PREDICTORS OF POST-SCHOOL SUCCESS FOR YOUTH

WITH DISABILITIES:COLLABORATING WITH OUR

PARTNERS TO MAKE SUCCESS HAPPEN 

Oklahoma Department of Rehabilitation Services

Collaborative Service DeliveryCollaborative Framework

Information taken from Dr. Paula Kohler’s Taxonomy for Transition Programming

Interagency Collaboration

Collaborative Service Delivery

Key Components Reducing system barriers Braided funding Collaborative development & use of

assessment data Shared delivery of transition services Information dissemination among

agencies Collaborative programming (with

employers, special AND regular education teachers, vocational instructors, higher education, VR)

Collaborative Framework Key Components

Interagency coordinating body Formal interagency agreement Roles clearly articulated Established communication methods Shared student information Single case management system Lead agency identified Designated transition contact for all

providers

How do we make Interagency Collaboration work?

In OK we ask: Who is NOT at the table? Who do we need to include to make

this happen? Who can help develop, disseminate, or

move this along? Who is or may already be doing

something like this that we could join? What else can we do to help youth?

Families? Schools? Our staff?

PARTNERS Schools Higher educational

institutions State agencies Advisory councils Parents/parent

groups Private businesses Community

Rehabilitation Programs

Disability Organizations

Career and Technology Education Centers

Governor’s Workforce and Economic Development Council

National Organizations

EXTERNAL COMMITTEES IDEA B Advisory OK Directors of Special

Services (ODSS) Metro ODSS OK Association on

Higher Education and Disability (AHEAD)

Alliance for Full Participation

OK Family Network OK Health Information

Plan Project SEARCH

Partners

Business Advisory Councils

Supported Employment Leadership Network

Governor’s Youth Council and Subcommittees

OK Commission on Children and Youth, Strengthening Transition for Custody Youth

Council for State Administrators of Vocational Rehabilitation (Transition)

Oklahoma Transition Council

Enough meetings?

Cartoon drawing of a woman with caption “hmmm…what to wear, what to wear?” with 5 hats “coach, facilitator, negotiator, evaluator, and mediator”

Ever feel like this? Our roles do have to fluctuate.

What do we do?

Focus on how to help youth achieve success.

Realize what is important.Find ways to make processes easier.

Work with staff, other colleagues, agencies, councils, etc.

What do we do?Partner, partner, partner. Did someone say PARTNER?

CREATE!And

DISSEMINATE!

Challenges We admit:

We don’t reach all youth with disabilities;

Not all school staff (or families) know about us and what we offer or who we serve;

Not all families don’t always learn about DRS and why they should apply for services OR what they do learn is not accurate;

Not all SSA recipients will go to work, even though we serve them throughout high school;

ChallengesWe admit:

Some youth we serve while in high school end up unsuccessful closures;

There are underserved populations (e.g., those on 504 Plans) and un-served populations (others with disabilities);

It isn’t always easy;

ChallengesWe admit:

Families must be involved in the process and on board with employment as an outcome;

We cannot and should not do it alone; and

We always have room to improve!!!

It’s not always easy!Cartoon drawing of two mules trying to eat hay, pulling in different directions, thinking about a solution, eating the same pile, and switching piles

What do we do about it? Identify needsCreate partnerships and find ways to step outside the box.

Create tools and resources Implement and disseminate

What do we do about it? We partner and create!

Sample IEP Goals for DRS ServicesNeed identified because:

DRS services not reflected in IEPs; and

Token, generic, noncompliant transition goals.

Developed in-house, reviewed by colleagues across the US (NSTTAC, business, schools)

Updated frequently, disseminated to staff and schools

SAMPLE IEP GOALS FOR DRS SERVICES

DRS Service IEP Goal Area

Goal

Work Adjustment Training

EmploymentEducationTraining

After receiving modeling of job tasks, student will demonstrate the ability to learn job tasks 100% of the time as observed by the coworkers and supervisor.

Tech-Now—Milestone 1

EducationTraining

Student will identify at least three personal or academic strengths that will benefit them in employment as observed by instructor.

SAMPLE IEP GOALS FOR DRS SERVICES

DRS Service IEP Goal Area

Goal

No Specific Service

EmploymentEducationTraining

Student will develop a list of at least two realistic and appropriate career paths using the OK Career Planner or the Texas Reality Check that will allow students to live the life they envision as observed by the DRS staff.

No Specific Service

EmploymentEducationTraining

Student will demonstrate knowledge of earnings by calculating an estimate of their gross earnings daily, weekly, and monthly with 100% accuracy as documented by their instructor or employer.

What do we do about it? We partner and create!

Transition Care NotebookPartnered with Oklahoma Family Network

Need identified because:Children served in NICU are in transition.

Initiated at a conference and worked on all year (work group of school staff, DRS, parents, DD Council)

Unveiled final product at 7th Annual OTI.

Transition Care Notebook

Transition care notebook

Accommodation

Needed at Work

Needed at School

Why do I need this?

Ex.: large print (at least 36 font)

Yes Yes Visual impairment

Ex.: lap weight

No Yes Sensory input

My AccommodationsAccommodations are changes to your work or educational environment that allow you to perform at your best. Think about what helps you the most to be successful in work and school (e.g., what helps you see, hear, work, understand, learn, concentrate, communicate, and move around).

What do we do about it? We partner and create!

Oklahoma Transition Institute (OTI)Partnered with Oklahoma Transition Council

Annual conference/planning instituteRegional teams develop a planConference format$60,000 event shared by more than 30 partners—lots of in-kind support.

“The” state’s transition training!

What do we do about it? We partner and create!

Timeline of Transition ActivitiesPartnered with Oklahoma Transition Council

Need identified because:The Transition Planning Folder was a huge hit.

We needed something easy to update.

We needed to start at birth.Unveiled draft at 7th Annual OTI.

Timeline of transition activities

WHAT HELPS GUIDE OUR WORK?

Predictors of post-school success identified by the National Secondary Transition Technical Assistance Center (NSTTAC) Career Awareness: Students with more job search

skills and career awareness achieved higher rates of post-school employment.

Community Experiences: Students who participated in community-based training (social skills, independent living skills, public transportation, OJT) which involved instruction in non-school, natural environments were more likely to be engaged in post-school employment

Exit Exam Requirements/High School Diploma Status: Students with high scores on academic exams, high GPAs, and a diploma achieved higher rates of post-school employment.

WHAT HELPS GUIDE OUR WORK?

Predictors of post-school success identified by the National Secondary Transition Technical Assistance Center (NSTTAC) Inclusion in General Education: Students who

took general education classes were 5 times more likely to attend postsecondary education, be employed, and live independently..

Interagency Collaboration: The more agencies involved in serving youth the more likely the youth were to attend postsecondary education or be employed.

Occupational Courses: Students who took more hours of academic and occupational courses and spent more time in regular education were more likely to be engaged in post-school employment

WHAT HELPS GUIDE OUR WORK?

Predictors of post-school success identified by the National Secondary Transition Technical Assistance Center (NSTTAC) Paid Employment/Work Experiences: Students who

had 2 or more paid jobs or year-round employment during high school were more likely to be employed after high school.

Parental Involvement: Students who had 1 or more parents attend IEP meetings in 11th and 12th grade were more likely to be employed.

Program of Study: Students who participated in school-based programs with a career focus who had a defined career goal were more likely to be employed with benefits.

Self-Advocacy/Self-Determination: Students with higher self-determination skills were more likely to be employed.

WHAT HELPS GUIDE OUR WORK?

Predictors of post-school success identified by the National Secondary Transition Technical Assistance Center (NSTTAC) Self-Care/Independent Living Skills: Students with

high daily living skills were more likely to have a higher quality of life (independent living) and be engaged in post-school employment.

Social Skills: Students with high social skills were more likely to have a higher quality of life (independent living) and be engaged in post-school employment .

Student Support: Students who had support from family/friends/teachers, were satisfied with instruction, and spent more time with family and friends tended to have a higher quality of life and post-school employment.

WHAT HELPS GUIDE OUR WORK?

Predictors of post-school success identified by the National Secondary Transition Technical Assistance Center (NSTTAC) Transition Program: Students who met 4 or

more transition goals, had agency support, and had comprehensive transition planning were more likely to be engaged in postsecondary education or employment.

Vocational Education: Students who took more academic and vocational courses and had technology training were more likely to be engaged in postsecondary education or employment.

Work Study: Students who participated in work study or internships were more likely to be employed.

HOW ARE WE USING THIS INFORMATION? We are working in developing No-Cost and Low-

Cost activities that we can work on with our youth and encourage schools and families to do as well. Career Awareness: Job Club, job shadowing,

use of technology, Tech-Now, parents share their day, take kids to workPartners: Tribal VR, SSA, businesses,

CareerTech, parents Community Experiences: Have clients attend

meetings with us, use You Tube, use rehab teachers in summer, practice public transportation, immerse in other cultures for diversityPartners: Rehab Teachers, DOT, Tribal VR,

Hispanic Chamber of Commerce

HOW ARE WE USING THIS INFORMATION?

Interagency Collaboration: Use vendors for expertise, partner with Workforce, meet with IHEs about documentation and accommodations, cross train with agencies Partners: Community Rehab Programs, Workforce

Oklahoma, higher education, other state agencies, OK Commission on Children and Youth, State Regents for Higher Education, Parent Centers and Organizations

Occupational Courses: Work with CareerTech and higher education to allow better access for students with disabilities and a range of courses for individuals with significant disabilities; help identify them or create new ones (work with Dept. of Ed.)

Paid Employment/Work Experiences: Encourage youth to have typical youth jobs (i.e., babysitting, mowing lawns) and chores, summer programs, Project SEARCH™

HOW ARE WE USING THIS INFORMATION?

In OK last year, we had more than 1,500 youth in paid work either during the school day, evenings, weekends, summer, etc.

Graphic “work promotes confidence”, plus sign, man holding money bag, equal sign, picture of baby holding fist of sand on the beach and “success”

HOW ARE WE USING THIS INFORMATION?

Parental Involvement: Provide translation as often as possible, and provide training to parents on how to foster independence Parent Center and other organizations, Tribal VR, Tribal

Parent Organizations Program of Study: Provide suggestions for

course of study on IEP; help the team see the long-term plan; encourage enrollment in Tech-Now or concurrent enrollment when appropriate State Department of Education, LEAs, parent groups

Self-Advocacy/Self-Determination: Provide parent academies, have mentors, use free curriculum, and encourage volunteering Developmental Disabilities Council, parent

organizations, higher education

HOW ARE WE USING THIS INFORMATION?

Social Skills: Provide social skills training, and host social events for youth to learn and practice their skills in a safe environment LEAs, OK Transition Council, Development

Disabilities Council, Workforce and Youth Summits

Student Support: Encourage peer mentoring and tutoring amongst clients and former clients

What do we do about it? We partner and create!

Tech-Now Inc.Partner with Tech-Now Inc., public schools,

and CareerTechNeed identified because:

Students need to learn technology.Students may not have many options

for electives.Students do not typically have

designated time to research careers and work solely on transition and career development activities.

Logo for Tech-Now

What do we do about it? Tech-Now Inc. Cereal Box

Picture of a flattened out cereal box created in Tech-Now, has information about what it takes to become a pre-k teacher.

What do we do about it? Tech-Now Inc. Cereal Box

Picture of a flattened out cereal box created in Tech-Now, has information about what it takes to get a job in law enforcement

Transition Planning Folder, State Rehab Council

Keeping track of your progress, State Rehab Council

Strong partnerships Common vision Give new ideas and different perspective Help share resources Extend the message to a broader audience Reduces duplication and MORE meetings

to attend Improves communication and mutual

understanding Helps serve youth!

“Coming together is a beginning; keeping together is progress; working together is success.” Henry Ford

Photo of hands on top of one another

When We Partner

We Get Things DoneMake Change Happen

Road sign “possibilities”

What do you do (or would like to do) to address some of the

predictors?

SUGGESTIONS

How can you access our info?

E-mail kosmani@okdrs.gov for any/all information to be sent as an attachment.

Transition Planning Folder can be found at www.okrehab.org or www.okrehabcouncil.org.

Keeping Track of Your Progress for Transition is in draft status. E-mail for final version or visit www.okrehabcouncil.org.

CONTACTS

Michael Layne, Vocational Rehabilitation Specialist, Visual Services M.S., CRC, LPC mlayne@okdrs.gov (580) 310-5306

Kimberly Osmani, Transition Coordinator, M.Ed. kosmani@okdrs.gov (405) 635-2768