School-to-Work Outreach Project 1995 Exemplary Model/Practice/Strategy

Futures' Alternative Educational Programs A Division of Directions, Inc. Connecticut

Mission

Futures works to improve the quality of life for persons with disabilities and their families. This is accomplished through individualized combinations of person and family centered services and supports which are community based and contribute to systemic change. Futures customizes its approach, delivering only those individualized services in the person's home, school, job and community which are appropriate to each situation.

Organization/Program Context

Directions, Inc. is a state non-profit corporation, a generic service agency, with roots as a project of the University Affiliated Program at the University of Connecticut. Directions operates its entire state-wide service from one centralized main office and three strategically located home offices. Futures' Alternative Educational Programs are supported on a fee-for-service basis from funds allocated by schools to provide transition services for students with disabilities. Special tuition packages are also available to provide an umbrella of educational, vocational, recreational and/or community inclusion services for individuals over an entire semester or school year.

Community Setting

This program serves individuals from throughout the state of Connecticut. As a result, this program must meet the needs of varying communities. For example, program staff deal with transportation problems in rural areas and gang membership concerns in urban locations.

Population Served

Program/Organization
Directions presently serves approximately 200 individuals, the majority of whom are adults and one third are of the ages 13 - 22. The organization serves persons with mental health issues as well as cognitive, sensory and physical impairments.

Model/Practice/Strategy
Futures' Alternative Educational Programs served 30 students in its first year. Almost half of those served were 19 -22 years old, with some students of the ages 14 - 18 and others 13 years and under. Most of these students have emotional/behavioral disorders while others have traumatic brain injury, autism, deafness or hearing impairment, speech or language disorders, limitations in mobility and/or visual disabilities.

Model/Practice/Strategy Description

Futures' Alternative Educational Programs are student-centered, based upon choice. Each student, along with his/her family, makes decisions regarding the range and types of services and supports that are needed.

Students are referred to Futures' Alternative Educational Programs by their parents, advocates, schools or state agencies. The student and his/her family members meet with program staff to gather and share information. From this, alternative education needs are determined. For example, in the transition-to-work area, a staff member may arrange vocational exploration opportunities which allow the student to form a basis for making informed choices about his/her vocational goals. Then, real employment opportunities will be arranged based on the student's interests, preferences and skills. Program funds are available in some circumstances to pay all or part of a student's "salary" during his/her initial employment period. Similar exploration opportunities are pursued in educational, recreational and community inclusion areas, with an emphasis placed on prioritizing each individual's preferences and choices, and then creating real-world situations which match these.

In all situations, program staff are available as needed, and the use of natural supports, such as co-workers, is encouraged. Mentors may also be hired to assist in accessing positive recreational services. Considerable effort is put into creating long term supports, both paid and natural, so that upon completion of Alternative Educational Programs there are services and supports in place for every individual as he/she transitions into the adult world.

Exemplary School-to-Work Components

Student-centered Career Planning & Exploration - School-based Learning
Staff work with students one-on-one to complete a personal profile that includes the student's preference and choices regarding job selection. Each student plays an active role, making decisions regarding his/her job placements and concerns he/she is confronted with on the job.

Individualized Services - Connecting Activity
Futures' Alternative Educational Programs allows students and their families to choose whatever services and people will best support them in their home, school, community and work settings. This is based upon the belief that every student requires a different service or combination of services and supports depending on his/her unique situation, disability, goals and interests. The result is long-term support for each student that continues after the student exits the program.

What Makes it Work?

Choice
Students and their families, with assistance from program staff and other service agencies, choose the services and supports they want and need.

Program Setting
Each student's plan takes place in his/her own community. For example, recreational opportunities and academic supports are developed near the student's home, while vocational exploration and job sites are found within commuting distance or on bus lines.

Cultural Sensitivity
Staff and services are tailored to the particular needs and desires of the student, keeping cultural issues in mind. Efforts are made to match cultural preferences as much as possible, which in many cases involves assigning staff of similar cultural/ethnic background.

Case Management
Effective case management is essential to the success of every student's plan. A case manager assigned to each student pulls together the particular plan for that student. Futures' staff are cross-trained to serve in more than one role for each student, providing cohesion and continuity to the student's program.

Organizational Structure
Futures' Alternative Education Programs employ a small number of full-time supervisory staff and direct case work is contracted per assignment to trained individuals. By minimizing full-time staff and maximizing the use of fully trained workers on a case-by-case basis, the program is able to be as flexible and individualized as it must be to reach students anywhere in the state.

Staff

• Service Coordinators
  3 full-time; 1 part-time
  * Supervises evaluators, job coaches and site developers regarding educational, vocational, and community inclusion issues
  * Develops action plans for curriculum revision and meeting vocational goals
  * Identifies obstacles which are interfering with services
  * Assists in marketing the program
  * Collects information from and provides routine feedback to program participants, staff and principle stakeholders

• Evaluators, Job Coaches, Community-Inclusion Workers, Site Developers
  5 full-time; others contracted on a per-case basis
  * Meets with students to establish rapport and clarify their role in working with them
  * Provides support and assistance to students at their educational, vocational and/or recreational sites
  * Represents Futures' program to teachers, employers, co-workers, etc. who are involved in student activities
  * Writes student progress reports and makes recommendations for further services

At the age of 19, Ray was referred to Futures' Alternative Educational Programs by a county social worker. Homeless and living on the streets, he had been in and out of residential treatment centers for years. Although he was not attending school at the time of his referral, Ray was still eligible for public school services since he had been identified as a special needs student due to his conduct disorders. Futures was asked to assist in providing employment opportunities and community support services for Ray in collaboration with the district board of education and the state Department of Children and Families. A supported living situation was arranged for him and a planning team was convened to discuss his educational and vocational needs. At the meeting, Ray made it clear that he had little interest in academic training, but he was very interested in learning how to do automobile repair and body work. Ray began a supervised vocational exploration in a local automotive repair shop. Futures' program staff assessed the appropriateness of the job setting and Ray was asked if the job fit his interests and needs. The job coach assigned to work with Ray was a male of similar ethnic background and he had extensive experience in both auto mechanics and body repair. Ray divided his day between classes at school in the morning and his job site in the afternoon. A service coordinator assisted educators at Ray's school in creating a functional curriculum with sections on budgeting, problem solving, coping with stress, strategies for stress reduction, and parenting practices. In addition, while on the job, his job coach would provide functional academic training in reading, mathematics, problem solving, organization and planning as these topics related to work. Automobile repair manuals became an essential source of information for this portion of his training. Futures' staff also provided technical assistance and support to the individuals living with Ray... in effect supporting those who were supporting Ray. Although there were a number of behavioral episodes during the first several months, primarily related to gang activities, it was clear that Ray had established an important relationship with his job coach. It was also clear that he valued his job and that the shop manager and other mechanics liked him, too. His school performance and attendance improved to exceptional levels. Prior to his involvement in Futures he missed an average of three or more days of school a week. With this new approach both his attendance and punctuality were almost perfect. It has now been almost a year since Ray graduated from high school. He has a full-time job working for the auto repair company where he was trained. He handles oil changes, lubrication, and basic repair. He continues to learn and his boss is willing to increase his responsibilities as his skills develop.

With the support of Alternative Educational Programs staff Raymond gained experience in a career area of his choice, finished high school and is now working as a mechanic.

This profile was generated by the School-to-Work Outreach Project at the Institute on Community Integration (UAP), University of Minnesota. The development and dissemination of these profiles was supported in part by grant #H029B30142 from the U.S. Department of Education.

For further information, contact the School-to-Work Outreach Project, Institute on Community Integration (UAP), University of Minnesota, 101D Pattee Hall, 150 Pillsbury Drive SE, Minneapolis, MN 55455.

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