Transitioning to Life After High School: A Guide for Students with Disabilities

1. State of Wisconsin Department of Health Services Division of Long Term Care Office of Resource Center Development (10/2012) Transition, Publicly Funded Long Term Care and Integrated Employment in Wisconsin Counties with Waiver Programs

2. Our Goal Helping Students with Disabilities Get Ready for Life After High School Publicly Funded Long Term Care Transition Integrated Employment

3. Learning Objectives? • Introduce Manual • Transition Planning • Publicly Funded LTC • Integrated Employment

4. The Day is Coming…. Now What?!!

5. Quality of Life Outcomes • I decide where and with whom I live. • I make decisions regarding my supports and services. • I decide how I spend my day. • I have relationships with family and friends. • I do things that are important to me. • I am involved in my community. • My life is stable. • I am respected and treated fairly. • I have privacy. • I have the best possible health. • I feel safe. • I am free from abuse and neglect.

6. Interesting Facts Approximately 45K students in special education Wisconsin (ages 14-21). Approximately 8K leave school districts across the state annually.

7. Key Players in Transition • Student • Parents • Teachers • Community • DVR • Guidance • Social Worker • Psychologist • Transition Coordinator • Aides • ADRC Staff • Support Staff • Universities, Technical /Community Colleges • Employers • Independent Living Services • Social Security Administration • Paraprofessionals • School Administrators

8. Living My Dream: Transitioning to Life After High School Living My Dream At 17 yrs & 6 months call Aging and Disability Resource Center & at 18 Call Social Security Aging and Disability Resource Center (ADRC) Provides information about services, resources and programs. Parents or guardian help me with my goals I know my dreams and goals Education Independent Living Options Student Social Security can help with benefits like Supplemental Security Income (SSI), Social Security Disability Insurance (SSDI), Medical Assistance (MA) or Ticket to Work Division of Vocational Rehabilitation (DVR) can help me reach my employment goals Teachers help me with my goals Employment 18 Yrs Old

9. Student Role Identify my interests, talents, and passions to pursue after leaving high school. Actively participate in the IEP process and identify my employment and independent living goals. Work toward achieving my goals. Identify supports (people and resources) that can help me achieve my goals. Stay in School. Develop Self-determination & Self-advocacy skills.

10. Parent Role Help my son/daughter identify interests, talents, & passions. Work with IEP team. Work with son/daughter to achieve post school goals. Collaborate with identified support systems. Support my son/daughter in advocating for him/herself.

11. Teacher Role Develop understanding of student’s abilities, interests, passions. Develop & implement transition plan with student & family. Work with student & family to achieve post school goals. Collaborate with identified support systems. Support student in advocating for him/herself.

12. Why Self-Determination? Self-Determination • Exercising the right to make choices & direct your life. Self-Advocacy • Knowing and standing up for your rights. How? • Provide opportunities to make decisions and choices at home. To live life as you choose in accordance with your interests, needs, and abilities.

13. Transition Planning Start planning no later than 9th grade; Several questions are provided to assist with planning; and Students can express their goals and desires several ways.

14. What have I learned? Pg. 9

15. Important Things that Happen At 18 • Resolve the issue of guardianship and/or related alternatives. • Understand Adult Rights & Responsibilities. • Disability Determination through SSA and apply for SSI and Medical Assistance if appropriate. • May get personalized information directly from Aging and Disability Resource Center (ADRC).

16. GuardianshipParents need to resolve the issue of guardianship and/or related alternatives • Guardianship is the legal power to care for another person and manage his/her affairs: • Guardian of the estate -finances • Guardian of the person –personal needs • Person may be appointed as both • Some alternatives may include: • Health care power of attorney • Conservatorship • Representative Payee • Dual Signature Accounts

17. Entitlement vs. Eligibility High School Adult Services • Special education services are free • Services based on IEP initiated by school district • Progress toward IEP goal is monitored and communicated to parents & students • Individuals with Disabilities Education Act (IDEA) • Adult services based on eligibility & vary by agency • Services based on ISP initiated by adult • Progress toward goals are monitored by consumer & require self-advocacy • Section 504 of the Rehabilitation Act & the Americans with Disabilities Act (ADA)

18. What have I learned? Pg. 14

19. Path to Publicly Funded Long Term Care Services At least 17 yrs and 6 months old Options/Enrollment Counseling Aging and Disability Resource Center Eligibility Determination Call ADRC Provides Information about services, resources, and programs Functional Screen Financial Eligibility Counsel individuals about eligibility for various programs and benefits Community Options Program-Waiver (COP-W) Community Integration Program (CIP-IA , IB, II) Provide long term care assistance that help eligible persons with physical or developmental disabilities live in their own homes or communities Medicaid (Title 19) "Forward" Card

20. Connecting with the ADRC • Call the ADRC for answers to disability related questions • Ph.

21. Aging and Disability Resource Center (ADRC) Offers the general public a single entry point for information and assistance on issues affecting people with disabilities regardless of income. A place to call for Students/Parents/Teachers with disability questions related to adulthood (18+). Accurate unbiased information related to living and working with a disability. Services can be provided at the center, via telephone, and/or through a home visit.

22. Definitions “Physical Disability” means a physical condition, including an anatomical loss or musculoskeletal, neurological, respiratory or cardiovascular impairment, which results from injury, disease or congenital disorder and which significantly interferes with or significantly limits at least one major life activity of a person” (WI Statutes 15.197(4)(a) 2).

23. Definitions “Major life activity” means any of the following: A. Self-care B. Performance of manual tasks unrelated to gainful employment C. Walking D. Receptive and expressive language E. Breathing F. Working G. Participating in educational programs H. Mobility, other than walking I. Capacity for independent living (WI Statutes 15.197(4)(a)1).

24. Definitions “Developmental disability" means a disability attributable to brain injury, cerebral palsy, epilepsy, autism, Prader-Willi syndrome, intellectual disability, or another neurological condition closely related to an intellectual disability or requiring treatment similar to that required for individuals with an intellectual disability, which has continued or can be expected to continue indefinitely and constitutes a substantial handicap to the afflicted individual. "Developmental disability" does not include dementia that is primarily caused by degenerative brain disorder. (WI Statutes 51.01(5)(a)).

25. Long Term Care (LTC) LTC is any service or support that a person may need as a result of a disability that limits the ability to do the things that people need to do throughout the course of the day. This includes bathing, getting dressed, making meals, going to work and paying bills.

26. Long Term Care (LTC) Target Groups Adults with primary physical disabilities; or Adults with primary developmental disabilities; or Adults with mental health or substance abuse problems if they are also in the above target groups; and Adults who meet Functional Screen and Financial Eligibility for Medicaid Assistance.

27. Eligibility Determination Financial Eligibility Functional Screen

28. Financial Eligibility Based on income Generally individuals eligible for Medicaid will be financially eligible for publicly funded LTC services.

29. Functional Screen inventory of needs or list of activities that people need to perform, or have performed for them, in the course of every-day life; gathers information about whether a person needs help, and how much help they need, in performing the activities; only experienced professionals who have taken a training course and have passed a certification exam can administer the screen.

30. Publicly Funded LTC Services Adaptive aids Adult day care Adult family home Disposable Medical Supplies Communication aids/interpreter services Community-Based Residential Facility (CBRF) Consumer education and training Counseling and therapeutic resources

31. Publicly Funded LTC Services Daily living skills training Day services Financial management services Home delivered meals Home modifications Housing counseling Personal emergency response system services Prevocational services

32. Publicly Funded LTC Services Respite care Nursing services Specialized medical equipment and supplies Supported employment Supportive home care Specialized transportation Vocational futures planning

34. The Publicly Funded Long Term Care Options Umbrella Community Options Program-Waiver (COP-W) Community Integration Program (CIP-IA, IB, II) Medicaid (Title 19) "Forward" Card

35. Quality of Life Outcomes • I decide where and with whom I live. • I make decisions regarding my supports and services. • I decide how I spend my day. • I have relationships with family and friends. • I do things that are important to me. • I am involved in my community. • My life is stable. • I am respected and treated fairly. • I have privacy. • I have the best possible health. • I feel safe. • I am free from abuse and neglect.

36. Not Eligible for LTC Services Referral to DVR; Consult Disability Benefits Specialist; Post Secondary Education and Training; Ticket to Work: Voluntary employment program through SSA.

37. Appeals & Grievances Eligibility decision; Any care plan changes; Additional information on appeals and grievances is available from the ADRC.

38. Independent Living & Housing Options There Are Varying Degrees of Independence Support Services in the Home Supervised/Supported Apartments Community Based Residential Facilities Adult Family Care Homes

39. Independent Living Centers • Eight Independent Living Centers in Wisconsin • Assist people with disabilities • Live independent lives • Be active participants in community life

40. What have I learned? Pg. 21

42. What Can I Do if I Want to Work? Learn About My Interests & Abilities Job Shadow 2-4yr College or Tech School I want to work! Paid Part/Full Time Integrated Employment High School Work Experience Social Security Work Incentives Adult Service Agencies DVR Paid Internships LTC Employment Support Student

43. Working with a disability? Everyone can work! Plan for the Future • Learn your interests and abilities. • Set employment goals. • Share your dreams and visions. • Ask what do I want to do right after high school and five years after. • Plan for the future, don’t wait for it to happen! Prepare for Work • Participate in work experience through the high school. • Develop self-advocacy skills. • Complete a career inventory. • Know what you can do with and without assistance. • Apply to DVR four semesters prior to completing high school.

44. Employment First Employment First is about raising expectations! • Strategies that identify employment in integrated, community-based businesses earning at or above minimum wage . • Integrated, community-based employment as thepreferred outcome for individuals with disabilities. • Individuals with disabilities are held to same standards, responsibilities, and expectations as any working age adult.

45. Key Employment Definitions • Employment- Regular employment in the workforce on the payroll of a company (unless self employed) at minimum or prevailing wages with commensurate benefits. • Integration - Interaction with co-workers without disabilities and customers is assured.

46. Employment Strategies Competitive Employment Supported or Customized Employment Self-Employment/Micro-Enterprise Community Rehabilitation Programs Segregated Work Activities (previously known as sheltered employment) Real Jobs, Real Wages, Real Business Settings: no sub-minimum wage

48. Educational Options at 18 Stay in High School until 21. Some students will choose to attend college or receive technical training, certification, etc. Coordinate with DVR as appropriate.

49. Why stay in school? • Complete educational objectives • Graduate • Complete Transition Goals • Vocational Assessment • Job Shadowing • Supervised & Supported Employment

50. What have I learned? Pg. 28