Presentation on theme: "Transition 101: Work-based Activities 1)Type your name, email address, and zip code (along with all team members participating with you) in the ‘Chat Box’"— Presentation transcript:
Transition 101: Work-based Activities 1)Type your name, address, and zip code (along with all team members participating with you) in the ‘Chat Box’ on the left. 2)CCTS will conduct a sound check at 2:50 and 2:55. We’ll begin at 3:00 and end by 4:00. 3)Use the ‘Chat Box’ to type in questions and/or responses; we’ll address these mid-way through the webinar and during the last ten minutes. 4)After the webinar, you will receive a follow-up requesting that you complete a quick survey. Thank you for joining us today!
Center for Change In Transition Services improving post-school outcomes for students with disabilities in Washington state Seattle University OSPI State Needs Project This webinar is closed captioned. To see the captioning click on the cc icon just above the video. cc
Website: Phone: Center for Change In Transition Services improving post-school outcomes for students with disabilities in Washington state Seattle University OSPI State Needs Project
Raise your hand and wait to be called on by moderator You may ask questions by typing in the chat box or by raising your hand (if you have a microphone). If you have a microphone, please keep it turned off until called on.
Click on red triangle Quality Indicator Secondary Transition(QuIST)
The QuIST is a multi-dimensional program evaluation process designed for district/Local Educational Agencies (LEA) teams to: Facilitate communication and sharing within and among the district and its interagency partners; Identify areas of strength and opportunities for improvement; Promote planning and improvement; Evaluate and measure progress.
How can the work-based transition activities be incorporated into the school day while balancing the needs of each student? Essential Question
What is Work-Based Learning? Well-designed and -implemented work-based learning activities contribute to both the intellectual and career development of high school students Three Key Components: (a) school-based learning classroom instruction involving both academic and technical areas; (b) a work-based learning structured work activity; and, (c) a connecting career development activity
Internship OpportunitiesJob ShadowingJob Readiness Skill DevelopmentIntegrated EmploymentEmployment with Supports
34 CFR (b) - WAC A-03090(1)(j)(i) Transition assessment The ongoing process of collecting data on the individual’s needs, strengths, preferences, and interests as they relate to the demands of current and future working environments educational, living, personal and social environments. Transition Planning for Employment
1)Strengths: What strengths does the student have in meeting some of life’s demands as they relate to education/training, employment, and independent living? 2)Needs: What are the main barriers to the student reaching postsecondary endeavors (e.g., college/training program, a job/career, accessing the community, or living independently)? 3)Interests: What are the student’s interests, currently and in the future? What activities/experiences promote curiosity and catch their attention? 4)Preferences: Given the opportunity to choose from available options in the areas of education/training, employment, and independent living, what options, according to the student, will motivate the student and make him/her happiest? Transition Planning for Employment
Inside Jobs –http://www.insidejobs.com/http://www.insidejobs.com/ O*Net –http://www.onetcenter.org/http://www.onetcenter.org/ The Career Key –http://www.careerkey.org/http://www.careerkey.org/ CareerOneStop –http://www.careeronestop.org/http://www.careeronestop.org/ Transition Planning for Employment Career Websites
Students have access to community-based internship or volunteer info in school Students participate in quality community-based internship or volunteer experiences that relate to their postsecondary goals There is a process in place to ensure that students and mentors receive orientation on the laws and policies that govern community-based learning Internship Opportunities Quality Indicators
1.Part of a continuum of work-based learning 2.Paid or compensated (e.g. stipend) 3.Drive education equity 4.Based on identified youth interests and learning objectives (student’s postsecondary goals) 5.Align with academic learning Internship Opportunities Quality Community-Based Internship Paraphrased from the National Academy Foundation’s 10 Gold Standards
6.Produce valuable work 7.Experiences are prepared for and reflected upon 8.Participants are supported throughout the experience 9.Assessed against youth interests and learning objectives 10. Occur in safe and supportive environments Quality Community-Based Internship Internship Opportunities
Paid or compensated internships are preferable, but not always possible Unpaid internships or volunteer experiences can also be valid experiences, but be aware of the laws and policies The main difference between an unpaid internship and a paid one: the internship experience is for the benefit of the intern –Structured around a classroom or academic experience –Provides individual with range of skills (not employer-specific) –Cannot replace regular workers –Emphasis is on training –Fixed duration Internship Opportunities Legal Notes Paraphrased from
How can internship opportunities be incorporated into the school day while balancing the needs of each student? –Align internships with academic learning –Incorporate reflections and assessments of internship experiences into class work –Re-visit the transition assessment Internship Opportunities Classroom Connection
Students receive instruction on the purpose and process of job shadowing Job-shadowing experiences are short-term, time-limited in nature, and are related to students’ postsecondary goals There is a process in place to evaluate job shadowing experiences by students and staff Job Shadowing Quality Indicators
Opportunity to witness professional tasks performed Chance to see what skills and knowledge are required Get a feel for the work environment and routine Longer experiences are preferable (half-day or full-day) so the student can see a range of tasks and meet more people who work there Job Shadowing Purpose
Videos are an alternative for remote and rural districts although in-person job shadows are preferable Use your school campus –Wide range of career categories at your school Use the community –What are the main industries in your community? What are some of the “hidden” ones? Be creative! Build relationships with community partners Job Shadowing Tips
How can job shadowing activities be incorporated into the school day while balancing the needs of each student? –Build curriculum around in-person or virtual job shadows –Reflections on the job shadow experience What did the student like? Dislike? What else might the student like to try? Job Shadowing Classroom Connection
Job Readiness Skill Development
Quality Indicators Students are provided experiences that support the development of positive work habits, tolerances, and behaviors Students participate in Career and Technical Education programs and courses Students exit school with appropriate job-seeking behaviors through job-readiness curricula and training Students exit school with an understanding of how community resources and family members can assist them in their role as a worker Students exit school with an ability to access, accept, and use needed supports and accommodations for work experiences
Job Readiness Skill Development Some common job readiness skills include communication, interpersonal, decision making, lifelong learning Family can be part of this (see NCWD/Youth Info Brief) Include student’s skills in the “Summary of Performance” Skills to Pay the Bills curriculum (DOL) Small business model within school Coffee cart, etc. Skills Development
Job Readiness Skill Development
How can the job-readiness skill development activities be incorporated into the school day while balancing the needs of each student? –Build a lesson or unit around Skills to Pay the Bills curriculum –Incorporate into class work—resume writing, etc. –Build into goals, Summary of Performance Job Readiness Skill Development Classroom Connection
Students exit school with work experiences that are relevant and aligned to their postsecondary goals There are policies and procedures in place to ensure that the legal requirements for work-based learning are met School staff receives ongoing training in job development and placement Relevant and comprehensive job/work evaluations are used to monitor student learning and success Integrated Employment Quality Indicators
Integrated Employment Should always be related to the student’s transition assessment and postsecondary goals Multiple on-the-job training experiences that are specifically linked to the content of a program of study and school credit –Can include community service (paid or unpaid) –Volunteering is a great way to gain experience Work Experience Tips
How can the work-based transition activities be incorporated into the school day while balancing the needs of each student? –Have students prepare for and reflect on work experiences Integrated Employment Classroom Connection
Employment with Supports
There is a process in place to identify the level and type of on-the-job supports needed by individual students Community work experiences emphasize “real” work experiences School staff receives current and regular training Students and parents actively participate in developing “natural supports” (Connections and supports to secure and sustain employment) Relevant and comprehensive job/work experience evaluations are used Employment with Supports Quality Indicators
Understand the relationships between benefits planning and career choices Learn to communicate their disability-related work support and accommodation needs Learn to find, formally request and secure appropriate supports and reasonable accommodations Have a working understanding of the laws around supports Education about disclosure Employment with Supports Self-Advocacy Skills for Students Adapted from NCWD/Youth
How can the work-based transition activities be incorporated into the school day while balancing the needs of each student? –Student-directed IEPs –Self-determination and self-advocacy curriculum Employment with Supports Classroom Connection
Resources The American Association of People with Disabilities (AAPD) –Workplace and Employment page National Family Advocacy and Support Training Project (FAST) –Building a Resume: Tips for Youth With Disabilities National Collaborative on Workforce and Disability for Youth (NCWD/Youth) –Info on just about any work-related topic Job Accommodation Network (JAN) –Info on job accommodations Ticket to Work
Resources (Cont’d) Secretary’s Commission on Achieving Necessary Skills (SCANS) –Report on the level of skills required to enter employment Skills to Pay the Bills (DOL) US DOL Wage and Hour Division –Employment of workers with disabilities: s.htm s.htm –Disability Resources: Disability.gov https://www.disability.gov/employmenthttps://www.disability.gov/employment
Tune in on Wednesdays from 3 to 4 pm. January 9th Transition 101: System Support Topics include administration participation, staff development, support staff participation, resource allocation, and state and federal reporting. February 13th Transition 101: Family Involvement Topics include family and school collaboration, family and school communication, and parent and family training. March 13th Transition 101: Connecting Activities Topics include agency resource information, agency participation and parental consent, and the Memorandum of Understanding (MOU).
1) Using the Chat Box, type in at least one tool or support CCTS provided that you found helpful and would like to use again. 2) Let us know at least one way CCTS can better support your team this year. 3) After the webinar, please respond to the quick survey sent to your . Thank you for joining us today!