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WWRC - Transition Academies 2011

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Presentation on the opportunity to enroll students with disabilities into a modified version of the PERT program through WWRC. Less intensive with more support, good results. - Video footage may not …

Presentation on the opportunity to enroll students with disabilities into a modified version of the PERT program through WWRC. Less intensive with more support, good results. - Video footage may not work (Sorry)

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  • Who is familiar with the Transition services that DRS provides? In an effort to cut down on early drop out rates, DRS has developed an early intervention plan to identify needs early on and work on prior to graduation with the hopes of keeping interest. How that is completed will be area specific and we will only speak to one part of this plan, mainly the Transition Academy.
  • Does this look like a typical college dorm room? Would you be excited to stay here if you knew it was free for a couple nights?
  • -You may or may not be familiar with the PERT program but in summary, Woodrow Wilson provides Vocational Evaluations for a select number of students throughout the state every year. There is a strict eligibility criteria for coming and not everyone is able to participate in this program. When we started looking at opportunities to help our students we brain stormed with PERT staff how we could utilize the PERT experience for students who may be “weeded” out of the selection process but for whom would benefit from an experience if they had support. So with the support of the DOE, we were given the okay to develop this program where we would identify students on our caseload, during their Junior year (2 nd year to exit), would be given the opportunity to participate in a condensed version of PERT. The way we were able to make this work to the students advantage was that we were approved funding for Teacher(s) and DRS counselor to accompany students for the 3 days they would be at Woodrow Wilson. Our roles would be different from PERT staff, but our presence would provide the additional support that many of the students would need to be more successful during the program. -History behind this initiative is that many students in Winchester that needed evaluation services that wouldn’t have qualified typical PERT Admission guidelines. These students required additional support that PERT would not have been able to provide. These students may not have had the adaptive skills to manage a 5-10 day program.
  • This is actually a photo of part of the group from our 2 nd year, but you get the idea.
  • Like all programs the initial group was comprised mostly of students with Intellectual Disabilities, and Autism Spectrum Disorder, but as we came closer to the actual start date we found that some of the students changed their minds or moved. We looked at other students and staffed whether or not they could benefit from the program and included them into our group. So our initial group actually consisted of about 5 students. We had 9 students and 2 teachers for our group in 2009. And this past year (2010) we had 2 teachers and 7 students.
  • Jason, give an overview of their perception of worth of the Transition Academy.
  • The earlier we address it, the easier it will be because more supports are available. The transition Academy identifies their second year of exit and a Transition plan can be made. We can identify additional training needs as a result of this evaluation.
  • Ginger to talk about what a PAR means. Give examples.
  • We are building a base for additional service options at WWRC starting with the Transition Academy.
  • Are their career interests going to match their math and reading aptitudes. This is what the Level One Assessment tries to achieve. Primary is the one that we can match their aptitudes with a career interest. Secondary is a career interest that they may not have the reading and math aptitude for at the time of assessment. Use most recent testing to identify interests that match the student’s aptitude. A tool that assesses math and reading levels.
  • Prior to students arriving, DRS counselor will staff with PERT team to identify areas of choice to ensure appropriateness for evaluation.
  • Dan answer questions for teachers.
  • Transcript

    • 1. 3 Days, 2 Nights: Transition Road Trip Transition Academies Presented at The Virginia Transition Forum March 13-16, 2011
    • 2. Presenter’s
      • Jason Bryant – FRS Vocational Rehabilitation Counselor, Winchester Office
      • Ginger Sharrer – PERT Field Services Supervisor
    • 3. Vocational Rehabilitation Process for Transition Referral and Services 2-3 years prior to school exit 1-2 years prior to school exit Exit year (Student & Family) • Referral to DRS • Complete intake interview with DRS Counselor • Complete eligibility determination with counselor • Participate in career assessment • Participate in career development activities • Learn more about benefits planning (Student & Counselor) • Develop Individualized Plan for Employment (IPE) • Coordinate career development activities • Discuss post-secondary education options • Discuss referrals to other agencies/services as needed • Address self-advocacy skills • Discuss benefits planning and work incentives (Student & Counselor) • Explore employment related activities • Explore post-secondary education and vocational training activities • Discuss independent living options/services • Initiate job placement and job retention services
    • 4. Wouldn’t you want to stay in this room free of charge for 2 nights?
    • 5. Brief Program Overview
      • The Transition Academy provides a unique opportunity for staff from Local Education Agency’s (LEA) and Department of Rehabilitative Service Counselor (DRS) to accompany students to WWRC and provide support while the students receive services. During a three day program, the students receive career exploration and evaluation services from Vocational Evaluation.  The students also participate in Independent Living Assessments and recreational activities offered by PERT staff.  Case management is provided by PERT counselors. 
    • 6. The 1st Academy
    • 7. Winchester – the original TA
      • Jim Hall, manager of the Leesburg/Winchester Department of Rehabilitative Services, had led efforts to develop an intra-agency Winchester Transition Pilot for disabled youth who are at risk. Several meetings occurred prior to November of 2008 to connect Woodrow Wilson Rehabilitation Center as an additional service partner in this endeavor.
      • The inaugural Transition Academy ran from June 18-20, 2008. Students lived in the dormitory at WWRC.
      • The students were escorted on campus by Jason Bryant (DRS counselor) and Donna Stout (teacher) from the Winchester area and assessment activities/ support were provided by WWRC staff.
    • 8. Transition Academy Services from a DRS perspective
      • Jason Bryant and Cyndy Harp are currently the FRS counselors that use the Transitions Academy the most.
      • This program is also sometimes recommended through the PERT Pre-admission review process.
    • 9. How does DRS achieve better outcomes?
      • Early intervention =
      • better outcomes
      • especially with more complex cases .
    • 10. Students Selected for TA
      • The students selected are usually students that would fall outside of PERT PAR selection guidelines. They would have a difficult time functioning in the campus environment in a traditional 10 day PERT program.
      • Support on campus is provided by the local DRS counselor and school teachers from their home LEA.
    • 11. Transition Services at WWRC Career Job Experience (SIP, ETO) Training (Training/Life Skills) Trial Training (PERT, E&OST) Exploration (Transition Academy, PERT, Vocational Evaluation)
    • 12. Level I Assessment
      • A level I career assessment has been performed in the field to allow the student to target areas of vocational interest.
      • An example of a Level I career assessment used for Colonial Heights, Prince George and Petersburg
    • 13. Sample Criteria for Training Success. Business – Materials Handling Reading Grade Equivalency: 2 Math Grade Equivalency: 2 Success Indicators Contraindications Ability to lift, stoop and climb Ability to follow novel one step instructions Ability to remember sequence of procedures with training and practice Initiative Preference of active occupation over sedentary Ability to count and record inventory Ability to recognize differences in alpha-numeric codes Significant physical limitations or dislike of physical activity Humanitarian – Health Care Reading Grade Equivalency: 4 Math Grade Equivalency: 3 Success Indicators Contraindications Emotionally stable Good decision making skills Good communication skills and social perceptiveness Good physical and mental stamina Criminal background Physical limitations for lifting, bending and carrying up to 50 pounds Physical limitations for standing and walking Anger management issues Weak immune system
    • 14. Vocational Evaluation
      • Based on their recommendations from the level I assessments and the students interest they get to try two vocational evaluation areas at WWRC. The DRS Counselor, PERT Supervisor and VE Supervisor set these up prior to intake and when students arrive their counselor verifies that these areas are what the student wants to try.
    • 15. Early in the Career Counseling process
      • Sometimes we hit a homerun in the exploration process and sometimes you strike out. The important part is to get started!
    • 16. Transition Academy students in VE
    • 17. Activities
      • In addition to Vocational Evaluation during their 3 days on campus students get:
        • Experience WWRC intake process
        • Participate in an orientation and campus tour
    • 18. Teambuilding activity
    • 19. Tour of Center Training Areas
    • 20. Work Behavior’s Game
    • 21. Two IL Activities – dormitory cleaning and kitchen safety
    • 22. Structured and unstructured recreation activities
    • 23. Teacher’s Insights
    • 24. Reports
      • Vocational Evaluation Report
      • Transition Academy Skills Checklist – 6 pages filled out by the teacher and DRS counselor
      • WWRC Discharge report – completed by the PERT Case Manager.
    • 25. Example of Report RESIDENTIAL SKILLS RATING NOT APPLICABLE HYGIENE Initiates personal hygiene Keeps clothing clean Dresses appropriately for the weather and activities Keeps hair clean and combed Keeps fingernails clean Brushes teeth / keeps breath fresh PERSONAL RESPONSIBILITY  Observes off-limits areas Picks up medicine on time (if needed and without reminders) Regulates behavior / self-control Takes responsibility for choices
    • 26. Student Reactions
    • 27. Transition Academies 2011
      • Richmond Co and Middlesex Co.– January 11,12,13 (6 students)
      • Colonial Heights, Norton, Prince George– April 19,20,21 (10 students)
      • Winchester/Frederick – June 22,23,24 (up to 13 students)
    • 28. Requesting Transition Academy Services
      • Contact Rusty Eddins
      • Voice: 540-332-7297
      • Email: [email_address]
      • For details on all medical and vocational services at WWRC,
      • visit WWRC.VIRGINIA.GOV
    • 29. Requesting WWRC Services
      • Contact WWRC Admissions
      • Voice: 800.345.9972, Ext. 7291 or 540.332.7291
      • TTY: 800.811.7893
      • Email: [email_address]
      • For details on all medical and vocational services, visit WWRC.VIRGINIA.GOV
    • 30. WWRC Contact Information wwrc.virginia.gov 1-800-345-9972
      • Admissions:
        • Amy Blalock, Admissions Director (ext. 7052)
      • Medical Rehabilitation Services:
        • Barbie Ostrander, Division Director (ext. 7494)
      • Vocational Services:
        • Maggie Clower, Division Director (ext. 7222)
      • Rehabilitation Counseling Department:
        • DeWanna Christian, Acting Lead Counselor (ext. 7483)
      • Residential Services:
        • Mike Kelley, Division Director (ext. 7443)
    • 31.
      • Any additional questions panel?
    • 32. Take the Steps Towards P erson C entered T hinking V irginia Intercommunity Transition Council