Website: Project SEE

Link

http://www.arcwake.org

Description

Project SEE provides students with access to a variety of work settings/samplings which allow the participating students to make informed vocational choices. Participating students gain valuable insight into their occupational interests and strengths as well as develop skills to enhance their opportunities for employment in the community after completing high school. Project SEE staff encourages the development of natural supports and promotes the philosophy of inclusion, within the work environment. Under the expanded Project SEE school-year program, approximately 20 high school students with developmental disabilities are working at volunteer host job sites with a college student intern job coach. The ratio is two participating students per one student intern job coach. These students are selected in conjunction with case managers and occupational preparation teachers in the Wake County Public School System. The students are paid at the prevailing minimum wage through program funds. Participating high school students with developmental disabilities work at job sites during or at the end of the school day; they are transported from their high school to the job site through transportation provided by the Wake County Public School System. Transportation from the job site to the student’s home is arranged by participating students.

Source

Submitted by The Arc of Wake County.

Website: Transitional Supported Employment from School to Work

Link

http://www.thearcofyorkcounty.org

Description

The Arc of York County’s project is focused on preparing high school students for competitive employment following graduation from public school. Most students with disabilities have very limited or no real life experience with real work prior to graduation. Neither students nor their families are well prepared for the issues of entering the work force. This experience differs from students who do not have a disability who typically will have a part-time job while in school and employment in the summer prior to graduation. The project better prepares students for post-graduation employment by providing real employment experiences during the school year, part-time employment, and summer employment. Paid employment and work experience is the primary objective of the project. The project aims to provide real work experience during the school year as part of the student’s educational program, part-time employment, and summer employment using our supported employment support and training staff. The current school system and community service system for people with intellectual disabilities do not fund/support summer employment or out-of-school service for students. The project provides support for students to gain and maintain employment.

Source

Submitted by The Arc of York County.

Website: School-to-Community Transition Project

Link

http://www.thearcjackson.org

Description

The purpose is to engage students in year-round activities throughout Jackson County within their home communities. It is well documented that students with developmental and intellectual disabilities benefit greatly from year-round instruction. Research has shown that students that are engaged in meaningful activities year-round are more successful, less likely drop out of school, get into less trouble, and enjoy a better quality of life. The goal is to have initial instruction occur at the Transition site with concurrent instruction being given in the students’ homes and communities and broadened to include non-academic school year services. Toward the end of each student’s Transition period, the final outcome will be full community inclusion. Project activities include: locating employment and volunteer opportunities within students’ communities, learning to create a resume, fill out job applications, and go through the interview process. Additional components include personal safety, community adult and independent living skills, health and wellness, as well as skills for improving communication and social interactions.

Source

Submitted by The Arc of Jackson County.

Website: Transition in Action

Link

http://www.school2life.org/arcmecknc/

Description

The purpose of the project is to work with a variety of agencies in the community to expand an innovative program that meets the needs of the clients in the area and assists them in successfully transitioning from school to adult life. An interactive website is being developed to include three “doors” or sections to enter. One “door” is geared towards students and youth, another “door” is geared towards parents, guardians, and support staff. The third “door” is geared towards employers in the Business Leadership Network to post job openings. The internet is the wave of the future and by making this an interactive site and encouraging conversation between all parties we hope to advance transition outcomes for youth with disabilities locally. In addition, a transition specialist assists families inquiring about services and supports, provides agency referrals, coordinates educational workshops, and updates the curriculum as needed. The next component is a tool-kit for community coaches. This tool kit includes best-practice approaches for employment with an emphasis on self-determination.

Source

Submitted by The Arc of Mecklenburg County.

Website: Adult Education & Training Transition Services Program

Link

http://www.thearcofloudoun.org

Description

The Adult Education and Training Transition Services program focuses on teaching and supporting adults in vocational skills, independent living skills, behavior strategies, and self-advocacy. Transition Services seek to teach adults job skills needed in the community, on campus, as well as supporting them on job sites within the community. The Transition Services program will also train and support families, employers, and caregivers (such as group home staff) to help individuals remain independent and productive in the community. The on-campus vocational training area is used to train and prepare students for off-site employers in the areas of retail, mail delivery, data entry, computer lab, filing, and craft construction. Campus employment training includes job coaching, social skills support, and training for students in the Launch program (ages 14-22). Once students have completed the on-campus training, they are assisted at a community job site with decreasing support, establishing independent employment, and working toward employment for compensation.

Source

Submitted by The Arc of Loudoun.

Website: School-to-Community Transition Project

Link

http://www.thearcofracine.org

Description

The goal of our project is to raise expectations and increase knowledge and skills for students with disabilities, parents, and others. This includes increasing knowledge and skills about transition, self-advocacy, self-determination, and self-directed supports. Public awareness and educational activities of this project include a series of informational sessions for parents of students (14-21 years); direct mailing to area businesses; as well as a series of training programs available to students (14-21 years) around disability law, IEP’s, self-advocacy, and self-determination. In addition, the project will provide one-to-one assistance to participants (between the ages of 17-21 with I/DD) in the use of MAP (Making Action Plans) or other similar plans to determine each student’s strengths and interest; review the current IEP to ensure it has identified the strengths of the student as well as reviewing the student’s goals; and to provide training on post-secondary education, self-advocacy, self-determination, career information, best practices, etc.

Source

Submitted by The Arc of Racine County.

Website: Transition to Community

Link

http://www.arcmn.org

Description

The Arc of Minnesota is developing a student centered “Transition to Community” program as a key component of The Arc Academy of Advocacy & Support. The program’s intent is to increase student and parent knowledge and effectiveness in the areas of the special education system, transition planning, self-determination, self-advocacy, career awareness, and guardianship. The program includes a comprehensive package of curriculum, tools, and materials that focus on career awareness & exploration; self-determination; transition planning; parental involvement; and interagency collaboration. As part of the project, the program will be piloted and implemented through local Arc chapters in Minnesota, so that students and parents in communities across Minnesota have opportunities to increase their chances for a successful transition to the community. A series of “Train-the-Trainer” sessions that provide local Arc chapter staff opportunities to fully understand the “Transition to Community” curriculum, tools, and materials so that they can effectively and successfully implement the program at the local level.

Source

Submitted by The Arc of Minnesota.

Website: Community Action Network (CAN) Project

Link

http://www.arcvc.org

Description

The purpose of the Community Action Network (CAN) project is to provide transition age youth an opportunity for a time limited, comprehensive, and inclusive post-secondary experience that includes educational, vocational, and social opportunities. At its core, this project integrates best practices, such as person-centered thinking and self determination, as the guiding principles and actions that assist individuals to achieve greater influence, independence, and control as they transition into adult life. This multi-disciplinary style and multi-learning approach meets the student where their strengths lie and accommodate barriers in a multitude of strategies.

Source

Submitted by The Arc of Ventura County.

Website: Transition Support Program (TSP)

Link

http://thearcsf.org

Description

The Arc of San Francisco engages transition age youth and their caregivers by providing open houses, tours, school site visits, and other outreach efforts to enlighten them about community-based services. Parental involvement and education is mandatory for participant enrollment and follows an extended process by which families incrementally deepen their participation in person-centered transition planning. Parents and guardians are offered a monthly newsletter featuring tasks to develop specific skills and quarterly topical workshops that offer guidance, support, and structured activities for preparing their children, and themselves, for transition from school-based to community-based services. The major component of the TSP is transition-age youth skill building for adulthood. Regular, structured activities for transition-age youth with developmental disabilities occurs within a stepped, curriculum which gradually integrates participants in community-based services, independent living, employment, and adult relationships.

Source

Submitted by The Arc of San Francisco.

Website: Life After High School

Link

http://www.thearcolc.org

Description

The Arc, Oneida-Lewis Chapter provides a one-year program for youth with significant disabilities who are in their last year of high school and are expected to graduate or exit high school following completion of the project year. The student is exposed to a world of new and continued learning opportunities both on a college campus and in the community so they gain the skills and confidence to function as independently as possible, once they leave the supports they are entitled to in high school. Following assessment and training, the individual leaves the program with a written plan that includes action steps that move them through their transition from high school to work and adult living. It was developed to help youth with disabilities, their families, and the professionals who work with them to meet the challenge that transition from the secondary school system brings. Information and resources are made available to the individuals as they execute their plan. They are taught the skills of self-determination and self-advocacy. The students in the project are introduced to the adult service systems and natural supports that can assist them with seeking post-secondary training, employment, and services such as transportation assistance and independent living.

Source

Submitted by NYSARC- The Arc Oneida-Lewis Chapter.