 Identify the factors and data that drove creation of the TCEW  Describe the process used to develop and roll- out the TCEW  Explore early data results  Present the importance of partnership with the state educational agency  Provide attendees with an electronic link to the TCEW curriculum

3  Located within the Maine Department of Labor  Received 3900 applications in 2013  Approximately 1/3 of DVR’s clients are transition age youth  DVR encourages applications from high school students within two years of graduation

4 Factors that led to the creation of the CEW  Under an Order of Selection since 2001  Serving only Most Significantly Disabled with an average wait time of 25 weeks  No Queue for You (NoQ4U) - project launched in Fall 2008 to eliminate waiting list and move out of Order of Selection  Examined DVR services from entrance to exit

5 Factors that led to the creation of the CEW  “Plan Development” was a core component of the wait list project  Found that more comprehensive vocational counseling was needed in employment planning  CEW was developed and implemented statewide as a result

 Workgroup of NoQ4U focused on services to youth in transition  After piloting, team recognized that the general CEW curriculum needed adaptation to best assist high school students and young adults  TCEW development team included: Transition VRCs; a special educator; youth and young adults in transition; DVR management and staff who created the general CEW curriculum

7 TCEW Roll-Out Training provided over three days for all Transition VR Counselors, interested school personnel, and a targeted school-based AmeriCorps project Transition VRCs were encouraged to present the curriculum to school staff and partners Curriculum made available electronically via website

◦ Co-taught (VRC & high school teacher) course in public and special purpose private schools ◦ Offered as an after-school activity ◦ Offered in collaboration with adult education ◦ Taught as a mini-course over school breaks ◦ Co-facilitated by trained student leader ◦ TCEW module offered as a workshop session at post- secondary resource fair

9 Transition Career Exploration Workshop  A new curriculum designed to help students discover employment possibilities in an interactive team environment  TCEW is offered in modules that make it flexible for delivery in schools, adult ed, community organizations or other settings  TCEW includes numerous assessments that can support transition planning  TCEW is available for use independently or in conjunction with VR

 The TCEW is available online in easy to use modules  Topics include:  Career Decision Making  Learning Styles  Strengths & Aptitudes  Disability Disclosure  Employer Expectations  Developing an Employment Plan

 Assessments ◦ Employment Readiness Scale ◦ World of Work Inventory Also: ◦ Barsch Learning Style Inventory ◦ Self-Management Checklist ◦ Transferrable Skills Checklist ◦ Games and activities that promote soft skills and serve as informal assessments

_transition/index.html  18 modules (35 sessions total)  Sessions are estimated at 45 minutes which can vary depending on group size, skill level and needs of participants.

What we are learning

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 Memorandum of Understanding ◦ Promotes better coordination of the process of student transition ◦ Focuses on outreach and communication, personnel development, information and referral, service provision State Personnel Development Grant ◦ Transition one of five targeted goals ◦ Focus on collaborative training ◦ TCEW included as a strategy to improve compliance

 Increased collaboration with Maine Dept. of Ed  Increased partnership and engagement with schools  New tool to engage youth  But…  Challenges with systemic roll-out  Challenges with comprehensive data collection

 Strengthen evaluation and data collection  Continue to increase use of TCEW to inform transition planning  Management of TCEW use by partner agencies

 A “hot off the press” Career Exploration Workshop version  Designed to assist individuals with intellectual disabilities, low literacy, ESL  Uses pictorial assessments  Designed to be used in pre-vocational settings

 Visit the link below for full access to the entire Career Exploration Workshop series curricula  Career Exploration Workshop  Transition Career Exploration Workshop  Bridge – Pathways to Employment 

Betsy Hopkins, Director Division of Vocational Rehabilitation 150 State House Station Augusta, Maine Tel: Fax: Libby Stone-Sterling, Assistant Director Division of Vocational Rehabilitation 150 State House Station Augusta, ME (207) (v) (TTY) Maine Department of Labor provides Equal Opportunity in employment and programs. Auxiliary aids and services are available to individuals with disabilities upon request Karen D. Fraser, Director Systems Improvement and Quality Assurance Maine Dept. of Labor Bureau of Rehabilitation Services 150 State House Station Augusta, ME Tel. (207)