Transitioning from School to Jobs A Conference ... - Side Street Shop

Transitioning from School to Jobs
A Conference on Best Practices for Students
with Intellectual Disabilities in Washington
State
Funded by WA State Division of Vocational
Rehabilitation
October 14, 2011
Seatac Hilton
Keynotes:
Andres Aguirre, Director WA State Division of Vocational
Rehabilitation
Linda Rolfe, Director WA State Division of Developmental
Disabilities
Doug Gill, Director of Special Ed, WA State Office of
Superintendent of Public Instruction
100 S. King St., Suite 260,
Seattle, WA 98104
www.theinitiative.ws

Transitioning from School to Jobs
A Conference on Best Practices for Students with Intellectual
Disabilities in Washington State
Funded by WA State Division of Vocational Rehabilitation
October 14, 2011
Seatac Hilton
7:45 – 8:30 CHECK IN, NETWORKING
8:30 CONFERENCE OPENS
Welcome, Marsha Threlkeld of WiSe
8:40 – 9:15 KEYNOTE REMARKS
Andres Aguirre, Director WA State Division of Vocational Rehabilitation
Linda Rolfe, Director WA State Division of Developmental Disabilities
Doug Gill, Director of Special Ed, WA State Office of Superintendent of Public Instruction
9:15 – 10:00 PRESENTATION
Kent TOP team: Carolyn Abbott , Andy Till of Kent School District, Maureen Roberts of DVR,
Richard Wilson of King County School to Work, Katie Alderson of Trillium Employment
10:00 – 10:15 BREAK
10:15 – 11:30 PRESENTATIONS
Central Kitsap Team: Cindy Stuart and Kathryn Franklin of Central Kitsap School District,
LeAnne Raines of DVR, Kelly Oneal of Kitsap County DD
Community Images Program Team: Midge Rigsby-Eldredge, Lorraine Shank and Roxanne Coast
of the Spokane School District, and Brian Nichols of Spokane County DD
11:30 – 12:15 SEATED LUNCH
12:15 - 1:30 COMMENTS AND WORLD CAFÉ DISCUSSION GROUPS
Collaborations Maximized, Results of Our Efforts, Jane Boone WA State DDD
Table Discussion Groups: What elements from the morning presentations were thought
provoking or useful? What strategies or essential elements have you found to be
effective for job success in your community? What would it take to use these strategies?
1:30 – 1:45 BREAK
Table Discussion Groups: Identify effective practices related to curriculum, assessments,
community based learning, and community partnerships.
Facilitated Panel Presentation: Jane Boone WA State DDD, Avreayl Jacobson of WA State DVR,
Jim Rich Consultant to Special Education, Brian Nichols Spokane County DD, Wendy
Iwaszuk Center for Change in Transition, Jennifer Given-Helms Shoreline School District,
Trish Borden Trillium Employment Services, Marsha Threlkeld of WiSe
3:10 - 3:15 Wendy Iwaszuk of CCTS: State Special Needs Projects, OSPI
3:15 – 3:30 CREDIT UNIT AND CLOCK HOUR PAPERWORK, SURVEY
100 S. King St., Suite 260, Seattle, WA 98104 www.theinitiative.ws

School-to-Work History
Began in 2005 as a King County DDD Initiative
In Response to Community Feedback about:
• Family Confusion Over What to Do
• Family Frustration about Lack of Service
• Youth Losing Skills and Motivation
• Youth Finding a Job Taking Years
Purpose:
• Address the gap between school and work
• Improve collaboration between the school and adult
service systems
Guiding Principles
• Community Inclusion
• Membership & Contribution
• Regardless of “Level of Disability”
• One Person, One (or More) Individual Job(s)
Partner Organizations
King County
DDD
Schools
DVR
DDD
Student
Successfully
Employed
Employment
Agencies
Advocates
Technical
Assistance &
Training
1

10/11/2011
School Partnership Model
• King County Coordinates & School District Seeks Employment Service
Provider
• Selected Service Provider Works with the District’s Identified Program /
Students
• All District Identified Students Receive Service
• School District Funding is Added Toward the Cost of an Employment
Specialist(s) Employed by the Service Provider’s Agency
Outcomes
Transition Age Students Eligible for School to Work
% Not Enrolled in S2W % Enrolled in S2W
Exit Year Working within 6 months Working within 6 months
of exit
of exit
2003 7.7% Pre- S2W
2004 14.6% Pre- S2W
2005 14.3% Pre- S2W
2006 7.1% 53%
2007 9.0% 67%
2008 12.5% 76%
2009 5.3% 54%
2010 8.2% 52%
‣ Hours worked per week ranged from 2–40; Average hours per week week was 12
between 8–35%
THE ROLE OF DVR
• EARLY INTERVENTION
• PARTICIPATION IN IEPS
• COUNSELING AND GUIDANCE
• APPLICATION 2 YEARS BEFORE EXITING
• ASSESSMENT/DIAGNOSTICS
• ACCESS TO OTHER RESOURCES-DDD, SSI, MH
• INDEPENDENT LIVING SERVICES
2

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• FINANCIAL SUPPORT FOR JOB PLACEMENT,
INTENSIVE TRAINING
• BENEFITS PLANNING
• TEAM PARTICIPANT IN ALL PLANNING ASPECTS
AND LONG TERM SUPPORT OPTIONS
How to Manage Multiple Intakes
• 2-3 days scheduled a month in advance
• Enlist help
• Intake packets ahead of time to school
• List of needed information-SS card, WA State
ID, SS benefits, DDD case manager, green card
• Teacher support and buy in
• Independent living assistance
TOP/KSD Facts
4 th Largest District in State with 27,000+ students
71 square miles including: Kent, unincorporated King County, Covington,
parts of: Auburn, Black Diamond, Maple Valley, Renton, SeaTac
4 High Schools feed into TOP
55 students enrolled this year. 20% from programs with most significant
disabilities
Students & Families at TOP speak more than 6 different languages
including: ASL, Tagalog, Ukraine, Spanish, Cambodian, & Somali
22% of TOP students identify as non-Caucasian; Asian(5), Black(7),
Hispanic(6), American Indian/Native Alaskan(2)
52% if TOP students receive Free & Reduced lunches
3

10/11/2011
The Outreach Program
10
TOP Mission
• Kent School District Mission Statement:
To successfully prepare all students for
their future.
Our goal is to make the last day of school
look like the first day of the rest of life!
Community Mobility
4

10/11/2011
TOP Objectives
• Community access,
employment and social/
leisure
• Public transportation-
Access & Metro
• Work assessment/job
sampling in volunteer &
private sector
• Daily living skillsmanaging
money,
budgeting & performing
personal care needs
• Interpersonal skills –
maintaining effective
relationships, socially
acceptable behavior and
good citizenship
• Self-direction &
determination
• Facilitate post-school
linkages with adult agencies
• Parent Training (monthly
potlucks)
TOP Enrollment
• Students must be at least 18 years old
• Completed high school requirements or are ready to
move on to more functional ‘real life’ approach
• Were served in a special education setting in high
school
• Have a goal to obtain paid employment with natural
supports
• Ready to take accept the ‘dignity of risk’ involved with
activities in the community
Work Sampling
15
5

10/11/2011
TOP Info
Location: One multi-room building & one portable
near a high school campus
Students: 18 – 21 years old; developmental or
similar disabilities
Curriculum: Each student creates own leisure
calendar, teachers create groups. Classes;
interview skills, social skills, exercise, calendar
skills, cooking thru Kent Parks & Recreation
Work Experience: Non-paid job sampling in
small group or individual internship depending
on student need at local businesses and
nonprofit agencies. Generally change job 3x
annually
TOP Info cont.
Student Schedules
Monday – Friday; 9:30am - 4:00 p.m. As students gain skills
in community the day is shortened as other activities in
community are added
Staff Schedules
Monday - Friday: 9:15am - 4:15 p.m
Monthly Potlucks: 6:00 - 8:30pm
Lunches: Sack lunches from home or from HS cafeteria
delivered each morning
Finances: TOP bank students make deposits and
withdrawals or use debit card (depending on need)
Transportation: District provided to and from TOP;
Shuttle buses, 1 van, 1 car, and 1 van with lift, public
transit and walking
Leisure
6

10/11/2011
Basic Student Schedule
9:30 Arrival - “Go to Designated Area” Each
group led by para/job coach
10:15 -2:00 Mon – Thur - Job shadows and
internships
Fri (all day) – Leisure/ Social
Skills in community
2:00 Classes Mon- Thur; Exercise, Interview,
Social Skills, & SLP Super seniors go home
on Metro or Access
3:30 Announcements Student led “Shout outs”
4:00 Go Home
TOP Community Partners
• Current partners include:
IKEA, Family Fun Center, Golden
Steer Restaurant, Riverbend Golf
Course, King County Library System,
Kent Food Bank, Arbor Village
Retirement Community, Little Caesars
Pizza ,Rite Aid, VR Hair Salon & Spa,
Grocery Outlet, Washington State
Talking Book & Braille Library, Kent
Clothing Bank, ECEAP (Early
Childhood Education Assistance
Program) Head Start, Skills Inc, Kent
School District; Mail room, Print shop,
Central kitchen coffee cart, Kent Fire
Department, Kent Rotary & Partners to
Work Program
AGENCIES: DVR, DDD, Trillium, WiSe,
First Transit, Kent Parks &
Recreation, Total Loving Concepts
(Community Guides), Public
Health
IPADS
More than just apps
(Keeping operator costs down)
• Internet (Safari)
• iCal
• Notes
• iPhoto
• iTunes - Podcast
• Camera/ Video Camera
Flexible
Multiple uses
• Errands
• Alarms
• Timers
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10/11/2011
Apps
• iWork
– Mac equivelant to MS Office
• Pages = MS Word
• Numbers = MS Excel
• Keynote = MS Powerpoint
• Pc to Mac compatible
• Flexible and Multiple uses
• eCove
– Data management
• Better data = better instruction
• Unified goals between teachers
• Data taken in real time
• Data is more comprehensive
Contact Information
• Carolyn Abbott of Kent School District:
Carolyn.Abbott@kent.k12.wa.us
• Andy Till of Kent School District:
Andrew.Till@kent.k12.wa.us
• Maureen Roberts of DVR:
ROBERM@dshs.wa.gov
• Richard Wilson of King County School to Work:
Richard.Wilson@kingcounty.gov
• Katie Alderson of Trillium Employment:
Katie@trillium.org
8

Supporting Students
Transitioning from High
School to Community
Employment
Kitsap County
Panel Members
• Cindy Stuart and Kathryn Freedman, Transition
Coordinators, Central Kitsap School District;
cstuart@cksd.wednet.edu , 360-662-1057
Kathrynfr@cksd.wednet.edu 360-662-1056
• LeAnne Raines, Vocational Rehabilitation Counselor,
Division of Vocational Rehabilitation
RAINEL@dshs.wa.gov , 360-698-4364
• Kelly Oneal, Developmental Disabilities Coordinator,
Kitsap County Developmental Disabilities,
koneal@co.kitsap.wa.us , 360-337-4624
Today’s Presentation
• Focus on the student transition process from
school to community employment.
• Describe strategies and activities utilized in Kitsap
County to prepare the student and family for the
transition from school to adult employment
services.
• Explain the importance of close partnerships and
understanding of roles of DVR, DDD, Schools,
County services and Supported Employment
providers.
1

Roles/Process Overview
• School District Role:
– IEP
– Community worksites
– Student portfolios
• DVR:
– Team meetings with school district staff, students, parents, county staff
– Coordination of services with school staff and student activities
– Monthly meetings with DDD Case Resource Managers
• Kitsap County DD/DDD:
– Identification of Students
– Team meetings with school district staff, students, parents, DVR staff
– Monthly meetings with DDD Case Resource Managers
Informational Presentations/Fairs
• Fall Parent/Student Information Nights
– Information packets
– Presenters
– Attendees
• Annual Winter Resource Fair
• Informational Trainings/Events
• Self Advocates Curriculum/Training
Adult Agency/School District Collaboration
Transition Focus Council
• Regular Meetings between School Districts,
Educational School District, College, Adult
Agencies, and Service Providers
• Subcommittee Groups/Projects:
– Assistive Technologyhttp://moodle.oesd.wednet.edu/course/view.php?id=33
– Barriers to Employment
– Parent/Student Information Nights
– Teacher Information Sessions
– Professional Development
2

Key Success Factors
• Begin planning as early as possible
• Develop relationships between school staff and adult
agency staff to ensure open, honest communication
• Focus on developing student independence through
teaching, development of accommodations to build a
successful transition from school to employment and
a full adult life
• Belief in each person’s ability to work, participation
in partnerships/collaboration that focus on training
and supported employment
Questions
3

Skills for Successful Employment and Independence in the Community
Nine Critical Areas of Focus for IEP planning and development
Skill Home Activities School Activities Fading Strategies
Communication
System
initiates, understands,
can respond, make
choices, able to make
needs/wants known,
generalize across
environments/people
Verbal: may require A/T,
i.e. augmentative device
Non-verbal: Visual
system: written, pictures,
sign language;
schedule, pix exchange,
A/T, i.e. PDA, Board
maker, actual pix
Tactile: symbols,
switches
Social Skills
Appropriate
Behavior/Interaction:
Setting/Environment:
work, school, home,
community activities
Personal
Space/Boundaries:
appropriate physical
distance, physical
interaction (yes/no): i.e.
when appropriate for
handshaking, hugging,
handholding Social
Interaction: with peers,
co-workers, family
members topics: what to
share/ask or not
share/ask, when/who to
share/ask, i.e. for work:
before/after shift, breaks
Asking/Indicating need
for Assistance:
Can person ask/indicate
the need for assistance,
know when to
ask/indicate and who to
Skills for Successful Employment and Independence in the Community
2/12/09
OSE/ts

ask
Personal Hygiene
Independent with
ADL’s; initiate, perform
with/without external
cues, if need cues, what
format, needs physical
assistance, A/Twritten/picture
schedule
i.e. work, can
independently toilet,
dress and eat, A/T as
needed
Team Work: relationship
development, getting
along with others,
appropriately interacting
within
environment/setting,
performing assigned
tasks
Dependability: shows
up on time , performs
tasks in an efficient and
consistent manner, can
stay focused on task
independently
Follow Directions:
Accepts/Applies
directions and input from
job coach, teacher, coworkers,
supervisor;
utilizes A/T as needed
Timeliness:
understands the passage
of time, can tell time, can
wait if needed for
class/shift to begin or
bus to arrive/depart i.e.
Follow work/school
schedule, shift/class
beginning/end, break
time; transitioning to/from
break back to work/class;
Skills for Successful Employment and Independence in the Community
2/12/09
OSE/ts

what supports needed
for A/T /accommodations
needed-written, visual
schedule
Work Ethic &
Expectations
Developing work
expectation,
understanding workplace
expectations, the
importance of work, skill
development, work
choices, strengths and
barriers
Pre Employment Skills
Arrives school/work
ready: well rested,
appropriately dressed,
good hygiene, eaten
breakfast, has
lunch/snack/money to
purchase ; positive
attitude; arriving at
work/school
independently, Access,
school or routed bus,
exiting bus knowing
where to go, put items
away , which class/work
site, how to begin tasks
performing assigned
tasks: understanding
what assigned
tasks/expectations are,
knowing where to begin,
what does finished look
like, access quality,
timeliness of task(s)
completion, prioritize
tasks and initiate next
task(s), problem solving
Self Advocacy
Understands and can
ask/indicate needs, can
ask/indicate/provide
Skills for Successful Employment and Independence in the Community
2/12/09
OSE/ts

accommodations if
needed
Self Awareness
Community Awareness
and Access
Safety skills; Ability to
call/indicate needs/help;
ability to ride public
transportation ; aware of
surroundings;
independently ride
Access/routed bus
Health/Nutrition:
Understanding healthy
eating and making
healthy food choices,
identify medical
issues/concerns
Emotional/Mental
Health:
Recreation/Leisure
activities: can
indicate/make choices
about preferred activities,
development and
maintenance of
relationships/friendships;
identify mental health
concerns/issues
Skills for Successful Employment and Independence in the Community
2/12/09
OSE/ts

Community IMAGES
Spokane Public Schools
History of IMAGES
Community IMAGES began in 1995
when Midge Rigsby-Eldredge
moved her high school Special Ed.
classroom to the Spokane
Community College campus. It was
a collaborative agreement, SCC
gave us a small portable classroom
building.
• A second program began in 1997 in
a rented house across town.
• In 1998 our school district paid for 2
portable classrooms to be built on a
space leased to us by SCC.
• Since the onset of the IMAGES program in 1995 through June 2010, 150
students have graduated.
• In 1999, five IMAGES students competed for seven state office jobs
posted for adults with disabilities, and all five have continued to work
successfully in those jobs.
• Graduated IMAGES students have gained employment with support from
DVR, DDD, and job agencies contracted through DVR and DDD.
• *(Employment status data for the graduating class of 2011 will be
available after February 2012.)
1

Measurable Evidence of Success
(Graduate data 1995-2010)
Employed (in the year following graduation): 104 students, 69%
(national average for students with disabilities employed
within the first year of graduation is in the 37% range.)
Unemployed
20 students
(not working, most by choice)
Job Seeking
19 students
(includes Class of 2010 seeking jobs now)
College
3 students
Unknown
4 students
150 IMAGES graduates
Community IMAGES Prerequisites
• 19 – 21 years of age
• Spokane Public Schools student
• Referred by your high school team
• Completed all but one of Washington state graduation
requirements
• Have participated in high school graduation ceremony, but have
not received diploma
• Possess ability to access public transportation
• Linked with adult agencies like DDD and DVR
Different expectations?
• Independent Transportation
• No bells
• Increased work experience hours
No school lunches
Portfolio completion
College campus
2

“The college campus is different
than high school. It is different
because in high school our
breaks are in the hallway. At
IMAGES we take our breaks
outside on campus or in the
game room.”
Adult Responsibilities
Community IMAGES Staff
TEACHERS
INSTRUCTIONAL ASSISTANTS
Roxanne Coast Lorraine Shank Katie Carpenter, CTE Teacher, Project SEARCH
Liz Grant
TRANSITION
EDUCATIONAL SPECIALIST
Jan Galvez
Midge Rigsby-Eldredge
3

Community
I
Independence
M Mobility
A
Accountability
G Goals
E
Education
S
Success
Is For…
INDEPENDENCE
Independence
“Independence means…I have to get ready for the real world. That
means making a good impression on others.”
“My abilities are math, cleaning, responsibility, health,
computers and saving money.”
“We use city buses, not the school bus.
We have no bells, so we have to follow our
own schedule.
We work more hours.
We don’t get free lunch. We bring our lunch
or money.
We enjoy the college campus.”
“Now that we are adults, we have choices
and freedom. We can vote and make our own
choices.
We also have responsibilities for our choices.”
“By myself, I like talking on the
phone, texting, taking my dogs on
walks on the Centennial Trail,
socializing and caring for others.”
4

Is For…
MOBILITY
Mobility
“I like going from place to place and I like to
move a lot and I like traveling to visit other
places. I ride the STA bus with my class mates
when we are in community training. I drive my
car to my job site and to school. I worked hard
last year to get my license and my car. My
favorite mode of transportation is my car.”
“All IMAGES students use STA.
I ride the bus. I also use Paratransit.”
“My biggest dream is to own a lime green Lamborghini Diablo.”
Is For…
ACCOUNTABILITY
5

Accountability
“We use our planners and cell phones. We look at the
clock. We follow our schedules.”
“Now that we are adults, we have choices and freedom. We
can vote and make our own choices. We also have
responsibilities for our choices.”
“Accountability means being
responsible for your own
actions. For example: when
you are expected to be at work
at a specific time and no later.
If you are sick or late, you need
to call your teacher or your job
specialist. Being accountable
prepares us for the future.”
Is For…
GOALS
“My goals are:
To get a job
To get married and have 1-
2 kids
To move into an apartment
or house”
Goals
“My dreams for the future are to
go to the Art Institute of Seattle,
get a masters in self-defense, a
business degree and go to
Hawaii.
Another thing is I want is to help
someone in some way that
changes their life for the better.”
“W Y
I
M
M
M IMAGES
and get married. It doesn’t matter what order.”
“Before I graduate, I want to get a
Drivers License. This is my goal.
My first step was to get a Learner’s
Permit.
Now I am getting driving lessons
from the 911 Driving School.
I am on my way to meeting my
goal!”
6

Dream Job vs Day Job
“MY DREAMS FOR THE FUTURE ARE MY
DREAM JOB IS ANIMAL CARE/PHOTOGRAPHY AND
I WOULD LIKE TO GET MARRIED AND
HAVE KIDS AND MOVE OUT OF MY MOMS HOUSE”
“M are graduating from IMAGES, getting a teaching job, getting married and having
two or three kids.”
“My dreams for the future are to get married and have 4 kids. I want to get an awesome job, and make lots of
money and fix lots of cars and trucks.”
“I I 1 2 I
working with cars, or even live in Las Vegas working in a casino.”
“Get married drive a ford escape have two grandsons.”
“My dream for the future is moving to Hollywood, CA. find a film job and become a new man living a
brand new life forever.”
“My Dreams for the future are: Getting married to my boyfriend,
living in an apartment with a cat and getting a good paying job.”
“MY DREAMS FOR THE FUTURE ARE TO MEET THE JONAS BROTHERS AND ZAC EFFRON.”
“My dreams for the future are to graduate from IMAGES, get a job, and get married. It
doesn’t matter what order.”
Is For…
EDUCATION
Educational Area
7

Education
“The E in IMAGES is for Education. In IMAGES, education is one of the most
important things all people need to know for life.
In life, we never stop learning and discovering new things.
IMAGES is the same. We are always learning new skills that help us for the future.
For example:
•Functional Academics
•Bus Training
•Presentations
•Budgeting
•Nutrition
•Using the Newspaper
•Taking PACE Classes
•Touring in the Community
•Personal and time management
•Relationship Skills (Guy Group and Gal Group)
The main focus of our education is vocational training. “
Weekly Schedule
• Mondays: Community Outings/Presentations/People First
• Tuesday- Friday mornings: CTE Work Sites
• Tuesday, Wednesday, Thursday afternoons: functional
academics, portfolio, or vocational lessons
• Friday Afternoons: Guy/Gal Group
• PACE Classes throughout the week,
sometimes until 3:50 pm.
And many more exciting activities throughout the year!
PACE Classes
• PACE offers classes
• Social Connections
• Also a Vocational Agency
• SFCC and SCC Campus
locations
8

Self Advocacy
• Students are encouraged to learn about their disability. Knowledge of their disability
empowers students with understanding of strengths and accommodations.
• Often, it is the first conversation they have had discussing their disability.
• Students become aware of their rights and responsibilities as adults. This empowers
them with informed choice to advocate for themselves. Through our relationship with
the Arc of Spokane and People First, several students have flown to Olympia to meet
with legislators l as self-advocates. Four of our students t have flown to Washington, DC
to meet with legislators. Several past graduates have had paid positions doing
advocacy work.
Advocacy
“We learn about issues that are important for our
future.
Some of us travel to Olympia to meet with our
legislators.
We all wrote letters to our legislators. We took the
letters to Olympia on February 9. We got to fly
over with the Arc of Spokane.
We vote.
We want to get jobs like everyone else. We just
need a bit of help from agencies for job
developing and job coaching.”
Disability/Ability Awareness
“Over the course of my life, I have discovered I have a multiple of interesting, life-challenging
conditions. Some of which include Attention Deficit Hyperactive Disorter, Scoliosis (curvature of
the spine), and Cerebella Ataxia (which gives me issues with balance).”
“My disability is: Orthopedic Impairment.
“Other Health Impairment is the name of my disability. Growing up with a disability was hard for me. My
This disability makes it hard for me to read.
legs do not work as well. I used to have a
Growing up with my disability is very difficult because tracheotomy when I was born.
My abilities are: I can move myself around in my
people treat me different from other people.
wheel chair. I am an advocate for myself. I can
My abilities are talking on the phone, texting, taking my verbalize my thoughts and ideas.”
dogs on walks on the Centennial Trail, socializing and caring
for others.”
“My disability, (autism) stops me from doing
everything I want to do in life. But I don’t let it get
me down. My abilities are I am good at taking care of
kids, using computers, and texting.”
“My disability is Down syndrome. It affects my listening and
made learning to read difficult. I like it when I stand own two
feet and talk about my ABILITIES.”
“My disability is called Asperger syndrome and bipolar. It was
rough growing up because people teased me and called me names.”
“My disability is called William’s
Syndrome. My disability affects me
because I get palpitations and my blood
pressure goes high so I have to watch the
salt level. It was hard at first because I
had to go through Physical therapy speech
therapy, and occupational therapy. Plus I
had surgery for my eyes and my aorta.
My abilities are Hang out with friends
Helping people if they need it Writing
fiction stories Playing the violin.”
9

More …
“My disability is called Autism. It has made things hard for me for most of my life.
Like it has made it hard for me to pay attention, sometimes, ask for help when needed,
make friends, and answer questions when they seem difficult. It has been a new
experience for me while growing up with a disability. I know that my voice has
gotten deeper and I’m getting a good sense of humor.”
“My Disability is Autism
“My disability is called Cornelia deLang my disability
My disability affects my life in the following
ways is when I sometimes drift off and not pay affects my life is I learn slow and sometimes I can’t
attention very well. I get into ill-tempered remember things good. Am not very good at math.
behavior when I think about abusive thoughts Growing up with a disability was hard because people
I’ve watched on T.V. and music.
It’s sad to be growing up with disability because tease me a lot. My abilities are babysitting, playing
if my family dies, I don’t know what to do then basketball, coloring, taking photos, hanging out with
if I live alone by myself.
friends.”
My ability is a hard worker. a good writer and
computer skills.”
“My disability is call developmental disability. I have short term
“My disabilities are friendship,
Autism and changing routines. memory loss and seizures. Growing up a with a disability has
My Abilities are math, cleaning, been hard sometimes because people think I’m weird and it hurts
responsibility, health, computers
my feelings when people think I am weird.”
and saving money.”
Portfolios
• Transition/Vocational Portfolio
• 3 sections: Vocational, Academic,
and Personal
• We use them for future job
interviews and when we meet
with agencies such as DVR, DDD,
and Vocational agencies.
Bigfoot People First Club
10

Parent/Guardians Involvement
Parents/guardians sign a contract:
As a condition of my student attending the Community IMAGES program, I agree to
The following responsibilities:
• I will support the student by attending all relevant meetings, including IEP’s and Info Nite
meetings. I understand that my ideas and input are important
and vital to the communication
between home, school, and community. If I am unable to attend a meeting, I will send an
advocate in my place.
• I understand that Occupational Therapy, Physical Therapy, and Speech & Language Therapy
services are not offered in the Community IMAGES setting. If needed, students are encouraged to
access services from adult service providers.
• I understand that the school lunch program is unavailable. My student will bring a sack lunch or
bring money to purchase lunch.
• I understand my student will spend much of the school day in the Spokane Community. I agree
to allow my student to participate in this Community-based program. Transportation is primarily
Spokane Public Transit(STA) or under special circumstances, STA Paratransit.
How many agencies do we link with?
17
Agencies
Is For…
SUCCESS
11

SUCCESS
“Success Means to achieve your goals.
It’s like a video game. you have so many
achievements.
Sometime you have to go back where you started.
It’s more valuable than anything.”
“Success means setting goals and using plans to achieve
them, success also means staying positive since being
positive is the only way anyone will achieve what they want to
achieve.
Success is the main idea and the main part of everyone’s life
no matter what happens.
Finally, Success will never be achieved if everyone is negative
all the time!”
“To be a success in the future, I will have a good job, an apartment, and kiddos.”
Relationships
U-District Work Site
12

Spokane Public Schools
Libby Center/Ad. Bldg.
Spokane Community College –
Work Sites
Veterans Affairs Medical Center
Work Sites
13

ROSAUERS
Work Site
Union Gospel Mission Motors
14

Are there any
questions?
Contact Information
Midge Rigsby-Eldredge, Transition Educational Specialist
Shadle Park High School, Spokane Public Schools
4327 N. Ash, Spokane, WA 99205
(509) 354-6852
Lorraine Shank, Special Educator
Community IMAGES, Spokane Public Schools
Spokane Community College
1810 N. Greene St. M.S. 2120
Spokane, WA 99217
(509) 533-7326
Roxanne Coast, Special Educator
Community IMAGES, Spokane Public Schools
Spokane Community College
1810 N. Greene St. M.S. 2120
Spokane, WA 99217
(509) 533-1001
15

Community IMAGES, Spokane Public Schools
Spokane Community College, 1810 N. Greene Street,
M.S. 2120, Spokane, WA 99217
Independence Mobility Accountability Goals Education Success
(509) 533-7326, (509) 533-1001
Program Description:
Currently there are two classrooms for IMAGES students with disabilities housed on the Spokane
Community College Campus. Students are 19-21 years of age who demonstrate prerequisite skills and
have transition and community needs noted on their Individualized Education Program,(IEP).
Students and parents/guardians are active participants in all aspects of the program. “Info Nite”
meetings for all students and parents/guardians are scheduled throughout the year to gain and share
information about employment, post-secondary education and adult services. Students and their
parents/guardians are required to attend Info Nites and IEP meetings.
Curriculum Areas:
Vocational Training:
Preparing students for successful and meaningful employment is primary to the IMAGES program.
Teachers and students work in conjunction with Spokane Public Schools Career & Technical
Education, (CTE) to determine students’ occupational interests and job availability with the goal of
increasing vocational skills and preparing students to be employable, contributing members of the
community. Students have the opportunity to gain work experience at area businesses. Students
complete a Transition Portfolio containing all vocational and transition information for future
connections with agencies such as DDD, DVR, Spokane County Community Services, Spokane
Community Colleges, etc.
Social Skills and Personal Management:
Students participate in on-going development of social skills for maintaining successful relationships.
Instruction occurs through discussion, role-play, practice and reinforcement in real-life situations.
Personal management activities include student facilitation of IEP, use of a planner, decisionmaking/problem
solving, planning for success, assuming responsibility, and being accountable.
Recreation and Leisure:
Students have the opportunity to participate in PACE classes, Special Olympics, Spokane Parks and
Recreation programs, clubs, leagues, and events in the Spokane community.
Functional Daily Living & Adaptive Behavior:
Students are provided with opportunities to increase skills in order to live as independently as
possible in their community. Activities include: money skills, budgeting, scheduling, cooking,
banking, telephone skills, functional reading, locating information in newspapers or maps, computer
skills, bus training, safety issues, and community awareness.
Self-Advocacy:
Students are provided with opportunities to learn to advocate for themselves and others with
disabilities locally, state-wide, and nationally.

Community IMAGES Program
UPDATED September 21, 2011
Independence Mobility Accountability Goals Education Success
Issues That Inspired the Program and Intended Solutions:
Community IMAGES began in 1995 when a special education class moved from a high school to a
community college campus. Prior to this time, young adult students with developmental disabilities
between 19 and 21 years of age were served alongside much younger teens in a high school setting.
Since the needs of students age 19-21 differ significantly from needs of younger students, it was
determined that a college campus would be a more age-appropriate setting for these students, and
Community IMAGES was created for this purpose. By 1997, the program had proved so popular that a
second classroom was added to serve more students. The intended solution of Community IMAGES,
or its mission, is to aid these young adults with disabilities in successful transition from the world of
entitlement programs into the different and more challenging world of employment and adult services.
Structure of the Program:
Community IMAGES is funded by Spokane Public Schools. Two classrooms are housed in a modular
building on land leased from Spokane Community College. Currently, there are 24 students, 2
teachers, 2 instructional assistants, 1 off-site CTE (Career and Technical Education) Teacher, and 2-3
CTE Job Coaches. We maintain regular contact with Division of Vocational Rehabilitation (DVR),
Spokane County Community Services Developmental Disabilities Program, and the Division of
Developmental Disabilities (DDD). Encouraged as much as possible to be self-sufficient, our students
access public transportation,(Spokane Transit Authority), gain work experience in local businesses,
volunteer in non-profit settings, practice using academic skills for real life activities (i.e., shopping for
clothes or groceries, budgeting money, reading for information, filling out applications), and take up to
3 credits per quarter offered through the community colleges (PACE Services) for adults with
disabilities. Classes take weekly tours or invite speakers to gain information from local agencies
offering resources available to adults with disabilities.
How the Program Involves and Engages Students:
At the onset of each school year, students are encouraged to learn about their disability.
Knowledge of their disability empowers students with an understanding of selfacceptance,
to focus on their strengths, and on the understanding of accommodations.
In most cases, this is the first conversation they have had discussing their disability.
Often the students react with relief; they experience an “Aha!” moment about
themselves, while simultaneously facing the reality that they have a disability.
With assistance as needed, the students create a story related to growing up with a
disability—the challenges and highlights. Thereafter, they present their stories and
aspects of the IMAGES program to local colleges/universities, conferences, and school
districts.
1

Students become aware of their rights and responsibilities as adults. This empowers
them with informed choice to advocate for themselves. Through our relationship with
The Arc of Spokane (a national non-profit organization for people with disabilities),
and People First (an advocacy group for people with disabilities), several students have
flown to the state capitol to meet their legislators, discussing issues that affect people
with disabilities. Over the past few years, four of our students have flown to
Washington, DC to meet with legislators as self-advocates. Two of our past graduates
have had paid positions doing advocacy work.
Students gain valuable work experience in Spokane businesses through a partnership
between Special Education and Career and Technical Education (CTE). Students work
in unpaid positions in a variety of settings approximately 12 hours/week. (Usually 4
days/week, 3 hours/day).
Students create Transition Portfolio notebooks which represent areas that are important
to consider when entering the adult world. Students use this tool to communicate and to
provide documentation needed to bridge service gaps when meeting with DDD, DVR,
adult vocational agencies, and prospective employers.
Students actively participate in their annual Individual Education Plan (IEP), allowing
students to assume ownership of their own desired outcomes. Frequently in their lives,
the students have had goals or expectations assigned to them, rather than creating these
for themselves. Their participation in an Education Plan gives them confidence and
pride in taking some control over their own fate.
4 evenings/year, we host Info Night meetings to offer Parents/Guardians the
opportunity to participate in learning about adult services for people with disabilities.
Topics include: information from 14 local adult service providers, Social Security
Administration, DVR, DDD, Parent Coalition, recreation, and legal resources.
Measurable Evidence of Success:
Since the onset of the IMAGES program in 1995 through June 2010, 150 students have graduated.
One hundred and four out of 150 (69%) graduates obtained employment within the first year. In 1999,
five IMAGES students competed for seven state office jobs posted for adults with disabilities, and all
five have continued to work successfully in those jobs. The majority of graduated IMAGES students
have gained employment with support from DVR, DDD, and job agencies contracted through DVR
and DDD.
*(Employment status data for the graduating class of 2011 will be available after February 2012.)
Employed (in the year following graduation) 104 students, 69% (national average for students with
disabilities employed within the first
year of graduation is in the 37% range.)
Unemployed
20 students, (not working, most by choice)
Job Seeking
19 students (includes Class of 2010 seeking jobs now)
College
Unknown
3 students
4 students
150 IMAGES graduates
Intentions for the Future of Community IMAGES
We will continue to implement the most innovative transition strategies for young adults with
disabilities. The intended outcome is to equip and empower IMAGES students to become informed,
productive, and successful citizens of the community.
2

Collaborations Maximized, Results of Our Efforts
Jane Boone, WA State DDD
Table Discussions Round One:
• What elements from the morning presentations were thought
provoking, inspirational or useful in thinking about how to further
employment opportunities for youth with disabilities? What strategies
appear most likely to be effective in your own community?
• What strategies or essential elements have you found to be especially
effective to job success for youth with disabilities in your community?
• What would it take to bring those strategies and elements into place?
www.theinitiative.ws

How can we improve Post School Employment Outcomes?
Jane Boone, WA State DDD
Table Discussions Round Two:
In order to further improve Post School Employment Outcomes, identify effective
practices in:
• Curriculum
• Assessments
• Community Based Learning
• Community Partnerships
What bold step am I willing to take to bring about best practice in my
community?
www.theinitiative.ws

Division of Developmental Disabilities (DDD) Statewide Report: Washington Jobs by 21 Partnership Project
The 2009 Jobs by 21 Partnership Projects in eleven counties partnering with 66 school districts and multiple adult
agencies accomplished two important goals: a) more students with intellectual disabilities left school at 21 with jobs
and b) school districts had more support to meet the IDEA obligation to achieve post-school outcomes for students.
Partnerships led to:
Pooling resources to enable teachers, students and families to explore employment options
Learning about employment supports available to students during and after school graduation
Creating opportunities for technical assistance and training towards employment goals
Introducing strategies and approaches for school transition services to result in paid jobs
Supporting employment agencies to collaborate with teachers, students, families and employers
Collaborating on assessments, goal setting, problem solving and resource sharing needed for jobs
More jobs: More young adult DDD clients turning 21 obtained jobs and were earning wages immediately after leaving
school (between July and September) in Partnership Project Counties:
In 2008, 90 wage earners reported in Partnership Project Counties = 56% of total DDD youth participants
In 2009, 96 wage earners reported in Partnership Project Counties = 42% of total DDD youth participants
More employers: Increased variety of employers and job types for students
Over 100 different community employers hired young adults with developmental disabilities
National employers include Safeway, Costco, Best Buy, Doubletree Hotel, Fred Meyer, Macy’s, Trader Joes,
Target, Starbucks, Sears, REI, Petco, Old Navy, Kohl’s, K-Mart and others
State and regional level employers include Harrison Medical Center, South Puget Sound Community College,
Seattle Children’s Hospital, Red Robin, Emerald Queen Casino and others
Local government and local employers include Clark County, Squaxin Island Tribal Center, Jet Chevrolet, Hartley
Seafood, Hearthstone Retirement and other local and government employers
Wider range of job opportunities: Jobs span many different types of work
Office and Clerical jobs, Wholesale, Retail and Sales jobs
Food, Health and Personal Services jobs, Lodging, Building, Manufacturing and Landscaping jobs
Greater collaboration at the local level towards achieving employment:
11 County Developmental Disabilities offices administered Partnership Projects in FY 2009
66 school districts statewide participated in the FY 2009 Partnership Projects
Adult Supported Employment Provider involvement in 100% of county Partnership Projects
Division of Vocational Rehabilitation involvement in 100% of county Partnership Projects
DDD field services involved in 100% of county Projects
Community employer involvement in 100% of county Partnership Projects
Public Transit provider involvement in 100% of county Projects
Educational Service District involvement in several county Projects
Self-Advocacy and Peer mentor groups involvement in several county Projects
WorkSource Center involvement in several county Projects
Pooling resources to achieve employment outcomes: Counties reported that local collaborators collectively contributed
$1.2 million in direct revenue to the effort in FY 2009, and far more in in-kind resources

DVR funding or in-kind resources in all Projects
County millage funding or in-kind resources in all Projects
School district funding or in-kind resources in all Projects
Educational Service District resources in some Projects
Employers paid wages of all young adults working and earning wages
Public transit provided transportation for the majority of wage earners
Better prepared students, families and communities with higher hopes and expectations:
Peer mentor panels of graduates with jobs and their families present information at the local and state
Employment Conferences, Transition Fairs and in workshops at local schools
Social Security Benefits analysis available to all participants in county Partnership Projects
Transition and Information Resource Fairs in 100% of county Partnership Projects
Classes, information sessions, personalized planning and training in 100% of county Projects
Peer mentors guide younger peers in some county Partnership Projects
Presentations, information gathering and discussions with self-advocacy leadership groups
Increased Employers awareness of labor force of adults with developmental disabilities
More help and involvement from new State and National partners: Partnership and collaboration
Washington State Partnership Project Support Team: OSPI, DVR, DDD, CCTS, Counties, Work Force Training
and Education Board, Employment Security and WorkSource Centers, Social Security, Technical Assistance
agencies and the Institute for Community Inclusion
Partnership Project staff on Advisory Board of Seattle University Center for Change in Transition Services
Washington State DDD member of national State Employment Leadership Network
More effective strategies developed to get jobs for youth with intellectual and developmental disabilities:
Counties implement new strategies for leadership and achievement of jobs
Young adults with intellectual and developmental disabilities develop work resumes and job expectations, hold
jobs, volunteer in community settings and develop clearer career expectations
School practices evolved in each county to achieve employment outcomes for youth
Adult employment providers create new strategies and networks to work with youth while in school
DVR contributes to each student and county’s Partnership Project goals and outcomes
Educational Service Districts provide strong leadership, education, training and networking role
Family members identify resources and participate in effective ways towards goal of jobs
WorkSource Centers offer resources
Social Security benefits planners help young workers make the most of their earnings
Institute for Community Inclusion prepares Project Report detailing findings and identifying best practices
American Association for Intellectual Disabilities publishes peer reviewed article on Partnership Project in
August 2011 issue
Partnership Project Pilot Counties: Clark, Island, Jefferson, King, Kitsap, Mason, Pierce, Snohomish, Spokane, Thurston, Whatcom
DDD Contact Person: Jane Boone, Employment Partnership Manager boonejs@dshs.wa.gov (206) 568-5628

Transitioning from School to Jobs
Conference Attendees
October 14, 2011
Last Name: First Name: Organization: Email Address:
1 Abbott Carolyn Kent School District TOP carolyn.abbott@kent.k12.wa.us
2 Aguirre Andres WA DSHS/DVR andres.aguirre@dshs.wa.gov
3 Alderson Katie Trillium Employment Services katie@trillium.org
4 Allyn Jill Moses Lake High School jallyn@mlsd.wednet.edu
5 Anderson Perry DVR anderpm@dshs.wa.gov
6 Arnold Valerie OSPI valerie.arnold@k12.wa.us
7 Atkinson Angela Renton School District angela.atkinson@rentonschools.us
8 Bakke Woody Oak Harbor School District wbakke@ohsd.net
9 Barnes Mary Port Townsend School District mbarnes@ptsd50.org
10 Bauchman Michelle DDD bauchml@dshs.wa.gov
11 Bayha Carrie
Benton & Franklin Counties Dept.
Human Services
carrieb@gov.wa.co.benton-franklin.us
12 Bergstrom Denise Mount Rainier High School pdfcruzin@yahoo.com
13 Bieber Dan Mt. Vernon School District dbieber@mv.k12.wa.us
14 Bjaaland Malinda SCCS malindab@co.skagit.wa.us
15 Boone Jane DDD jane.boone@dshs.wa.gov
16 Borcherding Carrie Issaquah School District borcherdingc@issaquah.wednet.edu
17 Borden Trish Trillium Employment Services trish@trillium.org
18 Brannen Laney Meridian High lbrannen@meridian.wednet.edu
19 Brewis Barbara Bainbridge Island School District bbrewis@bisd303.org
20 Briody Natalie Cascade School District #228 nbriody@cascade.wednet.edu
21 Buchholz Jamie Everett Public Schools jamielynnjensen@gmail.com
22 Buno Jey Evergreen Public Schools jerry.buno@evergreenps.org
23 Bury Sherie DSHS/DVR State of WA burysa@dshs.wa.gov
24 Cain Kate Everett School Dist. kcain@everettsd.org
25 Caldwell Lauren DVR caldwl@dshs.wa.gov
26 Cardwell-Burns Tamara Chelan-Douglas DD tcardwell@co.douglas.wa.us
27 Carstens Daren DVR carstd@dshs.wa.gov
28 Cerna John Toppenish. jrcerna@toppenish.wednet.edu
30 Claiborne Alicia NW Center aclaiborne@nwcenter.org
31 Clark Cindy Meridian High lbrannen@meridian.wednet.edu
32 Coast Roxanne Community IMAGES roxannec@spokaneschools.org
33 Cook Veronica Shorewood High School veronica.cook@shorelineschools.org
34 Corder Katie North Franklin School District vellwein@nfsd.org
35 Correio Kelley Kennewick School District kelley.correio@ksd.org
36 Crady Dan Washington School for the Deaf dan.crady@wsd.wa.gov
37 Crago Mary
Washington State Division of
Vocational Rehab
cragome@dshs.wa.gov
38 Crudo Tony Fife School District acrudo@fife.k12.wa.us
39 Cummings Paula Vashon Island School District pcummings@vashonsd.org
40 Cutshall Shirley Northwest ESD 189 scutshall@nwesd.org
41 Dahlstedt Lynn Cascade School Dist. #228 ldahlstedt@cascade.wednet.edu
42 Davies Charlie SOUTH WHIDBEY SCHOOL DISTRICT cdavies@sw.wednet.edu
43 Dawson Rebecca Bainbridge Island School District rdawson@bisd303.org
44 Delight Anita DDD deligaj@dshs.wa.gov
45 Delp Mark Toppenish School District mdelp@toppenish.wednet.edu
46 Dentel Suzanna Anacortes School District sdentel@asd103.org
47 Dosser Terry University Place School District tdoss100@yahoo.com
48 Dunaway Kathy Castle Rock High School kdunaway@crschools.org
49 Ellis Amy Washington School for the Deaf amy.ellis@wsd.wa.gov
50 Eng Danny DSHS-DVR engd@dshs.wa.gov
51 Engle Peter Renton School District peter.engle@rentonschools.us
52 English Kitty Vashon Island School District kenglish@vashonsd.org
53 Evans Heather Highline Community College hevans@highline.edu

Transitioning from School to Jobs
Conference Attendees
October 14, 2011
Last Name: First Name: Organization: Email Address:
54 Falberg Ron DVR falber@dshs.wa.gov
55 Felan Francisco DSHS/DVR felanf@dshs.wa.gov
56 Fielding Eileen DSHS/Division of Voc. Rehab. eileen.fielding@dshs.wa.gov
57 Flemming Marianne Evergreen School District marianne.flemming@evergreenps.org
58 Fowler Laura Pasco School District lfowler@psd1.org
59 Francis Linda Renton School District linda.francis@rentonschools.us
60 Franklin Kelly DVR frankk@dshs.wa.gov
61 Freedman Kathryn Central Kitsap School District kathrynfr@cksd.wednet.edu
63 Garman Dee Dee Grays Harbor County Social Services dgarman@co.grays-harbor.wa.us
64 Garner Rosemarie Mount Vernon School District rgarner@mv.k12.wa.us
65 Garrison Jade Trillium jade@trillium.org
66 Garza, C. R. C. Art DSHS/DVR garzaa@dshs.wa.gov
67 Gatheny Francis gathefm@dshs.wa.gov
68 Gay Diana ACT Program/Issaquah School District gayd@issaquah.wednet.edu
69 Gill Dr. Douglas H.OSPI doug.gill@k12.wa.us
70 Given-Helms Jennifer Shoreline School District jennifer.given.helms@shorelineschools.org
71 Gladden Amy Volunteers of America agladden@voaspokane.org
72 Goers Jim
Thurston County Developmental
Disability Program
goersj@co.thurston.wa.us
73 Goldman Norman Goldman and Associates, Inc. norm@goldmaninc.com
74 Gonzalez Mario DSHS/DVR gonzamg@dshs.wa.gov
75 Goodman Louise DVR goodmlo@dshs.wa.gov
76 Goodwill Michael PROVAIL michaelg@provail.org
77 Grafstrom Kyle TOP kyle.grafstrom@kent.k12.wa.us
78 Gray Crystal NWESD autism@nwesd.org
79 Gray Patrick DVR grayp@dshs.wa.gov
80 Griffin Donna Samish Indian Nation dgriffin@samishtribe.nsn.us
81 Grindeland Joel Central Kitsap School District joelg@cksd.wednet.edu
82 Hamann Rawna Tahoma School District rhamann@tahomasd.us
83 Hammond John
VOICE Program, Edmonds School
District
hammondjo@edmonds.wednet.edu
84 Handlen Meja esd 113 mhandlen@esd113.org
85 Handy Julie Washington Vocational Services julie@wvs.org
86 Harrell Susan WiSe susan@theinitiative.ws
87 Harris Frank Toppenish School District harrisf@toppenish.wednet.edu
88 Haugen Lori Bethel School District lhaugen@bethelsd.org
89 Hazelwood Patricia Waitsburg High School phazelwood@waitsburgsd.wednet.edu
90 Hegwood Debra Concerned Citizens dhegwood@concernedcitizenspnw.org
91 Heikkila Kenneth Riverview School District heikkilak@riverview.wednet.edu
92 Hennessey Kristin OSPI kristin.hennessey@k12.wa.us
93 Heth Tammy Aberdeen School District theth@asd5.org
94 Hirsch Steve Shoreline School District steve.hirsch@shorelineschools.org
95 Holmes Theresa ENRICH theresa.holmes@goodsamhealth.org
96 Hooker Jill
DSHS-Division of Vocational
Rehabilitation
hookejj@dshs.wa.gov
97 Hoover Billy Provail billyh@provail.org
98 Horrocks D'Ann Woodland School Dist horrockd@woodlandschools.org
99 Huggins Karen South Sound Parent to Parent khuggins@ssp2p.org
100 Iwaszuk Wendy
Center for Change in Transition
Services
wendyi@seattleu.edu
101 Jacobson Avreayl Division of Vocational Rehabilitation jacobaa@dshs.wa.gov

Transitioning from School to Jobs
Conference Attendees
October 14, 2011
Last Name: First Name: Organization: Email Address:
102 Jefferson Julie
Lummi Vocational Rehabilitation
Program
juliemj@lummi-nsn.gov
103 Jefferson Starla
Lummi Nation Tribal Vocational Rehab
Program
starlaj@lummi-nsn.gov
104 Jensen Kim
Thurston County Developmental
Disability Program
jensenk@co.thurston.wa.us
105 Jensen-Tabor Tammie Tumwater School District micki.theriault@tumwater.k12.wa.us
106 Jewett Grace Vancouver School District # 37 grace.jewett@vansd.org
107 Jobe Susan Mercer Island High School thejobes@comcast.net
108 Johnsen Krista nWESD kjohnsen@nwesd.org
109 Johnson Duane DSHS DVR johnsd@dshs.wa.gov
110 Johnson Cinda
Center for Change in Transition
Services
ccts@seattleu.edu
111 Johnson Darcy Moses Lake School Distrcit dajohnson@mlsd.wednet.edu
112 Johnson Dawn Kennewick School District dawn.johnson@ksd.org
113 Johnson Heidi Moses Lake School District hjohnson@mlsd.wednet.edu
114 Johnston Carl DVR johnsc@dshs.wa.gov
115 Jones Christy Pasco School District chjones@psd1.org
116 Jones Jamalia DVR jonesj@dshs.wa.gov
117 Jurek Kevin Rochester School District kjurek@rochester.wednet.edu
118 Kay Don
DSHS Division of Vocational
Rehabilitation
kayd@dshs.wa.gov
119 Kelley April
Lewis County Public Health and Social
Services
april.kelley@lewiscountywa.gov
120 Kenny Julie Mukilteo School District kennyja@mukilteo.wednet.edu
121 Kent Kathryne Port Townsend School District kkent@ptsd50.org
122 King Patricia Aberdeen High School pking@asd5.org
123 Knight Juliette DSHS: Children's Administration juliette.knight@dshs.wa.gov
124 Knowles Lisa Chinook Enterprises lknowles@chinookenterprises.org
125 Korbmacher Heather Community Transitions - BSD heather.korbmacher@bellinghamschools.org
126 Kronk Kevin Vashon Island School District kkronk@vashonsd.org
127 Kutsch Teresa DVR kutsct@dshs.wa.gov
128 Laitinen Jaimie WiSe jaimie@theinitiative.ws
129 Lakings_Becvar Laura Sherwood Community Services lbecvar@sherwoodcs.org
130 Lamberto Annie Battle Ground Public Shools lamberto.annie@bgsd.k12.wa.us
131 Lantagne Dominique Bellingham School District dominique.lantagne@bellinghamschools.org
132 Larson Lisa Olympia School District alarson@osd.wednet.edu
133 Lawless Nate Volunteers of America nlawless@voaspokane.org
134 Le Andrew WASHINGTON STATE DVR andrew.le@dshs.wa.gov
135 Legault Danielle Northshore School District dlegault@nsd.org
136 Lloyd Steven Kent School District steven.lloyd@kent.k12.wa.us
137 Mackaness Knudsen Bonnie OLYMPIA SCHOOL DISTRICT bknudsen@q.com
138 Main Susan Snoqualmie Valley Public Schools mains@svsd410.org
139 Manning Lorraine Olympia School District lmanning@osd.wednet.edu
140 Matson Laura Franklin Pierce Schools lmatson@fpschools.org
141 Matusiak Mary DVR- Tacoma matusmk@dshs.wa.gov
142 McConaghy Michelle DVR mcconm@dshs.wa.gov
143 McDaniel Monica WiSe monica.mc@theinitiative.ws
144 McEnery Anna Jefferson County Public Health amcenery@co.jefferson.wa.us
145 Mcgarry Samantha issaquah school district mcgarrys@issaquah.wednet.edu
146 Merritt Angela DVR angela.merritt@dshs.wa.gov
147 Mills Elizabeth Steilacoom Historical School Dist. bmills@steilacoom.k12.wa.us
148 Mirabal Jean Vancouver School District jean.mirabal@vansd.org

Transitioning from School to Jobs
Conference Attendees
October 14, 2011
Last Name: First Name: Organization: Email Address:
149 Monteiro Suzanne Division of Vocational Rehabilitation montes@dshs.wa.gov
150 Monts Brandi Wise brandi@theinitiative.ws
151 Moomaw Carrie
Chelan-Douglas Developmental
Disabilities
cmoomaw@co.douglas.wa.us
152 Murphy Charles Toppenish School District cmurphy@toppenish.wednet.edu
153 Nelson Megan Bethel School District mnelson@bethelsd.org
154 Neubauer Karen Bellingham School District karen.neubauer@bellinghamschools.org
155 Nichols Courtney Tukwila School District nicholsc@tukwila.wednet.edu
156 Nichols Brian Spokane County bnichols@spokanecounty.org
157 Nichols Mary Evergreen School District mary.nichols@evergreenps.org
158 Nocis Jeanice Adna high School nocisj@adnaschools.org
159 Obergh Colleen Wenatchee School District obergh.c@mail.wsd.wednet.edu
160 O'Brien Jim DVR Lynnwood Office james.obrien@dshs.wa.gov
161 OlsenPennington Laurie Enumclaw School District laurie_olsenpennington@enumclaw.wednet.edu
162 Oneal Kelly
Kitsap County Personnel and Human
Services
koneal@co.kitsap.wa.us
163 Ouk Sothea DSHS - DVR ouks@dshs.wa.gov
164 Panell Marlene Toppenish School District mpanell@toppenish.wednet.edu
165 Perez Evelyn DSHS /DDD pereze@dshs.wa.gov
166 Pesci Nancy Division of Developmental Disabilities nancy.pesci@dshs.wa.gov
167 Pitsch Lisa Evergreen School District lisa.pitsch@evergreenps.org
168 Pohlman Brenda Tumwater School District brenda.pohlman@tumwater.k12.wa.us
169 Pollett Lori Northshore SD lpollett@nsd.org
170 Price Laurie Richland School District laurie.price@rsd.edu
171 Prince Susan Concerned Citizens sprince@concernedcitizenspnw.org
172 Raines LeAnne DVR rainel@dshs.wa.gov
173 Rau Karen Franklin Pierce Schools krau@fpschools.org
174 Repp Melissa St. John- Endicott High School mrepp@sje.wednet.edu
175 Rich Jim Rich Consulting jimspecialed@comcast.net
176 Rigby Karrey Mercer Island High School karrey_rigby@misd.wednet.edu
177 Rigsby Midge Midge Rigsby midger@spokaneschools.org
178 Roberts Maureen DVR roberm@dshs.wa.gov
179 Rodrigues Jodi-Ann
Riverview School District/ Riverview
Transition
rodriguesj@riverview.wednet.edu
180 Rolfe Linda
Wa. State Division of Developmental
Disabilities
rolfela@dshs.wa.gov
181 Root Frannie Prairie High School root.frannie@bgsd.k12.wa.us
182 Rotter Kathryn Chehalis School District krotter@chehalis.k12.wa.us
183 Rusch Jessica Division of Vocational Rehabilitation ruschjl@dshs.wa.gov
184 Rusing Laurene DD Council llrusing@yahoo.com
185 Russell Leanne Renton School District leanne.russell@rentonschools.us
186 Sacco Cathy WiSe cathy@theinitiative.ws
187 Scales Sarah DVR scalesj@dshs.wa.gov
188 Schaffroth Val Evergreen Public Schools valerie.schaffroth@evergreenps.org
189 Schroder Tracy Yakima School District schroder.tracy@yakimaschools.org
190 Schuh Kari Orcas Island School District kschuh@orcas.k12.wa.us
191 Shank Lorraine
Community IMAGES, Spokane Public
Schools
lorraines@spokaneschools.org
192 Shelton Karin Mercer Island High School karin_shelton@misd.wednet.edu
193 Sidari Diane Snoqualmie Valley School District sidarid@svsd410.org
194 Sims Jennifer Franklin Pierce Schools jsims@fpschools.org

Transitioning from School to Jobs
Conference Attendees
October 14, 2011
Last Name: First Name: Organization: Email Address:
195 Smith P. Kaye
Everett School District- H.M. Jackson
High School
smithx44@frontier.com
196 Snodgrass Suzan WiSe suzan@theinitiative.ws
197 Snyder Liz Community Youth Services lzsnyder@communityyouthservices.org
198 Sparks Rebecca North Franklin School District aochoa@nfsd.org
199 Stacey Crystal Volunteers of America cstacey@voaspokane.org
200 Stark Brent NCESD 171 brents@ncesd.org
201 Starnes Wendla Snoqualmie Valley School District starnesw@svsd410.org
202 Stay Amy Special Education staya@bsd405.org
203 Stern Karl Lake Stevens School District karl_stern@lkstevens.wednet.edu
204 Stimpson Patricia Division of Vocational Rehabilitation stimpp@dshs.wa.gov
205 Stotler-Martin Teresa Washington School for the Deaf teresa.stotler@wsd.wa.gov
206 Stremel Susy
Pierce County Community
Connections
sstreme@co.pierce.wa.us
207 Strobridge Melissa
Pasco High School/Pasco School
District
mstrobridge@psd1.org
208 Stuart Cindy Central Kitsap School District cstuart@cksd.wednet.edu
209 Sullivan Gudrun Asotin-Anatone School District gsullivan@aasd.wednet.edu
210 Swartz Gayle Tumwater School District gayle.swartz@tumwater.k12.wa.us
211 Swiatkowski Nicholas Community Youth Services nswiatkowski@communityyouthservices.org
212 Tebeau Pam Olympia School Dist. ptebeau@osd.wednet.edu
213 Tellinghusen Amy East Valley School District tellinghusena@evsd.org
214 Theriault Micki Tumwater School District tammie.jensen-tabor@tumwater.k12.wa.us
215 Thesing Peggy Shoreline School District peggy.thesing@shorelineschools.org
216 Thomas Leilani Concrete School District lthomas@concrete.k12.wa.us
217 Threlkeld Marsha WiSe marsha@theinitiative.ws
218 Tiffany Jill Highline School District tbtjet@msn.com
219 Till Andrew Kent SD andrew.till@kent.k12.wa.us
220 Torgerson Stuart
snohomish county developmental
disabilities
stuart.torgerson@snoco.org
221 Trammell Claire DVR trammce@dshs.wa.gov
222 Tramp Tim Northshore School District ttramp@nsd.org
223 Trotter Patti Battle Ground Public Schools trotter.pottter@bgsd.k12.wa.us
224 Valiquette Karena Shoreline Schools karena.valiquette@shorelineschools.org
225 Vance Stephen Vancouver School District stephen.vance@vansd.org
226 VanHoof Gail Enumclaw School District gail_vanhoof@enumclaw.wednet.edu
227 Villarreal Pablo DVR villapa@dshs.wa.gov
228 Von Marbod Heidi East Valley High School vonmarbodh@evsd.org
229 Washington Rebecca Oak Harbor School District rwashington@ohsd.net
230 Weber Joe Bellevue School District weberj@bsd405.org
231 Wentz Deanna Vadis deanna@vadis.org
232 West Hilleri Highline Community College hwest@highline.edu
233 Wheaton Nikki Steilacoom School District nwheaton@steilacoom.k12.wa.us
234 Williams Karen Trillium karen@trillium.org
235 Wilson Richard King County richard.wilson@kingcounty.gov
236 Ybarra Genie DSHS/DVR ybarrg@dshs.wa.gov
237 Young Marrie Moses Lake School District myoung@mlsd.wednet.edu

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