1 Creating coherence and alignment for success Getting Ready for Employment: Pre-Employment Service and the IEP Transition Plan Presented by: Sue Walter October 24, 2017
2 The 21 st century demands that employees have the skills that support job success the academic competence, the employment attitudes and the job-specific aptitudes that enable ongoing and evolving career development. Our complex world There is a greater need than ever for well crafted IEP transition plans that take into consideration the academic, social, vocational, and personal preferences of each student
3 Thinking Points: Employment & Youth Who Have Disabilities Adult employment is more likely when students have work experiences and jobs during their secondary school years and when families expect and support employment. (Sima, et al., 2015; Fraker, et al., in review; Carter, et al, Fabian, 2007) Youth need to be exposed to work opportunities to have real expectation of being employed as adults. Schools should direct resources to include work opportunities in educational services. Employment is possible for all categories of youth, regardless of disability, need for support, and economic circumstances of their communities. (Sima, et al., 2015; Gold, Fabian & Luecking, 2014; Dong, Fabian & Luecking, 2015)
4 Today s Objectives Transition: Plan versus Process Workforce Innovation and Opportunity Act (WIOA) and Pre- Employment Transition Services Transition planning versus transition-rich, evidence-based planning: Moving beyond compliance to create meaningful plans Questions & Answers, Resources
5 Cycle of continued exploration and development Creates an opportunity for selfdiscovery Intended to prepare to make the transition from of school to employment and adult living Focuses on strengths, interests, preferences Transition is a Process!
6 Luecking, R. The Implications of the Workforce Innovation and Opportunity Act for Seamless Transition of Youth with Significant Disabilities : A Policy Brief. 5/1/2016
7 Build a Transition-Rich IEP to Support Growth of Employment Skills
9 How do we begin to know what kind of post-school outcomes to write?
10 Transition Assessments Age-appropriate transition assessments help build a framework for the rest of transition planning. Assessment tools help the student, family and school tell a story about the student strengths, preferences, interests and needs and present level of academic and functional performance as it relates to transition from school to adult life.
11 Transition Assessment: Education, Employment and Independent Living Determine functional capabilities and limitations Environmental assessment (work, community and home) Document the significance and impact of disability Task-analyze the critical attributes of a specific job Identify student interests, sensory preferences, learning styles, leisure & recreation skills, long-term health care needs Assess dexterity and agility, adaptability, and communication skills relative to postsecondary goals Stage or conduct a situational assessment relative to postsecondary goals Assess areas of strengths, interests and preferences using formal and informal measures
12 Examples of Employment Related Transition Assessments Skills Inventories Situational Assessments Job Shadow opportunities Parent Interviews Employer Recommendations Teacher Observations Vocational Evaluation Career Interest Inventory Career Cruising Vocational Rating Sheets Career Portfolios Employability Skills Inventory
13 Evidence of Assessment Data collected over time and stated in PLAAFP
15 Measurable Post-Secondary Goals A measurable post-secondary goal must be developed and written for the following areas for transition-aged students: Education and/or training Education community college, university, technical/trade/vocational school Training vocational or career field training, independent living skill training, apprenticeship, OJT, job corp, etc. Employment paid employment (competitive, supported) non-paid employment (volunteer, in a training capacity) military Adult Living independent living skills, health/safety, financial/income, transportation/ mobility, social relationships, recreation/leisure, self-advocacy/ future planning
17 What are the Transition Services/Activities Needed to Progress Toward the Post-School Goals (Coordinated Set of Activities) Using the post-school goals and present level of performance as the focal point, document the transition services, supports and activities that are needed to assist the student in progressing toward the postschool goals.
18 Employment Transition Services: Content & Activities that Build Students Skills Job exploration counseling Career (vocational) assessments Career speakers Career and technical student organizations Course of study alignment with career Discovery Job shadowing Informational interviews Interest and ability inventories
19 Employment Transition Services: Content & Activities that Build Students Skills Work-based learning Apprenticeships Business mentors Career mentoring Career Related Competitions Informational interviews Internships Job clubs Job shadowing Non-paid work experience On-the-job-training Paid employment School-based work experience Service learning Volunteering Work-site tours to learn about necessary job skills
20 Employment Transition Services: Content & Activities that Build Students Skills Workplace readiness training to develop social skills and independent living Communication Financial literacy Networking Orientation and mobility skills Problem solving and critical thinking Professionalism Teamwork
22 What is the Course of Study That Will Support the Student to Progress Toward Successful Outcomes? Courses of study should be determined within the context of the student s desired post-school goals and the student s strengths, preferences, and needs. Courses of study include required, elective, advanced placement or specially designed instruction and could include educational experiences in the community. Planning for course of study is intended to augment and enhance the transition services not replace it. Actively involving students in the planning of their courses of study could motivate them to remain in school!
24 Annual Goals: What Will the Student Work on Next Year that Supports Continued Progress Towards the Post-School Outcomes/Goals?
25 Take a Task Analysis Approach Because everything relates back to the post-school outcomes, the importance of writing functional, useful, and outcomeoriented goals in the transition IEP cannot be overstated (Wehman, 2009) It s never too late!
26 Annual Goals Examples that flow back to the post-school goals PS Goal: After completion of high school, Alex will increase his work hours in the business department of a local office supply store, contacting UCP Land of Lincoln for employment support services. Transition Service: Instruction in work place behaviors and employment skills through the STEP program. Annual goal: Given a list of possible scenarios at work, Alex will learn to distinguish those that require a meeting with his supervisor with 90% accuracy on 1 trial/week for the duration of the IEP. PS Goal: After graduation, Paulo will get a job at a grocery store, where he enjoyed a job-shadowing experience during school. Transition Service: Hands-on Instruction in employment skills directly connected to Paulo s job at a grocery store Annual Goal: Given a task analysis for bagging groceries, Paulo will practice the task semi-weekly and complete it without (a) breaking items or (b) ripping bags on 90% of occasions by April 6, 2010.
28 Involving Agencies Outside of the School in Transition Planning The Critical Importance of
30 The Workforce Innovation & Opportunity Act (WIOA) Supporting Seamless Transition Key Goals: Helps job seekers access employment, education, training and support services Matches employers with skilled workers Reaffirms the role of the customer-focused one-stop delivery system Mandates enhanced and increased coordination among key employment, education, and training programs Focuses on performance accountability for the WIOA core programs
31 WIOA and Pre-Employment Transition Services Division of Vocation Rehabilitation Services (DRS): Must spend 15% of Title 1 funds on Pre-Employment Transition Services Required Services: Job exploration counseling Work based learning experiences Counseling on post-secondary opportunities Workplace readiness training Instruction in self-advocacy
32 Congress makes clear that youth with significant disabilities must be given every opportunity to receive the services necessary to ensure the maximum potential to achieve competitive integrated employment.
33 Scope of Pre-Employment Transition Requirements VR agency, in collaboration with local school districts, must provide, or arrange for provision of pre-employment transition services for all students with disabilities in need of these services, eligible or potentially eligible for VR services Must be made available statewide to all students with disabilities, regardless of whether the student has applied or been determined eligible for vocational rehabilitation services
34 Attend IEP Meetings Transition Coordination by Local VR Offices Under WIOA Work with workforce boards, One-Stops, & employers to develop employment opportunities Work with schools to ensure provision of pre-employment transition services When invited, attend person-centered planning meetings 34
35 Under Section 511, schools no longer allowed to contract or have other arrangement with service providers, in order to pay a student subminimum wage 35
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