David Test, NSTTAC Steve Gilles, Michael Lynak, Cynthia Cain/ Wisconsin DPI, WI DHS, WI VR Nellie Aspel, Cleveland Count

1. Strategies for Better Serving Youth with Complex Disabilities: Interagency Collaboration and Customized EmploymentJanuary 13th, 20093 – 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

2. Transition Model of Interagency Collaboration DPI, DVR, DHS Coordinating transition services with & for students with disabilities

3. 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. IEP Individualized Education Plan Transition services IPE Individualized Plan for Employment ISP Individualized Services Plan POST-SCHOOL EMPLOYMENT GOALS Our New Chapter

5. Wisconsin Exit Status for Students with Disabilities Students with Disabilities, Grades 9-12 Data Source: ISES

6. Examples of How Transition Services Have Improved? • State • Regional • Local school district • Local adult services • Partners

7. Resources & Contact Info • Cindy L. Cain, WDA director & statewide transition coordinator 262-548-5880, cnythia.cain@dwd.state.wi.us • Steve Gilles, state education consultant-transition 608-266-1146, steve.gilles@dpi.wi.gov • Mike Linak, DHS transition coordinator 608-266-1140,michael.linak@wisconsin.gov

8. TASSEL Interagency Collaboration: Community and School Level Transition Teams in Action Cleveland County Schools Dr. Nellie P. Aspel NSTTAC Teleconference January 13, 2009

9. 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)

10. Community Level Team A group of administrative level professionals from the school system and adult service provider agencies that meet on a regular basis to oversee the quality of transition services. This team does not address individual student needs. (Aspel)

11. 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. Potential Members of a Community Level Transition Team (Aspel)

12. 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)

13. 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.

14. School Level Transition Team A 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

15. VR Counselor Mental Health DD Representative Post-Secondary Education Social Services Representative Social Security Representative Community Rehabilitation Agency Residential Providers Recreation Representatives Potential Members of a School Level Transition Team – Core Team (Aspel)

16. 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)

17. 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)

18. 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)

19. Frequency, time, and length of meetings Environmental arrangements Breaks and refreshments Meeting reminders Evaluation Agenda Development* Team Member Roles and Behavior* Recordkeeping* Basic Standard Operating Procedures (Aspel)

20. 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)

21. Team Member Roles and Behavior • Team Member Roles 1. Chairperson 2. Secretary 3. Greeter • Team Member Behavior 1. Listening Skills 2. Information Sharing 3. Student-focused 4. Accountability (Aspel)

22. Record keeping • Transition Surveys (Parent and Student) • Releases of Information • Student Information Form • Signature Sheet • Meeting Minutes (Aspel)

23. 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)

24. Customized Wage & Self Employment Molly Sullivan, Associate Griffin-Hammis Associates START-UP USA msullivan@griffinhammis.com 503-703-3650

25. Customized Wage & Self Employment Molly Sullivan, Associate Griffin-Hammis Associates START-UP USA msullivan@griffinhammis.com 503-703-3650

26. Customized Employment • What is customized employment • What are the steps of customized employment

27. What the Numbers tell us about Employment

28. 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

29. 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

30. 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

31. 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

32. What are the steps of Customized Employment? • 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

33. What are the steps of Customized Employment? • 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

34. What are the steps of Customized Employment • 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

35. What are the steps of Customized Employment • Secure funding and Implement • Submit requests for funding • Receive funding • Implement

36. 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

37. 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

38. Contact Us • David Test or Catherine Fowler, NSTTAC; chfowler@uncc.edu, www.nsttac.org • Steve Gilles, Steve.Gilles@dpi.wi.gov • Nellie Aspel, naspel@clevelandcountyschools.org • Molly Sullivan, msullivan@griffinhammis.com Thank you for participating!