ORCHARD ACADEMY Best Practices in Person-Centered Transition Planning and Programming that Deliver Positive Outcomes

1. ORCHARD ACADEMY Best Practices in Person-Centered Transition Planning and Programming that Deliver Positive Outcomes Presented by… Tim Bobrowski, Director Cindy Ciluffo, School Social Worker

2. OrchardVillage • 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. • Orchard Academy is a new transition program of Orchard Village.

3. Orchard Academy Features • ISBE approved non-public Special Education Transition School • 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 “The last day of school looks like the first day of adult life” Transition as a process

4. 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

5. Planning for Post-secondary Success is Embedded in IDEA 2004 • The purpose of IDEA is to ensure that all children with disabilities have available to them a free appropriate public education (FAPE) that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living. • Individuals with Disabilities Education Improvement Act of 2004 • [601(d)(1)(A)]

6. Transition Requirements • At age 14-1/2 (in Illinois), and updated annually thereafter, the IEP must include: • Appropriate measurable post secondary goals based on age-appropriate transition assessments for education and/or training, employment, as needed, independent living. • For each post-secondary goal, there is an annual goal and short term objective • The transition services (including courses of study) needed to assist the child in reaching those goals. • When appropriate, for transition services that include outside agencies, evidence that those agencies were invited to participate in the IEP. • Beginning not later than 1 year before the child reaches the age of majority under state law, a statement that the child has been informed of the child’s rights under this title, if any, that will transfer to the child on reaching the age of majority. Sec. 300.320

7. Benefits of a Community-Based Transition Integration Model • 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

8. Orchard Academy Curriculum

9. Career & Vocational Skills • Resume writing • Job application writing • Interviewing skills • Personal qualities • Identifying strengths and interests • Career development • Work skills and work experiences • Learning appropriate behaviors for on the job • Job research and location • Job development and placement

10. Life Skills • Banking • Cooking • Cleaning • Self-advocacy • Shopping • Locating information • Newspaper skills • Recreation/leisure • Community resources • Personal care • Nutrition

11. Social Skills • Self-determination • Working through stress • Solving conflicts • Decision making • Working with others • Identifying characteristics • Identifying and developing interests • Expressing appropriate emotions • Establishing relationships

12. Tying it all together • Developing the skills in all the areas allows students to gain independence. • Students are able to identify their options and choose the options that best suit them. • Learning the skills in the different areas provides students with the capability to succeed in life and work. • Students are not only practicing the skills they learn in the classroom, but they have community involvement to generalize their skills in order to achieve the greatest success. • Through this program students are given the opportunity to expand vocationally with job seeking skills, job development, placement, and retention.

13. MyLife/ My School My Home/ My Family Household MyHealth/ Medical, RX My Wealth/ Finances My Work, Skills & Career My Friends/ Social Life My Community Activities My Safety Orchard Academy Integrated Life Skills, Vocational Skills, Career Development & Job Placement ORCHARD ACADEMY’S Integrated Transition Plan Living and Working in the Community

14. Possible Barriers to Successful Transition • Unrealistic Expectations • Community Acceptance • Limited Employment Opportunities • Lack of Community, Social and Vocational Experiences • Inadequate Funding • Lack Of Emotional Preparedness • Scarce Community Resources

15. What are the Programmatic Success Factors?

16. Individualization ……The student’s STRENGTHS, interests, preferences, and individual capabilities remain the primary focus

17. Therapeutic Supports Team Collaboration • Transition Planning Meetings 3-4 times a year meet with team (outside of the IEP) To review progress Set goals Set schedule Share resources Celebrate accomplishments • Weekly Staff Meetings • Ongoing Collaboration

18. Therapeutic Supports • Regular assessments with students and families In vocation, life skills and education to determine continued areas of need and progress • Social skills training Safety in the community Problem solving on the job Self-advocacy

19. Therapeutic Supports • Social Work services Individual counseling Group counseling Behavior plan update and modification for the community • Community linkages Social and recreational opportunities Health services Residential services

20. Therapeutic Supports • Family Supports Parent session Intensive communication • “Family Forum” topics Graduate parent and student panel SSI/SSDI/Medicaid Financial planning Disability Services panel

21. Collaborative Partnerships • Local School Districts • Parent and Network Meetings • Community Agencies • State Agencies • Facility Advisory Committee • BEST Committee (Transition Planning Committee) • Employers • Social and Recreational Organizations

22. Seamless Transition into Adult Living… • Knowledge of the adult world because… • Foundation and history of transition through Orchard Village as an Adult Service Agency • Service Contracts already established • Slots can be targeted for students • Established success at assisting adults to move into work and independent living situations • Variety of supports available on campus

23. A focused curriculum of integrated Life Skills and Vocational Skills

24. Student Work Hours

25. Life Skills Assessment

26. Life Skills Improvement

27. How does this work? • Collaboration • Success throughout the state due to Transition Planning Committees • Where are the niches in your community? • Individualizing for your students and community

28. ORCHARD VILLAGE/ACADEMY • A well integrated person centered organization that has built strong working relationships with the individuals with special needs, their families, and community. • Experienced staff in vocational and life skills support of students and adults with a strong track record of successful outcomes for community living and working. • Visit us @ orchardacademy.org