1. 1 Building Partnerships to Improve Employment Outcomes of Youth with Disabilities Spring 2007 PA Community on Transition Regional Capacity Building Sessions

2. 2 PA Community on Transition: A Year-Round Strategy Creating An Environment where Local Stakeholders can Learn from One Another

3. 3 A Shared Vision & Common Ground Today we have a shared vision and common ground among key stakeholders: All PA youth and young adults with disabilities will: successfully transition to the role of productive, participating adult citizens be empowered to recognize their talents, strengths and voice have equal access to resources that will promote full participation in the communities of their choice.

4. 4 PA Transition State Leadership Team Supporting Our Year-Round Strategy Since 1999 at the state level, major efforts have been made to develop a unified plan for transition, resulting in the formation of the PA Community on Transition, supported by the Transition State Leadership Team (SLT). In a nutshell…our job is to support your work with youth and young adults and families!

5. 5 Year-Round Strategy The Pennsylvania Community on Transition has been strengthened through a year-round strategy to connect our work. The statewide transition conference is used to spotlight program models and effective strategies in order to develop the full understanding and participation needed for the efforts to be replicated across the state. To create the opportunity to learn from one another, regional sessions and technical assistance are provided to local transition teams and stakeholders throughout the year.

6. 6 Year-Round Strategy As a result of our collaboration with the IDEA Partnership, we have a PA Transition list- serv and an interactive website located at www.sharedwork.org/patransition. This expands our ability to work collaboratively to improve transition services and programs and to promote post-school outcomes of youth with disabilities. www.sharedwork.org/patransition

7. The Pennsylvania Community on Transition State Leadership Team invites all interested persons to submit proposals to present at the 6th Annual Pennsylvania Community on Transition Forum, Achieving Outcomes through a Shared Agenda, to be held at the Penn Stater Conference Center and Hotel, 215 Innovation Boulevard, State College, PA. The deadline for submission is 3/16/07. To obtain a copy of the Date saver, Forum Overview and Call for Proposal Form, please visit www.sharedwork.org/patransition.www.sharedwork.org/patransition

8. 8 Essential Role of Local Transition Coordinating Councils: Building an Alliance There are over 70 Local Transition Coordinating Councils (LTCCs) operating across Pennsylvania. These LTCCs hold a wealth of knowledge regarding effective practices to improve post-school outcomes of youth with disabilities within the Commonwealth. We are building a LTCC Alliance: it’s not to late to connect (visit www.sharedwork.org/patransition) for the Application or for a contact list of Councils www.sharedwork.org/patransition

9. 9 PA Youth Leadership Network Recruiting Members! The mission of the PYLN is to develop the self- determination, empowerment, and leadership of youth that promotes successful post school outcomes in the areas of education, employment, independent living, and health and wellness among youth and young adults throughout Pennsylvania. Please encourage youth to apply for the following positions: PYLN Resource Consultant PYLN Youth Mentor PYLN Committee Members PYLN Governing Board Members. Please visit www.sharedwork.org/patransition for the application. www.sharedwork.org/patransition Open enrollment!

10. 10 Foundation of this Session “Work experience for youth with disabilities is one of the most critical factors that sets the stage for their post secondary employment success. Research and practice show that youth benefit from frequent and continuous exposure to real work environments throughout the secondary school years and beyond.

11. 11 Foundation of this Session These experiences, however, occur only when employers are available, willing, and prepared. Indeed, employers have operational and economic stakes in the success of programs that connect them with youth with disabilities. Employers must consider both the costs and the benefits associated with having youth with disabilities in their workplaces." In Their Own Words: Employer Perspectives on Youth with Disabilities in the Workplace, National Center on Secondary Education and Transition 2004, http://www.ncset.org/publications/essentialtools/ownwords/default.asp http://www.ncset.org/publications/essentialtools/ownwords/default.asp

12. 12 Agenda In Their Own Words: Employer Panel Creating a Win-Win Situation: Meeting the Needs of Youth & Employers Creating a Win-Win Situation: Career Assessment Making the Connection with Other Initiatives that have a Common Goal of Building Business Partnerships Building Results-Oriented Partnerships with Employers

13. 13 In Their Own Words Employer Panel

14. 14 Employer Panel What is the nature of your company’s/organization’s business? What are the skills needed for youth to be successful in your workplace? What are the challenges that you currently have with youth in your workplace? What makes it work, including strategies and partners? Dialogue

15. 15 Employer Perspective: Top Ten List Please take 5 minutes to talk with those at your table to identify the top three things you have learned from employers today: What are the skills needed for youth to be successful in your workplace? What are the challenges that you currently have with youth in your workplace? What makes it work, including strategies and partners? Group Report Out to Develop our Top Ten List (information will be posted on www.sharedwork.org/patransition on the Business Partnerships page) www.sharedwork.org/patransition

16. 16 Building Strong, Sustainable Business Partnerships to Improve Employment Outcomes of Youth Who are the Partners in Your Community that Share this Common Ground and have a Stake?

17. 17 Building Strong, Sustainable Business Partnerships: Resource Map Take ten minutes to work with folks at your table to complete the Resource Map worksheet. Based upon your common goal of building partnerships with businesses, identify: 1. Who are the partners in your community that share this common goal and have a stake? 2. What resources do these partners bring to the table to support this common goal? 3. How can you connect or strengthen your connection with these partners to build strong, sustainable business partnerships?

18. 18 Here is an Example Building Sustainable Business Partnerships Connect through Career & Tech Center

19. 19 Building Strong, Sustainable Business Partnerships At the end of the day, you will have the opportunity to expand this resource map to help you forge your future direction in building strong, sustainable business partnerships to improve employment outcomes.

20. 20 Creating a Win-Win Situation Meeting the Needs of Youth & Employers

21. 21 Making the Case: Using Statistics to Build Partnerships with Employers Experts predict that by 2010 the American economy will support 168 million new jobs, yet there will only be 158 million workers to fill them. Add to this shortfall the increasing need for technology skills and the millions of seasoned workers—baby boomers—who are reaching retirement age. High unemployment continues to be a serious problem for the disability community. Only 32% of Americans with disabilities aged 18 to 64 are working, but two-thirds of the 68% who are unemployed would rather be working. Provided by the Stacy Kyle of the PA Business Leadership Network, www.pabyln.org www.pabyln.org

22. 22 The National VR-Business Network and the Institute on Rehabilitation Issues (IRI) on VR Business Partnerships What Can we Learn from this Model in Building Partnerships with Employers? Source: PowerPoint developed by Kathy West-Evans, Council of State Administrators of Vocational Rehabilitation (CSAVR), Director of Business Relations, http://www.rehabnetwork.org/busrel/http://www.rehabnetwork.org/busrel/

23. 23 Key Concepts Customer-Driven Networks Building and Sustaining a Business Partnership Network: “One Company” Approach

24. 24 Dual Customer Approach This term describes a customer service strategy that recognizes both YOUTH with disabilities and EMPLOYERS or business as a customer. We are responsible for connecting the skills and talents of youth with the opportunities in the workplace provided by business. This requires a dual customer approach in the delivery of services. 32nd IRI, "The VR-Business Network: Charting Your Course“ located at http://www.rcep6.org/IRI/tmpt/publications.htm#32 nd http://www.rcep6.org/IRI/tmpt/publications.htm#32 nd

25. Dual Customer Approach (Youth)

26. 26 Reframing our Strategy: Business Development vs. Job Placement Traditionally, we develop a single job or employment opportunity. In the model of business development, the focus is on creating and sustaining long-term relationships with business that will result in multiple outcomes. These relationships, when based on trust, also allow us to develop other opportunities with a business such as supported or customized employment, mentoring, internships or job shadowing. There is a greater return on the investment of time spent by stakeholders, and this type of working relationship sets the stage for supporting long-term success and careers vs. short-term or dead-end jobs.

27. 27 Open, Honest Dialogue with Both Customers: Addressing Perceived Barriers Youth Discussing “why work” with youth? Addressing transportation strategies: how will he/she get to a job? Helping youth understand that the purpose of our first work experiences is to help us learn about the demands of the world of work First work experiences may look very different than our career goals Career assessment is the key (will be addressed later in the presentation)

28. 28 Open, Honest Dialogue with Both Customers: Addressing Perceived Barriers Businesses Please…no charity approaches! What is their perception of disability? Be careful with the jargon! What knowledge do you have to benefit employers (e.g. accommodations & supports) What are their concerns about setting up work based learning opportunities? Make sure you have your training agreements in order! What are their concerns about insurance and liability? Make sure you help to clearly define roles and responsibilities. Understand how much you can disclose about a young person’s disability, based upon HIPAA and FERPA regulations regarding confidentiality. What are the employers’ needs: Job Analysis is one tool to use to understand and meet their needs (will be addressed later in the presentation)

29. 29 Building Strong & Sustainable Partnerships with Employers Depends on… Trust Reliability Deliverability Responsiveness Consistency Quality Sustainability Flexibility 32nd IRI, "The VR-Business Network: Charting Your Course“ located at http://www.rcep6.org/IRI/tmpt/publications.htm#32 ndhttp://www.rcep6.org/IRI/tmpt/publications.htm#32 nd

30. 30 Building Partnerships with Businesses: Person-to-Person TRUST Respect for each business partnership Shares information with trusted colleagues as needed RESPONSIVENESS Timely response to transition partners, business, and youth Respects sense of urgency for requests

31. 31 Building Partnerships with Businesses: Person-to-Person DELIVERABILITY Delivers what is promised Accurately defines services for customers within capacity to deliver CONSISTENCY Maintains comparable level of deliverability with all customers Ensures quality and consistency in services to business

32. 32 Building Partnerships with Businesses: Person-to-Person QUALITY Ensures services meet or exceed expressed needs and standards of customer SUSTAINABILITY Ensures staff are prepared to meet changing needs of dual customer Ensures smooth & seamless transition if contact changes Ensures the framework to build effective networks is strong

33. 33 Checklist for Partnering Council for Corporate & School Partnerships

34. 34 Council for Corporate & School Partnerships: Checklist for Partnering The following steps provide a road map for creating, implementing, sustaining and evaluating partnerships between schools, community partners and businesses. The recommendations are designed to help leaders respond to the many opportunities – and challenges – that arise through long-term relationships. Source: A HOW-TO GUIDE FOR SCHOOL-BUSINESS PARTNERSHIPS, Council for Corporate & School Partnerships (Guide is posted at www.sharedwork.org/patransition on the Business Partnerships page)www.sharedwork.org/patransition

35. 35 Highlights of the Checklist for Partnering PRELIMINARY PLANNING Determine how a partnership could enhance the student experience. Identify potential partners. LAYING THE FOUNDATION Develop an understanding of each partner’s desired level of involvement. Assess the impact of the partnership on students. Ensure that students and members of the community are engaged. Collaborate with partner to identify partnership activities.

36. 36 Highlights of the Checklist for Partnering (cont’d) IMPLEMENTATION Ensure that activities provide an opportunity for students, teachers, and business employees to interact with each other and the community. SUSTAINING THE PARTNERSHIP Secure explicit support and concurrence for the partnership at all levels of the school and business. Communicate regularly about intended and actual outcomes. Ensure both partners are publicly and privately recognized. EVALUATION Feel free to use this tool provided in the HOW-TO GUIDE FOR SCHOOL- BUSINESS PARTNERSHIPS, posted at www.sharedwork.org/patransition on the Business Partnerships page)www.sharedwork.org/patransition

37. 37 Creating a Win-Win Situation: Career Assessment The Key to Effective Career Development Strategies Developed by Stacie Dojonovic, Transition Facilitator of Special Projects, Pittsburgh Public Schools

38. 38 Meeting the Needs of Youth & Employers Career assessment is the foundation of meeting the needs of our dual customers: youth and employers. We can successfully match youth, using career assessment with understanding the requirements of job, using a job analysis.

39. Environmen t Observations Interviews Labor Market Information Task Analysis Training Analysis Community Resource Survey Community Mapping Congruence Behavioral Observation Assistive Technology Situational Assessment OJE OJT Vocational Profiling Follow-up Generalized Skill Assessment Individual Observations Background Information Interviews Psychometric Testing Work Samples Work Tasks Transferable Skill Assessment Screening Source: Dr. Pamela LeConte, George Washington University

40. 40 Assessment Defined A process of gathering data to plan, evaluate, or make decisions. Data can be derived from a number of sources over a period of time.

41. 41 Guiding Principles of Career Assessment Vocational evaluation should use a variety of methods, tools and approaches to provide accurate vocational evaluation and assessments. Vocational evaluation and assessment information should be verified using different methods, tools and approaches. Using alternative methods or approaches to validate findings. Behavioral observation is essential in any vocational assessment process. Behavioral observation occurs throughout the assessment process.

42. 42 Guiding Principles of Career Assessment (cont’d) Vocational evaluation and assessment may be an on- going and developmental process in career development. Vocational evaluation and assessment should be an integral part of larger service delivery systems. Vocational evaluation and assessment requires the collection of input from a variety of individuals and requires an understanding of how to use the results of the assessment process. Vocational evaluation and assessment should be current, valid and relevant. Position Paper of the Interdisciplinary Council on Vocational Evaluation and Assessment by Smith F., Lombard R., Neubert D., Leconte P., Rothernbacher C., & Sitlington, P.

43. 43 Creating a Win-Win Situation: Meeting the Needs of Employers through the Use of a Job Analysis Tool Job Analysis as the First Step of Community Based Assessments

44. 44 First Things First! How do you write a job description? How do you train and prepare your youth? How do you match and place your youth in employment? How do you write IEP goals? How do you assess progress on the worksite? How do you determine necessary accommodations for your youth to be successful?

45. 45 What is Job Analysis? Job analysis is the process of systematically identifying the responsibilities, activities, and tasks performed in specific jobs and then identifying the required knowledge, skills, and abilities employees need for successful job performance. A job analysis describes the job, not the person who fills it.

46. 46 The focus is the Job! The Job; not the person An important concept of Job Analysis is that the analysis is conducted of the Job, not the person. While Job Analysis data may be collected from incumbents through interviews or questionnaires, the product of the analysis is a description or specifications of the job, not a description of the person.

47. 47 Methods of Job Analysis Interviews (Existing staff, supervisors) Expert panels Structured questionnaires Task inventories Check lists Open-ended questionnaires Observation Work logs

48. 48 What Aspects of a Job are Analyzed? Duties and Tasks The basic unit of a job is the performance of specific tasks and duties. Information to be collected about these items may include: frequency, duration, effort, skill, complexity, equipment, standards, etc. Environment This may have a significant impact on the physical requirements to be able to perform a job. The work environment may include unpleasant conditions such as offensive odors and temperature extremes. There may also be definite risks to the young person such as noxious fumes, radioactive substances, hostile and aggressive people, and dangerous explosives.

49. 49 What Aspects of a Job are Analyzed? (cont’d) Tools and Equipment Some duties and tasks are performed using specific equipment and tools. Equipment may include protective clothing. These items need to be specified in a Job Analysis. Relationships Supervision given and received. Relationships with internal or external people. Requirements The knowledge, skills, and abilities (KSA's) required to perform the job.

50. 50 Sample Information to be Gathered List of tasks List of decisions made Indication of results if decisions are not made properly Amount of supervision received Supervision exercised Kind of personnel supervised Diversity of functions performed by supervised staff Interactions with other staff Physical conditions Physical requirements Customer service skills

51. 51 Sample Information to be Gathered (cont’d) Software used Programming language used computer platform used Interpersonal contacts with outsiders (customers) Interpersonal persuasive skills or sales skills Amounts of mental or physical stress Necessity to work as a team member Needed contributions to a work group Authority or judgment exercised

52. 52 Determine the Purpose of the Job What are the particular contributions of the job toward the accomplishment of the overall objective of the unit or organization? All Job Analyses contain Essential Functions, Job Setting and Worker Qualifications.

53. 53 Essential Functions What three or four activities actually constitute the job? Is each really necessary? (For example a secretary types, files, answers the phone, takes dictation.) What is the relationship between each task? Is there a special sequence which the tasks must follow? Do the tasks necessitate sitting, standing, crawling, walking, climbing, running, stooping, kneeling, lifting, carrying, digging, writing, operating, pushing, pulling, fingering, talking, listening, interpreting, analyzing, seeing, coordinating, etc.?

54. 54 Essential Functions How many other employees are available to perform the job function? Can the performance of that job function be distributed among any other employees? How much time is spent on the job performing each particular function? Are the tasks performed less frequently as important to success as those done more frequently? Would removing a function fundamentally alter the job? What happens if a task is not completed on time?

55. 55 Job Setting Location Where are the essential functions of the job carried out? Organization How is the work organized for maximum safety and efficiency? How do workers obtain necessary equipment and materials? Movement What movement is required of employees to accomplish the essential functions of the job? Conditions What are the physical conditions of the job setting (hot, cold, damp, inside, outside, underground, wet, humid, dry, air-conditioned, dirty, greasy, noisy, sudden temperature changes, etc.)? What are the social conditions of the job (works alone, works around others, works with the public, works under close supervision, works under minimal supervision, works under deadlines, etc.)?

56. 56 Worker Qualifications What are the physical requirements (lifting, driving, cleaning, etc.)? What are the general skills needed for the job (ability to read, write, add, etc.)? What specific training is necessary? Can it be obtained on the job? What previous experience, if any, can replace or be substituted for the specific training requirements?

57. 57 How to Use the Job Analysis Training Agreements Write current and accurate position descriptions. Position descriptions should be updated on a regular basis and a job analysis done if any factors outlined above have to be altered. Perform objective progress monitoring of youth’s performance. Determine if accommodations can assist your young person to perform the job.

58. 58 How to Use the Job Analysis (cont’d) Identify a qualified youth for a job Match demands with interests/aptitudes Prepare and train the youth for the job Provide support to the youth on the job, insuring job maintenance

59. 59 Job Analysis: Developed by Pittsburgh Public Schools/ University of Pittsburgh School of Health and Rehabilitation Sciences Let’s Review this Tool For an electronic copy, please visit www.sharedwork.org/patransition, click on the Career Assessment Page and locate the Job Analysis folder in the Repository www.sharedwork.org/patransition

60. 60 Job Analysis: Developed by Pittsburgh Public Schools/ University of Pittsburgh School of Health and Rehabilitation Sciences General Information, p.1 Essential Functions of the Job, p.1 Job Duties and tasks, p.2-6 Appearance Requirements, p. 2 Physical Demands, p. 2 Technical Skills,p. 3 Cognitive Requirements, p.4 Social Skills, p.4 & 5 Environmental Conditions, p. 5 & 6

61. 61 Job Analysis (cont’d) Educational Requirements of the Job, p. 7 Previous Experience and Training, p.7 Qualifications and Training, p.8 & 9 Post Hire Training, p. 10 Supervisory Relationship, p. 10 Disagreeable Conditions, p. 11 & 12 Safety Measures p. 12

62. 62 Job Analysis or Magic 8 Ball? Without Job Analysis matching youth and young adults to jobs is tenuous at best!

63. 63 Time to Complete a Job Analysis! Pair up with a person you do not know on the other side of the room! Using the Job Analysis form provided, complete a job analysis on one another’s jobs. Take about 20 minutes to complete this activity.

64. 64 Meeting the Needs of Employers: Job Analysis Report Out What did you learn that would help you meet the needs of employers? What questions do you have about completing a job analysis?

65. 65 Creating a Win-Win Situation: Meeting the Needs of Youth through the use Community Based Assessments The Key to Successful Transition

66. 66 What are the Next Steps? Now that you have described and evaluated the environment the young person is placed in what are your next steps? Job analysis will define the environment to compare the individual’s performance. Job Matches!

67. 67 Challenge of Transition Assessment mandated through IDEA required component of transition. Without assessment how do you make decisions about youth’s outcomes and instruction? Most important data is the data we can obtain from an individual actually performing on the worksite. Feedback from work place supervisor who see them every day on the job is a logical place for people to be in the assessment process.

68. 68 Challenges of Assessment of Cognitive Disability: Rational for Community Based Assessments Covert, invisible Variable, not static Environmentally contingent Ecological validity & prediction

69. 69 Challenges of Assessment of Cognitive Disability: Developmental Issues (cont’d) Psychosocial changes Emancipation issues Parents / authority Executive functioning skills still forming Immaturity vs. cognitive deficits

70. 70 Common Shared Problems Limited self-awareness; Unrealistic goals Poor organization, anticipatory skills Processing problems/speed Transition problems = generalization Academic and communication skills

71. 71 Assessment for Transition Formal Assessment vs. Community Based Assessment

72. 72 Community Based Assessment is Functional Assessment “the analysis and measurement of specific behaviors that occur in real environments and are relevant to life and vocational goals” (Halpern & Fuhrer, 1984)

73. 73 Community Based Assessment is Functional Assessment Involves interaction between behavior and environmental conditions and demands Determines the impact of disability

74. 74 Environmental specificity and goal directedness characterize CBA and differentiate it from traditional assessment. Measure of what a person can or cannot do in particular situations under certain conditions in light of unique demands Community Based Assessment Characteristics

75. 75 Community Based Assessment Characteristics For transition, the situations, conditions and demands are those relevant to work and post-secondary education/training Process, not instrument

76. 76 Community Based Assessment Characteristics Strengths and weaknesses, not diagnostic focus Spans a young person’s school to work life Uses varied tools and procedures

77. 77 Community Based Assessment Characteristics Ultimate measurement in natural environment (Community based experiences so important) Personal involvement critical to self- understanding, investment and success

78. Foundation Skills Model Two People with disabilities are more often dismissed from jobs due to poor attendance, tardiness and lack of social skills than because of their work skills (e.g., Shafer, Banks & Kregel)

79. 79 Community Based Assessment for Transition CD Developed by OVR and Pittsburgh Public Schools in partnership with the University of Pittsburgh, Department of Rehabilitation Science Specific Training Modules A Manual Additional resources and tools including job analysis Lets take a look! If you are interested in receiving a copy, sign up on the sheet in the front of the room and one will be mailed to you!

80. In Summary: Dual Customer Approach with a Focus on Assessment is Key! (Youth)

81. 81 Join the Career Assessment Practice Group & Complete our Community-based Assessment Survey! Please expand your learning and dialogue with other transition stakeholders interested in career assessment. Also, obtain supporting resources and share your tools and strategies. To connect to this work, participate in the www.sharedwork.org/patransition and visit the Career Assessment page. www.sharedwork.org/patransition To identify needs and drive our future work in the area of career assessment, please take a minute to complete the CBA Survey and return to us today before leaving today. Thank you!

82. 82 Making the Connection with Other Initiatives that have a Common Goal of Building Business Partnerships High School Reform Regional Career Education Partnerships for Youth PA Business Leadership Network

83. 83 Pennsylvania High School Reform: Why Project 720? Because that's how many days are in a high school student's career. And that's how many days you have to make a difference in their lives before they move on to higher education or a career. Source: http://www.project720.org/http://www.project720.org/

84. A little background …… A fter years in the shadows of education reform, high schools are emerging into the light of a growing body of research on practices that increase the likelihood students will graduate with the skills needed to become productive and active citizens and/or postsecondary students.

85. 85 Increase the rigor of educational programs. Enhance postsecondary access and credentialing for increasing numbers of students. Produce active and productive citizens. Improving High Schools: Central Goals

86. 86 Pennsylvania’s Reform Strategy Project 720 key strategies include: Schools will make learning more personalized so that every student has the opportunity for success Students will receive high-quality guidance counseling and career advising All students will take challenging courses in reading, writing, science & math to prepare them for college and the workforce Students will have more options to go from high school to college or high-skill careers – and will get an early start in making the transition

87. 87 Pennsylvania’s Reform Strategy Ensure that every student graduates ready for college and career. Implement a rigorous college and career prep core curriculum for all students Align school district and postsecondary expectations Create and implement a plan for adolescent literacy Identify and implement local level assessments

88. 88 Pennsylvania’s Reform Strategy Design and implement data-informed student advisory services: Bolster the counselor role so that it becomes an integral part of the school's academic program Provide coherent career and future planning opportunities for all students no later than 9th grade and lasting through transition to post-secondary Provide all students with opportunities for leadership, service and connections to caring adults

89. 89 Pennsylvania’s Reform Strategy Provide multiple pathways to prepare students for postsecondary success: Establish work-based pathways that help students understand career options that are available and develop the skills needed for those jobs Enroll students into dual enrollment programs that enable them to earn college credit while still in high school Create research-based programs that reconnect out-of-school youth to high-quality educational programming

90. 90 Why Should YOU Connect High School Reform and Project 720 initiatives? Please take 10 minutes to talk with those at your table to answer the follow questions: 1. If you are currently connected, what are the benefits? 2. If you are unable to connect, what barriers are your experiencing? 3. How does your transition programs align with high school redesign (look at previous slides and circle those that align)? 4. What’s the most important value the Project 720 schools could gain from your voice? Group Report Out to Develop our Top Ten List (information will be posted on www.sharedwork.org/patransition on the Business Partnerships page) www.sharedwork.org/patransition

91. 91 How can you Connect to High School Reform and Project 720 Initiatives in Your Local Area? For a list of Project 720 schools, please visit www.project720.org and click on Participating Schools www.project720.org

92. 92 Making the Connection with Other Initiatives with a Common Goal of Building Business Partnerships: Regional Career Education Partnerships for Youth Connecting Today’s Youth to Careers of Tomorrow Developed by Toni Strong, Director of Partnerships, State Workforce Investment Board

93. 93 Sponsored by The Pennsylvania Department of Labor and Industry and The Pennsylvania Workforce Investment Board

94. 94 In Support of The Pennsylvania Department of Education Project 720

95. 95 Project 720 PDE’s broad-based high school reform effort designed to improve the level of academic rigor for all high school students….

96. 96 Project 720… (cont’d) ….schools will improve how career education is taught and develop rigorous work-based pathways for students by providing experiential, relevant, work- based learning opportunities

97. 97 Governor Rendell’s Strategy for Building a Skilled Workforce Today's global economy has created the need for a workforce with strong academic, workplace, and technical skills. Job Ready Pennsylvania, a complete overhaul of the commonwealth's workforce development system, has a dual focus on businesses and jobseekers. This comprehensive strategy recognizes that to maintain its innovative edge, Pennsylvania needs a workforce with higher levels of education and marketable credentials in high-wage, high-demand occupations.

98. 98 Governor Rendell’s Strategy for Building a Skilled Workforce Job Ready Pennsylvania makes the most of available resources, helps workers acquire good- paying jobs and establishes a workforce development culture that's efficient and responsive to worker and employer training needs. For additional information on PA Workforce Development and Job Readiness Pennsylvania, please visit http://www.paworkforce.state.pa.us/about/cwp/view.a sp?a=471&q=152120. http://www.paworkforce.state.pa.us/about/cwp/view.a sp?a=471&q=152120

99. 99 Regional Career Education Partnerships for Youth (RCEPs) Job Ready Pennsylvania initiative: Promote career preparation for students Partner with Project 720 high schools to address key career-related elements of the reform agenda Work with the Commonwealth on broad strategies that encourage employers to support PA’s vision for high school reform

100. 100 RCEPs members include… Local Workforce Investment Boards and Youth Councils Employers Economic Development entities Comprehensive High Schools, IUs, Career & Technical Centers, Community Colleges Vocational Rehabilitation County Welfare Offices Juvenile Justice entities Community-based Organizations and Faith- based Organizations

101. 101 RCEPs are Intermediaries THAT Convene Connect Measure Sustain

102. 102 CONVENE Bring key leaders together Provide a forum for ongoing dialogue and decision making about joint efforts Convene stakeholders and community resources to improve young people’s pathways into post- secondary learning and careers

103. 103 CONNECT Perform key, day-to-day operational functions in their communities Broker or provide services to key sets of community partners and connect them with each other to provide wider and deeper opportunities for the young people they serve

104. 104 MEASURE Regularly collect data and evaluate the impacts of their efforts. Regularly review program performance, promote continuous improvement, and encourage adjustments in strategies and activities based on their assessments of performance.

105. 105 SUSTAIN Develop, promote, and influence policies that strengthen the ongoing connections of schools and other youth-serving institutions with workplaces and other community resources.

106. 106 Specifically, RCEPs … Work with Project 720 schools and those committed to 720 principles to: Establish work-based pathways. Create research-based programs that reconnect out- of-school youth to high-quality education programming. Provide coherent career and future planning opportunities for all students no later than 9 th grade and lasting through transition to post- secondary. Provide all students with leadership opportunities and connection to caring adults.

107. 107 And…RCEPs Develop comprehensive, flexible processes for establishing positive working relationships among schools, businesses, workforce and economic develop organizations, community-based organizations and government agencies.

108. 108 RCEPs also… Connect existing youth programs and resources to schools. Identify regional career opportunities and help facilitate interest among youth. Develop strategies to target the needs of special youth populations, including youth with disabilities, out-of-school, in alternative education, within TANF families, court- involved and/or migrant, and those aging out of foster care.

109. 109 And RCEPs… Create and disseminate labor market and career information to help students, schools, and parents… Learn how to prepare for careers and post-secondary education. Develop a career ladder with multiple entry and exit points.

110. 110 … and … Provide information on present and future employment opportunities, occupational skill sets and transportability of workplace skills. Provide educator and youth professional in-service to identify best way to address issues.

111. 111 RCEPs… Assist schools with implementation of academic standards for Career Education and Work. Develop in-school career preparation programs that are aligned with PA’s career clusters and high priority occupations. Provide students with tools for career planning.

112. 112 RCEPs Involve Employers who: Visit classrooms to explain learning relevant to their businesses. Identify career opportunities for youth and post- secondary transitions. Provide youth with job shadowing and/or internship opportunities. Promote acquisition of rigorous academic and career-related skills in high school and through post-secondary education as a vital component to the development of the local/regional workforce.

113. 113 RCEPs Help Educators Work with Employers to: Develop new teaching techniques and learning opportunities such as mentoring, internships, job shadowing and teachers-in the workplace. Understand how local labor market conditions affect job opportunities for youth. Understand the local skill needs of businesses and industries in their region.

114. 114 Why should YOU Connect with your Local RCEP? Please take 5 minutes to talk with those at your table to identify the top three reasons to connect to your regional RCEP: 1. If you are currently connected, what are the benefits? 2. If you are unable to connect, what barriers are your experiencing? 3. How does your transition programs align with your Regional Career Education Partnerships (look at previous slides and circle those that align)? 4. What’s the most important value the RCEP could gain from your voice? Group Report Out to Develop our Top Ten List (information will be posted on www.sharedwork.org/patransition on the Business Partnerships page)www.sharedwork.org/patransition

115. 115 How can YOU Connect with your Local RCEP? A List of RCEPs in Pennsylvania is posted at www.sharedwork.org/patransition on the Business Partnership page www.sharedwork.org/patransition

116. 116 Making the Connection with Other Initiatives with a Common Goal of Building Business Partnerships: PA Business Leadership Network Developed by Stacy Kyle, Project Director PA Business Leadership Network

117. 117 The Pennsylvania Business Leadership Network (PA BLN) is an employer driven program designed for business leaders to promote hiring practices that enable qualified people with disabilities to enter and succeed in the workplace.

118. 118 The emphasis of the PA BLN is to create opportunities where employers can communicate, peer-to-peer, to provide candid and frank assessments of hiring successes and challenges.

119. 119 The PA BLN provides employers with: Access to a network of their peers Assistance with coordination of training Avenues for positive public relations An increased number of applicants with a disability A centralized source of information

120. 120 The PA BLN … www.blnofpa.org … is part of a national initiative that contains about 43 BLNs existing in close to 31 states. The US Business Leadership Network (USBLN®) … www.usbln.org … is the national organization that supports development and expansion of BLNs across the country, serving as their collective voice.

121. 121 A few examples of how businesses participate in the PA BLN: Conduct tours/orientations for those that assist job seekers with employment CBWAs/Job Shadowing/Mentoring Participate in panel discussions with community service providers, educators, or employers Conduct Mock Interviews Talk with other employers Get the topic of employment for people with disabilities on the agenda of business organizations Share their success stories in print

122. 122 While Focused on the Needs of Business, the PA BLN CAN ALSO Benefit YOU (Educators and other Organizations): How can You Benefit? The PA BLN can assist with identifying businesses that can participate in career exploration and other educational events. Likewise, if internships or jobs are being sought for students, the PA BLN is a good place to start. To make your request, just contact Stacy Kyle, Project Director, at stacy.kyle@blnofpa.org or call 717-763-0968, ext. 115 stacy.kyle@blnofpa.org

123. 123 Building Results-Oriented Partnerships with Employers Forging our Future Direction

124. 124 Refining our Approach: Learning from an Employer’s Perspective Project SEARCH Model: Children’s Hospital of Cincinnati

125. 125 Adding Value to Business We will watch 20 minutes of the video streaming entitled “Adding Value to Business” presented by Erin Riehle, Project SEARCH, Children’s Hospital of Cincinnati to: Learn how we can provide quality services to businesses which adds value to their organization. We will hear how we are perceived by business and why we should provide quality services. Source: Training & Technical Assistance for Providers funded by Office of Disability Employment Policy, US Department of Labor, located at http://www.t-tap.org/. To view Erin’s presentation and supporting materials, click on http://www.t- tap.org/training/onlineseminars/riehle/riehleseminar.htm. http://www.t-tap.org/http://www.t- tap.org/training/onlineseminars/riehle/riehleseminar.htm

126. 126 Building and Sustaining Results-Oriented Partnerships with Employers: Forging Our Future Direction Please share with the full group, the key points make by Erin that will refine your strategy in building partnerships with employers?

127. 127 Building Results-Oriented Partnerships with Employers Developing and Sustaining Local Networks

128. 128 Example of a Network: APSE APSE: The Network on Employment is a membership organization formed in 1988 as the Association for Persons in Supported Employment to improve and expand integrated employment opportunities, services, and outcomes for persons experiencing disabilities. This may be another potential partner to support your work. Pennsylvania is developing a chapter. For additional details, please visit http://www.apse.org/. http://www.apse.org/

129. 129 Example of a Local Network The Greater Pittsburgh Supported Employment Association, Inc. (GPSEA) Mission: The mission of GPSEA is to advocate, promote and practice the principles of community employment for persons with disabilities. Two current projects: Statewide APSE Conference, June 7-8, 2007 in Pittsburgh. Developing a proposed curriculum to train job coaches. For additional information, please http://www.gpsea.org/. http://www.gpsea.org/

130. 130 Example of a Local Network JOB PLACEMENT PARTNERS: Delaware County Intermediate Unit DCIU OPTIONS has hosted monthly Job Placement Partners meetings since 1995. Job Placement Partners is one area that job developers can come together and share positive experiences or frustrations and be completely understood by those at the table. Primary emphasis of the meetings: Share job leads with each other, share the location of a job fair and share information about new companies or businesses coming to the area who might hire individuals with disabilities. Speakers are invited that have valuable employment related information to share with the group. The insight of one OVR counselor, 15 year ago, has turned into a very supportive experience for approximately 20-25 providers in the Delaware County area. If you would like additional information, please contact Barbara Burger, DCIU at bburger@dciu.org bburger@dciu.org

131. 131 Examples of Local Networks Are there local networks that you’re connected to that may be of interest to other participants?

132. 132 Making the Connection with Other Initiatives with a Common Goal of Building Business Partnerships Take a few minutes to revisit your resource map to record additional partners. Using the fishbone worksheet, record one of your potential partners and tape it onto the region’s resource map. This map will be placed into a document and will be shared at www.sharedwork.org/patransition on the Business Partnerships page) www.sharedwork.org/patransition Fishbone Worksheet

133. 133 Forging Our Future Direction Let’s review the primary concepts presented today: Learning from Employers Creating a Win-Win Situation: Meeting the Needs of Youth & Employers Reframing our Strategy: Business Development vs. Job Placement Customer-Driven Networks Building and Sustaining a Business Partnership Network: “One Company” Approach Open, Honest Dialogue with Both Customers: Addressing Perceived Barriers Building Partnerships with Businesses: Person-to-Person Council for Corporate & School Partnerships: Checklist for Partnering

134. 134 Forging Our Future Direction (cont’d) Creating a Win-Win Situation: Career Assessment Meeting the Needs of Employers through the Use of a Job Analysis Tool Meeting the Needs of Youth through the use Community Based Assessments Making the Connection with Other Initiatives that have a Common Goal of Building Business Partnerships High School Reform Regional Career Education Partnerships for Youth PA Business Leadership Network

135. 135 Forging Our Future Direction (cont’d) Building Results-Oriented Partnerships with Employers Rethinking our Approach: Learning from an Employer’s Perspective (Project SEARCH Model) Developing and Sustaining Local Networks

136. 136 Recommended Actions to Help You “Forge Your Future Direction” Work collaboratively with potential partners to expand your local Resource Map Connect to existing initiatives to expand your partnerships Identify strategies to build and strengthen your local network Utilize the STOP, START or CONTINUE Tool, determine what’s not working (STOP), what you’d like to develop (START) and what is working (CONTINUE) around the primary topics covered in today’s session.

137. 137 Building Partnerships to Improve Employment Outcomes of Youth with Disabilities Thanks for Participating! See you in July at the Transition Forum!