Key Success FactorsKey Success Factors

Belief in each person’s ability to work.

Confidence in our capacity to find each person’s path to work.

Relentless & disciplined pursuit of new skills, strategies, partnerships, & opportunities to achieve full employment.

Key AlliesKey Allies

SchoolsSchools FamiliesFamilies

DDD/VRDDD/VR

CountiesCounties

ProvidersProviders

Key AlliesKey Allies

Hold the expectation of work & community contribution for all working age people.

Encourage & advocate for work.

Relentless & disciplined pursuit of new skills, strategies, partnerships, & opportunities to achieve full

employment.

Initial StrategiesInitial Strategies

Develop State/OSPI and county/school district agreements that make the most of all state and

local resources.

Promote use of post school employment data on transition outcomes from Center for Change in Transition Services

to improve performance on IDEA/WASL requirements.

Market employment for everyone.

Build provider capacity.

Clarify priority and track progress.

Clark County Schools Project-Clark County Schools Project-Building To the FutureBuilding To the Future

The Vision-The Vision-

““Building a network of services to insure that all students Building a network of services to insure that all students with developmental disabilities have access to employment, with developmental disabilities have access to employment, appropriate formal and informal job supports, or additional appropriate formal and informal job supports, or additional educational opportunities as well as other needed educational opportunities as well as other needed community supports or linkages.”community supports or linkages.”

ESD 112, Vancouver, La Center, Camas Schools, WISE, Clark County Developmental Disabilities

How did it StartHow did it Start Linda Rolfe-DDD, spoke to local special education directors & provided

some initial TA funding

ESD #112 & Clark County jointly sponsored a letter

to invite participation goal-to improve transition

planning & post school outcomes

Interested districts applied & self selected project’s structure & outcomes

Everyone Provided Something

Our Responsibilities and Why Our Responsibilities and Why Collaboration Became So ImportantCollaboration Became So Important Long History of Relationships between Clark

County, ESD#112 and Local School Districts

Everyone Dissatisfied with

Current Transition Planning

and Post School Expectations

Working Together Would Help Everyone

Transition Project OutcomesTransition Project Outcomes Produced Educational DVD available to all –

also web presence -

Shows stages of the educational pathway and linkages to the community system

Used by teachers and families for transition at all ages-outcome always looking to employment

Gives strategies for each age as well and clear Working Age Adult Policy information

Training Teachers – Train the trainer model with long term mentoring on

how to use Person Centered Planning to develop legally defensible, useful IEP goals

Intensive Year of Training for the “trainer group”-system navigation, benefits, employment, recreation, residential, housing, etc...

Institutionalizing positive, results oriented process

Family Training Series – All individuals ages 12 - 30 and families invited Monthly from January - June topics include

employment, residential, adult system, benefits, recreation, and housing

Transition Project OutcomesTransition Project Outcomes Build-able Portfolio/Packet

Will assist families and individuals with disabilities to gain the most out of their educational experience

Follows the student each year Will assist the student with obtaining paid community employment Potential Alternative to the WAS, reducing time and frustration of teachers

Developed a Transition Cadre for ESD 112

Modeled after Successful Autism Cadre Seeks to influence changes in transition beginning with birth to 3 services Developed to promote & Sustain Best Practices in Transition

Clark County Contact InformationClark County Contact Information

Mary Strehlow, Manager

Clark County Developmental Disabilities Program

Voice, 360-397-2130 extension 7825

Email – Mary.Strehlow@clark.wa.gov

Dennis Mathews, Asst Superintendent

ESD 112

Voice, 360-750-7500 extension 240

Email – dennis.mathews@esd112.org

Jan Cline, Special Education Director

Camas School District

Voice, 360- 817-4410

Email - Jan.Cline@camas.wednet.edu

Cesilee Coulson, Executive Director

WISE

Voice, 206- 343-0881

Email - cesilee@theinitiative.ws

Daniel Bettis, Special Education Director Vancouver School District Voice, 360-313-1164 extension 1158 Email – daniel.bettis@vansd.org

King County King County Developmental Disabilities DivisionDevelopmental Disabilities Division

School-to-Work Project

Ray Jensen, Division DirectorKelley Faulkner, Project Manager

GoalGoal

Improve employment outcomes

Eliminate gap in services

Work with schools as first person resource to get information to students/families sooner

Offer technical assistance (TA) and training to school staff to help them prepare students for real, community based employment

King County ResponsibilitiesKing County Responsibilities Orientation and enrollment of students and families

Trainings to students, families, educators Working Age Adult Policy Funding for employment supports Social Security Work Incentives Other requests as needed

Contract with: School Districts (15 districts as of date) Employment Agencies (16) (assessment, job development, training) Work Training Program- case management/ summer program

Coordinate with funding agencies DVR – braided funding (two models tried) DDD – coordinate/prioritize transition proviso funding slots planning

School District/ESD ResponsibilitiesSchool District/ESD Responsibilities

Commit existing school resources to help students find jobs before leaving school (or pay if Bridge.)

Partner with supported employment agencies and sharing resources to find and support students in jobs while they are in school.

Provide contact person and for trainings /referrals/ promotion/distribution of project-related events/information, etc.

Receive training on the value of employment and best practices in supported employment (clock-hours provided.)

ResultsResults Outcomes - 129 students working or receiving supported employment services on a pathway to individual employment

2005-2006 outcomes: 78 receiving day program services 51 people working $531 per month average wage

DOB Range: 9/1/84 – 8/31/85

School District/ESD contact who School District/ESD contact who could answer questionscould answer questions

Richard HainesLake Washington School District425-861-3452 Rihaines@lwsd.org

Diana GayIssaquah School District425-837-7131 Gayd@issaquah.wednet.edu

Kelley FaulknerKing County School-to-Work Project Manager206-205-0526 Kelley.Faulkner@Metrokc.gov

Inspiration & Goal – Thurston\Inspiration & Goal – Thurston\Mason CountyMason County

Inspiration Young adults with developmental

disabilities weren’t leaving school and going to work like their peers.

Goal Collaborate and combine resources so young

adults with developmental disabilities graduate with good jobs.

Shared ResponsibilitiesShared Responsibilities Thurston County DD

Leadership Contract Oversight

School Districts Program Sponsorship Teacher Support Student Referrals & Family Liaison

Division of Vocational Rehabilitation Assessment and Planning

Morningside Direct Employment Support Services

Shared FundingShared Funding

Historically, since 1992, the annual cost of the

program has been between $250,000

and $275,000 per year.

Financial participation has been shared: Morningside - 10% Thurston County – 20% School Districts – 30 % Vocational Rehabilitation – 25% Grants and Donations – 15%

What does it buy?What does it buy? Employment agency Provides

4.5 FTE’s in 7 school districts

School district funds teacher & site costs

Access to employment support Job try-outs, job development, and on-the job

training and support. Working knowledge of community resources like

the bus system Segue to long-term employment support (post high

school)

OutcomesOutcomes

Expectations: Young adults with developmental disabilities can enter the work-world upon graduation. 2007 graduating class, 60% working 2006 graduating class, 65% working 2005 graduating class, 75% working

Mason County began a High School Transition program during the 2005-06 school year with 100% of the students working at the end of the school year.

For more information contact:For more information contact:Jane Boone, Thurston–Mason County CoordinatorVoice, 360-786-5585 extension 7212Email, boonej@co.thurston.wa.us

Why did “Bridging the Gap” Why did “Bridging the Gap” conversations begin in Pierce County?conversations begin in Pierce County?

Many students in Pierce County were exiting high school without a job or an understanding of the adult service system.

Students were falling through the gaps and difficult to locate or move into services quickly post graduation;

There were numerous “myths” about going to work and what it meant to earn money.

Implementation of the Working Age Adults Policy and the Counties strong value that everyone has something to contribute.

The mutual goal is a partnership that will focus The mutual goal is a partnership that will focus on providing training and supported employmenton providing training and supported employment services to students age eighteen to twenty one services to students age eighteen to twenty one so that they will be employed at the time ofso that they will be employed at the time of graduation.graduation.

What are the County Responsibilities?What are the County Responsibilities?

Social Security Benefit Social Security Benefit Analysis and PlanningAnalysis and Planning

1. Providing education about Social Security benefits

2. Gathering information3. Reviewing an individual’s benefit

profile4. Illustrating potential options (i.e.

Work Incentive Programs)5. Identifying/assisting with

problem situations (i.e. overpayments)

Pierce County Transition Coordinator

1. Information on the Working Age Adult Policy for staff and students

2. Be a resource and help navigate adult services

3. Explore Employment Services 4. Identify Possible Funding

options5. Attend IEP6. Assure qualified employment

providers are available to work with students

What are the School District What are the School District responsibilities?responsibilities?

Overall coordination of the IEP and Transition Services;

Assure staff receive training on available adult services in Pierce County

Assure notification of the initial IEP goes to the student’s chose vocational provider

Pay for planning and/or employment services as part of a funding partnership.

What have we accomplished?What have we accomplished?1. Outreach:

Meeting with each District and families in the evenings (10 since 1/07)

Social Security Benefits Outreach to school districts and families ( 4 events reaching 86 individuals since 1/07)

2. Contracts and Services:

Through a partnership with two School Districts, White River and Franklin Pierce, the Districts have entered into contracts with Pierce County Developmental Disabilities.

Working with 6 students, 3 in White River and 3 in Franklin Pierce.

White River School District has 2 completed plans, and 1 is in process. 1 student was employed, but it fell through. DVR is involved with all 3 students. WR has more students who will be their focus for next year as well.

Franklin Pierces has 1 student in process with a plan. DVR is involved with 2 of their

students

Contact Information for Pierce CountyContact Information for Pierce County

Hugh E. Flint

Director of Student Support Services

White River School District

240 North A Street

P.O. Box 2050

Buckley, WA 98321

Voice: (360) 829-3959

Fax: (360) 829-3358

Email, hflint@whiteriver.wednet.edu

Susy StremelAdult Services Program SpecialistPierce County Developmental Disabilities3580 Pacific AveTacoma, WA 98418

Voice: 253-798-6149Fax: 253-798-2806

Email, Susy.stremel@co.pierce.wa.us

Contact InformationContact Information Linda Rolfe, Director

Division of Developmental DisabilitiesVoice, 360-725-3461Email, rolfela@dshs.wa.gov

Jane Boone, ManagerThurston-Mason DD Program Voice, 360-786-5585 ext 7212Email, boonej@co.thurston.wa.us

Richard HainesLake Washington School DistrictVoice, 425-861-3452Email, Rihaines@lwsd.org

Diana GayIssaquah School DistrictVoice, 425-837-7131Email, Gayd@issaquah.wednet.edu

Kelley Faulkner, Project/Program Manager IISchool-to-Work Pilot ProjectVoice, 206-.205-0526Email, kelley.faulkner@metrokc.gov

Susy StremelPierce County DDVoice, 253-798-6149Email, Susy.stremel@co.pierce.wa.us

Hugh E. Flint White River School District Voice, 360-829-3959 Email, hflint@whiteriver.wednet.edu

Daniel Bettis, Special Education Director Vancouver School District Voice, 360-313-1164 extension 1158 Email – daniel.bettis@vansd.org

Jan Cline, Special Education Dir Camas School District Voice, 360- 817-4410 Email - Jan.Cline@camas.wednet.edu

Dennis Mathews, Asst Superintendent

ESD 112 Voice, 360-750-7500 ext 240 Email – dennis.mathews@esd112.org

Cesilee Coulson, Executive Dir WISE Voice, 206- 343-0881 Email - cesilee@theinitiative.ws

Mary Strehlow, Manager Clark County DD Program Voice, 360-397-2130 ext 7825 Email – Mary.Strehlow@clark.wa.gov