Transition 101: Work-based Activities

Transition 101: Work-based Activities

1) Type your name, email address, and zip code (along with all team members participating with you) in the ‘Chat Box’ on the left.

2) CCTS will conduct a sound check at 2:50 and 2:55. We’ll begin at 3:00 and end by 4:00.

3) Use the ‘Chat Box’ to type in questions and/or responses; we’ll address these mid-way through the webinar and during the last ten minutes.

4) After the webinar, you will receive a follow-up email requesting that you complete a quick survey.

Thank you for joining us today!

Center for Change In Transition Servicesimproving post-school outcomes for students with disabilities in Washington state

Seattle UniversityOSPI State Needs Project

This webinar is closed captioned. To see the captioning click on the cc icon just above the video.

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Website: www.seattleu.edu/ccts

Email: [email protected]

Phone: 206.296.6494

Center for Change In Transition Servicesimproving post-school outcomes for students with disabilities in Washington state

Seattle UniversityOSPI State Needs Project

http://www.seattleu.edu/ccts

mailto:[email protected]

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Quality Indicator Secondary Transition(QuIST)

The QuIST is a multi-dimensional program evaluation process designed for district/Local Educational Agencies (LEA) teams to: Facilitate communication and sharing within and

among the district and its interagency partners; Identify areas of strength and opportunities for

improvement; Promote planning and improvement; Evaluate and measure progress.

1.School-based Activities

2.Work-based Activities

3.System Support

4.Family Involvement

5.Connecting Activities

How can the work-based transition activities be incorporated into the school day while balancing the needs of each student?

Essential Question

What is Work-Based Learning?• Well-designed and -implemented work-based learning

activities contribute to both the intellectual and career development of high school students

• Three Key Components:(a) school-based learning classroom instruction

involving both academic and technical areas; (b) a work-based learning structured work activity;

and, (c) a connecting career development activity

Internship Opportunities

Job Shadowing

Job Readiness Skill Development

Integrated Employment

Employment with Supports

34 CFR 300.320(b) - WAC 392-172A-03090(1)(j)(i)

Transition assessment

The ongoing process of collecting data on the individual’s needs, strengths, preferences, and interests as they relate to the demands of current and future working environments educational, living, personal and social environments.

Transition Planning for Employment

1) Strengths: What strengths does the student have in meeting some of life’s demands as they relate to education/training, employment, and independent living?

2) Needs: What are the main barriers to the student reaching postsecondary endeavors (e.g., college/training program, a job/career, accessing the community, or living independently)?

3) Interests: What are the student’s interests, currently and in the future? What activities/experiences promote curiosity and catch their attention?

4) Preferences: Given the opportunity to choose from available options in the areas of education/training, employment, and independent living, what options, according to the student, will motivate the student and make him/her happiest?


• Inside Jobs– http://www.insidejobs.com/

• O*Net– http://www.onetcenter.org/

• The Career Key – http://www.careerkey.org/

• CareerOneStop– http://www.careeronestop.org/


Career WebsitesCareer Websites

• Students have access to community-based internship or volunteer info in school

• Students participate in quality community-based internship or volunteer experiences that relate to their postsecondary goals

• There is a process in place to ensure that students and mentors receive orientation on the laws and policies that govern community-based learning


Quality IndicatorsQuality Indicators

1. Part of a continuum of work-based learning

2. Paid or compensated (e.g. stipend)

3. Drive education equity

4. Based on identified youth interests and learning objectives (student’s postsecondary goals)

5. Align with academic learning


Quality Community-Based InternshipQuality Community-Based Internship

Paraphrased from the National Academy Foundation’s 10 Gold Standardshttp://naf.org/files/press_release/2010/03/InternshipGoldStandards_onesheet.pdf

6. Produce valuable work

7. Experiences are prepared for and reflected upon

8. Participants are supported throughout the experience

9. Assessed against youth interests and learning objectives

10. Occur in safe and supportive environments

Quality Community-Based InternshipQuality Community-Based Internship


• Paid or compensated internships are preferable, but not always possible

• Unpaid internships or volunteer experiences can also be valid experiences, but be aware of the laws and policies

• The main difference between an unpaid internship and a paid one:

the internship experience is for the benefit of the intern– Structured around a classroom or academic experience– Provides individual with range of skills (not employer-specific)– Cannot replace regular workers– Emphasis is on training– Fixed duration


Legal NotesLegal Notes

Paraphrased from http://www.dol.gov/whd/regs/compliance/whdfs71.pdf

• How can internship opportunities be incorporated into the school day while balancing the needs of each student?– Align internships with academic learning– Incorporate reflections and assessments of internship experiences

into class work– Re-visit the transition assessment


Classroom ConnectionClassroom Connection

Job Shadowing

• Students receive instruction on the purpose and process of job shadowing

• Job-shadowing experiences are short-term, time-limited in nature, and are related to students’ postsecondary goals

• There is a process in place to evaluate job shadowing experiences by students and staff

Job Shadowing

Quality Indicators

• Opportunity to witness professional tasks performed• Chance to see what skills and knowledge are required• Get a feel for the work environment and routine• Longer experiences are preferable (half-day or full-day) so

the student can see a range of tasks and meet more people who work there

Job Shadowing

Purpose

• Videos are an alternative for remote and rural districts although in-person job shadows are preferable

• Use your school campus– Wide range of career categories at your school

• Use the community– What are the main industries in your community? What are some of

the “hidden” ones? Be creative!

• Build relationships with community partners

Job Shadowing

Tips

• How can job shadowing activities be incorporated into the school day while balancing the needs of each student?– Build curriculum around in-person or virtual job shadows– Reflections on the job shadow experience

• What did the student like? Dislike? What else might the student like to try?

Job Shadowing



Quality Indicators• Students are provided experiences that support the development of

positive work habits, tolerances, and behaviors• Students participate in Career and Technical Education programs and

courses• Students exit school with appropriate job-seeking behaviors through

job-readiness curricula and training• Students exit school with an understanding of how community

resources and family members can assist them in their role as a worker

• Students exit school with an ability to access, accept, and use needed supports and accommodations for work experiences


• Some common job readiness skills include communication, interpersonal, decision making, lifelong learning

• Family can be part of this (see NCWD/Youth Info Brief)• Include student’s skills in the “Summary of Performance”• Skills to Pay the Bills curriculum (DOL)• Small business model within school

• Coffee cart, etc.

Skills DevelopmentSkills Development

Job Readiness Skill Developmenthttp://www.dol.gov/odep/topics/youth/softskills/

• How can the job-readiness skill development activities be incorporated into the school day while balancing the needs of each student?– Build a lesson or unit around Skills to Pay the Bills curriculum– Incorporate into class work—resume writing, etc.– Build into goals, Summary of Performance



• Students exit school with work experiences that are relevant and aligned to their postsecondary goals

• There are policies and procedures in place to ensure that the legal requirements for work-based learning are met

• School staff receives ongoing training in job development and placement

• Relevant and comprehensive job/work evaluations are used to monitor student learning and success




• Should always be related to the student’s transition assessment and postsecondary goals

• Multiple on-the-job training experiences that are specifically linked to the content of a program of study and school credit– Can include community service (paid or unpaid)– Volunteering is a great way to gain experience

Work Experience TipsWork Experience Tips

• How can the work-based transition activities be incorporated into the school day while balancing the needs of each student?– Have students prepare for and reflect on work experiences



• There is a process in place to identify the level and type of on-the-job supports needed by individual students

• Community work experiences emphasize “real” work experiences

• School staff receives current and regular training• Students and parents actively participate in developing

“natural supports” (Connections and supports to secure and sustain employment)

• Relevant and comprehensive job/work experience evaluations are used



• Understand the relationships between benefits planning and career choices

• Learn to communicate their disability-related work support and accommodation needs

• Learn to find, formally request and secure appropriate supports and reasonable accommodations

• Have a working understanding of the laws around supports• Education about disclosure


Self-Advocacy Skills for StudentsSelf-Advocacy Skills for Students

Adapted from NCWD/Youth

• How can the work-based transition activities be incorporated into the school day while balancing the needs of each student?– Student-directed IEPs– Self-determination and self-advocacy curriculum



Resources

• The American Association of People with Disabilities (AAPD) http://www.aapd.com/– Workplace and Employment page

• National Family Advocacy and Support Training Project (FAST) http://www.fastfamilysupport.org/– Building a Resume: Tips for Youth With Disabilities

• National Collaborative on Workforce and Disability for Youth (NCWD/Youth) http://www.ncwd-youth.info/– Info on just about any work-related topic

• Job Accommodation Network (JAN) http://askjan.org/– Info on job accommodations

• Ticket to Work http://www.chooseworkttw.net/index.html

Resources (Cont’d)

• Secretary’s Commission on Achieving Necessary Skills (SCANS) http://wdr.doleta.gov/SCANS/whatwork/– Report on the level of skills required to enter employment

• Skills to Pay the Bills (DOL) http://www.dol.gov/odep/topics/youth/softskills/

• US DOL Wage and Hour Division http://www.dol.gov/whd/– Employment of workers with disabilities:

http://www.dol.gov/whd/specialemployment/workers_with_disabilities.htm

– Disability Resources: http://www.dol.gov/dol/topic/disability/index.htm

• Disability.gov https://www.disability.gov/employment

Tune in on Wednesdays from 3 to 4 pm.

January 9thTransition 101:System Support

Topics include administration participation, staff development, support staff participation, resource allocation, and state and federal reporting.

February 13thTransition 101:

Family InvolvementTopics include family and school collaboration, family and school communication, and parent and family training.

March 13thTransition 101:

Connecting Activities

Topics include agency resource information, agency participation and parental consent, and the Memorandum of Understanding (MOU).

1) Using the Chat Box, type in at least one tool or support CCTS provided that you found helpful and would like to use again.

2) Let us know at least one way CCTS can better support your team this year.

3) After the webinar, please respond to the quick survey sent to your email.

Thank you for joining us today!

www.seattleu.edu/ccts

Email: [email protected]

Phone: (206) 296-6494

Transition 101: Work-based Activities

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Transcript of Transition 101: Work-based Activities