The Buck STARTS Here

Encouraging Employment and Improving Post-School Outcomes

Eileen Easterbrook & Sara MurphyTransCen, Inc.

December 4, 2013

Everyone Deserves the

Dignity of Work

We define ourselves by what we do

One of the goals of education is to prepare people to become productive members of society

Only 14% of adults with I/DD served by the regional center are employed in the community(ARCA, 2010)

Who Are You?

Integrated, community based Direct hire Minimum wage or better First option in the adult service system

WE ALL NEED TO ASSUME EMPLOYABILITY

CA Employment First Policy

TransitionA Parent’s Perspective

Finding a Path to Employment

The Trauma of Transition

I can’t envision a future job. What can she do? What is

realistic? What should she be working

on at school? What can we work on at

home? Who will find her a job? How can she be successful? I’m so busy with work and

other family responsibilities, what do I need to do now?

Allison At TransitionCan She Work?

Speech unclear and receptive/expressive language processing disorder

Short attention span: car wash, bake brownies and dancing in under 20 minutes

Irritable with changes to her schedule

Gives up easily Likes to lead i.e. bossy Grooming challenges Able to read site words General goofiness

Socially appropriate, motivated employees

who are passionate about their business and want to work

Hiring is a business decision – not a charitable cause

Employees must add value Help increase revenues Help decrease costs

What Employers Require

People with disabilities have the right to choose a path toward education and employment. However, while freedom of choice is given, the right to work is earned. Earning the right to work is dependent upon the student's preparation.

Simon, Stephen, ADA Quarterly, Fall 1998.

The BUCK Starts Here

Transition is the time to switch hats and shift gears.Start with reframing how we perceive our students.

See “Disability” as “Human Variance”

Not aberrant or broken. Let’s reframe our perceptions of

people.

Help Wanted

Company looking for individual with developmental disabilities, autism and history of aggressive behaviors. Extensive history of hospitalization preferred. Drug problems, poor social skills and delusional behaviors OK. Supportive co-workers and movie day on Fridays. Call for an application.

“Successful Employment” is a mutually beneficial

relationship. It’s a two-way street.

It’s about adding value, not charity.

A Skills NOT Deficits Approach

Reframes our perceptions of students with disabilities

Focuses on what a person can do, not what they can’t

Shifts emphasis to adding value, not what needs to be fixed

Targets employment settings where job seeker’s unique characteristics and skills will be assets- where they will fit in and make friends

Discovery Process

Building a Profile to Develop Vocational Objectivesand Prepare for Post School Success

Build a Solid Profile

Living document Use it to develop work-related IEP goals and job

sites Revise and update during the year Move it with the student year to year Share it with the regional center and service

provider

Positive Personal Profile

Dreams and goals Talents Skills and knowledge Learning styles Interests Personality traits

(Remember: quirks can be assets)

Environmental preferences

Dislikes Work experiences Support system Challenges Solutions

(accommodations) Values Temperament

Positive Personal Profile

19

Targeting Employment SettingsWhere Will She Sparkle?

Allison’s Profile

Pets or food

Assemble or organize

things

Social environme

nt

HOPE

“You have given me hope for the first time that my daughter could become employed.”

Discovery

Imagine the possibilities

“What needs to be done?”

Motivation Hard Skills Soft Skills

Keys to Success

Money Status Friends Learn something new Want to be helpful Like doing my job Get out of the house My mom and dad said I had to go to work

Why Do People Go to Work?

What Motivates You?

They are not a deal breaker. Employers are willing to train and expect to for entry level jobs.

Hard Skills

“85% of employers surveyed said

“soft skills”, not technical skills, are the critical factor in job success.”

Stanford Research Institute

Soft Skills

Manners/attitude

“Can I help you with that?” Sharing & caring about others- “Ladies first” Team work- “Gotta get the job done”

Initiate greetings- teach smiling/handshake Voice volume NO HUGGING Age appropriate behavior, professionalism at

all times

“Sandbox” Skills

Consistent, structured schedules

Predictable, opportunities to learn Not just field trips

Error-free learning, positive instructional strategies Checklists (whiteboards) Let’s Get Lost Give students opportunities to be leaders Build-in Choice and self-determination

What do you want to do first? Math or Science? What do you want to make in cooking group? What do you want to wear?

Build stamina and endurance– 4 hour shift possible?

Increasing Independence and Self-Confidence

Make sure the Expectations/Goals are clear and

understood Reward and Acknowledge good work behavior and

initiative Wall of Fame- “Worker of the Month”, employment

outcomes Events/trips earned through hours or wages

Use Checklists or graphs to track accomplishments and reinforce progress

Teach them “I’m done- what’s next?” Teach money & budgeting

Work Ethic, Motivation and Initiative

Build-in problem solving to work activities

Set up task/work process “how do we do this?” Running out of materials

Let them fail (“Oh no! Now what?”) Let’s get Lost

Problem Solving Skills

Lead, speak for themselves, self advocacy Think for themselves Problem solve Take initiative Dress and act their age in public Be realistic - admit failure and try again Understand disability (limitations) and how to

manage

No More Ducklings

Raise the BAR - What would a neuro-typical young

adult do or look like? Grooming Responsibility & self confidence

Making choices Chores lists with consequences

Work ethic – tangible and intangible rewards Money concept and skills – budgeting Time management - calendar, scheduling Organization skills – what do you need for the day Leverage technology

What Can Families Doto Support Employment

Goals?

White BoardIndependence and

Responsibility Gives responsibility Improves behavior Time management Sequencing Learn how to use a

list Fabulous Job Aid for the Future

Can go high tech Innately rewarding

Allison Today

Vocational training in work-based setting

Improved soft skills, stamina, focus and work behavior

Taking public transportation

Grooming

Still working on that goofiness ;-)

She can’t even apply or job search. Can anyone give me an overview and make sense of the

adult system? There is no one person to go to for all the answers She needs extra training and support – Who does this? How

long will it be provided? What are service providers? Where are they? Is there a

choice? What does the Department of Rehabilitation do that a

Regional Center doesn’t? Why two agencies? When will I find the time? I work. How does a Certificate of Completion vs. a diploma impact

post school options

Turning 22 - Now What?Parent Concerns

Adult Service System

Navigator Needed

A Chaotic System

Regional Center?

Department of Rehabilitation?

Community Service Provider (Adult Service Agency)

Other Services:

Housing, IHSS,

Transportation

Social SecurityAnd

Healthcare

 

Name of Service

 

Day ProgramLimited Focus

on Work

 

Integrated Work

Day Program 

 

Supported Employment

 

Competitive Employment

 

  

Service Description

 

 Can be activities on-site or community-based activities No work objectives or only minimal focus

 Day program services

that can include activities in work

settings (volunteer and paid)

 

 Job developer assists with placement and learning

new skills. Job coach then provides follow along

support.

 Assistance with

training, placement and retention

services. Short term job coaching is

available, if needed. 

 

Funding Agency

 Regional Center

 Regional Center

 Dept of Rehabilitation, then Regional Center

 

 Department of Rehabilitation

  

Group or Individual

 NA

 Small Group (enclave)

 

 Group & Individual

Placements

 Individual

 

 

Level of Support

 100%

 100% on-going

 Individual = Long term. Starts with DOR, once placed, supports fade to 30% or less as employee learns job ( up to 18 month to stabilize), then case moves to Regional Center for on-going support.Group/Enclaves=On-going, 100%

 Short term support (ave. 90-120 days)

 

 

Average Range hours

 

 0

 3 to 15 hours/week

 10-40 hours/week

 15-40 hours/week

 

Anna’s LifeIntegrated Work Program

Employed over 10 yrs at GAP Takes MUNI/BART

independently Volunteers and is

learning to cook at Project Open Hand

Works out and swims at YMCA

Taking city college classes (ASL & computer)

Goes out with friends to a bar

Alvin’s LifeSupported Employment

Program Works full time for

Prologis, a REIT Loves to “tinker”

and draw Helped him to

volunteer in the shop of the Exploratorium

Helped him to sign up for “drafting” class at Adult-Ed City College

Robert’s LifeCompetitive Employment Program

B.A. in Journalism , SFSU Employed at Viz Media - writes reviews

- manages chat room- judges monthly art contest- trademark enforcement

Learned to use public transportation system

Plays Dungeons and Dragon,

Sings Karaoke Writes a comic strip with

his co-workers

No Dabbling. Refer families to expert advisors Basically earn more by working than not working Medical insurance can continue but wage and

time limits need to be understood Personalized advice via Community Work

Incentive Coordinators – free, trained benefits advisors found by calling the local Independent Living Resource Center

Department of Rehabilitation offers free trainings Online Information Sources (see next slide)

Impact on SS Benefits

Online Sources of Additional Information

Disability Benefits 101 (with calculators) www.disabilitybenefits101.org

Social Security’s “Red Book” http://www.socialsecurity.gov/redbook/eng/main.htm

Social Security’s Web Page http://www.ssa.gov/

Good information needs to be shared to be

useful Send to regional center, families and/or chosen

service provider. Profile Resume Assessments: Functional skills, vocational and psychological

Keep the hard work you and the student have done GOING!

Passing the Baton

Start early on employment skills (hard and soft ones) Give hope to student and families of employment –

via discovery and work-based experiences Profile students in a positive manner Involve families to help develop employment skills Convey transition information to parents early and

REPEAT– time to absorb, digest and take action Summarize and share information with families and

adult service providers

Lessons Learned

Contact Information

Eileen EasterbrookAimHIRE Program Manager(415) 979-9520eeasterbrook@transcen.org

Sara MurphyDirector, WorkLink/TransCen Inc.(415) 979-9520smurphy@transcen.org