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					805. Systematic Career Development
    Strategies: A Model for Success
           PA Community on Transition Forum:
      Achieving Outcomes Through a Shared Agenda
                     July 19, 2007

                      Presenters:
                    Michael Stoehr
                   Marjorie Eckman
                   Stacie Dojonovic
                   Brenda Kauffman
                    Barbara Burger
This presentation…
   reflects the collective work of 17
    school districts, intermediate units and
    charter schools who received PDE
    Performance Grants for transition from
    school to community based
    employment, 2005-2006, 2006-2007.
   will share core elements of
    programming, sample products and
    resources (CD) and data analysis of
    outcomes
Vision of Grants:

   To create and expand systematic career
    development programs and instructional
    strategies resulting in increased competitive
    employment outcomes of youth with
    disabilities.
       To assist Pennsylvania schools in building a
        critical mass of community based employment
        training programs using a job coaching model.
       To increase the number of Pennsylvania youth
        with disabilities leaving school with a paying job.
Structure

   2005-2006 – 3 models were selected for
    replication among 10 grantees:
       Delaware County Intermediate Unit
       Lancaster-Lebanon Intermediate Unit
       Pittsburgh Public Schools
   2006-2007 – Additional 7 grants awarded
    and all were monitored for “core program
    elements” and student data
Grantees
One Page Description of Grant on CD
   East:
     Chester Intermediate Unit 24 (1 yr)

     Colonial Intermediate Unit 20 (1 yr)

     Luzerne Intermediate Unit 18 (2 yrs)

     School District of Philadelphia (2 yrs)

   Central:
     Blair County Rural School Consortium

     Central Susquehanna Intermediate Unit 16 (2 yrs)

     Cocalico School District (1 yr)

     School District of Lancaster (2 yrs)

     Wellsboro School District (1 yr)
Grantees - continued
   West:
     Allegheny County Intermediate Unit 3 24 (1yr)

     Armstrong Indiana Intermediate Unit 28 (2 yrs)

     Butler Area School District (1 yr)

     Midwestern Intermediate Unit 4 (2 yrs)

     Mohawk School District (2 yrs)

     Northwest Tri-County Intermediate Unit 5 (1 yr)

     Spectrum Charter School (2 yrs)

     Westmorland Intermediate Unit 7 (2 yrs)
Core Elements
   Student Cohort
   Staff / Professional Development
   Career Development
   Progress Monitoring, Indicator 13
   Family / Caregiver Engagement
   Employer Partnerships
   Interagency (Stakeholder) Collaboration
   Marketing and Outreach
   Travel / Transportation
   Funding / Sustainability
Student Cohort

   Students are selected up front for
    services
   Services identified
   Monitored monthly for progress
   Data gathered and analyzed
   Outcomes explained
Who Were The Students?

   Each grantee was instructed to select
    students who had competitive employment
    as an outcome in their IEP
   Grantees could select the number of
    students they wished to target
   Of the targeted students, 60% had to be
    targeted for competitive employment and
    40% could be in the career development
    phase.
Who Were The Students?
   some grants targeted specific ages or disability
    categories but overall, students represented a cross
    section:
   LD - 45%
   MR – 35%
   ED – 9%
   Autism – 2%
   Visual Impairment -1%
   Speech/Language, Traumatic Brain Injury, Physical
    Impairment, Multiple Disabled – each less than 1%
Students – Lessons Learned
   Year 1 – primary focus: job placement
       Best kids
   Year 2 –
       Used grant opportunity to work with more challenged
        students
       Concentrated on building the systematic career
        development infrastructure
       Recognized the need for schools to do more before
        placement
       Many Grant students were younger, so they were in the
        awareness, assessment and training phase - not ready for
        placement
       Transition is for LD kids as well as others - Curricular
        restraints challenge participation in community based
        employment activities
    Students – Barriers to Employment
    If students were targeted for competitive employment, why were
     they not employed during this grant period? Among the
     respondents, rank order of reasons:
        accepted to post secondary education and training
        disability related issues (medicaid, mental health, financial
         disincentives (SSI)
        family consideration
        transportation
        not interested in work
        moved, unable to locate, dropped out of program
        lack of entry level position in local labor market
        sheltered workshop placement
        incarcerated
        Other
         1.   inappropriate behaviors
         2.   curricular restrictions
         3.   seasonal work
         4.   military
         5.   lack of appropriate documentation
         6.   career and technical education
Staff

   Most Grantees utilized existing staff for grant
    activities (teachers, transition coordinators, work
    experience coordinators, IU Supervisors/Special Ed
    Directors/Consultants, Counselors, Psychologists,
    Job Coaches)
       supplemental pay for extra work
   New Staff
       1 to 2 full or part time job coaches, job developers, project
        coordinators, travel instructors, secretary, product
        developer, O&M Trainer
           Contracted from IUs, Private Agencies, AmeriCorps
   Issue: Sustainability after the Grant funding ends?
Professional Development

   Labor Laws /Fair Labor Standards Act
   SCANS Skills
   Career Ed and Work Standards
   Transition Assessment
   Travel Instruction
   Indicator 13

Trainings Posted on CD
Professional Development
(as determined by individual Grantees)

   Work Incentive Planning and Benefits Counseling,
    Jason Melvin or John Miller, AHEDD
   NISH Customized Employment Training Series,
    David Hammis & Cary Griffin
   Ten Sigma, Targeting Transition, John Wessels
   Supported Employment Web Based Certificate
    Program, Virginia Commonwealth University
   Electronic Portfolio Training, Dr. Susan Glor-Schid,
    IUP
   SAM – Skills Assessment Module Training, Piney
    Mountain Press
Professional Development
(as determined by individual Grantees)

   Aviator vocational assessment training
   Career & Technology Center Meeting
   LCCE Curriculum Training
   Transition Conference with Diane Bisonnette
   Responsibility Training – Dr. Richard Curwin
   Local Business Consortium
   WIB meetings, WIB Youth Summit
   Agency/Provider Information Sessions (MR, OVR,
    MH, CareerLink, agencies
   Options Tours-staff visited programs that provide
    post high school options for students
   CPR and First Aid Training
Professional Development
(as determined by individual Grantees)

   OVR Conference – Job Getting is Changing, Are
    You? – Greg Newton
   Integrated Learning Conference
   PAVESNP Conference
   Curriculum Review Meetings
   Study group on Career Ed and Work Standards
   Work group on Indicator 13
   Transition Council Meetings
   Grant Advisory Group Meetings
   Coordination meetings between Grant
    Coordinators/ Teachers and Job
    Developers/Coaches
Career Development –
Guiding Principles
   Transition requires a set of skills that can be taught
   Self Determination
   School and work are connected
   Students enjoy learning about themselves
   Link work based curriculum, instruction and
    assessment
   Curriculum infuses responsibility, communication
    skills, flexibility, self monitoring, problem solving
    skills, time management skills, teamwork skills and
    career development.
   Job maintenance skills are crucial to future success

Complete list of Guiding Principles Posted on CD
Career Development

   Roadmap to assist you and provided
    support for transition efforts:
       SCANS – skills necessary in the
        workplace
       Career Ed and Work Standards –
        required of all students
       Indicator 13 - Progress Monitoring

Posted on CD
Career Development

   Instruction for employment is the work
    of educators
   Cannot assume that skills are being
    taught elsewhere or that they are
    common sense
   Learned from year one that students
    need better preparation in order to
    access post secondary services
Career Development –
Classroom Instruction
Curricula identified as being used by Grantees:
  James Stanfield - Transitions Curriculum *
  James Stanfield – First Job Survival Skills, Working Smart
   Series, Job Smart Series
  LCCE – Life Centered Career Ed
  Globe Ferron - Careers and Independent Living
  Life Skills for Vocational Success *
  Career Decision Making –AGS
  Scripted Vocational Role Plays – Attainment
  Finding a Job – Wiesner Educational
  Targeting Transition: Rubrics for Transition I, II, III
  Choosing a Job – OVR
  Transition Tote System – Karen Wolffe
  Succeeding in the World of Work - Glancoe

* Posted on CD
Career Development
Community Based Activities
   Allegheny Intermediate Unit 3:
       Job shadowing
       Community based vocational assessment (2-4
        hrs)
   ARIN Intermediate Unit 28:
       Tours of local businesses, CareerLink
       Youth Employment Expo
       CareerLink Career Fair
       Job Shadowing
       Community Based Vocational Assessment
    Career Development
    Community Based Activities
   Blair County Rural School Consortium:
       Blair County Career Day
       Career Caravan (9th-10th Grades)
       HGA Career and Transition Fair
       CBVT (2 hrs/day up to 120 hrs; 11th-12th Grades)
       CareerLink tour
       DelGrosso Partnership and summer employment
   Butler School District:
       Community Based Vocational Assessment
       Job Shadowing
       Career Interviews
       Career Readiness Day
       Photo IDs
       Visits to CareerLink (workshops), HGA, Job Closet
    Career Development
    Community Based Activities
   Central Susquehanna IU 16:
       tours
       job shadowing
       CareerLink registration, workshops
       Career Day
       Community based vocational assessment
   Chester County IU 24:
       volunteer experiences
       Job Shadow Day
       Food for Thought Dinner meeting for students/parents
       Employment Expo
Career Development
Community Based Activities
   Cocalico School District:
      Community mapping
      Employer interviews
      Volunteer crews
      Paid work crews
      Job Training with coaching support
      Job Shadowing
      CareerLink Visit
      CBI, 2x/month
    Colonial Intermediate Unit 20:
      Job Mentoring Day
      Community Based Vocational Training
      Competitive Employment
Career Development
Community Based Activities
   School District of Lancaster:
       Community Based Assessment
       Job Shadows and Tours
       Work Crews
       Volunteer Crews
       Competitive Employment
       Job Coaching
   Luzerne IU 18:
       Situational Assessment
       Job Shadowing
       Job Fair
       Mentorship
       Co-Op Work Experience
Career Development
Community Based Activities
   Midwestern IU 4:
       Sportsman’s Night Out
       Seneca Valley Day of Service
       CareerLink visitation and Events
       Job Shadowing
       Service Learning/Volunteersim
       CBVT
       Supported Employment
       Mock Interviews
       Visits to New Castle School of Trades, Vo Tech, HGA
       Life After Schools Conference
       WIA Summer Employment Program
       Career Fair
Career Development
Community Based Activities
   Mohawk School District:
       Career Connections Fair
       Interviews with employers/Applications
       Career Awareness trips
       Business Style Day at LCCTC
       Competitive employment, job coaching
   Nothwest Tri-County IU 5:
       Competitive employment
       CBVT
   School District of Philadelphia:
       Volunteerism
       Competitive Employment
       Transition Fair
        Career Development
        Community Based Activities
   Spectrum Charter School:
        Job Tours
        Job Shadowing
        CBAs
        Volunteerism
   Wellsboro Area School District:
        Tioga County Career Day & Mentoring Day
        CBVE
   Westmorland Intermediate Unit 7:
        Business and Industry Tours
        Transition Event (Westmorland Transition Council)
        Disability Mentoring Day
        CBVE
        Job Coaching
Career Development Begins
With Career Assessment

   Principles of Career Assessment
   Informal Assessments
       Commercial
       Grant Products
   Electronic Portfolios
   Community Based Assessments

All Sections Posted on CD
       Additional Career Assessments
       Used by Grantees:
   Career Cruising Interest Inventory (ARIN IU)
   Career Keys@www.educationplanner.org (Blair)
   Career Decision Maker- AGS Publisher (Blair)
   Reading Free Interest Inventory 2 – PsychoCorp.com (Blair, Colonial IU, IU 5)
   Transition Planning Inventory – Pro Ed (Blair)
   Keys to Work (CSIU, IU 5, IU 7)
   PAES (Chester Co IU)
   McCarron-Dial (Chester Co IU)
   SAM – Skills Assessment Module (Lancaster)
   Bridges (Mohawk, Spectrum)
   Aviator (Mohawk)
   CAPS, COPS, COPES (Mohawk, IU 5, Spectrum)
   Kaleidoscope Interest Inventory (Mohawk, Spectrum, Westmorland IU 7)
   Self Directed Search (Wellsboro)
   ASVAB (Wellsboro)
   Brigance Employment Skills Inventory (Spectrum)
Progress Monitoring- Indicator 13
   The purpose of Indicator 13 to determine the
    percentage of youth of transition age who have an
    IEP that includes coordinated, measurable annual
    IEP goals and transition services that will
    reasonably enable the student to meet their post-
    secondary goals.
   All Grantees were required to participate in
    PaTTAN sponsored Indicator 13 trainings
   Grantees were asked to submit samples of their
    work on the Indicator to date.
   Samples appearing on the CD, have not been
    approved by PaTTAN, but represent a work in
    progress

Posted on CD, Indicator 13
    Family/Caregiver Engagement

   Does this happen to you?
       Plan a big, general transition events and only
        one or two parents show up
       Send letters/permission slips home and you
        get no response
       Parents do not show up for IEP meetings
       You spend hours on newsletters, parent
        handbooks, information packets and parents
        never seem to read them
Family/Caregiver Engagement
   What works?
       personal relationship with school personnel
       personal invitation (voice rather than paper)
       showcase their son/daughter (make it relevant)
       let them know how important their presence is to you and
        their child, then be sure it is important
       have food
       location (central and safe)
       family members welcome
       thank you follow up for attending
       provide opportunities for family networking
       communicate positive news, monthly progress reports
       meet outside of school hours
       celebrations of transition success
Parent/Family Engagement
   Make IEP meetings count, get releases signed, identify OVR,MR
    staff/services
   Form interagency team around their child and offer to meet
    regularly (more that once a year)
   Form a parent Advisory Board
   When presenting to parents, include parents in the
    presentation/and or planning
   Use Parent Satisfaction Surveys at all events, review the results,
    make adjustments, share good ones with other parents
   Be sure parents know names of job coaches and other staff who
    are working with their child
   staff make e mail address and cell phone available to students,
    parents
   Partner with other agencies who do serve parents –Right to Ed
    Task Force, the ARC, etc.
   Have Parent link on webpage

See Sample Parent/Family Engagement efforts on CD
        Parent/Family Engagement
   Why did Grantees need family engagement?
       permissions/ training agreement
       physicals/work permits
       documentation (birth certificate, Social Security Card)
       liability
       hygiene issues
       travel/transportation issues
       loss of social security
       absences / call off procedures
       fear of letting go, self determination
       follow through with adult agency eligibility
Employer Partnerships
   Network, network, network!
   See Initiating Contact with Employers on
    the CD

   Be prepared!
   See Job Development on the CD for
    training agreements, job analysis, etc.
   See Employment Resources for Students
    for permission slips and releases
Interagency Stakeholder
Collaboration - OVR

   Grant Data:
       Among the targeted grant students, 350 were in
        grades 11 and 12 and potentially eligible for
        OVR
       Total number of targeted grant students who
        completed application for OVR Services was
        210 or 60%
       Total number of grant students who had in
        Individualized Plan for Employment with OVR,
        114 or 32%
    Lessons Learned about OVR
    There is variance across the Commonwealth
     regarding intake procedures. Some grantees
     reported that no intakes occurred prior to the last
     year of entitlement.
    Educators do not know if an IPE has been
     completed, therefore, they do not know if the IPE is
     coordinated with the IEP
    Educators report providing students/parents with
     OVR applications, however, there is no follow
     through, so the process is incomplete
    Commendation to Midwestern IU 4 for OVR
     partnership, greatest percentage of students who
     completed application, determined eligible for
     services and had IPE
    Other year 2 grantees reported improved
     relationships with OVR
    Interagency Stakeholder
    Collaboration – Mental Retardation

   Grant Data:
       Among the targeted students, 156 had primary diagnosis of
        Mental Retardation
       Total number of students registered for MR services – 80 or
        51%
       Total number of grant students with a Supports Coordinator
        and Individual Support Plan – 65 or 41%
       Total number of students who completed an MR application
        for Consolidated or person Family Directed Support Waiver –
        25 or 16%
       Total number of students who had completed a PUNS –
        Prioritization of Urgency for Needs and Services – 24 or 15%
Lessons Learned about MR
   Unlike OVR, students with Mental Retardation
    should be connected for services prior to the 11th or
    12th grade. About one half of the students with a
    primary diagnosis of MR are reported to be
    connected to MR services. This is a problem to the
    half who are not connected for continuation of
    needed services after graduation from high school.
   Educators may simply not be aware of families who
    are connected to MR, but they need to be and
    representatives need to be part of the IEP transition
    team
    Lessons Learned about MR
   Educators do not seem to be familiar with the PUNS
    nor have clear information about the waiver money
   Educators indicate parent refusal as the primary
    reason for lack of service connections
   Some Grantees reported MR staff were unresponsive
    to both school and parent calls and were not available
    to come to IEP meetings
   Commendation to Colonial IU 20 for the MR
    partnership, with the largest percentage of eligible
    students registered for MR services, with a Supports
    Coordinator, Individual Plans for Support, students
    with completed applications for waivers and students
    who had completed PUNS. Colonial IU 20 partnered
    with Lehigh Valley MR Employment Pilot Coalition
Interagency Stakeholder
Collaboration – Mental Health

   Student Data:
       Number of Grant students who were
        referred for Mental Health Services – 66
       Number of Grant referred students who
        were eligible for MH services – 54
       Total number of Grant students who were
        receiving mental health services - 48
Lessons Leaned about
Mental Health

   Some data suggests that educators
    are not clear about the difference
    between mental health and mental
    retardation processes and services
   Services vary widely across the
    Commonwealth.

See Agency Connections on CD for Resources
Marketing and Outreach

   Who needs to know about your transition
    activities?
       colleagues
       administration
       school board
       employers
       parents
       wib
       youth serving organizations
    Marketing and Outreach
   How the Grantees did it –
       newsletters
       radio show, community TV spot
       presentation to school board
       attend rotary club, community group meetings
       website created
       created and dispensed magnets
       meet with state legislators (Blair)
       brochures
       testimonial letters
       slide shows of student achievement
       write article for chamber newsletter
       public service announcement
       Junior Achievement meeting
       local business roundtable
   See Marketing Samples on CD
    Travel / Transportation
   year 1, transportation emerged as an important issue related to
    employment and employment preparation
   There is more to travel than riding buses
       pedestrian safety, safe street crossing
       read bus schedules
       stranger awareness
       arranging for a cab
       getting from point a to point b – mapquest
       learning to navigate the mall
       applying for and receiving reduced bus fare for public transit
       photo ID
       student fact sheet, name, address, emergency contact


   visit driver’s license center
        took kids for permit
        studies driver’s manual

    Travel Instruction Training posted on CD
Sustainability (funding)
   Grantees were told from the onset that
    funding was time limited and they had to
    think about sustainability
   See Sustainability Powerpoint on the CD
   Maintaining quality programming over time
   Nurturing relationship with employers and
    community partners
   Enlisting parent support
   Data, data, data
Meet the Grantees

   Following this presentation, Grantees
    will be available for sharing, questions,
    discussion, and networking at the
    Poster Session.
   Please visit these recognized leaders
    in the transition to employment
    community of practice.

				
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