Finding the Right Job and Keeping It Darlene Magito McLaughlin, Kelly Kern, & Kathleen Quinn

Career Planning in High School What’s Expected?What’s Effective? Level One: Parent, student, and teacher questionnaires Person centered planning Level Two: Standardized tests, interest inventories, aptitude tests Career exploration. Identify “themes” from PCP; explore career “paths” in the community using available resources (DOL, task analysis, industry standards) Level Three: Simulated work experience (unfamiliar sites, unfamiliar staff, unfamiliar tasks) Natural work experience (familiar sites, familiar staff, familiar tasks)

Person-Centered Planning Who’s around? Who’s important? What does the family value? What matters most to the person? What’s exciting? What broad interests does he or she have? Where does he or she like to go? What’s ideal? How does work potentially fit in with the person’s existing routine and lifestyle?

Managing Risk Factors Risk FactorPCP Solutions Limited buy-in, limited consensusTeam building; circle of support Few known interests/aptitudesPreference MAP, preference assessment Complex history (unclear diagnosis, multiple moves/placements) Background MAP Over-accommodation at home or school Choices MAP Limited expressive language/communication Communication MAP Persistent medical involvementHealth MAP Behavioral challengesRespect MAP

Career Exploration Understand the difference between job vs. career Commit to 1-3 career “themes” Identify the stages of the chosen path, or a closely related path ( Identify the skills needed for success on the path ( Identify and commit to next steps

Next Steps Might Include… Information and research (read, tour) Skill building (self-help, classes, practice) Canvassing (find places) Networking (find connections) Bridge-building (strengthen connections) Community education (resolve concerns)

Finding the Right Job The role of a job developer

Goodness of Fit: Balancing Risks and Rewards Opportunity vs. Playing it Safe Variability vs. Predictability Individual Needs vs. Group Needs Basic Needs vs. Ideal Conditions Interest/Passion vs. Skill/Ability

“Deal Breakers” Medical Behavioral Environmental Logistical

Keeping the Right Job The role of a job coach Fade vs. Consistent Support

Evaluation Soft skills Hard skills Industry standards

SEMP and Self-Direction 6/12/2015 How? 6/12/15 What are We Trying to Do? Job Coaching DISCOVERY (Know the Person) Job Development (Targeted Search) Intensive SEMP ETP Pathway ETP Comm Pre ‐ Voc Intensive SEMP ETP Extended SEMP

Self Directed SEMP Self-directed SEMP may be agency supported or self-hired Self-directed SEMP services are subject to OPWDD and DOH related regulations Self-directed SEMP staff salaries and training requirements must meet OPWDD and other human resources regulations Self-directed SEMP must attend OPWDD SEMP training, as required in the regulations and ADM Self-directed SEMP staff wages are determined by the individual who has budget authority

Self Employment SEMP may included services and support to assist an individual to achieve self-employment, including home-based self-employment. Assistance for self-employment may include: Assistance to identify potential business opportunities Assistance to develop a business plan, including potential sources of business financing, and other assistance in developing and launching a business Identification of the supports the individual needs to operate a business Ongoing assistance, counseling, and guidance once the business has been launched

Case Examples Jake Wendy Ruth Janet Cody