Transition Planning Creating a Life Full of Possibilities
1-14-16
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
3
TRANSITION PLANNING
Ground Rules
4
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."
5
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
10
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
14
…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
15
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
26
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…
1
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. [email protected]
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
44
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
48
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
49
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
66
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
69
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
71
Natural Support Group VS Individual Placements Disability Disclosure ADA Accommodations Job Coaching
Work Place Support Strategies
73
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 $
79
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
80
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
83
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
QUESTIONS
Transition Planning
??????