School-to-Work Outreach Project 1996 Exemplary Model/Practice/Strategy

South County Regional Interagency Post-secondary Transitions (SCRIPT) California

Mission

The SCRIPT program aims to prepare young adults with disabilities, ages 18-22, to live, work and recreate as independently as possible in community settings. The intent is to ensure that students have a post secondary experience which is appropriate for their needs, similar to their non-disabled peers, and aids in the successful transition to the adult world.

Organization/Program Context

SCRIPT uses a collaborative community transition model that includes residential living in a community setting, employment at sites within the community, family/professional collaborative planning for transition, and a school program based in the local community college. The program is funded by existing sources, such as money allocated to students within public education-the State Department of Developmental Disabilities, Social Security Income, and the Department of Vocational Rehabilitation.

Community Setting

Rural town of approximately 35,000 people.

Population Served

Program/Organization
See information below.

Model/Practice/Strategy
The SCRIPT program serves students with severe challenges ages 18-22 who qualify for services from the Department of Developmental Disabilities.

Model/Practice/Strategy Description

Students learn about SCRIPT in their high school classes where they are invited with their families and teachers to open house meetings and socials. To enter the program, a student must first apply and then have an interview with staff. In the interview it is determined if the program fits the student's needs. Upon entering the program, the student and his/her family and friends meet with an interagency group of professionals. Together they develop person-centered goals and objectives for the present and future. Transition planning is the thread that brings adult service agencies to SCRIPT. The initial planning takes place at the residential home, as do the regular transition meetings. The director of SCRIPT coordinates services on a daily basis. The teaching parents live in the SCRIPT home and facilitate the acquisition of students' social skills, life skills, and transportation skills in weekday activities. Weekend activities revolve around community recreation and visits with friends and family.

The school program is based at the local community college. Most students are involved in the Special Careers Program established at the community college for students 18-25 years old. Students participate in two or three classes per week which address many of the student's Individual Education Plan (IEP) requirements. They are also encouraged to enroll in mainstream college classes of interest. In addition to schooling, each student works approximately three days per week. SCRIPT and the school program arrange work experience for each student according to his/her interests and skills as outlined in his/her Individual Work Rehabilitation Plan (IWRP). Students may chose to participate in the Vocational Rehabilitation Workability Program or work in competitive employment with less job coaching. The student decides where s/he works, the specific job, and the supervision required with the support and guidance of the transition team.

Students leave the program when they exit the school system at the age of 22, however they may continue to participate beyond this age if their transition requirements have not been met. Before a student exits, an interagency meeting is held to make sure the student has an appropriate place to work and live, and are the least restrictive environments. Students who transition from SCRIPT continue to receive support from staff through the interagency work group that ensures their continued employment.

Exemplary School-to-Work Components

Collaboration - Connecting Activity
The SCRIPT program is an exemplary model of interagency collaboration. Partnerships are formed with education, social service agencies, vocational programs, work programs, and other person-centered transition services. SCRIPT also includes family and community in its partnerships and activities.

Student Centered - School-based Activity
Students, their families and staff develop a student-centered plan which outlines transition goals. Students are encouraged to be self advocates, participate in activities which integrate them in the community, and make choices on a daily basis. Students were included in the evaluation of the pilot model; their concerns, along with those of family and community, were the basis for the development of SCRIPT.

What Makes it Work?

Clear Program Philosophy
SCRIPT's program philosophy dictates that all students have the right to a quality life, be included in their communities in meaningful ways, and to make their own choices about where and with whom they will live, work, and recreate. This philosophy is shared by the program administrators and staff.

Communication
Essential to SCRIPT is continuous and good communication. There is daily communication between program director and staff, weekly meetings with students, teaching parents, and the administrator, and opportunities for families to communicate through e-mail and telephone.

Knowledge of Systems
A working knowledge of systems is invaluable. For example, knowledge of funding, program regulations, and opportunities helps staff connect with other services and programs available to students. Perseverance and networking skills are essential.

Staff

• Program Administrator
  1 part-time
  * Coordinates interagency planning
  * Provides inservice training
  * Supervises staff
  * Facilitates family meetings

• Program Director
  1 part-time
  * Manages budget and finance
  * Oversees maintenance of the home
  * Supervises staff
  * Participates in program planning
  

• Teaching Parent
  2 full-time
  * Provides 24 hour care and supervision of students
  * Instructs students in independent living, recreation, and communication skills
  * Participates in interagency meetings
  * Participates in person-centered planning
  * Implements individual education and transition plan (i.e., IEP, IPP, and ITP) goals as appropriate
  * Collects data and keeps records

In September, Jim was living at home, attending high school, and working in an enclave work site. He displayed inappropriate behaviors such as ripping clothes, having temper tantrums, refusing to cooperate with parents, and not following teachers' directions. Jim moved into the SCRIPT house in December. He was enthusiastic about the transition, as was his family. Jim is now attending the local community college where he is enrolled in the Special Careers Program, as well as in classes on music appreciation and physical education. Jim enjoys music. This interest led to his part-time employment in a music store where he helps customers find CD's and stocks merchandise. Being that the store is in a retail mall near the SCRIPT house, Jim has the freedom to come and go from work on his own. Sometimes Jim meets friends who also work at the mall for lunch. He uses local public transportation to get around and occasionally visit family members who live out of town. Additionally, Jim participates in recreational activities of his choice. His inappropriate behavior has decreased significantly. He is on his way to quality adult living!

Building on his interest in music, Jim has a part-time position in a music store and takes a class in music appreciation at a local community college.

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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