Orchard Village

1. Orchard Village Orchard Village is a non profit organization that was founded in 1972. Founded by parents whose children were graduating from high school and transitioning into their adult life. They wanted a safe and productive community where they could foster new skills and realize their dreams.

2. Who should participate in the coordination of Transition Services? Student Parent(s)/Family Members/Guardians Case Manager Classroom Teachers Related Service Team Private Therapists Pre-vocational Coordinator Transition Specialist/Counselor Administrators Division of Rehabilitation Staff Community Agencies

3. Transition Services requires theCoordination of Services Focus on the student Identify roles: who does what? Flexibility to share responsibilities. Valuing team members’ unique expertise and backgrounds Remain open-minded to all ideas No egos Open and ongoing communication among team members Access and sharing of resources

4. Collaboration in the Transition Process When special education, governmental entities, community agencies and adult service providers work together, we can empower students with disabilities to succeed in full participation in work and community living. By networking and building relationships, we are better able to collaborate to address the needs of individual students and facilitate a more successful post-secondary outcomes.

5. Collaboration to Facilitate Successful Transition Planning Focus on the total person Recognition of individual desires and interests Discovering new ways of thinking about the future of the person Establishing relationships among agencies Focusing on capacities instead of deficiencies

6. Illinois Department of Commerce and Economic Opportunity Grant – Jack Lavin, Director Review existing transition programs in Chicago and suburban schools Develop model (pilot) transition program for students with disabilities Include both employment and post-secondary options Present program to the Chicagoland Provider Leadership Network (CPLN)

7. Current Research of Transition Integration Models  California Transition Service Integration Expansion Project Maryland Transition Service Integration Project Baltimore Transition Connection Career & Community Connection, Lockport, IL

8. California; San Diego & San Francisco 97% or 33 students were employed at graduation 100% of students transitioned seamlessly to the same adult service agency that worked with them prior to graduation. In the following year, 72% or 39 students were employed at graduation 81% or 44 students transitioned seamlessly to the same agency… Maryland; Baltimore 80% or 40 students were employed upon completion 95% of students transitioned smoothly to a chosen adult service agency.

9. Transition Project Findings The Status of Transition Services for Secondary Students with Disabilities in Illinois Transportation Competitive Employment Opportunities Employment Supports Availability, Affordability & Accessibility of Housing Adult Programs/Services for People with Severe Disabilities; developing community integration skills * 2004-2005 Annual Report of the Interagency Coordinating Council

10. Transition Project Findings Report of the Mayoral Task Force on Employment of People with Disabilities (July 2002–2005) Best Practices Student self-determination Family involvement in transition Interagency collaboration Secondary and Post-Secondary Education Pre-graduation work experience Career Exploration Work-based learning experiences in the community Knowledge of adult services and issues Centers of Independent Living Support Systems

11. Features of a Transition Integration Model Individualized schedules and individual choice of employment options Adult agency vocational specialists working in conjunction with school personnel (a staffing ratio of 3:1, students to staff) Cost sharing resources of the school system, state vocational rehabilitation services, and other public & private resources

12. Features of a Transition Integration Model An outcome of paid work with post-school support in place before school exit (a seamless transition into adult services upon graduation) An intensive curriculum of Life Skills, Vocational services and Job Placement over an extended school year to maximize outcomes of independent living and working in the community

13. Increase vocational outcomes by 25% – 30% over current levels; 35% - 50% over national employment rates of people with disabilities Increase independent skill attainment over current levels Collaborative interagency resource pooling to target more funding for students, minimize each partners costs and maximize student outcomes

14. So?

15. Career Management Series Collaborative model with Schools, DRS, OV Career exploration Job seeking skills Course taught in community setting Weekly group instruction Follow-up with individual job development and placement 80% placement outcomes

16. Student Vocational Outcomes 2006 - 2007

17. Vocational Outcomes 2002 - 2007

19. Integrated Learning Developing independence in all life skills Providing classroom training with practice generalized to their own community Identifying options and making choices best suited to their interests and capabilities Learning to expand vocationally with job development, job placement and retention Social skills training embedded in all curricula

20. Student Work Hours 2007 - 2008

21. Possible Barriers to Successful Post-Secondary Transitions Student/Client Relationship Familiarity Of Different Disabilities And Student/Client Needs Changing Populations Served Unrealistic Desires Of Families Community On Board Limited Employment Opportunities Legislation Funding Cuts Lack Of Training

22. The ASN/ Orchard Village Project Collaborative Partnership Agreement Alternative Schools Network Casey Family Programs Illinois Department of Commerce & Economic Opportunity Orchard Village Provide pre-employment, job placement and job coaching services to foster youth with disabilities in transition

23. Throughout the transition process, it is important to remember that……… ……The student’s STRENGTHS, interests, preferences, and individual capabilities should remain the primary focus