HRTW-ME CONTACT

HRTW-ME ABSTRACT

PROBLEM:
The MATP (Maine Adolescent Transition Partnership) project is designed to enhance the successful transition to adulthood, productivity, and financial independence for the diverse population of adolescents with special health care needs through the development, implementation, evaluation and expansion of a collaborative, accessible, comprehensive, culturally competent, model program.

GOALS:

Goal #1: To advance successful transition, productivity and financial independence for adolescents with special health care needs, create an integrated model partnership, herein named the MATP (Maine Adolescent Transition Partnership) by joining the MAT Steering Committee and the Participatory Action Team created in the planning year of the Health and Ready to Work initiative with existing efforts in the State of Maine (including the Maine COT system, the School to Work Partnerships, LEARNS Maine Cite, and representatives from adolescents, parents, health care providers, employers, and other system representatives such as social service providers, school personnel, higher education faculty, policy makers and community members).

Goal #2: To advance successful transition, productivity and financial independence for adolescents with special health care needs and building on the findings of the planning year, the PAT as part of the newly formed MATP, will conduct a statewide system development effort using the force field analysis planning tool piloted in the planning year, to develop an articulated set of adolescent-centered procedures through which adolescents are identified, plan for their transition, and obtain support and services necessary for successful transition.

Goal #3: To insure that the MATP promotes the successful transition, productivity and financial independence of adolescents with special health care needs, educate and train providers and community members involved in adolescent transition about the special needs of this group and in the use of the newly codified student-centered procedures.

Goal #4: To advance successful transition, productivity and financial independence for adolescents with special health care needs, provide technical assistance to providers, schools, employers etc. who are involved in the transition of adolescents with special health care needs.

Goal #5: MATP activity will continue to increase the capacity of the state of Maine, and other states as well, to identify needs and promote the successful transition, productivity and financial independence of adolescents with special health care needs through the conduct regular and ongoing knowledge generation, collaborative planning and service revision.

Goal #6: To inform service and support provision nationally to improve the transition of adolescents with special health care needs, disseminate the MATP nationally.

METHODOLOGY:
The project began with a development year, in which all target groups described above specified needs and model services and procedures so that all collaborators could offer consistent, seamless supports to adolescents in transition. In Year Two, the model, its scope of work and its procedures, were implemented in one region. Based on the evaluation findings, the scope of work and procedures were revised and expanded to two additional regions in Year Three. In the final year, the project will be implemented. throughout the state.

COORDINATION:
A hallmark of the project is collaboration which has served to bring together a wide variety of state agencies to form the “Partnership. Partners include but are not limited to Bureau of Health (Title V), labor (including VR and Workforce Development), education (School to Work, Vocational and Adult Ed and Special Services), social security staff from regional offices, health care (including hospitals, school nurses and specialty clinics), independent living centers, families and parent organizations, and youth.

EVALUATION:
Evaluation of the project is multi-level, summative and formative. We have evaluated the articulation of the project with the national performance indicators and regularly examine the processes and outcomes of the project in the State of Maine.

EXPERIENCE TO DATE:
This project year, we expanded our pilot year successes into two new regions of the state, strengthening partnerships and working closely with youth to foster their leadership and realization of their transition goals. Based on the pilot year successes and lessons learned, three focused areas of project activity, a. education, b. information dissemination, and c. partnership development and technical assistance, have been implemented and evaluated.

KEY WORDS:
Adolescents, special health care, coordination, collaboration, community-based support

[SUMMARY]
HRTW-ME SUMMARY OF ACTIVITIES

Project: Maine Adolescent Transition Partnership
Coordinator: Toni Wall, Debbie Gilmer, Liz DePoy, Co-Directors; Janet May, Project Coordinator
State: Maine

Year four of HRTW projects. YTD = October 1, 2000 to June, 2001
Cum. = October 1, 1997 to June, 2001

1. How many adolescents with special health care needs/disabilities have received training and/or support to promote self-determination and/or leadership skills? 53; 52

What types of training, support, or leadership skills were provided?

• 10 youth were provided with information about leadership training opportunities and these youth have assisted us with designing upcoming training sessions during the period ending Jan 31st.
• An additional 53 youth participated, on Feb 2nd, in a Youth Leadership event we hosted in collaboration with the Maine Support Network.
• Youth Liaison Elijah Steward authored an article, How I Spent My Summer!(based on his experiences at the National Leadership Conference for Youth with Disabilities in DC) that was published in the Center’s FACTS newsletter(our inclusive education initiative) and distributed to 25,000 educators, policy makers and others in Maine and across the country.
• Additionally, we have a youth leadership training scheduled for March 24 and will be collaborating with the Downeast region at a leadership training on March 14.
• 10 youth from the Mid Maine region received leadership training Feb 21
• 10 youth from Penobscot County received leadership training on March 24
• 6 youth in Hancock County participated in leadership training on March 14
• 8 youth participated in transition planning workshop in Bangor on April 24
• 8 youth participated in transition planning workshop on May 7 in Lincoln
• 6 youth participated in leadership training in Dexter, Maine, May 31
• 4 youth participated in leadership training and will be developing Powerpoint Presentations and speaking at our Sept. 15 Youth Talking to Youth Conference

What were the outcomes or effectiveness of this training?

• We believe the effectiveness of training is affected greatly when designed by youth. Additionally, youth gained competence in public speaking and using YOUTHSPEAK materials.
• The training resulted in demonstrated leadership skill and knowledge on the part of the participating youth as well as the desire on the part of most youth to continue their participation.
• Four individuals will work with us this summer to develop their own presentations to be disseminated in September. We have also seen that the training is greatly improved as evidenced by youth engagement and enthusiasm, when youth themselves participate in the design of the sessions.

How are the outcomes or effectiveness measured?

• The willingness to stay involved and engaged! Also, session evaluations completed by participants.
• Observation of youth engagement and continued participation.
• Session evaluations ( surveys designed specifically to assess session outcome and satisfaction)

• The MATP co-sponsored 2 regional transition fairs (one in Fairfield and one in Bangor) with local transition coordination efforts designed to provide educators, families, youth and others with information on resources and supports available to youth and families in transition.
• A transition presentation was provided at Special Family Weekend in Castine, ME on June 2 - 25 families attended. Information about MATP, YouthSpeak and the Service Tapestry were shared.
• The Service Tapestry for transition planning was disseminated to 8 families who participated in a Transition Planning workshop at Region III Vocational School in Lincoln for 8th graders moving to high school
• The Service Tapestry was disseminated during a Youth Leadership training workshop in the Downeast Region, 6 families (students and parents)
• Service Tapestry was disseminated at the Penquis Regional Transition Board planning meeting held in Bangor 4/01, 8 youth, and 6 parents.

What were the outcomes or effectiveness of this training?

• Attendees received information about MATP and were encouraged to check out the service tapestry & YOUTHSPEAK materials on the web.
• Attendees learned about important resources:
  a. information about MATP activities,
  b. the service tapestry web site & YOUTHSPEAK materials on the web.
• Attendees shared their experiences of the transition process of their adolescents with others.
• Parents expressed satisfaction with the availability and content of the resources developed and disseminated during the MATP

3.How many health care professionals, teachers, vocational rehabilitation counselors and other human service professionals have received training/support related to planning and providing effective services/supports to adolescents with special health care needs and their families? 250+182

In what manner has this training/support been delivered?

• A conference presentation to the New England Regional SERVE (Title V directors, physicians and staff) in October conducted by youth leader Elijah Steward and Co-Director Gilmer in Tewksbury, MA in October. Co-Director Wall served as co-host for the meeting and also presented.
• Maine Association of Middle Level Education conference – Oct. 2000, Sugarloaf
• Mid Maine School to Life Transition fair, Fairfield
• Downeast Transition Board - Machias (Service Tapestry Presentation) Nov. 2000
• TASH – Miami – Dec. 2000 – MATP & YOUTHSPEAK
• Maine Educational Opportunities Conference (TRIO) – Jan. 2001, Bar Harbor
• Penquis Regional Board – Service Tapestry Presentation, Bangor Jan. 2001
• Maine Transition Network Legislative Event – Hall of Flags, Augusta – 1/01
• Downeast Transition Board - Machias (Service Tapestry Presentation) Nov. 2000
• Presentation was provided to 15 WINGS staff in Bangor March
• YouthSpeak presentation "What We Want Health Care Providers to Know" presented to 60 University of New England medical students and staff.
• Service Tapestry Presentation to Downeast Transition Board (20 professionals & parents) March 19.
• Service Tapestry presentation to Southern Maine Provider Group (40 professionals) on April 11.
• The Service Tapestry for transition planning was disseminated at a Transition Planning workshop at Region III Vocational School in Lincoln for 8th graders moving to high school, 12 teachers and Ed. Techs as well as a Special Education Director were present in addition to the students and their parents.
• The Service Tapestry was disseminated during a Youth Leadership training workshop in the Downeast Region, 10 teachers and Ed. Techs a school nurse, and a Vocational Rehabilitation counselor were also in attendance
• Service Tapestry was disseminated at the Penquis Regional Transition Board planning meeting held in Bangor 4/01. 3 school nurses, 2 Voc. Rehab. Counselors, 15 teachers and Ed. Techs, and 2 human service professionals(case managers) attended.

Has there been follow-up?

• Steward and Gilmer both received letters from the New England SERVE executive director expressing appreciation and providing feedback that the session was incredibly valuable and well received by participants.
• Additional contacts have been made through several of the presentations listed above.
• We have received phone calls and email queries related to the presentations. We respond to these on an individual basis. Additionally, we are preparing a mailing to go to all high school guidance, school nurses and special education personnel which will promote the Service Tapestry.
• We are also in the process of developing a tutorial to help people use the service tapestry. We have youth helping us with this project.
• The Transition Coordinator from the Penquis region has shared the Service Tapestry handouts with teachers and students from other schools she works with.
• Human Service agencies have also requested these Service Tapestry handouts.

What has been its effectiveness?

• As a result of audiences hearing compelling information from the perspective of youth, awareness of their experiences and service and support needs have greatly increased. All evaluations highlighted the value of hearing directly from the youth.
• Increasingly wide dissemination and use of the Service Tapestry.
• Increasing use of Service Tapestry to assist in transition planning with students during their PET meetings.

4. How many youth directly served by your project have become employed as a result of project activities? 18; 25

Describe the types of employment and the current satisfaction of the employed youth.

• Employment has ranged from part time “service industry” jobs for youth still in high school to a variety of full time jobs for youth up to age 22 who have recently exited school.
• Employment has ranged from part time “service industry” jobs for youth still in high school to a variety of full time jobs for youth up to age 22 including work such as store clerking, administrative assistant in a chiropractors office, PCA's, screen door builder, lobster trap maker, road maintenance worker, child care, truck driver, & boat building.
• One youth leader has completed his freshman year in college and continues to be employed on the project.

5. How many are in a training program (actively preparing) for employment?

• This number represents those we KNOW of through our collaborative efforts with the DOL funded employment project during this period.
• This number represents individuals known to be in training programs through our collaborative efforts with the DOL funded employment project during this period. 8 + 9

• Job club participation, job seeking skill development, work experience/shadowing and situational assessments.
• Job club participation, job seeking skill development, work experience/shadowing and situational assessments.

6. How many of the youth directly served by your project have Access to a medical home as a result of project activities?

Describe.

• We have not addressed this directly in our project. We have looked at CHIP data to obtain a baseline and estimate that approximately 30% of youth with special health care needs have a medical home as a result of our data analysis.

7. How many youth with special health needs have transitioned from a pediatric to adult health care provider as a result of the project?

Describe.

• Again, not a direct effort in our project goals, but we are working towards the intermediate goals of education and training of adult providers to be prepared to meet the needs of transitioning youth.

8. How many of the youth directly served by your project have a source of insurance for primary and specialty care as a result of project activities?

Explain.

• In an attempt to answer that question, we found that youth and many adults were unaware of insurance issues and, therefore, have identified insurance options as an essential educational need for diverse groups of youth and family members.

• The Maine CSHCN program has recently hired a Transition Coordinator.
• Two high schools have adopted youth leadership councils who are meeting regularly with the principals to address school policies and making recommendations for change, including youth directed professional development for faculty.
• A distinct shift in focus of the Maine Transition Network to focus on youth leadership development throughout the six regional boards appears to be a direct result of the collaborative work we have done with them over the last few years.
• Two of our three school district partners that have a position funded by the DOL grant have committed to create a position within the school so that the employment preparation and support will continue.

10. What has been accomplished (established, done) to increase the extent to which service systems are comprehensive, coordinated, family-centered, community-based, and culturally competent?

• The Maine CSHCN program prepared and has submitted a HRTW state infrastructure grant addressing all six core indicators articulated in Achieving Success.
• Continued expansion of the Service Tapestry extending to statewide coverage.
• The Maine CSHCN program received a HRTW state infrastructure grant addressing all six core indicators articulated in Achieving Success.
• Continued expansion of the Service Tapestry extending to statewide coverage

• The development of the YOUTHSPEAK materials and the support provided to youth leaders to use these materials to deliver education to diverse groups (teachers, employers, parents, health care providers and policy makers)
• The statewide, online database—the Service Tapestry
• Because our project is a systems change effort, a single activity cannot be selected as more significant over the others. However, what we see as critically important is the process of empirical and inclusive needs assessment, followed by careful, fully participatory planning and implementation of activities that address the diverse needs articulated by youth, families, providers, educators, employers and policy makers. Each of our activities was derived from an empirical understanding of need and garnered input and direction from the youth themselves. Conducting the activities and the subsequent evaluation revealed the strengths of our activities (i.e.Youth Speak & the Service Tapestry) and provided the learning that we need to continue to develop a sound, youth relevant, culturally competent and efficacious system of transition services and supports. Our recent acquisition of the Maine Works for Youth! project will allow our efforts to continue and expand.

• We have not had many opportunities for the YouthSpeak curriculum to be presented to employers around the state. The Maine Works for Youth project will present opportunities to do this.