1. Ellen Condon, NCDB Project Director, Montana Deaf-Blind Project
Recommendations to improve outcomes for students with DB and Additional disabilities
Ellen Condon, NCDB
Project Director, Montana Deaf-Blind Project
The contents of this presentation were developed under a grant from the U.S. Department of Education, #H326T However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Susan Weigert.

2. Recommendations Background
Students with DB and long-term support needs
TWG Advisory Committee
Selected Interviews
Focus on a whole life

3. 2016 Deaf-Blind Child Count
Total of 10,749 children and youth
39.8% (4281) are ages 14-22
64.4% (2759) have an intellectual disability
52.2% (2233) (have a physical/orthopedic disability
45.2% (1935) have complex health care needs

4. Post School Outcomes:Employment Petroff & Panscofar, 2018
8.1 % Customized Employment
5.4% Supported Employment
5.4% Work/Day activity Center
2.7% Sheltered Workshop
(Data from 37 respondents who were identified as having an Intellectual Disability and DB)

5. Post School Outcomes: living arrangement
70.3% living at home with a parent
16.2% supportive or semi-independent
8.1% Other
2.7% Residential school/college

6. Preparation of youth not in an academic program
Youth who were in a vocationally oriented program while in HS spent most of their time:
43.2% were not in a vocational program;
18.9% Community-Based Instruction;
8.1% Classroom Setting;
8.1% Supported Employment;
5.4% Sheltered Employment.

7. What services did the students receive? (1 of 2)
While these students received a lot of Planning for Transition
(89.2% discussed at IEP; 40.5% had additional meetings, 43.2% had PCP)
32.4% of students received VR services;
18.9% received Job Coach services;

8. What services did the students receive? (2 of 2)
Only 21.6% had the opportunity for job sampling during school year or summer, and only 16.2% had a summer internship or job;
35% had a connection to adult services (DD not specified).

9. Reasons why the youth is not working or is under employed? (1 of 3)
35.1% Employment is an unrealistic goal
27% Lack of skills
21.6% unable to work due to health
10.8% doesn’t appear to want to work

10. Reasons why the youth is not working or is under employed? (2 of 3)
2.7% doesn’t want to impact SSA
32.4% lack of on-going support services
21.6% Lack of Support services
13.5% lack of job training programs

11. Reasons why the youth is not working or is under employed? (3 of 3)
18.9% no one to help find a job
10.8% lack of jobs in area
5.4% wait list for sheltered workshop
2.7% wait list for supported work services
2.7% no transportation

12. In Summary Poor Post School Outcomes Low Expectations for a full life
Inadequate preparation while in school
Lack of resources or connections to resources

13. Why This Is Important What State Projects Can Do Promising Examples

14. What do we want the outcomes to look like?
Living where and with whom you choose
Paid community employment
Community involvement
Friends and social opportunities
Skilled support staff

15. Six Recommendations Increase Expectations through TA
Work Experience as part of Transition
Community Involvement
Collaboration across agencies
Highly Qualified Staff
Family Engagement

16. Recommendation 1: increasing Expectations (1 of 3)
Change the vision of what is possible for people with DB and additional disabilities,
Understand how adult agencies can work and do work in your state,
How do you access long term supports?
What are the options when traditional funding isn’t available or adequate?

17. Recommendation 1: increasing Expectations (2 of 3)
Learn how the access to VR, community based services, and services to access the community changed with new laws,
Identify which organizations are advocating for community employment for everyone in your state,

18. Recommendation 1: increasing Expectations (3 of 3)
Identify existing training and resources offered about the impact of new laws such as WIOA, Section 511 of WIOA, CMS Final Rules?
What can your SDBP do to increase expectations for adult lives of students on your census?

19. Recommendation 2: Work Experiences and Paid Employment (1 of 2)
Ideally students will have a variety of work experiences, matched to their interests, abilities and ideal conditions for success, and a paid job prior to exit
Identify initiatives in your state that encourage community employment for everyone:

20. Recommendation 2: Work Experiences and Paid Employment (2 of 2)
What is VR offering for work experience support for students?
Does DDS provide support for work preparation for students?
What is your state doing for capacity building and systems change to provide CE services? Meet the section requirements? Final settings rules?

21. Recommendation 3: Advocate for Community Activities and Living
Transition Plans lead to a rich full day including work, community events, membership opportunities,
What is your state doing for their plan to meet the final settings rules?
How do long term supports work in your state?
SSP services or community access services?

22. Recommendation 4: School and Adult Agency Collaboration (1 of 2)
Ideally the transition from school to adult life is seamless; the routine of the day and the funding to support that routine is already in place….

23. Recommendation 4: School and Adult Agency Collaboration (2 of 2)
How do students, families, school staff learn about short term and long-term supports? Where and when to apply? Eligibility versus entitlement?
Alternatives? ABLE Accounts, SSA work incentives, family and friends

24. Recommendation 5: Qualified Personnel (school and adult agency)
What personnel development efforts and resources exist in your state?
transition
customized employment
strategies for DB
What organizations can your partner with? (VR, DD, ILCs, DD council, PTI, P and A, Helen Keller Regional Reps)

25. Recommendation 6: Educate and Empower Families
How do families get information and training in your state around transition planning and possible adult outcomes?
Are there state efforts to empower and educate families (DD council Partners for Policy? Transition Training for Families?
FEAT Family Employment Awareness Training (UK)

26. Next Steps Small Group Discussions Summit Break out sessions
Recommendations Drop In Calls
Targeted TA Peer learning communities
Intensive TA

27. Questions discuss in small groups (1 of 2)
What is the systems-level problem and its associated needs? In what order
should these needs be addressed?
What are potential solutions? In what order should they be carried out?
What information do you still need about the problem and potential
solutions?

28. Questions discuss in small groups (2 of 2)
Who could you partner with that shares this problem?
What would be in your elevator pitch to potential partners (e.g., Here’s the problem for children who are deaf-blind and this is what I
need to figure out in order to have a solution that will meet their needs)?

29. Transition Questions (1 of 2)
What do the systems or practices of transition from school to adult living
look like in your state for students with deaf-blindness and additional disabilities?

30. Transition Questions (2 of 2)
What transition-specific initiatives (policy, advocacy, capacity building) are occurring in your state that would positively impact transition outcomes? (Interagency collaboration and funding of transition activities; family education initiatives on transition; capacity building of adult service providers--staff development, funding, etc.)
Who are potential partners working on those initiatives in your state?