# data[].attributes.body
An example is day programming. In some cases that means a segregated program and in others it is referencing individualized services provided based on individual interests.

# data[].attributes.headline
Bring Agencies together to Analyze Policy and Procedures

# data[].attributes.subject
Bring Agencies together to Analyze Policy and Procedures

# data[].attributes.body
Bring agencies together to discuss the policies and procedures and where overlap is. Also discuss what funding can be used for what and when?

# data[].attributes.headline
VR can fund on-site supports in the form of OT, PT, Speech and Language, etc., working alongside the job coach in a work setting!

# data[].attributes.subject
VR can fund on-site supports in the form of OT, PT, Speech and Language, etc., working alongside the job coach in a work setting!

# data[].attributes.headline
Each Individual has an operationally defined meaningful life

# data[].attributes.subject
Each Individual has an operationally defined meaningful life

# data[].attributes.headline
Mechanism for provider collaboration for providers after graduation

# data[].attributes.subject
Mechanism for provider collaboration for providers after graduation

# data[].attributes.body
The early intervention (birth -  3 years of age) model provides in-context services with requirements for professional collaboration among providers. Could this model be adapted for post-high school? An agency/service coordinator would be responsible for coordinating the care, providers would be connected with each other, goals would be collaborative, etc. The family is an important member of this team.

Some states utilize a primary provider model for Early Intervention which sounds similar to the cross-training approach that was mentioned during the discussion. One primary provider is selected for each child to deliver the services needed, consulting with the other providers as needed.

# data[].attributes.headline
People with significant support needs  who want to work have on-site access to those additional on-site supports

# data[].attributes.subject
People with significant support needs  who want to work have on-site access to those additional on-site supports

# data[].attributes.body
peers mentoring youth with disabilities on possibilities, real life success stories, etc

# data[].attributes.headline
Employment Programs Will Not Accept PCA or Other Health-Related Support Professionals

# data[].attributes.subject
Employment Programs Will Not Accept PCA or Other Health-Related Support Professionals

# data[].attributes.body
people will make time for things that energize them so lets set goals around energy management

# data[].attributes.body
You are lucky to get funding, be grateful. How can we break this!

# data[].attributes.body
So much money and training and support is for an individual, but the individual grows best in a healthy family. The more supported, successful, the family is, the more successful the individual. What if the programs intervened with the needs of the whole family? -- Barrier and Dream

# data[].attributes.headline
Clear policy and Procedures Across Agencies

# data[].attributes.subject
Clear policy and Procedures Across Agencies

# data[].attributes.headline
Connect schools with  college/universities that will accommodate a student needs

# data[].attributes.subject
Connect schools with  college/universities that will accommodate a student needs

# data[].attributes.headline
Rules and Regulations Related to How Organizations are Allowed to use Funding

# data[].attributes.subject
Rules and Regulations Related to How Organizations are Allowed to use Funding

# data[].attributes.body
When can you use what funding when?

# data[].attributes.body
Start with this - then focus on how to make it happen. Challenge these program structures

# data[].attributes.body
Funding is braided by the agencies and is not some secret families need to discover. Oops maybe that is a dream, but I don't see why it can't happen.

# data[].attributes.body
"Slots", structure of the day and week need to be more representative of the individual

# data[].attributes.body
Focusing on training cross-agency training opportunities for educators, healthcare professionals, VR counselors, DD service coordinators, families and caregivers, and the youth to have shared information, language, planning strategies, and other important content together

# data[].attributes.body
truly listening to cultural preferences and what has happened to the youth, family, communities as a result of discrimination faced by intersecting social and cultural identities

# data[].attributes.headline
Shared Mission and Values among all agencies supporting youth and young adults

# data[].attributes.subject
Shared Mission and Values among all agencies supporting youth and young adults

# data[].attributes.body
Inclusivity

# data[].attributes.body
At times we have time stamps of supports that force transfers that do not actually make sense to the individuals

# data[].attributes.body
https://www.communityinclusion.org/projects/cle/

# data[].attributes.attachment_link.readable_text
Community life engagement refers to all the ways that people with intellectual and developmental disabilities access and participate in their communities outside of employment. Activities can include volunteer work; postsecondary, adult, or continuing education; accessing community facilities such as the library, gym, or recreation center; any activities that people with and without disabilities do in their spare time. CLE activities may support career exploration , wrap around work time, or serve as a retirement option. ICI is conducting research on CLE to develop guidance for states and service providers on how to improve CLE supports while maintaining a focus on Employment First.

This one-page, accessible flyer provides a plain language overview of the definition of Community Life Engagement, and the four most important things to consider:

Community Life Engagement Toolkit is here

The toolkit was developed to help service providers develop and improve high quality supports for community life engagement (CLE). It contains guideposts for success, a self-assessment tool, real-world examples of service providers making CLE happen, and other helpful resources and tools. You can access the CLE toolkit here: https://cletoolkit.communityinclusion.org/

For more information on these efforts, see our two publications series (Engage and Promising Practices) and past presentations:

Engage Briefs

These brief products describe findings and insights from our ongoing research on CLE, including description of the four CLE Guideposts and how they are put in practice at case study sites. Read the series here: Community Life Engagement Engage Series.

Promising Practices in Community Life Engagement

A collaborative effort with the Access to Integrated Employment project , these publications highlight service provider practices that enhance CLE for people with IDD while maintaining a focus on employment. Read the Access to Integrated Employment and Community Life Engagement Promising Practices series here.

Community Life Engagement Presentations

Look here for past presentations from the Community Life Engagement.

Major activities

Engaging with State Employment Leadership Network to identify emerging needs and issues at the state level.

Conducting interviews with 13 knowledgeable people representing state IDD agencies, service providers, researchers, family members, and individuals with IDD.

Conducting case studies of Community Life Engagement efforts at three exemplary service providers.

Developing a promising practices series on state and service provider implementation of Community Life Engagement.

Surveying state IDD agencies about their Community Life Engagement policies and practices.

Developing, piloting, refining, and disseminating guideposts and toolkits for states and service providers.

Project Team

Jennifer Sullivan Sulewski, Principal Investigator

Jaimie Timmons, Senior Research Associate

Allison Hall, Senior Research Associate

Oliver Lyons, Research Study Coordinator

For more information on ICI's work on community life engagement contact:
Staci Jones, Senior Technical Assistance and Policy Associate

# data[].attributes.attachment_link.description
Community life engagement refers to all the ways that people with intellectual and developmental disabilities access and participate in...

# data[].attributes.headline
Less value placed on social and leisure engagement than on employment

# data[].attributes.subject
Less value placed on social and leisure engagement than on employment

# data[].attributes.body
Being part of the space where everyone is. For example, theater but not one just for "disability"

# data[].attributes.headline
Loss of social structure that existed while the student was in high school

# data[].attributes.subject
Loss of social structure that existed while the student was in high school

# data[].attributes.body
We often don't need nursing services, but many rules about who can do what. We believe OT's are core to integrating and navigating the social space

# data[].attributes.headline
Not having a next environment for folks to transition to 

# data[].attributes.subject
Not having a next environment for folks to transition to 

# data[].attributes.headline
Starting as early as possible (at early ages)

# data[].attributes.subject
Starting as early as possible (at early ages)

# data[].attributes.body
Having someone that knows the young person and what her dreams and goals are to fully access community life. Simple accommodations, but building community relationships and having a "community navigation specialist/OT" to pull this together

# data[].attributes.body
Intentionality, built in other people in our lives, being part of the community, going to church

# data[].attributes.headline
Parent fears and mistrust of systems and providers

# data[].attributes.subject
Parent fears and mistrust of systems and providers

# data[].attributes.headline
Resistance to collaboration among professionals

# data[].attributes.subject
Resistance to collaboration among professionals

# data[].attributes.body
I'm here to do a task, enter in the log, and leave.

# data[].attributes.body
DVR and schools can only do so much. Families can work with their own friends and friends of friends to figure out how to give children with complex needs experiences. Experiences can open up interests. I hate that it again seems to fall on families, but we need to succeed when the systems are failing. BUT you need to have a certain amount of social capital and space to build these non-professional teams. Broken systems hurt those that need them the most.

# data[].attributes.body
Staying current on resources and communicating with both other states as well as internally in your district. Making sure your educators and inner circle are fully aware of all available resources - good communication is essential.

# data[].attributes.headline
Lack of acknowledgement of this population's needs

# data[].attributes.subject
Lack of acknowledgement of this population's needs

# data[].attributes.headline
Bring youth and ppl with lived experience to the table with leaders 

# data[].attributes.subject
Bring youth and ppl with lived experience to the table with leaders 

# data[].attributes.body
Directing grants and other funding opportunities toward the work with this group

# data[].attributes.body
School districts and professionals are most comfortable doing what has always been done, whether or not the practices are supported by legislation or evidence

# data[].attributes.body
Oklahoma Self-Advocacy Network:  through Center for Learning and Leadership Network.  (OUHSC.EDU)

# data[].attributes.body
Here is an example of an organization providing support to individuals with complex support needs: http://167.172.113.187/index.php/about-us/

# data[].attributes.attachment_link.readable_text
Alternative Work Concepts is a small, nationally recognized supportedemployment agency which assists individuals with significant physical and multiple disabilities to gain employment in their communities. AWC was originally established in 1986 by Jo-Ann Sowers, Ph.D. when it began working with individuals with multiple disabilities who were transitioning out of school or institutions. Our mission is very specific to allow individuals with significant disabilities a resource to gain integrated jobs with the unique and creative supports that they may need to be successful.

AWC works with community businesses to create jobs that fit the abilities and dreams of our clientele creating a productive opportunity for everyone involved. As well, AWC facilitates or provides whatever support necessary for the individual to be successful in their job including natural supports or full time support coworker assistance if needed.

Alternative Work Concepts is based in Eugene, Oregon and currently provides on-going support to over 40 individuals. Our agency has remained small locally to assure the continuous quality of service to our clients. However, we have assisted other agencies internationally through technical assistance to place countless other individuals with multiple disabilities that they work with into integrated employment. The vision that we want to share is simple: that anyone, regardless of significance of disability, should have the right to work in a meaningful and integrated job and that anything can be accomplished with the right attitude and creativity!

For more information about Alternative Work Concepts, check out the rest of our website, email us at awc@efn.com or you can call us at 541.345.3043.

# data[].attributes.attachment_link.description
Alternative Work Concepts is a small, nationally recognized supportedemployment agency which assists individuals with significant physical and multiple disabilities to gain employment in their communities. AWC was originally established in 1986 by Jo-Ann Sowers, Ph.D. when it began working with individuals with multiple disabilities who were transitioning out of school or institutions.

# data[].attributes.body
Negative bias towards individuals with disabilities living and working in the community.

# data[].attributes.body
Since we haven't been able to figure out how to break down silos, lets spend our time sewing them together and finding leaders and collaborators in each silo willing to work across silos

# data[].attributes.body
✔An Integrated Resource Team is an informal, customer-centered partnership between an individual job-seeker, or in this case a youth with a disability, and diverse service systems.

✔The goal of IRT is to coordinate services and leverage funding to give the youth comprehensive, wrap-around services tailored to their unique needs and employment goals.

✔IRT a federally recognized promising practice identified as critical to improving employment outcomes of youth and adults with disabilities.

✔The IRT Model is a bottom-up approach to systems’ capacity building, and is particularly useful for fostering cross-boundary collaboration across multiple systems and service providers because it brings them together around the needs of an individual student or youth who is already touched by (or potentially eligible for) multiple services and who would likely need to access multiple services on their road to work.

# data[].attributes.body
Goal is not the delivery of services. Find a better way to articulate meaningful life. What are we intending to accomplish. Challenging the systems.

# data[].attributes.body
We have shared experiences that we can benefit from, if we pull together our knowledge

# data[].attributes.body
We have paternalist approach rather then a youth empowered approach

# data[].attributes.headline
Effective Practice:  connect with State-wide self advocate networks

# data[].attributes.subject
Effective Practice:  connect with State-wide self advocate networks

# data[].attributes.body
Oklahom ahas Self-advocate network that involves training by and for individuals like Eric or our case study folks.

# data[].attributes.body
for job development and placement

# data[].attributes.headline
Wisconsin County Communities on Transition (CCoTs)

# data[].attributes.subject
Wisconsin County Communities on Transition (CCoTs)

# data[].attributes.body
A County Community on Transition (CCoT) is a group of stakeholders who have made the commitment to collaborate around identifying barriers to transition planning, to organize the supports needed and to develop solutions for youth with disabilities in the local county they serve.  https://witig.org/transition-partners/ccots-and-wicot/

# data[].attributes.attachment_link.readable_text
Skip to main content

A County Community on Transition (CCoT) is a group of stakeholders who have made the commitment to collaborate around identifying barriers to transition planning, to organize the supports needed and to develop solutions for youth with disabilities in the local county they serve. The CCoT creates their own vision and mission as it relates to transition in their community. This partnership is essential to assist in the pathways for youth to explore employment, training and postsecondary education, and engage in skills to be independent in their home and community while building self-advocacy skills. Suggested CCoT members include but are not limited to:

School Districts

Division of Vocational Rehabilitation

Aging and Disability Resource Center

Adult Long-Term Care Organization

Children's Long-Term Support

Higher Education

Youth

Family Members and/or Guardians

Business Members

Transition Stakeholders that provide services to youth with disabilities.

The key to CCoT success is sharing the work as a local county, establishing effective communication practices and creating new relationships to better work together and increase collaboration. Each CCoT is unique and has its own history of providing opportunities in their county by way of transition events to benefit the students and families they serve.

The County Community on Transition (CCoT) Toolkit was created by the Transition Improvement Grant (TIG), under the direction of the Wisconsin Community on Transition (WiCoT) to help guide CCoTs through the process of developing, implementing, and maintaining a strong team to support success for students with disabilities.

This toolkit is one of three next steps to support CCoT's in the WiCoT Action Plan to address the needs of the CCoT's around the state. The WiCoT Action Plan was created based on the 2019-2020 CCoT Survey completed by all 72 CCoT's around the state.

This toolkit provides tools and resources that CCoTs can use whether they are just starting or have been active for many years. The tools and resources can assist in building the foundations of the CCoT team, facilitating the work, using data to support growth, and maintaining communication.

To explore a CCoT in your area, click on the map below or contact your TIG Regional Coordinator.

Contact Us

Transition Improvement Grant
1221 Innovation Drive
Whitewater, WI 53190

The Transition Improvement Grant (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this website and for the continued support of this federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material.

The Wisconsin Department of Public Instruction does not discriminate on the basis of sex, race, color, religion, creed, age, national origin, ancestry, pregnancy, marital status or parental status, sexual orientation, or ability and provides equal access to the Boy Scouts of America and other designated youth groups.

# data[].attributes.attachment_link.title
County Communities on Transition - Transition Improvement Grant

# data[].attributes.attachment_link.description
Skip to main content A County Community on Transition (CCoT) is a group of stakeholders who have made the commitment to collaborate around identifying barriers to transition planning, to organize the supports needed and to develop solutions for youth with disabilities in the local county they serve.

# data[].attributes.body
If someone is in the building at age 22, whole new set of rules for residents. The regs are impossible to navigate (regs. are set up for nursing homes)

# data[].attributes.body
Embedding supports (including services such as nursing, OT, PT, SLP) in natural environments such as home and community both during and after high school.

# data[].attributes.body
Is there a way for other resources to take expertise of specialized programs into adulthood. They are the same people!

# data[].attributes.headline
Wisconsin Integrated Transition Planning Project (WITPP)

# data[].attributes.subject
Wisconsin Integrated Transition Planning Project (WITPP)

# data[].attributes.body
The Wisconsin Integrated Transition Planning Project aims to improve transition planning for Wisconsin youth with ID/DD. It brings together self advocates, family members, and people who work in education, employment, and healthcare. They work together to improve and simplify the transition planning process by promoting integrated transition planning.  https://integratedtransition.waisman.wisc.edu/

# data[].attributes.attachment_link.title
Wisconsin Integrated Transition Planning Project

# data[].attributes.attachment_link.description
People with intellectual and developmental disabilities (ID/DD) may need extra support or skill-building to live full, meaningful, and connected adult lives. This can make the transition to adulthood very complex for youth with ID/DD and their families. The Wisconsin Integrated Transition Planning Project aims to improve transition planning for Wisconsin youth with ID/DD.

# data[].attributes.body
Parent Mentor Partnership (Georgia)

# data[].attributes.body
Developing an end in mind - understanding relationships, connections, supports and how to leverage support

# data[].attributes.body
In school, laws in place. Day at school - PT, OT, commitment to the arts, behavioral specialist - comprehensive program. Geared towards social engagement and communication. Student government, girl scouts.

# data[].attributes.body
CtLC tools, planning strategies, and training continues to get more momentum and success stories

# data[].attributes.attachment_link.description
This is a Page excerpt. It will be displayed for search results

# data[].attributes.body
My main knowledge of direct work is what Symme has replicated at Children's Hospital of Philadelphia to develop practical training and work initiatives at CHOP. This took many years and much work by Symme and her team. But again, I'm not sure the level of complexity of the young people who were able to benefit from this.

# data[].attributes.headline
Explicit and Intentional Instruction in Self-Determination using evidence/research-based interventions and programs

# data[].attributes.subject
Explicit and Intentional Instruction in Self-Determination using evidence/research-based interventions and programs

# data[].attributes.body
Student-led IEPs
Self-determined Learning Model of Instruction
Capturing Kids Hearts
Choice Maker

# data[].attributes.body
Individuals may need support from multiple providers (e.g., employment, personal care, health). Funding agencies are challenged with figuring out the funding for this and employment sites may not be able to accommodate all those individuals in one space.

Here is an example of an organization providing the multiple supports using funding from multiple streams: https://www.coreservicestn.com/new-page

# data[].attributes.attachment_link.title
Supports Provided — Core Services of Northeast Tennessee

# data[].attributes.attachment_link.description
People receive the support they need to acquire, retain or improve skills necessary to reside in a home that is under their control and responsibility. Our philosophy is that everyone has a right to choose their home and housemates.

# data[].attributes.body
Ability should be assumed until proven unable.

# data[].attributes.body
There is nothing there - how do we get from here (school with supports) to a path for a happy life

# data[].attributes.body
Person Driven Planning

# data[].attributes.body
Dreaming Differently -- Transition Planning for Families with Youth with Complex Needs (out of Wisconsin)  https://healthtransitionwi.org/2023/05/18/dreaming-differently-planning-the-transition-to-adult-healthcare-2/

# data[].attributes.attachment_link.readable_text
This is a free presentation and conversation to help guide families whose child has a significant intellectual and/or developmental disability or medical complexity. Family members will spend 90 minutes learning about the unique experience of transitioning to adult health care for a child who is medically complex.

Visit your Regional Center to find a presentation near you, or contact the Youth Health Transition Initiative at healthtransitionwi@waisman.wisc.edu.

Parent workbook:

Posted in Live Online, Training - Families and Youth

# data[].attributes.attachment_link.title
Dreaming Differently: Planning the Transition to Adult Healthcare

# data[].attributes.attachment_link.description
This is a free presentation and conversation to help guide families whose child has a significant intellectual and/or developmental disability or medical complexity. Family members will spend 90 minutes learning about the unique experience of ...

# data[].attributes.body
Individualized, customized supports

Tapping into natural supports

Parent to parent support (connect families to other families who are further along in the journey and/or share success stories)

# data[].attributes.body
Implicit/Explicit bias

# data[].attributes.body
https://www.cde.state.co.us/sequencingofservices

Demonstrated Success in Pilot Districts where intensive support was provided.

# data[].attributes.attachment_link.title
Colorado’s Sequencing of Services for Students and Youth with Disabilities | CDE

# data[].attributes.body
Building capacity of school and agency personnel to collaborate and follow through with implementation of effective practices. The support team at the state level has limited capacity to provide adequate support to districts.

Need leadership and Agency buy in.