1. TRANSITION SERVICES: BRIGGS CONTINUING EDUCATION CENTER

2. Post-secondary education Competitive employment Independent/Community Living “I like that in Briggs Center we are very independent, but if we need help, we can get that help.” The Briggs Continuing Education Center is designed to support young adults, ages 18-25, who are transitioning from high school to: Introduction

3. BACKGROUND Transition Services

4. Individuals with Disabilities Education Act (IDEA) Transition Services 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 postsecondary education, vocational education, integrated employment (including supported employment); continuing and adult education, adult services, independent living, or community participation; Is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests; and Includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, if appropriate, acquisition of daily living skills and functional vocational evaluation. [34 CFR 300.43 (a)] [20 U.S.C. 1401(34)] The term “transition services” means a coordinated set of activities for a child with a disability that:

5. Transition planning is a process that brings together a student and those individuals directly involved in helping the student prepare to enter a post-school environment. It is designed to ensure that the student will be provided the necessary skills and services to make a smooth transition from school to adult life with as little interruption as possible. Transition Planning

6. Chapter 285 Beginning at age 14 or sooner if determined appropriate by an individualized education program team, school age children with disabilities shall be entitled to transition services and measurable postsecondary goals, as provided under the federal Individual with Disabilities Education Act, 20 USC sec. 1400, et sec. 1

7. OVERVIEW Briggs Program

8. The Briggs Center is located in downtown Danielson, CT. It is in walking distance to the public library, various restaurants, banks, and multiple stops for the Northeast Transit District public transportation bus line. Location

9. Curriculum Briggs utilizes the Brigance Transition Skills Curriculum to address all of the areas put forth by IDEA. The following are examples of subjects that are taught as part of the transition curriculum:  Housing acquisition/leases  Budgeting  Banking and credit  Time management  Personal safety (in the home and community)  Legal awareness  Employment  Community service  Career planning  Healthy relationships

10. First we need to understand the students needs, preferences, and interest. How do we get started?

12. Person Centered Planning Person-centered planning is a process-oriented approach to empowering people with disability labels. It focuses on the people and their needs by putting them in charge of defining the direction for their lives, not on the systems that may or may not be available to serve them. This ultimately leads to greater inclusion as valued members of both community and society.

13. Student Vision The vision should be a results-oriented process, that is focused on improving the academic and functional achievement of the student with a disability to facilitate the students 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  Community participation

14. Developing a Vision Given the personal information that is gathered, a vision can then be developed.

15. Employment Which jobs have you enjoyed? What jobs would you like to learn more about? What things are important to you in a job (salary, benefits, hours, location, transportation)?

16. Residential Where will you live when you graduate? Who will you live with? What skills do you need to live independently?

17. Post-Secondary Education What kind of education do you need to meet your career goal? How will you pay for your education?

18. Community Participation What are your hobbies? What do you like to do in your free time? What community activities would you like to do?

19. The goal at Briggs is for every student to participate in employment that meets their individual level of need. This may be accomplished through:  On Campus Employment  Young Apprenticeships  Job Training Programs  Competitive Employment Vocational Preparation

20. Vocational Skills On TLC TLC On-campus Employment Campus Employment Community Vocational Experience with Job Coach Community Vocational Experience Q.V.C.C. Certification Programs Competitive Community Employment Residential Program Briggs Program Volunteering in the Community Vocational Assessments

21. Work There are no IEPs in the world of work. However, youth with disabilities have rights under the Americans with Disabilities Act and Section 504 of the Rehabilitation Act of 1974. These civil rights laws prohibit employers from discriminating against youth with disabilities.  The youth must have the skill, experience, education and other job- related requirements of the position and be able to perform essential functions of the job with or without reasonable accommodations. To be eligible for reasonable accommodations, the youth must have a disability and be qualified for the position that they are applying for.

22. Vocational Sites Becky at Westview

23. Finley at NECOGG

25. Community Education The students at Briggs attend many community events such as job fairs, and CTWorks workshops and trainings. They also have the opportunity to do job shadowing and informational interviewing at local businesses.

26. Job Fair

27. CPR Certification Class

28. Independent Living Skills Residential Students Day Students Readiness for Assisted Living Assisted Living On Campus Apartments Community Apartments

29. Meal Prep Practice

30. Briggs Apartment Living Allows students to have increased opportunities for independence while being mentored under conditions of community experiences. Provides an experience that maintains therapeutic contacts and focuses on social skills applications. Is a prerequisite experience to apartment living in the community. Aims to increase independence and community involvement – provides support and monitoring to students who are ready for the next step toward more independence. Access to TLC staff support 24 hours a day.

31. Briggs Apartments

32. Post Secondary Education Many of the students at Briggs choose to go on to post secondary education.

33. On-Line Classes Community Adult Education Classes Continuing Education Courses (certificate or degree) Tech or Trade School

34. College It is important to know that there are no IEPs in college and, while services under Section 504 of the Rehabilitation Act are available, there are no 504 plans either. Supports in college are very different from the supports and services available in high school.  This means they must be able to explain their disability, provide current documentation of their disability and describe exactly what they require for accommodations.

35. Tip Learning about their rights and responsibilities after high school is an important aspect of transition planning and should be included as a Transition Service in the IEP. For more information on Section 504 and rights and responsibilities in college, check out the US DESE’s brochure: http://www.ed.gov/about/offices/list/ocr/transition.html

37. Clinical Importance

38. Intricacies of Young Adulthood When working with students in this phase of life, it is important to be aware of the ways in which their disabilities, chronological age, developmental age, social expectations, and self-confidence become confusing for the students. Remember: Most students want independence but are not yet ready to handle the responsibility. This process can be scary. It is important to:  Note successes to build confidence  Build positive strategies (budgeting, meal planning, etc) for future application  Identify and use coping strategies  Develop support system

39. Post-TLC WHAT SERVICES ARE AVAILABLE WHEN THE STUDENTS LEAVE TLC?

40. Bureau of Rehab Services (BRS) BRS serves anyone with a physical or mental disability (except for blindness) that makes it hard to find or keep a job. Beyond assistance in finding employment they also provide support in the following areas:  Self Advocacy  Transportation  Personal Assistance  Housing  Benefits  Drivers Training

41. Department of Mental Health Adolescent Services (DMHAS) DMHAS – Young Adult Services (YAS) was developed to help young adults transition successfully from the Dept. of Children & Families to the adult mental health system and to achieve the necessary skills for adulthood. Our Mission Our mission is to improve the lives of young people by providing the highest quality services possible. We do this by forming a partnership with the individual, their family, identified significant persons, and with other community service providers. By doing so we create a “community of care” that fosters mutual respect and individualized client centered treatment. Who We Serve In order to be considered for Young Adult Services, an individual must be between the ages of 18 and 25 with a history of DCF involvement. They must also have a history of a major mental health problem. YAS Program Locations Young Adult Service programs have been developed at community mental health agencies throughout Connecticut.

42. Department of Developmental Services DDS Funded Day Services: SUPPORTED EMPLOYMENT - These include supports to help individuals work as a paid employee in work settings that also employ people without disabilities. These services assist individuals find and apply for jobs, and offer job coaching support to people once work is secured. This service includes individual and group supported employment. This service is designed to provide support and supervision but is not intended to provide ongoing long term 1:1 support to help a person complete their work activities. GROUP EMPLOYMENT - These include sheltered workshops and day support options. These services are provided in a facility-based program that focuses on developing meaningful skills in the area of work, socialization and community participation.

43. INDIVIDUAL DAY - This waiver service includes individually tailored supports that help consumers gain or maintain skills to participate more fully and productively in work, leisure or community activities. This may include the development of independent functioning skills, relationship skills, exploring job interests or retirement programs. It can also provide funds for staff supports for individuals who have their own businesses. DAY SERVICE OPTION -Day Support Options (DSO). Supports to participants that lead to the acquisition, improvement, and/or retention of skills and abilities to prepare a Participant for work and/or community participation, or support meaningful socialization, leisure, and retirement activities. Supports include the development, maintenance or enhancement of independent functioning skills including but not limited to sensory-motor, cognition, personal grooming, hygiene, toileting, assistance in developing and maintaining friendships of choice and skills to use in daily interactions; the development of work skills; opportunities to earn money; opportunities to participate in community activities. DDS Continued

44. Information for Parents At the age of 18, a child is considered to be an adult even if he/she has a disability. The parent may want to consider guardianship or conservatorship if the child will need continuing support to make decision or sign documents involving:  Residence  Educational, vocational or behavioral programs  Release for clinical records or photographs  Medical or dental care

45. Entitlements When a child turns 18 and is considered an adult with disabilities, financial assistance may be available form US Government Supplemental Social Security (SSI) The application should be filed a month before the child’s 18 th birthday The individual may also qualify for assistance under the Department of Social Services such as medical insurance (Title XIX).