Kesha’s Path To Community Employment
Kesha’s Path toCommunity EmploymentCase Study of Student Identified with anIntellectual Disability (Cognitive Disability)These case studies are intended to provide an example of how multi-agency collaboration, planning and service canprepare a student for the transition to competitive integrated employment. These case studies are NOT directive norare they intended to be replicated as each student and family is unique.1
Case Study of Student Identified with anIntellectual Disability (Cognitive Disability)Kesha’s Path to Community EmploymentKesha is a student served through an IEP in her local school district. The Evaluation Team Report (ETR) indicates thatKesha’s educational identification is a student with a cognitive disability (intellectual disability).Brief HistoryKesha was served through an IEP since preschool. She also was connected to the County Board of DevelopmentalDisabilities (CBDD) prior to age 2 and received Early Intervention services through the CBDD. She attended theintegrated preschool in her local school district where she continued to attend school until graduation. Throughouther educational career, Kesha required IEP services and supports. She accepted the assistance of others to navigatethe school, make decisions, and prepare for class or other activities. Kesha’s social circle and social activities havealways been an important part of her life.Early DiscussionsDuring the early middle school years, Kesha indicated a strong desire for community employment. In fact, Keshaand her family had discussions as early as elementary school that focused on ‘working’ as part of her future adult life.However, even as she entered high school she was still having difficulty narrowing her interests to begin a specificcareer plan.In School SupportWhen Kesha attended the integrated preschool in her local school district, she received related services of speech,occupational and physical therapy through the program. In the elementary years she continued to be served throughan IEP and received academic support, related services and assistance with organizational and social skills. Thissame type of assistance continued through middle and high school but expanded beyond the academic subjects tovocational skills and activities. As Kesha moved into high school the related services were primarily consultative innature and focused on her adult goals and the skills and needed supports of adult life.In middle school she began her transition planning with a multi-agency team. At this time, the team found she wasreceiving a great deal of assistance from both teachers and paraprofessionals to complete her academic assignmentsand prevocational tasks. This included support in organizing materials and facilitating social engagement with peers.She was able to care for all her personal needs during the school day.The following information reviews the multi-agency information gathered to inform transition assessment and todevelop the postsecondary goals. Highlights of the services and supports that were identified as necessary throughmulti-agency planning are also reviewed in the information on the following pages.Family EngagementIt is important to recognize that a general family outreach procedure is not sufficient to meet many of the individualfamily needs. Throughout Kesha’s journey, team members’ efforts focused on engaging Kesha’s family in meaningfulfuture planning using a variety of strategies and resources. This included offering ongoing and timely informationwhile assisting the family to understand and connect to resources. The team was also sensitive to the family’spriorities and goals and used these to help guide the planning. Through the years the family’s needs changed,requiring the school and agencies continuing efforts and strategies to evolve as well.The following information reviews the multi-agency information gathered to inform transition assessment and todevelop the postsecondary goals. Highlights of the services and supports that were identified as necessary throughmulti-agency planning are also reviewed in the information on the following pages.These case studies are intended to provide an example of how multi-agency collaboration, planning and service canprepare a student for the transition to competitive integrated employment. These case studies are NOT directive norare they intended to be replicated as each student and family is unique.1
Transition Assessment:Information was collected by a multi-agency team using the following tools and methods:Transition Assessment Tools and Processes Included: Student interest inventories using easy read materials, pictures and videos Student interview, multiple opportunities, shortened sessions. Job Shadows in employment environments identified from interest inventories Review of previous years records to identify strengths, effective supports and areas of need. Community basedwork assessment Observations in multiple environments – school, home, community – for skills such as: Independent living skills,social competencies, level of independence, problem solving, communication. Interview with parents/family members and teachers from previous years Review of information from Individual Service Plan through County Board of DD to inform Preferences, Interests,Needs, Skills/Strengths (PINS)Preferences/ Interests Spending time with friends and family playing games,going to the mall and doing crafts Prefers individual instruction in new tasks or to learnnew skills Shopping for clothes, looking at clothes, fashion,watching TV shows about fashion Interested in pet animals, such as cats, small dogsand birds Would rather work with others than alone. Enjoys meeting new peopleEnjoys the creativity of fixing hair and makeup (withher mom and sister) Emerging interest in cooking - especially bakingSkills/Strengths Is able to articulate what she prefers and does notprefer to teachers and sometimes parents Understands information best using easy readmaterials & picture symbols. Can follow a visual schedule to complete routinetasks of independent living Hygiene and appearance are excellent Motivated to learn when instruction and experiencesare designed for her learning style Independent with personal care needs in schooland home Able to use calculator for basic math Social skills are a strength. Most confidentwith adults. Learning to follow basic recipes (using picturesupports) to bake cookies and other desserts.Needs/Challenges Vocational tasks attempted at school require ongoingadult prompting and extended time to completecorrectly Becomes anxious/stressed when trying new tasks.Concerned with making a mistake. Looks forassistance before trying. Academic subjects present a challenge. Kesharequires specially-designed instruction andmodification of all content areas Requires assistance to remember and use safetymeasures in the kitchen (at home) Problem solving new situations is stressful.Lacks confidence in new situations. Difficulty narrowing her interests to begin a specificcareer plan Requires extended time and support to transfer orapply skills and knowledge to new situationsThese case studies are intended to provide an example of how multi-agency collaboration, planning and service canprepare a student for the transition to competitive integrated employment. These case studies are NOT directive norare they intended to be replicated as each student and family is unique.2
Post-Secondary (Adult Life) Goals: Ongoing Transition Assessment and resulting information assisted to develop andconfirm the following Post-Secondary GoalsPostsecondary GoalsSupporting Transition Assessment DataBelow are examples of Transition Assessment datathat support the identified goalsEducation Goal Vocational tasks attempted at schoolKesha’s Early or Initial PS Education Goal require ongoing adult prompting and extendedtime to complete correctly Requires extended time and support to transferor apply skills and knowledge to new situations Prefers individual instruction in new tasks or tolearn new skillsCommunity Employment Goal Enjoys meeting new peopleKesha’s Early or Initial PS Employment Goal Following graduation from high school Kesha willbe successfully employed in community integratedemployment in the clothing retail industry.Shopping for clothes, looking at clothes,fashion, watching TV shows about fashion Would rather work with others than alone. Able to comprehend functional informationusing easy read materials and picture symbols. Requires extended time and support to transferor apply skills and knowledge to new situations Hygiene and appearance is excellent Independent with personal needsFollowing graduation from high school, Keshawill participate in instruction for vocational skillsdevelopment necessary to be successful in communityintegrated employment opportunities aligned with herskills and strengthsRefined Education GoalAs the team and Kesha gained more information andinsight, the PS Education goal was refined as she movedthrough high schoolFollowing graduation from high school, Kesha willparticipate in on-the-job training to learn the specificvocational skills necessary for employment in a localclothing retailerRefined Community Employment GoalAs the team and Kesha gained more information andinsight, the PS Employment goal was refined as shemoved through high schoolFollowing graduation from high school Kesha willbe successfully employed part-time in communityintegrated employment in a local clothing retail storewith natural and environmental supports.These case studies are intended to provide an example of how multi-agency collaboration, planning and service canprepare a student for the transition to competitive integrated employment. These case studies are NOT directive norare they intended to be replicated as each student and family is unique.3
Review the Activities, Services, and Supports Included in Kesha’s Journey to Community EmploymentEarly Years(Up to 10 years)Department ofDevelopmentalDisabilities County Board ofDevelopmentalDisabilities(CBDD)CBDD receivedreferral for EIservices and foundeligible for servicesat age 18 months.Service andSupportAdministrator (SSA)from CBDD attendsand participates inyearly IEP meetingEarly MiddleSchool Years(11-12 years)SSA attends initialmulti-agencytransition planningmeeting (age 13)CBDD ‘transitionseries’ (For studentsand families.Information aboutissues for parents onrelevant Post Schoolissues and planningas well as experiencesand information forstudents on planningfor adult life.)Late MiddleSchool Years(12-14 years)Early HighSchool Years(14-16 years)SSA attends yearlymulti-agency planning(MAP) meetings forongoing transitionplanningRedeterminationof eligibility (age16).Requested for HCBWaiver for futureemployment supports.Placed on waitinglist for HCB waiverservices.Included CBDDEmploymentNavigator/SSAin MAP meetingsfor ongoingtransitionplanningLate High School Years(16 years)AfterGraduationExtendedsupportsfollowingOOD serviceswith access towaiver servicesas neededto maintaincommunityemploymentincluding:in-person jobcoaching andtechnologysupportDiscussion of the use oftechnology for ongoingsupport on the jobfollowing graduationEmploymentNavigatorcontinues tocollaborate withKesha and teamConnected Kesha totransportation options thatwould allow her to exploreadditional employmentopportunities.SSA and School Teamreviewed the DisabilityBenefits 101 website(https://oh.db101.org) withKesha’s family with a focuson the information relatedto income and potentialimpact on benefits inorder to assure benefitscould be maintained evenwhen employed.These case studies are intended to provide an example of how multi-agency collaboration, planning and service can prepare a student for the transitionto competitive integrated employment. These case studies are NOT directive nor are they intended to be replicated as each student and family is unique.4
Early Years(Up to 10 years)EducationLocal EducationAgency (School)Began preschoolservices at agethree through localschool district andparticipated in anintegrated preschoolprogram with typicalpeers, taught byspecial educatorsand early childhoodinstructors. Alsoreceived relatedservices of speech,occupational andphysical therapythrough the programs.As she moved throughthe elementary schoolyears, she continuedto be served throughan IEP and receivedacademic support,related servicesand assistance withorganizational andsocial skills.Early MiddleSchool Years(11-12 years)Late MiddleSchool Years(12-14 years)Specially designedinstruction andsimulated practicefor safety inenvironments ofadult daily livingSpecially designedInstruction in selfdetermination witha focus on decisionmaking, problemsolving and risk-takingSpecially designedinstruction,modifications and/or adaptationsfor all academicsubjects. ISresponsible whileParaprofessionalsand Generaleducationteacher assist toimplement andsupport.Specialized instructionin use of Smartphoneapps for visualsupports to promptthrough steps oftasks (instead ofparaprofessional)Job Shadows inselected localbusinesses focusedon areas of interestincluding retailclothing, cosmeticsand cosmetology,retailer of cook-wearand small appliancesFormal referral toOOD (following careergoal developmentand initial careerdevelopment servicesfrom school transitioncoordinator andIntervention Specialist)Early HighSchool Years(14-16 years)Late HighSchool Years(16 years)Specialized Instructionin use of FacetimeApp for virtualcoachingUsing video modelingand simulation, Keshacontinued to build skillsin decision-making,problem-solving andrisk-takingSelf-monitoringstrategies used incommunity settingsto improve decisionmaking, problemsolving and risk-takingVocational instructionof job tasks in the retailstore (folding clothingfor display, organizingclothing by size andstyle for display,etc.) using chaining,prompting with gradualfading of verbaland gestures. Visualschedules provided asongoing support whenneededThe school teamparticipated indiscussions aboutbenefits with theCounty Board of DDSSA and family usingthe DB 101 website asa tool for discussionand future resource.AfterGraduationEducationservicesthrough theLEA end atgraduationInstruction in OMJwebsite tools and howto build resume withspecially designedinstruction / supportfrom InterventionSpecialist and TransitionCoordinatorThese case studies are intended to provide an example of how multi-agency collaboration, planning and service can prepare a student for the transitionto competitive integrated employment. These case studies are NOT directive nor are they intended to be replicated as each student and family is unique.5
Early Years(Up to 10years)VocationalRehabilitationAgency Opportunitiesfor Ohioans withDisabilities (OOD)No Service.VocationalRehabilitationServices beginat age 14Early MiddleSchool Years(11-12 years)With parent consent,OOD Counselor(OTSP) attends IEPmeeting to explainOOD services tofamily.Late Middle School Years(12-14 years)In the months between 9thand 10th grades, Keshaparticipated in SummerYouth Career Exploration inthe areas of retail clothing/accessories and pet stores.Prior to a formalreferral to OOD,Kesha participatedin with a small groupin a Pre-ETS serviceof Job Explorationcounseling to assisther in developing acareer goal.Ohio Job andFamily ServicesWorkforceDevelopmentOhioMeansJobsMental Healthand AddictionServicesNo ServicesRequestedEarly HighSchool Years(14-16 years)In the monthsbetween 10thand 11th grades,Kesha participatedin Summer YouthWork Experiencein the area of retailclothingLate HighSchool Years(16 years)In the monthsbetween 11thand 12th grades,Kesha participatedin Summer JobdevelopmentAfter GraduationAfter graduation,OOD can supportKesha should herdisability present abarrier to obtainingor maintainingher employment.Services suchas Vocationalcounseling andtraining;Job search andjob placementassistanceNo ServicesRequestedWith specialized instruction/support from InterventionSpecialist and TransitionCoordinator, usedOhioMeansJobs.comwebsite to create and useOMJ backpack. Used CareerCluster Inventory to bettertarget and narrow careerinterests and identify PINS.Viewed videos of careersand career environments,including retail.Use the SchoolCenter in the onlinetraining center inOhioMeansJobs.com to assist withclassroom subjectsPosted resume,searched andapplied for jobs,and practicedinterviews withthe assistanceof teacher,paraprofessionalsand familymembers.Kesha can continueto use her OMJBackpack andsubmit applicationswhen seekingemploymentfollowinggraduation.She also attended afew job fairs.No referral or service was found to be neededThese case studies are intended to provide an example of how multi-agency collaboration, planning and service can prepare a student for the transitionto competitive integrated employment. These case studies are NOT directive nor are they intended to be replicated as each student and family is unique.6
Read About Kesha’s Journey to Community EmploymentKesha’s preparation for employment began even before she formally entered the transition years. The followinginformation discusses Kesha’s Path to Community Employment through her education years and is intended tonarrate the previous graphic.Kesha was referred to Help Me Grow/Early Intervention (EI) services at 18 months of age when an observantpediatrician became concerned with delays in her developmental milestones. The EI Specialist from her local County Board of Developmental Disabilities (CBDD) worked with the family toincrease opportunities and interventions that would enrich language, motor and social development. The EI Specialist also connected Kesha to her local school district preschool program and assisted in thetransition into preschool services at age 3.In Kesha’s preschool years, supports and services generated primarily from the local school district. These included: Preschool services at age three through local school district in an integrated preschool program with typicalpeers. This was taught by special educators and early childhood instructors working together to support andteach all the children in the program. Related services of speech (ST), occupational (OT) and physical therapy (PT) through the preschool program.ST services were primarily offered in individualized sessions while the OT and PT services were small group andconsultative in nature. While the CBDD was not involved with direct service, Kesha’s Service and Support Administrator (SSA) attendedand participated in yearly IEP meetings. She also spoke regularly with the family for updates on Kesha’s progressand potential needs.In Kesha’s elementary school years, supports and services generated primarily from the local school district.These included: Services through an IEP that included academic support, related services and assistance with organizational andsocial skills Related services of speech and occupational therapies that supported her academic and social development Support and instruction in the general and special education environments from general education teacher,intervention specialists and paraprofessionals.As Kesha moved through the Middle School years, services and activities related to adult life preparation included: A multi-agency planning (MAP) meeting was held when Kesha was age 13. The meeting was attended by Kesha,her parents, school staff, CBDD SSA and OOD counselor. These MAP transition meetings were held each yearuntil Kesha graduated. A ‘Transition Series’ for parents and youth offered through the local CBDD. The series offered information forparents on relevant Post School issues and planning and also provided experiences and information for studentson planning for adult life. Kesha and her parents decided to attend. Although Kesha was only 12 years of age atthe time, she and her parents both found it to be helpful and gave them a jump on transition planning. Review of OOD services at the initial MAP meeting by the OOD OTSP (Ohio Transition Support Partnership)Counselor. Parent consent was obtained for the counselor attendance prior to the meeting. Specially designed instruction by the Intervention Specialist and simulated practice for safety in environments ofadult daily living Specially designed instruction, modifications and/or adaptations for all academic subjects. Intervention Specialistresponsible while Paraprofessionals and General Education teacher assist to implement and support.These case studies are intended to provide an example of how multi-agency collaboration, planning and service canprepare a student for the transition to competitive integrated employment. These case studies are NOT directive norare they intended to be replicated as each student and family is unique.7
In the later years of Middle School, as Kesha neared (and passed) her 14th birthday, the focus on prevocationalservices in Middle School became more intense with increasing participation from other agencies. Specially designed Instruction in self-determination with a focus on decision-making, problem-solvingand risk-taking Specialized instruction in use of Smartphone apps for visual supports to prompt through steps of tasks (instead ofparaprofessional prompting) With specialized instruction/support from Intervention Specialist and Transition Coordinator, usedOhioMeansJobs.com website to create and use OMJ backpack. Used Career Cluster Inventory to better targetand narrow career interests and identify PINS. Viewed videos of careers and career environments, including retail. Job Shadows arranged by the Intervention Specialist in selected local businesses focused on areas of interestincluding retail clothing, cosmetics and cosmetology, retailer of cook-wear and small appliances. These activitieswere services offered through the IEP. Prior to a formal referral to OOD, Kesha participated with a small group in a Pre-Employment Transition Service(Pre-ETS) of Job Exploration counseling to assist her in developing a career goal. Formal referral to OOD (following career goal development and initial career development services from schooltransition coordinator and Intervention Specialist) Requested HCB Waiver for future employment supports. Placed on waiting list for HCB waiver services.With her postsecondary community employment goal in place, transition services became more intense and focusedin the High School years. Kesha’s school team continued to work with Kesha and her family and agency partners toprovide the services, experiences and planning necessary for her to successfully transition to employment followinghigh school. Services and activities in the early High School years included: Inviting the CBDD Employment Navigator to participate in the yearly MAP meetings to assist in ongoingtransition planning. The Employment Navigator remained involved with Kesha following graduation to assist inher Path to Employment. Vocational instruction of job tasks in the retail store (folding clothing for display, organizing clothing by sizeand style for display, etc.) using chaining, prompting with gradual fading of verbal and gestural prompts. Visualschedules provided as ongoing support when needed. This is an IEP transition service and implemented by theIntervention Specialist and paraprofessional (or school job coaches). Using video modeling and simulation, Kesha continued to build skills in decision-making, problem-solving andrisk-taking. This is an IEP transition service and implemented by the Intervention Specialist. Instruction in OMJ website tools and how to build resume with specially designed instruction / support fromIntervention Specialist and Transition Coordinator Use of the OMJ School Center in the online training center in OhioMeansJobs.com to assist withclassroom subjects Redetermination of eligibility for CBDD services (age 16) OOD Summer Youth Career Exploration (between 10th and 11th grades) to learn more about the career areas ofretail clothing/ accessories and pet stores.These case studies are intended to provide an example of how multi-agency collaboration, planning and service canprepare a student for the transition to competitive integrated employment. These case studies are NOT directive norare they intended to be replicated as each student and family is unique.8
As Kesha continued into the later High School years and prepared for graduation, her MAP team continued to meetand her transition services became even more targeted to life following high school. Activities and services included: CBDD facilitating a discussion of the use of technology as ongoing support on the job following graduation.This could be a future HCB Waiver service for Kesha. SSA and School Team reviewed the Disability Benefits 101 website (https://oh.db101.org) with Kesha’s familywith a focus on the information related to income and potential impact on benefits in order to assure benefitscould be maintained even when employed. The db101 website facilitated discussion and became a resource forthe future. CBDD also connected Kesha to transportation options that would allow her to explore additional employmentopportunities in the community Specialized Instruction in use of Facetime App for virtual coaching in preparation for possible use of technologyfor on-the-job support following high school. Discussions at MAP meetings surfaced the advantages of usingtechnology. Besides giving Kesha more independence, availability of in-person job coaching services may belimited. Preparing for that possibility is wise transition planning. Self-monitoring strategies used in community settings to improve decision-making, problem-solving and risktaking were provided by the Intervention Specialist. This is part of the ongoing and scaffolded instruction thatwas planned beginning in Middle School. OOD Summer Youth Work Experience in the months between 11th and 12th grades in the area of retail clothing.Retail clothing was selected as the focus area after previous experiences found Kesha’s interest and skill to bestronger in this type of work than other potential options that were explored in the earlier years. Using OMJ.com to complete and post her resume, search and apply for jobs, and practice interviews. Kesharequired the assistance of teacher, paraprofessionals or family members to access and complete many of thefunctions of the website, however her navigation skill of the website continued to improve.Following graduation, Kesha continued to use or stay connected with several agencies. This included: CBDD services for ongoing adult life support and access to her community. Kesha’s skills and independenceincreased greatly as she neared graduation. Her MAP Transition team assisted her to plan and target the servicesand supports to prepare for transition to adult life. However, as an adult she may need assistance transitioning toher new job, refining her employment skills, improving her daily living skills and accessing the community. HCBWaiver services can assist in all these areas. This would include access to in-person job coaching and technologysupport for virtual coaching. Collaboration with the Employment Navigator/SSA through the CBDD to assure she is accessing all availablesupports across agencies. OOD. After graduation, OOD can also offer support to Kesha to obtain or maintain her employment.Coordinating the services between OOD and CBDD will be important and could be a focus of the initial postschool MAP meeting. ODJFS. Kesha can continue to use her OMJ Backpack and submit applications through OhioMeansJobs.comwhen seeking employment following graduation.These case studies are intended to provide an example of how multi-agency collaboration, planning and service canprepare a student for the transition to competitive integrated employment. These case studies are NOT directive norare they intended to be replicated as each student and family is unique.9
Shopping for clothes, looking at clothes, fashion, watching TV shows about fashion Would rather work with others than alone. Enjoys meeting new people Prefers individual instruction in new tasks or to lear
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