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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