Knoxville Seamless Transition Pr by pengxiuhui


									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
          No service disruption

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

               Same jobs
        Same community activities
           Same support staff
 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
                                      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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