Preparing for Life after Special Education Six Long Term Supports for Students with Disabilities

1. Preparing for Life after Special Education Six Long Term Supports for Students with Disabilities HUMBLE ISD 2018

2. Humble ISD Transition Team Jeff Furrh, M.Ed Jeremy Traughber, M.Ed District Transition Coordinator Mosaic Transition Specialist Jeff.Furrh@humbleisd.netJeremy.Traughber@humbleisd.net 281.641.7283 281.641.7386 Geralyn Sullivan, M.Ed High School Transition Specialists District Transition Instructional Specialist Geralyn.Sullivan@humbleisd.net 281.641.7278 Roni Jo Frazier, M.Ed Mosaic Team Leader Roni.Frazier@humbleisd.net 281.641.7495

3. What is Transition? For students receiving special education services, “transition refers to a student’s move from secondary school to post-secondary education, work and community life” (Bakken & Okiafor, 2008). Transition services, then, are the vehicle to help move students through their transition into adult life with as much success as possible (Bakken & Okiafor, 2008).

4. What is Transition? Transition services aim to help the student and family answer these questions: • How do you (student) want to live after graduating? • What do you want to do during the day after graduating? • Where will you be during the day after graduating? • Who do you want to be around after graduating? • What kinds of supports will you need after graduating?

5. What is Transition? IDEA 2004 defines transition services as “a coordinated set of activities for a child with a disability that (a) is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation…” Key points • Results-oriented process • Includes instruction and support in the following domains - Post-Secondary Education, Employment, Continuing Education, Independent Living and Community Participation

6. The Research – The Why Findings from The National Longitudinal Transition Study (Blackorby & Wagner,1996): • Compared to neurotypical peers, students with disabilities had lower rates of competitive employment, residential independence, and post-secondary degrees • Students who had vocational education and work experience in high school had a higher probability of finding competitive employment after high school • Students with disabilities often struggle with self-determination • Postschool paths of youth with disabilities reflected their transition goals

7. Core Supports - Just the Beginning! • Given research findings, connecting to the 6 core supports is just the beginning • See them as “Tier 2” supports/solutions • Real “transition planning and preparation” (or Tier 1) is teaching self-determination to our students • Choice Making, Decision Making, Problem Solving, Goal Setting and Attainment, Self-Regulation, Self-Efficacy, Self-Awareness, Self-Advocacy

8. IDEA vs. ADA IDEA Key Points • Provides access, evaluation and individualized services based on student needs - FAPE • Provided by multi-disciplinary team of professionals ADA Key Points • Only provides access - “Gets you in the door” • Identification of disability and accommodations are the student’s responsibility • Curriculum and performance standards are not modified *In the adult services world, there are no IEP’s or mandated ARD and 504 committees

10. Core Transition Pathway Supports 6 Core Supports: • Circle of Support - Family, Friends • SSI/Medicaid • Texas Medicaid Waiver programs • Harris Center for Mental Health and IDD • Texas Workforce Solutions Vocational Rehabilitation Services • Guardianship and Alternatives to Guardianship

11. Transition Pathways Most often, students receiving special education services create transition plans within one or more of the following pathways: Employment & Volunteerism Independent Living Post-Secondary Education/Training Day Program Recreation & Leisure

12. Core Transition Pathway Supports Employment & Volunteerism Circle of Support Medicaid Waiver TWS-VR Independent Living Circle of Support Medicaid Waiver SSI/Medicaid Harris Center Post-Secondary Education/Training Circle of Support TWS-VR SSI/Medicaid Day Program Circle of Support SSI/Medicaid Medicaid Waiver Harris Center Recreation & Leisure Circle of Support Medicaid Waiver SSI/Medicaid Harris Center

13. Transition Pathways Each pathway has several different support options each with its’ own location, funding structure, eligibility requirements and services: • Government Entities • Non-profits • Faith-Based Organizations • Private Companies • Friends/Family

14. Circle of Support What is it? • A community group of family, friends, neighbors, paid and unpaid professionals, faith-based organizations and other nonprofit members and community members

15. Circle of Support Why is this important? • Arguably the most important support for EVERY PERSON • Research shows that when compared to neurotypical peers, people with disabilities have significantly less friends and support people in their lives • People with disabilities often spend much of their week with PAID support people (e.g. teachers, therapists, doctors, job coaches) and much less time around people they CHOOSE to be around • Kathy Snow - “The #1 Need” article highlights the need for friends for people with disabilities • There are no more ARD committees after transition unless specifically set up by young adult and family

16. Circle of Support How do I connect and develop? • Research Supported Decision Making on Disability Rights Texas website • Check out the Creating a Circle of Support article through Indiana University website • Check out the Friends article through University of Minnesota website • Check out the Community Leadership article through Kathie Snow’s website • Talk to your students about getting involved in community activities and in service-learning projects (e.g. gyms, sports leagues, volunteer groups, libraries, faith-based groups, neighbors, etc) • Connect with school, faith-based, and community friends and families

17. Supplemental Security Income and Medicaid What is it? • Federal program for US citizens and other legal residents that offers a monthly stipend (Texas - $750 max for adults) • Must meet eligibility requirements for income and as having a developmental, mental or physical disability • Under the age of 17 years - family income is counted towards applicant • Over the age of 18 years - only applicant’s income is counted

18. Supplemental Security Income and Medicaid Why is this important? • May be important supplement to a person’s monthly income • Paid staff, transportation, therapies, rent, bills, etc • Medicaid benefit • Health insurance is covered • Qualifies them for other important Medicaid services (e.g. Medicaid waivers, free rides to doctors, ICF Group Homes, etc) • SSI coupled with paid work can help raise monthly income compared to work income alone

19. Supplemental Security Income and Medicaid How do I connect and develop? • Gather needed documents • ID, SSN, family income info, personal income info, work history and pay stubs, medical/educational evidence of disability, bank records, etc) • Go to Social Security website and complete online portion of the application • Submit all necessary information • Follow up with SSA and complete necessary paperwork and interviews accordingly

20. The Harris Center for Mental Health and IDD What is it? • (LIDDA) Local Intellectual Developmental Disability Authority for Harris County under Texas Health and Human Services • Serves as the point of entry for publicly funded IDD and Mental Health programs and services • Manages the ICF/IID, HCS and Texas Home Living Medicaid programs

21. The Harris Center for Mental Health and IDD Why is this important? • Offers an array of programs and services for people with disabilities in Harris county • Several publicly funded programs and services require Determination of Intellectual Disability (DID) through the Harris Center before services begin • Does not deny programs and services due to income • Offers sliding scale of payment plans • ICF Group Home (Independent Living options) • Respite, Social activities, In home Therapies, etc

22. The Harris Center for Mental Health and IDD How do I connect and develop? • Schedule an appointment at their main site in south Houston to learn about services and receive evaluation - 713-970-7000 • Check out the Harris Center website for more information

23. Texas Medicaid Waiver Programs What is it? • Programs (must be Medicaid eligible) for people with certain types of disabilities that offer an array of short and long term supports • Texas currently has 7 Medicaid waiver programs each with its own waiting list, requirements, services, available funding, etc • Managed by Texas Health and Human Services

24. Texas Medicaid Waiver Programs • Home and Community Services (HCS) • Texas Home Living (TxHmL) • Community Living and Support Services (CLASS) • Medically Dependent Children’s Program (MDCP) • Deaf Blind Multiple Disabilities (DBMD) • Youth Empowerment Services (YES) • Star+Plus Home and Community Based Services (HCBS)

25. Texas Medicaid Waiver Programs Why is this important? • May be important key to helping fund short and long term services for people with disabilities - think LONG TERM! • Free to get on waiting lists • Services for HCS: Residential services, day habilitation, employment support, adaptive aids, nursing, minor home modifications, dental services, respite, professional therapies, etc

26. Texas Medicaid Waiver Programs How do I connect and develop? • Contact The Harris Center - 1-713-970-7799 • Contact Texas Health and Human Services - 1-855-937-2372

27. Texas Workforce Solutions - Vocational Rehabilitation Services What is it? • Free employment services for people with disabilities in Texas managed by the Texas Workforce Commission • Services may include: Vocational guidance and planning, job coaching, interview and resume support, post-secondary tuition assistance, medical equipment assistance , driver’s training, vehicle modification, etc • Clients must be at least 14 years of age to apply for services

28. Texas Workforce Solutions - Vocational Rehabilitation Services Why is this important? • Important circle of support member for your students • Employment programs and services go beyond the school day • Available to adults of any age with a disability - Long term support!

29. Texas Workforce Solutions - Vocational Rehabilitation Services How do I connect and develop? • For Humble ISD enrolled students, contact Stacey Dawson at Stacey.Dawson@twc.state.tx.us • For help after Humble ISD, call 1-800-628-5115 • Check out the TWC website

30. Guardianship What is it? • An often permanent decision, guardianship is a legal process where someone asks a court to find that another person is unable to manage his/her personal affairs effectively • If approved by the court, the “guardian” makes decisions on behalf of the “ward” • Rights given to individual with court appointed guardianship of another: • Operate a motor vehicle, vote, where to live, deal with government benefits, giving/withholding medical, psychiatric or dental treatment, etc

31. Guardianship Why is this important? • May be important support option for your student with a disability • Questions to consider: • What rights are taken away from the individual? • What are the costs - financial and personal? • Why?

32. Guardianship How do I connect and develop? • Contact local Guardianship or Disability lawyer • Research the details • Texas Health and Human Services • Disability Rights Texas

33. Alternatives to Guardianship What is it? • Series of less intrusive and (mostly) free supports for people with disabilities • Provides support but does not take the rights away from an individual • Examples: • SSI representative payee, Supported Decision Making, shared bank accounts, medical power of attorney, durable power of attorney, special need trusts, ABLE account, Medicaid services - CFC, HCS, and CLASS, money management programs, etc

34. Alternatives to Guardianship Why is this important? • Less intrusive supports • Provides opportunities for self-determination • Takes preparation

35. Alternatives to Guardianship How do I connect and develop? • Check out The ARC’s website on Alternatives to Guardianship • Check out Disability Rights Texas Supported Decision Making website • Check out the Texas Council for Developmental Disabilities website

36. Transition Pathways - Example 1 John is diagnosed with autism, an intellectual disability and a speech impairment. He has his state ID, receives SSI/Medicaid and his parents help him with money management. He enjoys friends, movies, playing basketball, video games and his dream job is to work at Gamestop. Currently he lives with his mom and dad in Atascocita but he is on the waiting list for HCS and the Hickory Glen apartments in Kingwood.. After public school, John use his connection with Texas Workforce Solutions to help him get a job at the local Wal-Mart in the electronics section. He works 2 days a week stocking shelves and helping customers. When not at work, John plays on his special olympics basketball team and goes to the men’s group events at his church, though at first his dad and uncle accompanied him until he felt comfortable doing this independently. For fun, John calls and texts his friends from high school and they either take an Uber or have a family member take them to the mall, movie theater or restaurants. Additionally, because John also enjoys helping people, he walks to Goodwill to volunteer up to 2 days a week. This took lots of practice and support, but John was able to get help from family, church members and paid support that his parents found through a connection at school.

37. Transition Pathways - Example 2 Sarah is 23 years old and is diagnosed with an intellectual disability. Sarah has her state ID, receives SSI/Medicaid, is on the HCS and CLASS waiting lists and has in home services through the Community First Choice Medicaid program. A staff worker comes into her home 12 hours a week to help her with her morning routine as she needs support in this area. Sarah’s father takes her to a Metro Park and Ride in Houston where the Metrolift service van takes her to a day program in Houston where she spends the day with her friends with support from staff. Afterwards, she goes back home and works out with her dad at the YMCA for an hour 3 nights a week. For fun, Sarah enjoys shopping and has 2 friends from high school she goes shopping with on the weekends with support from family and friends. With help from school, Sarah and her family developed a “structured daily schedule” document each day that includes hobbies, adult chores, time with family and time to make independent choices in order to avoid unproductive down time in the afternoons and on the weekends.

38. Next Steps • Research and explore the 6 core supports • Research the organizations on the Additional Resources page • Explore the handouts provided • Collaborate with your student, their case manager and their transition specialist (HS) to discuss potential plans and resources for post graduation • Post Secondary Education • Work • Independent Living Options • Day programs • Rec and Leisure 5. Begin to find ways to teach your student about self-determination

39. Additional Resources Texas Parent to Parent Humble ISD Mosaic Program The ARC of Greater Houston Disability Rights Texas The ARC of Texas Disability is Natural Family to Family Network National Center on Education and Training Navigate Life Texas Texas Transition and Employment Guide Texas Project First Transition in Texas

40. Works Cited Bakken, Jeffrey, and Festus Okiafor. Transition Planning for Students with Disabilities: What Educators and Service Providers Can Do. Charles C. Pub, Ltd, 2008. Blackorby, Jose, and Mary Wagner. “Longitudinal Postshool Outcomes for Youth with Disabilities: Findings from the National Longitudinal Transition Study.” SRI International, Volume 52, Issue 5, 1994, pg. 399-413. Individuals with Disabilities Education Act, 2004.