Work-based Learning (WBL), Transition and the IEP Nancy Hunter Special Education Consultant...
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Transcript of Work-based Learning (WBL), Transition and the IEP Nancy Hunter Special Education Consultant...
Work-based Learning (WBL), Transition and the IEP
Nancy HunterSpecial Education [email protected]
Texas Transition ConferenceFebruary, 2011
Productive Employment for All Students
Individuals with Disabilities Education Improvement Act, 2004
CFR 300.1 (purpose of special education)… to “prepare students for employment, further education and independent living.”
Vocational Education IS a Special Education Service
Special education must provide vocational services under IDEA, 2004
Vocational education as special education services:
(CFR 300.39)
“organized educational programs that are directly related to the preparation of individuals for paid or unpaid employment, or for additional preparation for a career not requiring a baccalaureate or advance degree”
Pathway to a High School Diploma
“IEP” graduation option for students receiving special education services (diploma-earning)– For students who have modified content in any
state-required high school course, and/or ‘specially designed courses’ created by special education.
– 89.1070(c) Complete required credits, maximum participation in
general curriculum, and either actual employment, mastery of specific employability skills, or access to services
Development of Employment, Transition and the IEP
IEP includes student’s post-school goals (education, training, employment, and further education) based on “age-appropriate transition assessments” – Post-school transition goals that are measurable and
reasonably achievable
Transition services that take into considerations a youth’s “strengths, interests and preferences” in order to develop employment
Agency linkages, ‘linked’ annual goals
Work-based Learning: Vocational Education as Special Education
For students with physical or mental disabilities that preclude them from immediately obtaining employment (and who will likely need ongoing support in an employment setting)
Four phases (community-based, in businesses):– Vocational exploration (5 hrs. per job)– Vocational assessment (up to 90 hrs)– Work-related training (up to 120 hrs. per job)– Paid work experience (Cooperative Work Experience)
Purpose of Work-based Learning (WBL)
Identify career interests Assess employment skills and training needs Develop skills and attitudes necessary for
paid employment To participate in a paid experience after
needed exploration, assessment and training.
Four Distinct Phases of WBL
Career Exploration Career Assessment Work-related Training Cooperative Work Experience
(gone are terms community-based vocational training CBVT, or CBVI, CBVE)
The Continuum of Services to “Develop Employment”
Three unpaid phases (cannot be coded 08-VAC): exploration, assessment, and training phases
One phase paid employment: Cooperative Work Experience or “VAC” (code “08” if VAC requirements met)
Understanding the FLSA: Fair Labor Standards Act
WBL activities take place in employment settings
Activities must comply, then, with the Fair Labor Standards Act
FLSA provides for minimum wage laws, overtime pay, record-keeping requirements, and child labor laws
Phase One of WBL: Career Exploration
Exposure to a variety of work settings to help make decisions about future career directions or occupations
To investigate – Interests, values, beliefs, strengths and
weaknesses in relation to demands of job– Watching work being performed, talking to
employees, trying out tasks To make choices and to develop the IEP
Phase Two of WBL: Career Assessment
Student rotates among various workplace settings Experiences help determine training objectives for IEP Training is under direct supervision of school personnel and
employees Data systematically collected on
– Interests, aptitudes, special needs, learning styles, work habit, behavior
– Personal, social skills, values, attitudes and work tolerance
Phase Three of WBL:Work-Related Training
Student placed in employment setting for experience
Training is closely supervised To develop competencies and behavior needed
to secure paid employment Detailed, written training plan
– competencies to be acquired– methods of instruction– methods of evaluation
Critical Work-Based TRAINING and Dept. of Labor Guidelines
Youth for whom employment is not immediately obtainable
Under supervision of school personnel Defined in IEP The training ‘test’ (IS it training or is it work?)
– No displacement of employees Vacant positions not filled, employees relieved of
duties, students performing services though not usually done by employees, but that benefit the business
Important Work-Based Training and DOL Guidelines
– Students under continued supervision By school or business
– Ongoing instruction and close supervision during entire experience
– Resulting in any tasks the student performs being offset by the burden to the employer of providing ongoing training and supervision
– Placed according to needs of student/IEP not the labor needs of the business
– Period spent at any one site or in any job classification included in IEP
Phase Four of WBL:Cooperative Work Experience
Student in paid work situation Paid the same wage as a non-disabled
employee Payment could be through school or special
program but not compromise Fair Labor Standards
Agreement should be made between school and employer before the student begins work
How Does “VAC” Tie In to WBL?
19TAC89.63 For “providing special education and related services” to
– A student on a job (paid)– With regularly scheduled direct involvement by the
VAC in the the implementation of the IEP VAC can only be considered after Career and
Technology has been determined inappropriate Fourth phase of WBL (paid employment with direct
involvement by VAC teacher in IEP of student)– Think “Safety Net”
Documentation in the IEP of Work-based Learning
Measurable postsecondary goals based on transition assessment– After graduation from high school, I will be
employed in a local business performing clerical tasks.
PLAAFP (functional skills) Needed Transition services” to develop
employment,” IEP services, Related Services Annual Goals/Objectives/Benchmarks
Digital Employability Portfolios:Spotlighting Competencies
Visual summary of work-based learning experiences with photos and descriptions of mastered job skills
Include reference contact information
Take to job interviews BONUS: encourage student
to share at ARD/IEP meeting
ALL ABOUT
ME
Using Technology to Document Skills: Employability Portfolio Ideas
Power Point templates– Visual “highlights” of
WBL training experiences
Skills acquired Photos references
IEP student input
Sample “Pages” from Student’s Digital Employability Portfolio
Goodwill Town & Country Select store
Supervisor – L----713-----------ISD Job Coach- _______-
Production worker : assisted in keeping
production supply available by sorting clothing for sale or salvage and hanging clothing to be sold.
Job Training Experiences
Hampton Inn
Supervisor- N-----
713---- ------
--ISD Job Coach-
A– L---
Laundry worker:
sorted, folded, and
organized linens in
laundry department
Job Training Experiences
W----- AcademySupervisor- M A-----------
713-------------
--_ISD Job Coach- T N---
Cafeteria trainee:
packaged cookies for
sell at lunch, folded
and stocked cafeteria
laundry, and cleaned
areas in the cafeteria
Hobbies and Interests
I really enjoy music. I like to play the drums and guitar at home.
I like listening to Tejano and Rock & Roll music.
I also really enjoy watching movies. Harry Potter is my favorite.
I like to play Uno and Dominoes with my friends and family.
Resources and Final Reminders
“Essential Tools” (guidelines for Work-based Learning programs)– http://www.ncset.org/publications/essentialtools/flsa/
“Don’t forgets” (topics for another day):– Data collection on WBL sites– Job coach TRAINING– Parental support for WBL efforts– WBL and Transition Assessment– WBL/Transition links throughout IEP