UMTSS MOCK INTERVIEW MODEL

UMTSS MOCK INTERVIEW MODEL
PRACTICE WITHOUT THE PRESSURE (IN THEORY) Thanks for joining us today as we talk about mock interviews, transitions, and the collaborative effort we engage in to best serve youth in our area. My name is … June 19, 2014 Davis Conference Center

Additional Contributors:
Melanie Allen Davis School District Ben Patterson Department of Workforce Services Travis Taylor Vocational Rehabilitation Additional Contributors: Lauren Gail Cash Centennial Jr. High Michele Smith Remembered Again Owner Brief introductions Ben: Travis: Melanie: Presenters

Allen, Patterson, Taylor UMTSS 2014
The goal of Transition is that students seamlessly transition from school to adult life with the skills and supports in place for them to succeed in their desired post school outcomes. Ellen Condon 2014 Travis Allen, Patterson, Taylor UMTSS 2014

As educators we often believe we have met our transition obligation if we can just get our students to graduation, get them the name of the Vocational Rehabilitation counselor, and just make sure they have their IEP and Eligibly Summary forms. Allen, Patterson, Taylor UMTSS 2014

Why Mock Interviews? Mock Interviews create an annual opportunity to introduce students early to potential supports in the community that could assist them with their post-high school transition goals To become employed most students need to be practiced and versed in their ability to: Locate employment opportunities/post-high agencies or support Apply for positions and create opportunities to interview Successfully interview for employment Follow up after the interview Melanie The anticipated benefits coupled with the unexpected collaborative outcomes have made this a model worth consideration Allen, Patterson, Taylor UMTSS 2014

Level of Intervention Supports Transition Assessment and Planning
Melanie Allen, Patterson, Taylor UMTSS 2014

The Mock Interview Model Meets All Tiers of Intervention
Opportunities to interview range from regular business to transition services including: Department of Workforce Services Vocational Rehabilitation Mock interview can be tailored with supports for a successful and positive experience Intensive transition assessment and planning can occur Bonus: Blending and braiding of services Melanie Allen, Patterson, Taylor UMTSS 2014

We tell students to network to find a job
We need to create networks to support them as well Ben One of the first things that I want to ask teenagers that are looking for work is who they know that is working. One of the best ways to get employment is to use your existing networks. Networks are powerful tools for creating opportunities to do things that we cannot do on our own. As we support youth that need us, we can do it more effectively when we have resources and networks that can offer more to the students than we can by ourselves. Allen, Patterson, Taylor UMTSS 2014

Collaboration is about creating opportunities to develop effective interagency relationships Understanding interagency programs and services Framework of expectations Timeline of services are understood by all (especially the student) The application and qualification process Streamline testing and documentation to reduce duplication Reduce the time to determine eligibility Sharing appropriate resources Clear responsibilities for student, educator, and provider Ensure that the IEP aligns with the IPE and/or EP Individualized Education Plan, Individual Plan Employment or Employment plan Ben Collaborating together is what allows us to look at what unique services we each have to offer and plan how we can most effectively assist specific students. If we can discuss a student’s needs and each describe what we can do to help, more of the needs and barriers that students face can be addressed. There will also be some overlap in the things that we do. For example, when a student comes to DWS to meet with me, one of the things that I will do with them, is create a plan. It lists the goals the student has, what they will work on, how they will report or measure their progress, and what services and things DWS will be able to provide to help them. If this sounds familiar, it is because it is similar to the IEP schools create, and the IPE that VR creates. Things move along much more nicely, when the student’s plans have similar goals, and when the expectations are clear. The student then has several resources to help him or her go in one good direction. Collaboration also helps all of us working with the students to understand each other, have realistic expectations, know how to help the students navigate the systems, and help them be ready for eligibility requirements. Allen, Patterson, Taylor UMTSS 2014

Focusing on the Student, our goals are to:
provide a consistent message develop professional relationships in order to coordinate services create a seamless transition for our student into their chosen post-high school plan Ben When we work together and talk together focusing on individual students and their needs, we are able to give them a consistent message, in their planning, in services and funding they can expect, and in encouraging them to reach their potential. We develop professional relationships that allow us to coordinate the service delivery, and be aware of the needs of students, so we can address them. We also create a path they can follow with less confusion as they transition from high school to their post high school plans. Allen, Patterson, Taylor UMTSS 2014

Why did we start? 5 years ago at Layton High... Hired specifically for transition focus Tasked with creating a department wide focus and emphasis Simple for students and teachers Involve the entire department and introduced post-high connections Collaboration assists with the skills and supports that will enhance the seamless transition to desired post-high opportunities Melanie Why did we start to do this? 5 years ago…….. Hired specifically for transition focus Tasked with creating a department wide focus and emphasis Mark Pendleton and JoAnn Wiseman at Layton High interviewed me 10 days prior to school starting. 20 years prior I had taught for 3 years at Taylorsville High in Granite District Granite had a “cutting edge” very progressive model where the team could use a well-trained Vocational Paraprofessional to carry out Transition objectives. One Teacher from the team was required to attend a training meeting once a month. (24 trainings in 3 years) High School, Junior Achievement (2X yearly interview competitions, State, National) (Dark ages of SPED, IEP’s were hand written, and goals were not necessarily measurable and written with general statements. (RTI, FUBA/BIP, IDEA (1990-the year after I left the classroom to raise my family). Setting was each teacher did their own transition with the assistance of the Vocational Para. Involve the entire department and the post-high connections. Involve transition for the entire department and to create post-high connections. We needed a shared or common project Simple and beneficial for students and teachers. Need to readily see the benefit. Therefore the Mock Interviews. Allen, Patterson, Taylor UMTSS 2014

Relevant Data for Students with Disabilities
29% drop out of high school 43% that stay in school do not receive a regular diploma The effectiveness of a teacher is the major determinate of student academic progress Teacher effects on student achievement have been found to be both additive and cumulative Teacher education focus on student outcomes is appropriate and consistent with other human service professionals such as Department of Workforce Services or Vocational Rehabilitation who focus on client outcomes UTAH SPECIAL EDUCATOR: September 2009, Vol. 32 NO 1 Professional Learning: Investing in Highly Effective Teachers Melanie Allen, Patterson, Taylor UMTSS 2014

Department Demographics
Transition outcomes range from: University of Utah to the Davis District Transition program Mild/Moderate students IQ ranges between Academics range from 3.9 grade to grade 12+ skills Staff ranges from 5-8 depending on full-time/part-time status and student numbers Melanie Allen, Patterson, Taylor UMTSS 2014

Mock Interview Tools Lauren Gail Cash, Centennial Jr. High Lauren Cash has began doing Mock Interviews in 1999 She has defined the process to maximize the opportunity for success She willingly shares the resources and materials she has developed over the years Mock Interview resources/tools/link on the Davis Site: Materials were developed and implemented at Layton High by the Special Education team from Rubric and spreadsheets are available to adapt and use to meet your needs Folder and water bottle label templates, Thank You posters, name cards etc. are located here as well Please provide feedback and suggestion to As with any part of this presentation please give credit to your source. Allen, Patterson, Taylor UMTSS 2014

Mock Interview Model Centennial Jr. High
Centennial Jr. High does Mock Interviews with ALL of the 9th grade students, including functional skills Students are prepared for this experience in their English class Teachers count the points awarded as a test grade Volunteers receive training 30 minutes prior to their interview time Interviews take place on one day Lauren Gail Cash, Centennial Jr. High Lauren Cash began doing Mock Interviews in 1999 She has defined the process to maximize the opportunity for success She willingly shares the resources and materials she has developed over the years Melanie Allen, Patterson, Taylor UMTSS 2014

Mock Interview Model Layton High: Special Education Department
Students with mild/moderate disabilities or who are in functional skills class Recommend volunteer training of expectations and the rubric All Special Ed classes meet in the library for mock interviews Organizations introduce themselves to the students Interviews are spaced for confidentiality and privacy. Students check-in to interview and are lead to the interviewer of choice or as determined by the case manager Special Educators make specific introductions as needed Interviews take place over a two day A/B period Some 12th grade students help coordinate and facilitate Goal is a positive experience and introduction to contacts Melanie Allen, Patterson, Taylor UMTSS 2014

Why We Developed Our Own Rubric
Feedback from the community The initial rubric was too vague in providing constructive feedback Revised rubric was based on three years of input from multiple community sources including: Department of Workforce Services Vocational Rehabilitation Avalon School of Cosmetology Marinello School of Beauty Local businesses We took the feedback, identified weaknesses, and redesigned it based on specific outcomes Specific areas can be identified Realistic measurement during the interview Focus on a specific skills for the student Needed levels of support can be identified in one place Have interviewer ratings align closer to each other Army Marines Air Force Educators Melanie Feedback from the community during our lunches indicated reoccurring weakness’s for our students. Case managers review the rubrics with the student after the interview and often prior to the next year. The initial rubric was too vague in providing students/educators constructive feedback. Revised rubric was based on three years of input from multiple community sources including; Department of Workforce Services, Vocational Rehabilitation, Avalon School of Cosmetology, Marinello School of Beauty, Army, Marines, Air Force, staff members, team members, educators, local business’s. Allen, Patterson, Taylor UMTSS 2014

Student Check in (student sign in)
Ben one room More students in less time. Volunteer interviewers are giving up less time, but more needed, less space in the school is used. The students were told to come to our table very soon after the last student left, which allowed less time for writing feedback. The students also seemed more self concious. Often as they approached the interviewing table, they were looking around at other students rather than me as the interviewer. vs group room. In setting that is more spread out or in separate rooms, the students can focus on the interview. After they leave, the next student can wait at the door until we finish remarks for the last student. Allows better practice for introduction and etc. It also allowed the teachers and coordinators to come and let us know if a student may be one that would benefit from DWS or VR or other services. As we give brief feedback at the end, it is more private, and students don’t need to feel like others can hear. Travis, growth of the student. Trust relationship Melanie, Use of the seniors students sign in Check in Rubric (rated by the receptionist) Allen, Patterson, Taylor UMTSS 2014

Application Resource Or google: “general job application wa” This allows for multiple editing /corrections Usually an average of 4 corrections We keep these in their file as part of their transition portfolio “Real job” online applications may be completed for credit IF the form can be printed OR the student must show the teacher the completed application Hardcopy applications are available Collected from local businesses In class as well as the day of interviews Melanie Allen, Patterson, Taylor UMTSS 2014

Cover Letter Students are to select a local business they would consider applying for The cover letter should include: The actual local business address and contacts obtained from an online search Tailored to interests and skills of the student A professional format Request for an interview Multiple editing /corrections Usually an average of 3 corrections We keep these in their file as part of their transition portfolio Melanie Allen, Patterson, Taylor UMTSS 2014

Sample Interview Questions
The purpose of an interview is for the employer to find out about you, the prospective employee. Read the questions and formulate your answers. A good interview often determines whether or not you get hired. Remember, nothing beats preparation and strong first impressions. Tell me a little about yourself. (Or tell me about yourself as it pertains to this job.) What two or three accomplishments have given you the most satisfaction? What do you see yourself doing five years from now? Describe your most rewarding experience. Why should I hire you? If you were hiring an employee for this position, what qualities would you look for? What do you think it takes to be successful in a company like ours? What school subjects do you like best and least? Why? Tell me a problem you have encountered in life and how you handled it. Do you think that your grades are a good indicator of your academic achievement? Why? What are some of your short and long-term goals and objectives? What have you learned from participating in extra-curricular activities? What do you REALLY want to do in life? In what kind of work environment are you most comfortable? Which is more important to you - the money or the job? What do you consider to be your greatest strengths and weaknesses? How would you describe the ideal job for you? Why are you seeking a position with our company? How would you describe yourself to others? If one of your friends worked here and was stealing from the business, what would you do? How do you think one of your references would describe you? How would you handle an irate customer? What motivates you to put forth your greatest effort? Can I count on you to be punctual and productive? Give me an example. What qualifications do you have that you think will make you successful in our business? Describe the relationship that should exist between a supervisor and employee. Melanie

2014 Participants Overview Letter Thank You Poster Melanie Allen, Patterson, Taylor UMTSS 2014

WIA Youth- Introduction
From federal legislation in 1998 Focus on helping students that may otherwise lack resources to get training and education DWS administers this program in Utah Called LYFE in Salt Lake and Tooele Counties The WIA Youth program is a great resource in our communities. WIA stands for the Workforce Investment Act from 1998, which among other things established funding for the states to help train and educate their workforce and future workforce. The youth side of the training and education program assists students that have financial and other barriers to be able to complete high school education and qualifying post-secondary training. Throughout Utah, the Department of Workforce Services administers the WIA training programs. In Salt Lake and Toole Counties, it is called LYFE. Allen, Patterson, Taylor UMTSS 2014

WIA Youth- Eligibility
There are many services at DWS that anyone can receive WIA Youth services are ones that the applicant must apply and be eligible for: Eligibility can take from 1 to 6 weeks Includes income, citizenship/residency, need, TABE testing, and barriers Age: Can apply if they are between 14 and 22 years old Disability is a barrier, but it is not required for eligibility Department of Workforce Services offers many things that anyone in the state can take advantage of. For WIA specific services or for things that require funds from WIA, the recipient will need to apply and be eligible for them. The application process can take anywhere from about 1 week to 6 weeks depending on how fast the applicant gets things done. The process is pretty simple, though. If they create a job seeker registration on our website and then also do the Application for Training Services from within their account, someone from the local office will call them and walk them through the rest of the process. Or you could connect them with someone from the local office that can help them with the online application. Good referrals to WIA Youth include people with disabilities and/or low income that need some assistance with their education and A disability, including learning disabilities can be one of the barriers we accept, but all successful applicants to our program do not need to have disabilities. Allen, Patterson, Taylor UMTSS 2014

WIA Youth- Services Once accepted, youth and young adults may receive a variety of services including: Career planning Job search Interviewing Resumes Secondary and post-secondary education– including tutoring, mentoring, credit make-up, concurrent enrollments, and the cost of GED tests, tuition, required books and supplies Leadership activities/projects Paid internships Incentives After a youth is deemed eligible for the WIA Youth program and is enrolled, a variety of services are open to them. They will work with an employment counselor to write up an employment plan focused on a career goal. The employment plan will be a written agreement of the goals the youth will be working on, activities they will participate in, and services including funding for activities that DWS can assist them with. Above are some of the things that we commonly offer to youth. Allen, Patterson, Taylor UMTSS 2014

WIA Youth- a Community Partner
We work to maintain relationships with schools and others in the community We coordinate our efforts and plans with schools, Vocational Rehabilitation, and others We do presentations at schools and enjoy doing mock interviews for students when we can These interviews and presentations done in the community do not require eligibility and WIA enrollment We do want to and like to coordinate and partner with others in the community that are also working with youth. Individual offices may have their own ways of doing things. Some of our offices will initiate contact with schools and others, but all should respond positively when contacted by a community partner that is on our release/disclosure form. Doing interviews and presentations in the community can be done without the students in attendance being approved for WIA services. Allen, Patterson, Taylor UMTSS 2014

Vocational Rehabilitation
The Utah State Office of Rehabilitation provides Transition Services to eligible students with disabilities as they transition from school to adult life Our goal is to provide students with a smooth transition, holistic team approach, and services that are necessary and reasonable to help prepare for, obtain, and maintain employment Allen, Patterson, Taylor UMTSS 2014

VR Services may include: VR Counseling and Guidance Medical/Psychological Restoration Job Development and Placement Work Adjustment and Life Skills Training Employer Supports and Accommodations IEP and 504 Planning Support Employment Assistive Technology Training and Education Our goal, as Vocational Rehabilitation Transition Counselors, is to provide the most appropriate counseling and guidance for your successful transition from high school to adulthood, independence, and employment. Allen, Patterson, Taylor UMTSS 2014

Applying for VR Services: Fill out an application Download from our website: usor.utah.gov Pick one up from a VR office Call and have one mailed out to you Every office is different, ask how they handle applications Once the application is filled out, call the VR office to schedule the initial interview Let the scheduler know that you are in high school so they can assign you to a Transition Counselor Bring the application to the initial interview Allen, Patterson, Taylor UMTSS 2014

Initial Interview for VR Services: We will go over the Application with you to make sure we understand what is being described You will want to be as specific as possible when describing your disability and how it has impacted you Whenever possible use personal examples If you have documentation of your disability please bring this into the first meeting. This needs to be signed by one who has the authority to give the diagnosis (e.g. Medical Doctor, Psychologist, etc.) Examples may include: Medical Records with a specific disability diagnosis Psychological Evaluation with specific DSM diagnosis Receiving SSI/SSDI as a result of your disability Etc. VR can request the documentation, or we can help with evaluations if you do not have documentation available (Eligibility Summary/IEP) Allen, Patterson, Taylor UMTSS 2014

Initial Interview (continued): An IEP or Evaluation Summary will help with understanding how specific disabilities have impacted you This will help VR understand services that you may need to be successful In order to use these for eligibility there needs to be signed documentation of the disability’s diagnosis If school documentation is not sufficient, additional testing may be offered (specific learning disability) Allen, Patterson, Taylor UMTSS 2014

Eligibility: To qualify for VR services you need to meet 4 criteria: You must have a significant mental or physical impairment Your impairment must result in a substantial impediment to employment You must be able to benefit from services through an employment outcome You must require Vocational Rehabilitation Services to prepare for, enter into, engage in, or retain gainful employment consistent with your strengths, resources priorities, concerns, abilities, capabilities interests and informed choice VR is eligibility based - not everyone qualifies for VR services Allen, Patterson, Taylor UMTSS 2014

Collaboration: Earlier Intervention Release of Information Open Lines of Communication Documentation Sharing IEP and IPE Team approach to help students have the tools and resources necessary to be able to help themselves as they transition into adult life Allen, Patterson, Taylor UMTSS 2014

Collaboration How We Make it Work Focus on the Student Ask questions Ask for clarification of procedures from the other organizations Set timelines and follow up Work to find ways to make the situation work Frustration usually comes from not understanding the other person. We often use the same words, but do not understand those words in the same way: internship, disability, plan We use different words for the same thing: Student, Client, Customer Don’t give up too early Work through the miscommunications that are bound to occur Travis Ben- Set some time frames. If you know a person applied to VR or DWS, follow-up in a couple of weeks. Help things work out. Like when a student that Melanie and I were both working with lost his transportation to the DATC where he had concurrent classes. Rather than thinking, “oh no. I guess he can’t do those classes, now”, she called me and asked if he had told me about his troubles getting there. I was glad because he hadn’t, and it gave me an opportunity to talk with him about it and offer some things that the school isn’t usually able to offer. Melanie Allen, Patterson, Taylor UMTSS 2014

Student Benefits Relevant, rigorous, simulated experience with feedback Familiar environment with teachers they trust Become familiar with those they may connect to post-high Self-advocacy at real level Have support not available in a “real” setting Enhance likelihood of seamless transition Students know there is a shared collaborative vision and responsibility between themselves, their teachers and their chosen post-high connection Mock Interviews create a safety net for those who need it most, and enhances the likelihood of a seamless transition Ben Travis if inspired Students Know there is a shared collaborative vision/responsibility between themselves, their teachers and their chosen post-high connection. It creates a safety net for those who need it most. Relevant, rigorous, simulated experience Have support not available in a “real” setting Familiar environment with teachers they trust Become familiar with those they may connect to post-high trust new people (VR, Student who took 3 years to interview) Begins prior to their senior year Whether it is their disability or learned helplessness often our students/clients often do not know what to do next. Student is more likely to: call, follow up, ask questions when they know who they are talking to and trust them Self-Advocacy: Appointments are likely to be kept or rescheduled (McKayla this year, Travis came to the school) If you do not think you are ready to keep this appointment then cancel. If you think you may be ready in a week or two please reschedule. Cut down eligibility time Allen, Patterson, Taylor UMTSS 2014

Benefits Teachers: Department: Two days of each term: Term 1: Cover letter & application Term 2: Resume & Interview skills Term 3: Mock Interviews Term 4: utahfutures.org General rubric, but teachers decide how to teach content Active, engaging, relevant, and authentic curriculum Meet Transition goals; district standards, state, core curriculum Educators/Students receive an overview and introduction to post-high connections Graduation rate has increased Shared vision and standard All staff address transition Transition data is collected Student data is on the shared drive regardless of who the previous case manager is/was Staff accountability/timeline Real life business standard and measurement Melanie Allen, Patterson, Taylor UMTSS 2014

Collaboration Benefits
Connecting with post-high agencies and education For 2 days each year, we have a chance to work together We cannot take everyone to the community so the community comes to us students 10-15 community volunteers a day Saves time and streamlines the information to students/educators Benefits agencies with outreach Provides an opportunity to collaborate on transition issues Travis Allen, Patterson, Taylor UMTSS 2014

Benefits of Lunch During Mock Interviews
Opportunity to interact and relax in an informal setting Trust and rapport are developed Create collaborative and networking opportunities Learn what each agency really does Learn what is needed for program eligibility and application Establish connections: name, face, and contact information Understanding processes on a personal basis “How can this work?” “I have a student who. . .” Ben usually admin and counselors, this allows for teachers Melanie Middle two Travis Last one Allen, Patterson, Taylor UMTSS 2014

Student Survey Allen, Patterson, Taylor UMTSS 2014

Interesting Feedback How helpful do you think mock interviews were? Overall 71.9% of students said that mock interviews were helpful. How likely are you to recommend this experience to others? 78% of seniors would recommend mock interviews, while 62% of juniors and 39% of sophomores would. Students that said they were prepared for the interview: 10th grade-65%, 11th grade-66.7%, 12th grade- 77.8%. Of those that participated in mock interviews 3 years, none ranked the value of mock interviews less than 5! Of those that participated in mock interviews 2 years over half ranked the value of mock interviews less than 5. I don't know if these are something to report, or just interesting for our purposes: Juniors were most likely to say they will or might apply for DWS services. Seniors were least likely to. Juniors were most likely to say they might apply for VR, while seniors were most likely to report they will. 30% of seniors had a job, while 60% of juniors and 10% of sophomores did. Allen, Patterson, Taylor UMTSS 2014

Conclusion Mock Interviews create the opportunity to introduce students to potential supports that could assist them early with current and future transition goals Rallying point for the collaborate process Shared activity that everyone understands and is the catalyst to bring everyone together. Collaboration will take time, but the outcomes are worth it The anticipated benefits coupled with the unexpected collaborative outcomes make this a model worth consideration Each say one thing: Layton High has done a good job of focusing on transitions in their department. Using the mock interviews as a tool to pull the community in and Allen, Patterson, Taylor UMTSS 2014

Collaboration Outcomes
More students so we can help out. Hope and motivation to keep in school and help provide plan with immediate incentives WIA/graduation Currently: DWS Drop out/transportation/incentives/extra supportive services/credit recovery Changing the mock interviews to introduce students sooner Seamless transition from case manager to a VR counselor Trust has been established IEP/IPE Graduation rate has gone from 44% to 55% The transition focus as a team has helped increased this outcome Mock interviews are the culmination of transition throughout the year Ben: Shared student/DATC, Keith/Natsha Travis: student/High anxiety/comfortable IEP/IPE trust in the person and part of the process Melanie: Allen, Patterson, Taylor UMTSS 2014

Common Core Reading, Writing, Speaking, Listening
The Common Core asks students to read stories and literature, as well as more complex texts that provide facts and background knowledge in areas such as science and social studies. Students will be challenged and asked questions that push them to refer back to what they’ve read. This stresses critical-thinking, problem-solving, and analytical skills that are required for success in college, career, and life. Allen, Patterson, Taylor UMTSS 2014

Common Core Allen, Patterson, Taylor UMTSS 2014

UMTSS MOCK INTERVIEW MODEL

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