Innovative Rehabilitation Services Education for Adults with Disabilities Presenters: George Stransky & Faculty

Production Worker

Food Services

Building, Maintenance/Janitorial

Landscape & Gardening

Community Partners The City of La Verne The City of San Dimas Easter Seals of So Cal in West Covina Various Vendors of Regional Center

Course Offered Lifelong Learning for the Special Needs Population  

What we Did Identified gaps in services… Students currently served Regional Center Clients age 22+ Employment First Policy

California Employment Rate (2011) With Developmental Disability Vs California Employment Rate (2011) With Developmental Disability Vs. Without Disability According to the US Census Bureau, in 2011, 72.2% of the California working age population worked full-time. This compares with Employment Development Department (EDD) data of 13% for working age regional center clients who received wages, most of them working part-time and many earning sub-minimum wage.

Average Monthly Earnings The average monthly earnings for regional center clients who received any reportable wages in 2011 was only $485/month, according to data from the EDD.

Completing High School For June 30, 2013, the California Department of Education reports that 5,849 students with significant disabilities (autism, intellectual disabilities and traumatic brain injury) left K-12 education. Of those, 32% graduated, 24% received a certificate of completion, and 44% either dropped out or aged out.

Most Students with Significant Disabilities are Struggling to Complete High School What this page shows us: Most students with significant disabilities are struggling to complete high school. Of those students who graduated, most had autism, and very few had an intellectual disability. Most of those with certificate of completion had an intellectual disability.

Employment First Policy AB 1041 Employment First Policy in the Lanterman Disabilities Services Act signed into law in October 2014

KEY GAP FACING OUR REGION lack of services focused toward assisting adults with disabilities, particularly as related to workforce preparation Need for education for People on the ASD

Plans and Strategies Expand and increase current programs Provide supportive transitional programs Establish meaningful bridge programs Life skills programs

Hacienda La Puente - IRS Re‐established “Pathways to Success” ABE program at HLPAE IRS Social skills, life skills curriculum. Re‐established a 10 to 15 day Work Sample Evaluation program. Re‐established IRS Situational Assessment Program

Mt. SAC Proposed Program Employability Certificate for Students with Disabilities Workplace Preparation for Students with Disabilities Program Independent Living Skills Micro Enterprise Designed to fill a need in the region related to educating Deaf people in job skills and academic areas.

Create Bridge Program Between HLPAE-IRS & Mt. SAC Write curriculum Hire staff and faculty Identify facilities Purchase equipment Design marketing strategy

Assessing Skills Develop a common or correlated assessment process between agencies including but not limited to Work Sample Evaluation and/or career counseling

Consortium Wide Effort Partnering with Regional Center Utilizing Students Historical Data and IEPs Counseling Oral Interview Testing Enrollment Curriculum Certificates Offered Retention Rate Completion Rate Sustainable Employment Certificates Awarded

Transition Strategies Create a bridge program between Mt. SAC, and HLPAE-IRS utilizing referrals from situational and formal testing/assessment Transition to the workforce through competitive, noncompetitive, supportive group and individualized employment Some individuals may be identified as transitional to credit classes, CTE or ABE

Thank you! http://www.mtsacregionaladulted.org/spring-2016-conference/