2. 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

3. Orchard Village Orchard Village is a non profit organization that was founded in 1972. 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. 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. 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. Orchard Academy is a new transition program of Orchard Village.

4. 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

5. Transition Project Findings Report of the Mayoral Task Force on Employment of People with Disabilities (July 2002–2005) Best Practices Student self-determination Student self-determination Family involvement in transition Family involvement in transition Interagency collaboration Interagency collaboration Secondary and Post-Secondary Education Secondary and Post-Secondary Education Pre-graduation work experience Pre-graduation work experience Career Exploration Career Exploration Work-based learning experiences in the community Work-based learning experiences in the community Knowledge of adult services and issues Knowledge of adult services and issues Centers of Independent Living Centers of Independent Living Support Systems Support Systems

6. 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. 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)]

7. Transition Requirements At age 14-1/2 (in Illinois), and updated annually thereafter, the IEP must include: 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. 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 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. 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 childs rights under this title, if any, that will transfer to the child on reaching the age of majority. 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 childs rights under this title, if any, that will transfer to the child on reaching the age of majority. Sec. 300.320

8. Increase vocational outcomes by 25% – 30% over current levels; 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 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 Collaborative interagency resource pooling to target more funding for students, minimize each partners costs and maximize student outcomes Benefits of a Community-Based Transition Integration Model

9. Orchard Academy Curriculum

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

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

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

13. Tying it all together Developing the skills in all the areas allows students to gain independence. 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. 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. 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. 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. Through this program students are given the opportunity to expand vocationally with job seeking skills, job development, placement, and retention.

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

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

16. What are the Programmatic Success Factors?

17. Individualization …… The students STRENGTHS, interests, preferences, and individual capabilities remain the primary focus

18. Therapeutic Supports Team Collaboration Transition Planning Meetings 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 Weekly Staff Meetings Ongoing Collaboration Ongoing Collaboration

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

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

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

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

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

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

25. Student Work Hours

26. Life Skills Assessment

27. Life Skills Improvement

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

29. A well integrated person centered organization that has built strong working relationships with the individuals with special needs, their families, and community. 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. 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 Visit us @ orchardacademy.org ORCHARD VILLAGE/ACADEMY