the number of consumers, ages

14-22 who are currently receiving long term care services:

Disability Area Number of Consumers

Percentage of Consumers

Developmental Disability

754 35%

Physical Disability 82 4%

Severe Emotional Disturbance

235 11%

All Home & Community Based Waivers

573 27%

All Family Care/Managed Care

485 23%

Total 1644 100%

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Day Program Services

• There are over 5,000 day programs, segregated transportation systems and associated services in the U.S.

• Have not provided gainful employment, or adequate training for employment or social inclusion

• Cost taxpayers a great deal of money!• The National average rate for a person in a day

program is approximately $12,000 annuallyBraddock et al.,

2004

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Employment Options

• Competitive – – compete with others to secure employment;– employees are paid wages and benefits

• Customized – Individualizing the employment relationship between employees and employers in ways that meet the needs of both. It is based on an individualized determination of the strengths, needs, and interests of the person with a disability, and is also designed to meet the specific needs of the employer. (Federal Register, June 26, 2002, Vol. 67. No. 123 pp 43154 -43149)

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Employment Options

• Self–employment/Micro-enterprise– Owning, managing and/or operating own

business– Adult service providers can help with this

option– Provides individual with freedom, flexibility

and independence based on their needs

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Employment Options

• Supported Employment – – work in the community with adult service provider

assistance– jobs are found based on interests and abilities– jobs can be negotiated/customized by adult service

provider– support through a job coach or co-worker (paid or

unpaid) based on individual’s needs– employee can move into other positions/tasks within

business– Employees are normally paid minimum wage or better

and may receive benefits

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Employment Options

• Community Rehabilitation Programs (previously known as sheltered employment) – Work is done in group setting under close

supervision– Employees sometimes receive wages based

on piece work or productivity and may receive benefits

– May have opportunity to move into community based supported employment, based on progress

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Customized EmploymentFive Steps

1. Individualized exploration using the Discovery Strategy2. Development of a narrative document such as a profile

or discovery portfolio that captures the information of discovery

3. Facilitation of a customized employment planning meeting that develops a blueprint for job developers

4. Development of a representational portfolio that helps assure the attainment of a customized job

5. Strategies for successfully negotiating customized job descriptions with employers

Marc Gold & Associates

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A Personal Thought for the Day . . .

http://www.stservicemovie.com/

http://www.stservicemovie.com/

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Transition Assessment

Transition Assessment is an ongoing process of collecting data on the individual’s needs, preferences and interests, as they relate to the demands of current and future working, educational, living, and personal and social environments.

The Division on Career Development and Transition (DCDT) of the Council for Exceptional Children

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Assessment as the Foundation

Accurate and up-to-date information gleaned from transition assessment is necessary to create a student-centered special education plan.

How helpful are traditional transition assessments for students with significant disabilities?

18Marc Gold & Associates©

Meet Andrew in High School

Andy was a typical young person with a disability


The School’s view of Andy

At eighteen years old, he was still viewed as a young child who was not “ready” to enter into a life as an employed adult


Testing results…

• “able to remain focused for approx. 30 minutes”

• “he would say ‘too hard’ and cease work’

• Reading Comp: 1.6 grade level

• SRA non-verbal reasoning test: 4th percentile

• Minn. Clerical test: 1st percentile, timed & un-timed

• WREST: “very poor range in all areas

• Productivity rate 6%• On work samples:

“accuracy improved very slowly with practice and constant one-one supervision”


The negative impression of testing

“Relative to all work samples administered, it appeared that Mr. Cosel’s performance was best when tasks involved no more than one or two steps.”

“Due to Mr. Cosel’s very low level of productivity and his need for constant supervision, traditional employment is not feasible at this time. Training and education which enables him to practice simple manual skills such as packaging and sorting should be explored in the future.”


Beyond the Presumptions of Evaluation

In order to find an optimistic path towards employment, in light of poor test performance and low expectations, it was necessary to get to know Andy much more deeply than who he seemed to be, by those who knew him professionally.

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Discovery

is a great foundation

for building

positive, forward-looking

transition plans

around employment.


Discovery and Customization

These are compatible concepts that are used sequentially to facilitate employment for students who might otherwise not achieve employment.

Discovery provides the foundation information for individuals that is then used to customize a position with an employer.

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Discovery - Defined

Discovery provides, in a non-traditional, common-sense form, the information needed to determine the strengths, needs, and interests of any person with complex life issues. This is accomplished by simply addressing the question,

“Who is this person?”


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Discovery - Defined

Discovery seeks to identify already-existing information rather than developing information solely for the purposes of evaluation or diagnosis.

Identifying a direction for employment is based on information obtained from the person's entire life and not from an instance of performance.


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Discovery

What type of info specific to the individual will you review?– Interviews of student, family, friends and

others who know student– Conversations with student, family and close

friends– Observations of student and participation with

student in typical activities of life

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Discovery . . .

looks beyond traditional information gathering such as:– Transition assessment– Situational assessment or targeted evaluations to

answer specific questions (functional vocational evaluation)

– Review of existing records

and is a way to identify the unique contributions offered by those who might not compete as well as others (Marc Gold & Associates).

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Discovery

• Should be done at least 2 years prior to exiting high school

• Focus is on the student

• Looks beyond the school environment

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Discovery Who:• Individual• Family• Neighbors and

friends• Teachers and

other school staff

• job coach or job developer

• DVR• medical personnel

• person in the community who is associated with job-seeker (i.e. store owner, clerk)

Who Else?

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Discovery

Where:– In a variety of locations because people

behave differently in different situations• Home• Neighborhood• Community• Local businesses with whom job-seeker has

relationship and contacts (teacher with their community based instruction class)

Where else?

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Discovery

How?

- Questions to Consider

? ? ?

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Individual Profile

• Capturing learning from discovery• Full and complete picture of who the

student is • Work and community experiences• Can be in record, narrative or

photographical format

http://www.myti.org

http://www.myti.org/

34Marc Gold & Associates4101 Gautier-Vancleave Rd. Ste. 102 Gautier, MS (228) 497-6999

Individual Profile Collecting and Organizing Information

• Formal discovery notes• Photos• Informal descriptive notes• Interview responses• “Typical person” inventories• Examples of individual performance• Clippings, trophies, certificates, memorabilia

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Individual Profile Examples

Andrew – powerpoint slides

Joshua – powerpoint handout

Eric - handout

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Putting the Pieces Together

Traditional information + Discovery

= Individual Profile

From the individual profile, we can write:

• measurable postsecondary goals

• course of study

• coordinated set of activities

to be included in a student’s IEP.


Discovery provided a new picture of Andy


New dimensions of his personality, skills and interests

His pastime activities gave us insight into skills that the tests did not identify


Andy’s hobbies and interests gave perspective to his overall character

From Computers

To musical interests…


Getting personal

From bathing…

To toileting accommodations


Family and friends

42Marc Gold & Associates© 42

Support from his service dog


Employment experiences

Delivering cash receipts

Assisting warehouse personnel


Importance of Discovery

Facilitated Discovery provided a clear, alternative picture of Andy. It provided sufficient information and direction to develop a plan for customized job development.

Andy started work at a teaching hospital at SUNY Stoney Brook on Long Island after job development by his family.


Andy is responsible for delivery of data

processing information to 82

departments within the hospital


Still working…

Andy is still working today, fifteen years later.


And still painting…

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What are Measurable Postsecondary Goals and Who Needs Them?

A statement based on age appropriate transition assessment that articulates what the student would like to achieve after high school taking into account the student’s strengths, preferences and interests.

Any student who will turn 14 during the timeframe of their IEP, or younger, if determined appropriate by the IEP team as required under IDEA 2004.

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Must there be a measurable postsecondary goal in each area?

YES (2 separate goals)

Education/Training • 2 or 4 year college or university, technical college, etc.• Specific vocational or career field, independent living skills training, vocational

training program, apprenticeship, OJT, job corps

Employment• Paid (integrated: competitive, supported); military• Unpaid (volunteer, in a training capacity)

OPTIONAL

Independent living (Where appropriate)• Adult living, daily living, independent living, financial, transportation, etc.

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Examples of Measurable Postsecondary Goals

1. After high school, Andy will get on the job training in a delivery position.

2. After high school, Andy will work part time as a delivery person.

3. After high school, Andy will live in an apartment with support and with his service dog.

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Course of Study

Plan, Develop and Write a long range educational plan (beginning at age 14 in WI, or sooner if appropriate) that includes:

Classes Educational and community experiences Working on skills

(job/social/communication) for employment and community participation

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Transition Services(Coordinated Set of Activities)

There are transition services in the IEP that focus on improving the academic and functional achievement of the student to facilitate their movement from school to post school.

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Transition Services(Coordinated Set of Activities)

Include but are not limited to:

• Instruction• Related services• Community experience• Integrated employment including supported employment• Development of employment and other post school adult

living objectives• Functional vocational evaluation• Acquisition of daily living skills (if appropriate)

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10 Myths to Shatterabout people with severe disabilities and employment

• People with disabilities need to be with “their own kind”

• People with disabilities pose a greater liability risk to businesses

• People with disabilities need structure• People with disabilities need constant

supervision• People with disabilities need to do

repetitive tasks

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10 Myths to Shatterabout people with severe disabilities and employment

• People with disabilities cannot learn to perform complex tasks

• People with disabilities should be paid according to their productivity

• People with disabilities don’t understand the value of money

• Supported employment takes away choice• Vocational evaluations can predict

success on the job

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Person-Centered Customized Employment Planning

Overarching Goal: Paid job that reflects the information we develop in the plan

Conditions

Interests

Contributions

57Marc Gold & Associates

Introducing Sadie

Sadie is a 21 year old 2007 graduate of Natchez High School.

She is looking forward to going to work.


Sadie has a full life in the Natchez Community

Her home

Sadie’s Dad


A people person . . .

Sadie is confident and comfortable in public places.

She enjoys meeting and talking to people.


Sadie has skills related to office work


Characteristics of an Ideal Job

Conditions are characteristics of any job developed for the individual. Conditions refer to issues such as days of work, pay, benefits, location of the job, inside/outside work, time of day, hours per week, etc. While it is possible to have too many conditions, these are extremely important considerations in customizing a job. Target go/no go conditions for priority consideration.


Sadie’s Conditions for Employment:

Morning hours No later than 4:00 PM 4 – 5 hours per day 3 days/week during school 5 days/week after school Mon. – Fri. /1 Sat. and Sun. per month 15 mile radius from home Inside, air conditioned Job has routines Natural supports available Sitting for most of work Organized workplace that uses lists for duties



Interests are characteristics of an ideal job that gives direction toward a certain area of work interest. These should be stated in the broadest possible manner, allowable by the applicant. Interests might include: working around boats, office work or working in a retail setting. Do not confuse work preferences with preferentially-stated conditions. Avoid using job titles.


Sadie’s Interest Areas:

Office Work Food Services Retail Services ______________________ ______________________

This area will typically be the smallest in terms of number of characteristics listed.



Contributions refer to the individual’s characteristics that will be offered to employers. These might include:

Personality characteristics

Skills

Credentials

Experiences

Recommendations


Sadie’s Contributions:

Personality Characteristics

Very organized (Sadie takes care of all her clothes, ironing and laundry)

Great memory (Sadie remembers the birthdays, meeting times and license plate renewal for all family members)

Dry, sharp sense of humorFun loving person

67Marc Gold & Associates 67

Sadie’s Contributions: Skills

Follows written scheduleFollows multi-step directionsStays on task

Contributions: ExperiencesWorked on Senior yearbook staff, NHSVolunteered at church child care centerSorts mail for all teachers at NHS

Contributions: Recommendations

Mr. Gibson, school principal

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Student’s Portfolio• Customized visual presentation on behalf

of the person as either the job developer or they speak with employers

• Introduces both the general idea of people with significant disabilities making contributions to employers

• Personalized, visual resume that represents the best of the applicant with a disability


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Eric

• Discovery Process

• Measurable postsecondary goals, course of study and coordinated set of activities (transition plan in his IEP)

• Person Centered Customized Employment Planning

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