Transition Class for Students with Moderate to Severe Developmental Disabilities http:www'smjuhsd'k1

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Transition Class for Students with Moderate to
Severe Developmental Disabilitieshttp//www.smju
hsd.k12.ca.us/subpages/view/248/58
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• Students, ages 18-22 years of age, with moderate
  to severe developmental disabilities learn life
  skills through real world experience in
• Community
• Home

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HILL House(High school Independent Living and
Learning)

• 10-12 Students
• Classroom
• 3 bedroom Apartment
• School Campus
• Community of Santa Maria

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Student Eligibility/Requirement

• Student with family support should have a
  commitment to live independently upon completion
  of the HILL House program.
• Ability to receive information and instruction
  from staff and provide responses and feedback
  when necessary.
• Acceptable social behavior verified by school,
  TCRC, and family, i.e. ability to get along with
  peers, follow rules, accept supervision, and have
  no history of illegal activity.

• 18-22 years of age be mindful
  of when student turns 22 yrs.
  NOT 4 yr. PROGRAM.
• Must currently be part of Community Based
  Instruction (CBI) program on high school campus.
• Teacher recommendation
• IEP Team recommendation

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Students ARE NOT Eligible if

• Under 18.
• Are a danger to themselves or others, or have
  history of illegal activity.
• Are physically/mentally disabled and require one
  on one staff for housekeeping or personal needs.
• Student/Family are not willing to participate in
  overnight program (District strongly suggests to
  financially support TCRC collaboration program).
  If not, student should continue with CBI program
  on HS campus.

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2 Part Program

• Tri-Counties Regional Center Contracts overnight
  program to UCP/Work, Inc.

Santa Maria Joint Union High School District
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SMJUHSD Provides Instruction to Teach Students
Independent Living Skills In The Community
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TCRC UCP/Work, Inc. Instruction Teach Students
Independent Living Skills In The Home
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Our Successful Transition StepsTeach Students
How to Access Their Community Job Sites.
(Mobility / Transportation Skills)

• Independence Levels
• I.
• II.
• III.
• Curriculum -- Safe Strong I Safety In The
  Community
• http//www.disabilitytraining.com/ssd1.html

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LEVEL I Independent w/ Staff Present

• Student riding school bus from home to school.
• Staff are present with students whether they know
  it or not.

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Level II Independent w/ Peer

• Student/Peer access job sites and community
  establishments.
• Fade from school bus begin accessing area
  transit (SMAT) from home to school.
• Students arrive to destinations and check in
  with teacher learning proper use of cell/business
  phones safety/self advocacy.
• Teacher/Staff spot check.

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LEVEL IIIIndependent

• Student independently riding area transit from
  home to school, job sites, and community
  establishments.
• Student continues to check in with teacher
  learning proper safety/self-advocacy skills.
• Teacher/Staff spot check.

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Our Successful Transition StepsTeach Students
How to Take Care of Their Self Know Their
Rights. (Safety/Self Advocacy Skills)
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SAFETY / SELF ADVOCACY TRAINING

• In a study of 95 adults with developmental
  disabilities in California before the age of 18
• 16-30 of the boys had been sexually abused
• 39-68 of the girls had been sexually abused

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Safety Training Courses

• Safe Strong I Safety In The Community
• http//www.ddssafety.net/DisplayVideo.aspx?StoryID
  866
• Safe Life Project Self Determination, Abuse
  Awareness, Personal Safety and Reporting Skills,
  for Students with Developmental Disabilities
• http//www.safelifeproject.org/
• Life Facts Exercising Caution in Interpersonal
  Relationships
• Http//www.stanfield.com/life.html
• HIV / AIDS Prevention

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Our Successful Transition StepsProvide Career
Technical Training

• Hands On Vocational Training Sites.
• Internships
• 1-2 Hrs./Day
• 4 Days/Wk.
• Independent Levels
• I
• II
• III

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• California Dept. of Education
• 50 Stay at Home
• 40 Under-Employed -- Chronic unemployment Have
  a job and lose it, take another job and lose it,
  and repeat the cycle. Workability Conference,
  2007. San Francisco, CA.

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LEVEL I Team

• Staff/Student Ratio 13
• Students are independent with staff present
  whether they know it or not.

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LEVEL II Supported

• Teacher/Staff train
• Students arrive work as a team
• Staff fade Place Pray from job site.
• Teacher/Staff spot check.

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LEVEL III Independent

• Work Ed. Coordinator/Teacher
• Coordinate developing a work site
• Pay Workability I
• Train Place and Pray
• Staff spot check.
• Internship Direct Hires
• Work Ed. Coordinator collaboration

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Our Successful Transition StepsTeach Students
How to Make Plans with a Friend Have a Life
Outside of Their Job! (Social / Recreational
Skills)

• Every Friday is Community Activity Day
• Students Plan Monthly Activity Calendar.
• Activities teach students budgeting, purchasing,
  cost of activity, community access awareness,
  and bus route locations.

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College ConnectionMission Statement

• To provide an age appropriate setting for
  students to have an opportunity to interact with
  various activities at the community college
  level.

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Community College Connection
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Our Successful Transition StepsTeach Students
How to Handle Finances(Money/Budgeting Skills)

• Students bring 25.00 at beg. of each mo.
• Students responsible for
• Withdrawing
• Collecting receipts.
• Record checkbook register
• They have choice to spend their money on one soda
  per day or planned activity.
• Missed activities prove to be the best money
  management lessons.

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Instruction Teach Students Independent Living
Skills In The Home
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Our Successful Transition StepsTeach
Responsibility In The Home

• 4 students stay overnight while the others go
  home.
• Students rotate staying the night

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Our Successful Transition StepsTeach Meal
Planning Cooking Skills

• Cookbook Curriculum 30 meals for 30
  daysSimple Healthy Meals for Individuals w/
  developmental Disabilities
  By Mike Bryant
• Students cook in teams. Staff eventually fade.

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Our Successful Transition Steps Teach Students
How to Take Care of Their Home(House
Management/Cleaning Skills)

• Chores 3xs/per day using visual chore chart
• Morning
• After Lunch
• After Dinner

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Our Successful Transition Steps Teach Students
How to Take Care of Their Self
(Hygiene Skills)

• Students are given quick visual/olfactory hygiene
  check each morning.
• Good Check job site.
• Not Good Check Not good job site.

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ORGANIZATIONS INVOLVED IN STUDENT SUCCESS
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RESULTS

• California Dept. of Education
• 50 Stay at Home
• 40 Under-Employed -- Chronic unemployment Have
  a job and lose it, take another job and lose it,
  and repeat the cycle. Workability Conference,
  2007. San Francisco, CA.

• SMJUHSD HILL House
• 25 Graduates
• 85 -- Employed and out in community.
• 15 -- Under-Employed Chronic Unemployment
• 85 -- Independent on Area Transit
• 7/15 -- Moved into apartment w/ roommate and
  supported living.
• 1 Taft Community College (college for
  Individuals w/ Developmental Disabilities)

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