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START Leadership Meeting Spring 2012

START Leadership Meeting Spring 2012. Lexington Conference Center Lansing, MI. Today’s Agenda. Welcome National & START Updates Personal Story: Ryan Nila Benito with Discussion / Q & A LUNCH Faces of Michigan Panel 1 – Berrien / Jerry (focus on interagency collaboration)

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START Leadership Meeting Spring 2012

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  1. START Leadership MeetingSpring 2012 Lexington Conference Center Lansing, MI

  2. Today’s Agenda • Welcome • National & START Updates • Personal Story: Ryan • Nila Benitowith Discussion / Q & A • LUNCH • Faces of Michigan • Panel 1 – Berrien / Jerry (focus on interagency collaboration) • Panel 2 – Livingston / Nathan (focus on importance of discovery starting early) • Wrap Up & Next Steps

  3. National Updates • 1 in 88 (CDC, 2012) • Call for a National Strategic Plan (Autism Speaks, 2012)

  4. State Updates • Michigan ASD State Plan • http://www.asdplan.cenmi.org/ • Autism Insurance in Michigan • http://www.michigan.gov/autism • http://autismallianceofmichigan.org/news-info/autism-legislation/ (Autism Alliance of Michigan)

  5. START Updates • Intensive Training (IT) Sites AY2012-13 • K-12: • Allegan AESA – host site • Lansing Public – host site • Early Childhood: • Ionia ISD – host site • Genesee – host site • Building Your Future (BYF) / Transition: • To be determined

  6. START Calendar • START Summer Institute: June 26 & 27, 2012 • DAY 1: Jed Baker • DAY 2: Statewide Implementation of Peer to Peer Support

  7. START Calendar • IEP Module: May 8 & 9 @ Cedar Crest Banquet Centre, Marshall, MI • AS: June 28 / 29 @ Lexington Lansing

  8. 2012-13 Leadership Meetings SAVE THE DATES • FALL: Monday, November 5, 2012 • SPRING: Tuesday, April 23, 2013 TOPICS: TBD

  9. START Conference 2013 Helping Youth With Autism Flourish as They Transition to Adulthood Erik Carter, Ph.D. Vanderbilt University April 22, 2013, Lexington Lansing

  10. RCN Priorities 2012-13 • PD (Professional Development) with Impact • Intensive Training series similar to START’s team based Intensive Training (i.e. Mini IT) • Training series focused on a specific group such as paraprofessionals, general education teachers, or building coaches • Intensive focus on an evidence-based practice such as peer to peer or meeting mechanics • Connecting ASD PD with school improvement PD • Implementing brief, targeted trainings at building team meetings, staff meetings, or grade level meetings • Outcomes examples provided

  11. RCN Priorities 2012-13 • Coaching for Implementation of EBPs • Utilizing the USAPT to assess use of practices, developing goals for improvement, and entering the data into the online USAPT system; • Establishing a coaching structure at the district and ISD level; • Increasing knowledge and use of evidence-based practices(NEW CHECKLIST AVAILABLE—OPTIONAL) • Outcomes examples provided

  12. RCN Priorities 2012-13 • Post High School Transition: • Transition Action Group • Goals for at least 4 transition age students to develop innovative plans to access work experiences and employment and/or post-secondary education. Key Components of the Post High Transition Priority: • Use the Discovery process and create a representational portfolio (Griffin & Hammis online training available to RCN) • Complete an implementation plan for employment or post-secondary education based on the discovery process • Collect baseline and student progress data based on implementation plan • Connect with community partners

  13. Looking at Adults with ASD Differently PPT Package

  14. Ryan

  15. Transition Outcomes Leadership Meeting for FamiliesFacilitated by NilaBenitoApril 24, 2012

  16. IntroductionNila Benito

  17. Faces of Michigan

  18. Panel 1 – Berrien CountyFocus: Family Collaboration with ISD, CMH and MRS Jerry - Keep Teaching Us To Do This Right!

  19. Berrien Group Picture

  20. Berrien Work Group

  21. Berrien Group Picture

  22. Panel DiscussionBerrien CountyFocus: Family Collaboration with ISD, CMH and MRS

  23. Panel 2: Livingston / Nathan The Importance of Starting Discovery Early

  24. Panel Discussion:Livingston / Nathan The Importance of Starting Discovery Early

  25. Wrap Up & Next Steps

  26. Key FindingsEaster Seals’: Living with Autism Study (2008) 76% of teenagers with autism over the age of 16 have never looked for a job; compared to only 23% of typical teenagers. 76% of parents of children with autism are concerned about their child’s future employment; compared to only 35% of parents of typically developing children.

  27. Employment Many adults consider employment a central component of their lives, providing not only economic benefits, but also a social network and a sense of worth as a productive member of society (Levinson and Palmer 2005; Rogan, Grossi, and Gajewski 2002).

  28. Do Sheltered Workshops Help Prepare Individuals with ASD? • Two groups compared: • a) 215 supported employees who were in sheltered workshops prior to entering supported employment • b) 215 supported employees who were not in sheltered workshops • Groups were matched on primary diagnosis, secondary diagnosis (if present), and gender. • Results showed that there were no differences in rates of employment between the groups. • Individuals who participated in sheltered workshops earned significantly less ($129.36 versus $191.42 per week), and cost significantly more to serve ($6,065.08 versus $2,440.60), than their non-sheltered workshop peers. • Results suggest that individuals with ASD achieve better vocational outcomes if they do not participate in sheltered workshops prior to enrolling in supported employment. Cimera, R. E., Wehman, P., West, M., & Brugess, S. (2012). Do sheltered workshops enhance employment outcomes for adults with autism spectrum disorder? Autism, 16(1) 87–94.

  29. Competitive Employment Despite the passage of the Americans with Disabilities Act, the Supreme Court decision in the Olmstead v. L. C. (1999) case withits emphasis on full community integration for individuals with significant disabilities, the majority of individuals with significant disabilities currently are not working in competitive employment. Paul Wehman, W. Grant Revell, and Valerie Brooke (2003). Has It Become the "First Choice" Yet? Journal of Disability Policy Studies, 14(3), 163-173.

  30. Customized Employment “Customized Employment is a relatively new and highly specialized derivative of supported employment. Supported employment tends to match individuals with previously existing jobs. Customized employment, on the other hand, goes beyond that and works to create highly individualized, yet economically viable, jobs through active employer negotiation. At the core of customized employment is a focus on person-centered planning resulting in an active give and take (sometimes referred to job carving or job restructuring) which focuses on the needs, interests, and abilities of both the employee with autism and the employer, the result of which is a highly personalized (or customized) job description designed to meet the needs of all stakeholders. Funding too, is distinct from that available for typical supported employment. While supported employment is a recognized service delivery option under Medicaid and can receive direct funding, customized employment is not and generally requires a mixture of funding sources” (Gerhardt & Lainer, 2011, p. 40).

  31. Customized Employment Resources and Information • Ohio Center for Autism and Low Incidence (OCALI) • http://www.ocali.org/project/customized_employment_guide/page/ocali_ce_project • You tube - Customized Employment Solutions for Employers • http://www.youtube.com/watch?v=WrDvjEvk6nY&feature=bf_next&list=PLAD16B1074529C7A3&lf=results_main • You Tube - Customized Employment Creating Opportunities and Solutions • http://www.youtube.com/watch?v=WrDvjEvk6nY&feature=bf_next&list=PLAD16B1074529C7A3&lf=results_main • Griffin-Hammis Associates online course

  32. What predicts post-school employment? • Early Work Experiences in high school, especially paid experiences, predict post-school employment • Family expectations and household responsibilities predicted better post-school employment Carter, Austin, & Trainor (in press)

  33. What predicts post-school employment? • Students who had the highest degree of integration with age-appropriate peers were more likely to engage in post-school employment • IQ, behavior problems, physical disability, and individual demographics did not correlate with integrated employment outcome White, J. & Weiner, J.S. (2004). Influence of least restrictive environment and community based training on integrated employment outcomes for transitioning students with severe disabilities. Journal of Vocational Rehabilitation, 21, 149–156.

  34. Career Exploration Experiences of Students with ASD 76.9% • Vocational education courses, clubs, and programs • Volunteer activities or service-learning • Community-based instruction • On-campus work experiences (school-sponsored) • Off-campus work experiences (school-sponsored) 34.7% 18.9% 41% 28.5% NLTS2, 2009

  35. Connecting Youth to Summer Jobs through Community Conversations Summer Jobs Advance Planning Resource Mapping Community Conversations Employer Liaisons Community Connectors Carter, Trainor, Ditchman, Swedeen, & Owens, 2010

  36. Carter, Trainor, Ditchman, Swedeen, & Owens, 2010

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