ࡱ> wyv bjbj 0 L55555III8I.(-T555JJJX55JJJJ^zIXJ0J#\#J#5JDJJ# : SCHOOL TO WORK PROJECT King County Developmental Disabilities Division The School-to-Work Project (S2W) was spearheaded by the King County Developmental Disabilities Division (KCDDD) in the 2005 2006 school year to address a gap between the school and adult service system. S2W is based on a model of inter-systems collaboration and is designed to help students with developmental disabilities (DD) leave school programs with a job and the long-term supports to keep the job. Through S2W, students in their last year of school, approaching the age of 21, are able to work with an employment consultant from an adult services agency with the goal of finding paid employment prior to leaving school. While this early access to services is well known as a best practice, there are often systems barriers to implementation: namely, funding obstacles. S2W tackled these obstacles by developing a braided funding strategy. It is funded primarily by KCDDD with funding partners in the Division of Vocational Rehabilitation (DVR), and each school district contributing funding or human resources to help achieve the goals of the program. KCDDD also received funding from WA State DDD through the Jobs by 21 Partnership Project, in FY 2008 and 2009. S2W has had a dramatic, positive impact in the employment outcomes for students leaving the adult service system. A comparison of employment outcomes of all DDD clients who were in the Transition Cohort for June of 2003 2005 (3 years prior to S2W) to those from 2006 2008 (first 3 years of S2W), shows an increase in 24%. Seventy-three percent of students who participated in S2W in the 2007 2008 school year were employed by December of 2008. Each year has shown increased participation, from 68 students in the first year to 110 students in 2009. S2W has improved the collaboration between service systems and engaged parents and family members and students to be part of the planning and development process to finding jobs. Educators and adult services providers have shared resources and expertise to get information to students and families earlier, and to help prepare for real jobs in the community. King County has also begun sponsoring two annual Transition Resource Fairs, open to all community members, with resource tables and workshops for students, families, and educators. S2W is committed to serving students regardless of their waiver status. While in 2008 all students who participated in S2W had access to long-term funding through WA State DDD, there were approximately 60 students who left school in June of 2009 who were not on a waiver. These students are currently not receiving any funding for long-term employment supports. Through partnerships with schools, KCDDD has been able to educate families about the need to save for potential costs for services after school, and how to explore the use Social Security Work Incentives for possible reimbursement for a percentage of these expenses. However, the shortage of Transition Proviso funding for students who are not on a waiver has raised concerns about the availability of follow-along supports, especially for those students with the highest support needs.     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IUUst,C0 0 G I   g.6z~c:!N3cO:r+3 @ @UnknownG* Times New Roman5Symbol3. * Arial5.*aTahomaA BCambria Math 1h[ܦ[ܦ  #4 2PK2!xxThe School-to-Work Project (S2W) was spearheaded by the King County Developmental Disabilities Division (KCDDD) in the 2005  2Kelley FaulknercolemncOh+'0 ,DPd t   The School-to-Work Project (S2W) was spearheaded by the King County Developmental Disabilities Division (KCDDD) in the 2005 2Kelley Faulkner Normal.dotmcolemnc2Microsoft Office Word@@Bz@Bz GVT$mF >M&" WMFCyM KklVT$m EMFk$(   % % Rp@"Arial5 d85O`2d8\5 6H8O`2d8\5 /1\5d8 ܀|d/1&X3. * Arial`2՟`2r| P58'1550z%15܀|dv% % %   TI/@@LpS2W Project Update2(J2**&6)**)TTI5 /@@LP Tl6 I /@@6 LXPage 2***TT I$ /@@ LP1*TT% I8 /@@% LP T`9 I /@@9 LTof *TT I /@@ LP1)TT I/@@ LP NTxI/@@L\12/1/09***))TTI%/@@LP (!"  Rp{@"Arialcc 8ccO`28c0c ccO`28c0c /10c8c |d/1'X3. * Arial/1 cX0cdc8'1cc0z%1c|dv% % % T6X /@@6LxSCHOOL TO WORK PROJECTY``hgQ&Rg%g``%Z`gJZ`RTT X /@@ LP VJ Rp@"Arialcc 8ccO`28c0c ccO`28c0c /10c8c ,|d/1'X3. * Arialc0cN/1cX0cdc8'1cc0z%1c,|dv% % % Th6v/@@]/LKing County Developmental Disabilities DivisionXT!GG!TGGG)>!TB@B!GGhAG'A !T!AAG '!A@!T!@!A!GFTT7wv/@@7]LP A Rp@"Arialcc 8ccO`28c0c ccO`28c0c /10c8c <|d/1'X3. * Arialc0cN/1cX0cdc8'1cc0z%1c<|dv% % % TTy#/@@LP 6 TT#[/@@FLP 6 T_/@@ L`The School>78C1888TT_ /@@LP-!TX _]/@@ LPto8TT^_{/@@^LP-T|_/@@|6LWork Project (S2W) was spearheaded by the King County b7!2C 882!C5b G822888 8878888188C87H8881 T A/@@,8LDevelopmental Disabilities Division (KCDDD) in the 2005 H81888T788H28882H1288!CHHHI!8878788TT  A/@@ ,LP 8TT 8 A/@@ ,LP T9 A/@@9 ,Lt2006 school year to 788722788188!8 T,E /@@%Laddress a gap between the school and 888!822878888G8787822788788TD E/@@ )Ladult service system. S2W is based on a 88828!1283128TC5b288278787 TM'/@@Lhmodel of interT878788!TTMm'/@@MLP-!Tn'/@@n<Lsystems collaboration and is designed to help students with 2128T128888!788887278278887888278772G8 T+_/@@MLdevelopmental disabilities (DD) leave school programs with a job and the long881888S888827882!HH!8818228888!87!8T2G888787878887TT`+/@@`LP-! T /@@Lterm supports to keep the job.8!T18878!2728788878TTN /@@LP 6 TT#/@@kLP 6 TQ/@@LThrough S2W, students in their>8!7878C5b187882878!TTQl/@@QLP Tlm&" WMFC +k/@@m0Llast year of school, approaching the age of 21, 82188!721888888 88288788878788 Tf/@@QMLare able to work with an employment consultant from an adult services agency 8!88887G8!2G8887T881T782782888!7T8887828!1282878821 TDj/@@TLwith the goal of finding paid employment prior to leaving school. While this early G888788788878888S881T888!8!88818722888a888288!1 T` L /@@7 .Laccess to services is well known as a best pra822822828!12822H8288G88288828!7T L /@@ 7 Lctice, there are often systems 22878!88 87871128T2 TP  /@@ L|barriers to implementati88!!8!28T87T788TP I /@@ Lon: namely, funding obstacles.8878S81888877828282TTJ P  /@@J LP 6 TT #2 /@@ LP 6 T6 ! /@@ MLS2W tackled these obstacles by developing a braided funding strategy. It is C6b8227878288818282818818888778!8887788872!88712 T  z /@@ NLfunded primarily by KCDDD with funding partners in the Division of Vocational 887888!T8!181CIHHHG88888778!88!2888H12887C828788 T L /@@v LhRehabilitationH8888888TTM h /@@Mv LP Ti , /@@iv >L(DVR), and each school district contributing funding or human !HCH!78878282188882!2288!8887878878!88S88 T /@@ 4Lresources to help achieve the goals of the program. !8288!28287888188188878827888!87!8TTT /@@ LP T  /@@ LtKCDDD also received CHHHH827!828188 T q /@@\ LLfunding from WA State DDD through the Jobs by 21 Partnership Project, in FY 88887!7TbBC77HHH8!88787827818188C8!88!287C!8828=B Tu  /@@ Lh2008 and 2009.88788787878TTu  /@@ LP 6 TT #W /@@B LP 6 T[ $ /@@ LS2W has had a dramatic, posiC6b78287888!7T82882TP%[  /@@% +Ltive impact in the employment outcomes for 18T7828787T881T787827S828! T =/@@(GLstudents leaving the adult service system. A comparison of employment 288782781878878828!1282128TB28S88!28878S881T87 T(A/@@OLoutcomes of all DDD clients who were in the Transition Cohort for June of 2003 8827T8178HHH2882G88G8!8878>!88288H788!8!188878878TTA/@@LP 8TTA /@@LP  Th3 #/@@/L2005 (3 years prior to S2W) to those from &" WMFC k2006 8878!8188!28!8!7C6b 88827!7T7788TT4 k #/@@4 LP 7TTk  #/@@k LP T ^ #/@@  Ld2008 (first 8788 !2T_ c#/@@_ Lp3 years of S2W), 8188!27B6b  T'/@@Lshows an increase in 24%. 288G28882!8818878YTx'3 /@@L\SeventyB81881TT4 'T /@@4 LP-!TU ' /@@U Llthree percent o8!8888 2887T '/@@ Lf students who participated 288782G8878!28878 TV /@@Ltin S2W in the 2007 8C5b8888788TTW /@@WLP 8TT /@@LP T /@@5L2008 school year were employed by December of 2008. 788821888188!G8!88T8818881H828S87!78788 T@ |/@@gSLEach year has shown increased participation, from 68 students in the first year to C828188!782278G882!8827878!28878 8T88187881878!2188!8 Td/@@LT110 888T/@@Lpstudents in 2009.18788187887TT/@@LP 6 TT#b/@@MLP 6 Tf-/@@GLS2W has improved the collaboration between service systems and engaged C6b782T8!81888728888!78888G88728!1282128T28887878788 TH/@@3GLparents and family members and students to be part of the planning and 88!8818788T1T7T88!287827887278878!778878887888 TLS/@@MLdevelopment process to finding jobs. Educators and adult services providers 881888S888!8282188887882C88188!288787828!12828!8188!2 TL./@@Lphave shared resour8818288!78!8278!TL./@@L>Lces and expertise to get information to students and families 2818878188!2887878!T78882887827888T82 T@2/@@SLearlier, and to help prepare for real jobs in the community. King County has also 88!8!87878888!788!88!!8878288728ST781C87H8781882827 T/@@MLbegun sponsoring two annual Transition Resource Fairs, open to all community 88788278818!87G888788>!88278H8188!28=8!288788828ST781 T /@@r"Lmembers, with resource tables and T7T78!2G8!8288!187882788T0 /@@ r&Lworkshops for students, families, and G8!2288728!2788728T82887 T/@@ L`educators.888188!2TT/@@LP 6 TT#m/@@XLP 6 T8q/@@RLS2W is committed to serving students regardless of their waiver status. While in C6b217TT88818!187288882!878!8822788!G818!& WMFC k2882b787 T S/@@><L2008 all students who participated in S2W had access to long88788278782G8888!288887C5b7788228218887TT  S/@@ >LP-!T S/@@ > Lhterm funding 8!T88887 TxW9 /@@2Lthrough WA State DDD, there were approximately 60 8!8878bBB88HHH88!8G8!8788!81T88188T: W/@@: Lstudents who left school in 278872G887218788% % 666666666666666666666666666666666666 6 66 6  6 66 6  6 66 6  6 66 6  6 66 6 66666666666666666666  ~."System--@"Arial--- &2 Pe{S2W Project Update  2 P{ ~2 P?{Page t 2 PY{1 2 P_{ 2 Pb{of  2 Pm{1 2 Ps{ 2 P*{12/1/09 2 PL{ ,{'@"Arial---,2 b{SCHOOL TO WORK PROJECT      2 b{ @"Arial---R2 t/{King County Developmental Disabilities Division              2 t{ @"Arial--- 2 e{  2 e{ 2 e {The School   2 {-2 {to 2 {-\2 6{Work Project (S2W) was spearheaded by the King County       _2 e8{Developmental Disabilities Division (KCDDD) in the 2005      2 { 2 { )2 {2006 school year to C2 e%{address a gap between the school and  I2 Q){adult service system. S2W is based on a v   2 e{model of inter  2 {-e2 <{systems collaboration and is designed to help students with   2 eM{developmental disabilities (DD) leave school programs with a job and the long3     2 7{-82 e{term supports to keep the job.  2 {  2 e{ 82 e{Through S2W, students in their    2  { S2 $0{last year of school, approaching the age of 21, 2 eM{are able to work with an employment consultant from an adult services agency 3     2 /eT{with the goal of finding paid employment prior to leaving school. While this early    P2 >e.{access to services is well known as a best pra  :2 >y{ctice, there are often systems  /2 Ne{barriers to implementati  82 N{on: namely, funding obstacles.  2 N{  2 ^e{ 2 meM{S2W tackled these obstacles by developing a braided funding strategy. It is 3  2 }eN{funded primarily by KCDDD with funding partners in the Division of Vocational       2 e{Rehabilitation  2 { h2 >{(DVR), and each school district contributing funding or human   Y2 e4{resources to help achieve the goals of the program.   2 { )2 {KCDDD also received }2 eL{funding from WA State DDD through the Jobs by 21 Partnership Project, in FY         2 e{2008 and 2009. 2 {  2 e{ 52 e{S2W has had a dramatic, posi   L2 +{tive impact in the employment outcomes for p    v2 eG{students leaving the adult service system. A comparison of employment      2 eO{outcomes of all DDD clients who were in the Transition Cohort for June of 2003       2 C{ 2 J{ R2 e/{2005 (3 years prior to S2W) to those from 2006     2 { 2 { 2  {2008 (first %2 {3 years of S2W), e  42 e{shows an increase in 24%. i  2 {Seventy  2 >{-"2 C{three percent o52 {f students who participated  (2 'e{in S2W in the 2007    2 '{ 2 '{ [2 '5{2008 school year were employed by December of 2008. 0    2 7eS{Each year has shown increased participation, from 68 students in the first year to   2 Fe{110 %2 F{students in 2009.7 2 F{  2 Ve{ v2 eeG{S2W has improved the collaboration between service systems and engaged     v2 ueG{parents and family members and students to be part of the planning and    2 eM{development process to finding jobs. Educators and adult services providers 3  &2 e{have shared resourh2 >{ces and expertise to get information to students and families   2 eS{earlier, and to help prepare for real jobs in the community. King County has also    2 eM{begun sponsoring two annual Transition Resource Fairs, open to all community 3   >2 e"{members, with resource tables and   D2 <&{workshops for students, families, and  2 e {educators. 2 {  2 e{ 2 eR{S2W is committed to serving students regardless of their waiver status. While in     e2 e<{2008 all students who participated in S2W had access to long    2 {-2  {term funding  V2 e2{through WA State DDD, there were approximately 60      52 {students who left school in  --{{{{{{{{zzzzzzzzzzzzzzzzyyyyyyyyyyyyyy՜.+,0p hp  P DSHS/ADSA  The School-to-Work Project (S2W) was spearheaded by the King County Developmental Disabilities Division (KCDDD) in the 2005 2 Title  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmopqrstuxRoot Entry F+^zz1Table#WordDocument0SummaryInformation(DocumentSummaryInformation8nCompObjy  F'Microsoft Office Word 97-2003 Document MSWordDocWord.Document.89q