Knoxville Seamless Transition Project by 583o6SB


									Knoxville Seamless Transition Project

 An Integrated Transition Systems Project
               operated jointly by the

     Knoxville Area Career Center &
       The Cerebral Palsy Center

                Stephanie Potter
    Characteristics of the Transition
      Systems Integration Model
 No lag time between systems
 Supports driven by the student
 Students learn in the community 6 hours a day
 Services managed by highly structured schedules that
  include work & non-work activities
 Staff are trained to set up environments and support job
  seekers in speaking up for self, decision-making &
 Supporting families as they transition from entitlement to
 Critical Stakeholders involved from the start:
  Knox County Schools
  Division of Rehabilitation Services
  Division of Intellectual Disabilities Services
  University of Tennessee
  San Francisco State University
How the Guidance Group Began
 Built on existing relationships established through
  collaboration on:
  • Local Business Advisory Council
  • Regional Employment Consortium
  • Local Employment Consortium
  • TN Customized Employment Program

 Knox County Schools wanted to replicate the Transition
  Integrated Transition Systems Model and pilot it in our
           Shocking Statistics
 Only 13% of Special Ed.
  Graduates are employed 2
  years post exit

 Only 25% of Special Ed.
  Graduates are employed                     These graduates are at
  3-5 years after exit                         high risk for poverty

 Of these percentages only                  The majority of these
  38% earn minimum wage                        graduates are in
  or better                                    segregated programs

Study conducted in 2000 by the National Council on Education
Outcomes :
          No service disruption

“The day after graduation looks the same as
               the day before”

               Same jobs
        Same community activities
           Same support staff
Outcomes :
 100% found employment
 92% are currently employed
 Averaging 10.2 hours per week
 40% receive funding from Division of
  Intellectual Disabilities Services
 31% growth in quality of life indicators
  after one year
       Quality of life Indicators
  31% growth after one year in the project

 Handling money and making purchases
 Understanding complex instructions
 Showing initiative
 Interacting with others
 Taking care of personal belongings
 Food preparation and eating in public
 Employment and other activities
What did it look like before?
Knox County Schools

 Some work-based learning (average 2 x per
 Very few referrals to DIDS or VR
 Only partnered with CRP’s for sheltered work
 Life skills taught in a classroom
 IEP’s did not include long-term transition goals
Cerebral Palsy Center

 Very few referrals from transitioning students
 Referrals would come after students graduated
  and sat at home for several months frustrated
 Community-based and Employment-based
  services were separate
 Participants saw staff as friends
 Safety and protection first instead of Employment
Workforce Connections/
Career Center

 TN Customized Employment Grant ending
 Career Center was fully accessible but people
  with disabilities were not utilizing the services
 VR was a mandated partner but not truly
              Role of the Student
Students MUST :
     want to work
     have family support
     attend and participate in all IEP meetings
     be open to home visits
     participate in person centered planning
        and divulge information such as:
    • Likes, dislikes, experiences, personality traits, skills,
    • Support needs and accommodations
    • Work history, employment preferences, stamina, schedule
 Role of Voc. Rehab.

Specify one case manager for all
 students in the project
Take the application as soon as
 students are identified
Fund the employment piece up
 to 90 days after placement
Role of DIDS

 Assign one case manager to all participants
 Take application as soon as students are
 Fund post-employment follow up services
  and community-based services (only happened
 40% of the time due to the long waiting list)
Role of Workforce Connections

 Provide an employment specialist
 Conduct Self-Advocacy training
 Ensure all Career Center resources are
 Access WIA funds including summer youth
  employment funds
Role of School System

o Refer appropriate students
o Modify IEP’s to match project goals
o Fund community-based services until
Role of the CP Center
 Attend all IEP meetings
 Conduct interests inventories and home visits
 Develop master and individual schedules
 Hire community specialists/ case managers
 Provide transportation
 Support students in the community
 Provide direct service
The Nuts and Bolts
How in the world do we do this?
Significant Scheduling Details

 Heterogeneous groups based on common
 Chronological age-appropriateness
 Natural Supports from non-disabled persons
 Use the students’ network (Including family,
  friends, classmates, church members, etc)
Significant Scheduling Details cont…
   Natural Consequences
   Natural Proportion
   Activities based in the student’s neighborhood
    (so they become regulars)
   Supports driven by the student
   Employment: First Service to Consider

        Required: Large Doses of Creativity,
           Perseverance & Commitment
  Significant Staffing Components
 Staffing support 1:3 ratio, Employment 1:1

 Non-authoritarian approach

 Natural consequences
   (follow behavior plans)
 Staff support families and
 act as case managers
Significant Staffing Components
  Staff help students
  by “fitting in”

  Staff trained to
  support students in
   • Speaking up for self
   • Decision making
   • Problem solving
 Adhere                     Consultant
to typical                       vs.
processes                   Salesperson

Motivation                 Customized
   1st                        and
Skills 2nd        Use
                                      Eric’s Schedule
                  Monday               Tuesday              Wednesday              Thursday                     Friday
Pick up time/    8:30am              8:45am                8:45am                8:45am                  8:30

Staff/           Kevin               Susan                 Rachel                Rachel                  Nikki

Phone number     715-9716            705-9720              705-8812              705-8812                905-9717

Activities/      Drop to work 9:00   Volunteer at Mobile   Drop to work 9:00     Swap to Kevin’s group   Drop to work 9:00
                                     Meals                                                               Pick Up from work
Items needed     Pick Up from work                        Pick Up from work      Grocery shopping-$5     11:30
                 11:30               YMCA workout/ swim 11:30
                                     (bring bathing suit,                        Cooking class           YMCA- workout
                 Library/ Personal   shower stuff and     Volunteer at Angelic                           (bring change of
                 Shopping/ Bowling   change of clothes)   Ministries             Laundromat              clothes)
                 $2                                                              (bring 1 load of
                                                                                 clothes, soap, $3.00)   Banking- cash

Lunch/           Sack lunch          Lunch at Mall-        Sack Lunch park       Cooking class at John   Fast Food $5

Where/           CAC atrium          Sack or $5                                  23rd on UT campus

$ or sack

Drop off time/   2:45pm              3:00pm                3:00pm                3:00pm                  2:45pm

Staff/           Kevin               Susan                 Rachel                Kevin                   Nikki

Phone number     715-9716            705-9720              705-8823              715-9716                905-9716
             How Do We Fund it?
 School System funds community
 and work based learning during
                                     Additional grants, fundraisers, and
 the student’s last year in school   WIA funds are required to
                                     supplement public funding

 VR funds employment services
 during the student’s last year

 DIDS funds begin when the
 school funding ends to continue
 community based activity and
 long-term employment supports
Success Stories
How YOU can get started today!
 Build partnerships
 Incorporate employment into every day
 Empower your participants
 Make the day meaningful
 Re-train or hire new staff
 Get creative
 Think you can…think you can…think you can!!!
For more information contact:

Stephanie Potter
Workforce Connections
PO Box 51650
Knoxville, TN 37950


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